A NEW DISCOVERY Of the old Art of TEACHING SCHOOL, In four small TREATISES. 1. concerning A Petty-Schoole. 2. concerning The Ushers Duty In a Grammar School. 3. concerning The Master's Method In a Grammar School. 4. concerning Scholastic Discipline In a Grammar School. Showing how Children in their playing years may Grammatically attain to a firm groundedness in and exercise of the Latin, Greek and Hebrew Tongues. Written about Twenty three years ago, for the Benefit of Rotherham School, where it was first used; and after 14. years' trial by diligent practice in London in many particulars enlarged, and now at last published for the general profit, especially of young Schoolmasters. By Charles Hoole Master of Arts, and Teacher of a Private Grammar School in Lothbury Garden, London. London, Printed by J. T. for Andrew Crook at the Green Dragon in Paul's Churchyard, 1660 To the Right Worshipful, his most Reverend, constant, & truly loving Friend Robert Saunderson D. D. and Rector of Boothby-Pagnell. C. H. wisheth increase of Grace, and perfection of GLORY. SIR, NOw I have by God's blessing obtained (that which you can witness I have seriously laboured after) a thrice seven years' experience in this despicable, but comfortable employment of teaching School; I think it not amiss to discover to the world, what method I have hitherto used, and which I resolve to continue, so long as God shall enable me to undergo this profession of a Schoolmaster, which at first I undertook, and have ever since persisted in, by your encouragement. How far this New Discovery is improved, since I made it at Rotherham, and afterwards writ it out at little Humbie, whilst I lived more retiredly in the house of that Noble Knight, Sir William Brownelwoe, (whom I think myself ever bound to honour for for his singular and undeserved favours to me in many particulars) I refer it to you to consider. For as you sometimes then perused it in Manuscript, so I hope you will (at your leisure) look upon it now in print, and not like it much worse, then formerly. For I may truly say, that besides what I have observed by reading sundry Authors treating of this subject, or gained by frequent and familiar converse with men of known abilities, both in City and Country. I have profited most in this Art of teaching, by my Scholars; who have been my daily instructers, how to suit my method to their several capacities. And of all that ever I have taught either in public School, or in my own, or others houses, in more private manner, I have been beholding most to my London Scholars, who as they are generally quick-spirited, and forward to learn, where the way is easy to them; so are they soon apt to flag and be discouraged, when any difficulties appear in their way. For their sakes therefore, (who by reason of many Schools were sometimes occasioned to remove from one to another) I was enforced to facilitate the most common way of teaching, according to what you see, I have here endeavoured in these small Treatises. In the publishing whereof I beseech you, that I may not offend in making use of your name, as well as my Masters; for as I was instructed by him at the School, so I was by your means sent, and provided for in the University; and though I can never be able to requite your care and pains on my behalf, yet I have long desired, even whilst you are both living, to testify to the world, that I am not forgetful altogether of your great benefits. If what I have here done be liking to yourself, I shall less need to care how others censure me, or it; Forasmuch as you have known me since my first studies, and are sufficiently able to judge of a way to come by learning, as having been yourself well methodised in your youth, and attained to that perfection in all kind of knowledge, which many do much admire, but few can hope to exceed. But I know to whom I write, and therefore I will not adventure into an Ocean of what may be said of your demerits, especially to me wards, only I commend this little work to your acceptance, as a Testimony of that unfeigned respect, which I think myself ever bound to show towards you and yours; And I beseech God (that hath been pleased to exercise me in School-teaching, whilst you have been put upon exercises in School-Divinity, and so ordered that something of what we have each done, is now labouring at the press; to continue our earnest endeavours to serve him whilst we live, that when we die, we may partake of that blessed reward, which is reserved in heaven for all those that attend the coming of our Lord and Saviour Jesus Christ; to whose Grace I commend you and all yours, and rest Your humbly observant Kinsman, CHARLES HOOLE. London, Dec. 24. 1659. To his most Experienced, and truly Honoured Master, Mr. ROBERT DOUGHTY, Head Schoolmaster at Wakefield, C. H. wisheth all health and happiness. SIR, IT is yet a question amongst Schoolboys, and not likely to be hastily by them decided, whether K. Alexander was more bound to Philip his Father, that begat him, or his Master Aristotle that instructed him? for of both he had received unrequitable Benefits. Should I therefore not acknowledge that lasting good, which with many copartners I obtained by your care and industry, I should indeed be worse than ungatefull. And what token of thankfulness can I tender, more welcome to yourself, than this small Manual, which most nearly concerns the profession of a Schoolmaster; a calling which hath all kind of good attending it, to make it commendable, as well as others. For 1. If we look at the benefitting of Church and Commonwealth; wherein can we better employ our time and study, then in traing up of children to become serviceable instruments of much good in both? Nay, should a man but barely respect himself, he may find it very profitable to augment his learning, and not a little advantageous to the increase of his yearly Revenues. 2. What more pleasing variety can there be, then that of children's dispositions and fancies? what better Recreation, then to read and discourse of so many sundry subjects, as we meet with in ordinary Authors? Besides, the delight which is to be taken by our Scholars ready progress in a constant even way, will far exceed all care and toil that can be bestowed in helping them to profit. 3. Should I go about by those millions of Arguments that concur (as Volunteers) to maintain the lawfulness of this calling, as commanded by God, continued in all ages, practised by the well-learned and truly virtuous, commended by all good men, maintained and encouraged by most noble Princes, and religiously disposed people; opposed only by the enemies of God's truth, and most disesteemed by persons that are altogether (for want of breeding) either debauched, or ignorant. I might write a larger Volume, and to lesser purpose. Ob. But alas, we that wholly undergo the burden of School-teaching, can tell by our own experience, how laborious it is both to mind and body, to be continually intent upon the work, and how irksome it is (especially to a man of a quiet temper) to have so many unwilling provocations unto passion; what good parts for learning, and right qualification in all points of behaviour is required of us; how small our yearly stipend is, and how uncertain all our other incomes are. Again, we call to mind the too much indulgency of some Parents, who neither love to blame their children's untowardness, nor suffer the Master to correct it; we remember their general ingratitude for the Master's well-doing, and their open clamour for his least doing amiss; we observe their common indiscretion in wholly imputing the Scholars less profiting to the Masters more neglect, and their happy thriving to their own only towardliness; not to mention their fond Ambition, in hastening them too fast. Besides, the small account which the vulgar have, the too censorious eye which the more judicious cast, and the slight regard which our young Academians (for the most part) carry towards a poor Schoolmaster, make us sometimes judge our calling (as many do) too mean for a Scholar to undertake, or desire to stick too many years. We let pass children's imperfections and untowardness, which are indeed our daily torture; so that we could rather wish, ourselves might leave our charge, then advise any friends we have to undertake it. Answ. These we must acknowledge are very great discouragements, yet such as attend a most necessary calling, and therefore must with Fortitude be conquered, or resolutely undergone. Should the Mariner, because of danger, the Husbandman because of toil, the Soldier because of hardship, the Magistrate because of interruption, the Minister, because of many men's disordered conversations, abandon their professions; it would then far with a State, as (the Tale saith) it did once with the body, when the whole pined away, because no member would discharge its proper function. Neither can I say to whom I should more properly dedicate this Subject, then to yourself, who have now (as I suppose) for at least fifty years together, and with general applause, performed the Task of a Schoolmaster, notwithstanding much opposition, and many discouragements of every kind; who have had continually in your charge many scores of Scholars, and have yearly sent abroad, both to Trades, and Universities, great store of such as have been thoroughly accomplished in their places. Nay, (give me leave to speak it) to commend your known Dexterity in this excellent calling, there have been (I think) as many, and those, as well-approved Schoolmasters your quondam Scholars, as have been trained up by any one man in England. Amongst others I help only to fill up the number, who have sometimes in public, and sometimes in private, for nigh thirty years together, been exercised in teaching Scholars, and have at last for mine own ease, and the satisfaction of some friends, printed what Method and Order you once saw I had writ out, and which upon your approbation, and my own further experiment, I have thought meet to observe constantly, reserving ever the liberty of varying in matters of of circumstance, as occasion shall require. And for some things (it may be) you may rightly say (as I am ever bound most thankfully to acknowledge, that I was your Scholar, seeing in them I have so nearly seemed to tract that method, according to which I was instructed by yourself. Deign (I beseech you) to accept this small offer of a willing mind, and if you find it helpful to you or yours, in any kind, to use it freely; where you shall espy the least defect, I hope you will please to censure it with impartial mildness▪ This Petition also I prefer to them of better judgement, as it happeneth to come into their hands. The Lord continue you long in your eminent place, to do the Church and Commonwealth most acceptable service, and to reap to yourself much comfort thereby, that when at last you shall have finished your course, you may receive at God's hands an immortal Crown, through Jesus Christ our Saviour, in whom I rest Yours, in all observance, Charles Hoole. Dec. 24. 1659. To all favourers of good learning, but more especially, to the Teachers of GRAMMAR. THere is no calling more serviceable to Church and Commonwealth, than this of a Schoolmaster; none then it more perplexingly toilsome, where Art and Discretion, the two essentials of a Schoolmaster, are wanting. Seeing we have especially to deal with children's imperfections, which are warily to be observed and helped, not strictly to be censured. That Constancy in a good Method is the mean to make a Scholar is by all affirmed; but which Method, of many that are used, is the best, is not easily determined. Sure we are, that the nearest, easiest, and plainest is most grateful, and the rather if it lie along with the common-rode, which men are generally loath to forego, though it be not always the readiest way. It hath therefore been mine endeavour to set on and proceed in such a course o● teaching Grammar, and most useful and usually received Authors, with continued Exercises; so as children might from the beginning understand their present Task, and that also further to the succeeding work. I labour so (ever as they learn) to acquaint them with the main matters, that in case of changing Masters, they may not sustain such discouragement and loss of time, as usually betides, when children are not grounded in what they learn. This I submit to more gentle censures, requesting where I mistake to receive some better directions, not enjoining any man to tread in my steps, though possibly some may like to follow me in this way, which I am resolved to keep (whether in more public, or my private course of teaching) till I know a readier; which who so hath gone it, may do well to describe. Now the Lord of heaven give a blessing to these weak endeavours, which if any man profit by, let him give God the Glory, whose alone power it is, that hath thus far enabled me to perform, (what from a child) I have seriously desired. Et v●niam per laude peto▪ etc. A note of Schoole-Authours, most proper for every Form of Scholars in a Grammar-Schoole, which are mentioned in this Book. 1. Authors useful for the first Form. Classical. AN English Bible, or Testament. The Accidents. Sententiae Pueriles. The principles of Christianity. Subsidiary. ORbis Pictus. The common Rudiments of Latin Grammar. A little Vocabulary English and Latin by C. H. 2. Authors for the second Form. 1. Classical. Lilies Grammar. Cato. Pueriles Confabulatiunculae. Corderii Colloquia. The Assemblies Catechism. Subsidiary, A Construing-book. Propria quae maribus, etc. Englished and explained. An easy entrance to the Latin Tongue, commonly called the Grounds of Grammar, by C. H. Englishes to be translated. A little Paper-book. 8ᵒ. 3. Authors useful for the third Form. Classical. Lilies Grammar. The Latin Testament. Aesopi Fabulae. Janua Linguarum. Castalionis Dialogi. Mantuanus. Helvici Colloquia. The Assemblies Catechism in Latin. Perkins six principles. Subsidiary. A construing-book. A Paper-book in quarto. A praxis of the Grammar Rules. Gerard's Meditations. Thomas de Kempis. Sancti Augustini Soliloquia. Stockwoods' Figura construed. Hamptons' Prosodia construed. 4. Authors useful for the fourth Form. Classical. The Latin Testament. Lilies Grammar. Elementa Rhetorices. Camdeni Grammatica. Graecum Testamentum. Nomenclatura. Seidelius. Posseliis Dialogi. Shirley's Introductorium: Terentius. Janua Latinae Linguae. Sturmii Textoris Epistolae. Ovid de Tristius. Ovidii Metamorphosis. Buchanani Psalmi. The Assemblies Catechism, Latin and Greek. Subsidiary. The Latin Grammar by C. H. The posing of the Accidents. Animadversions upon Lilies Grammar. Stockwoods' Disputations. Mr. Pools English Accidents. Hermes Anglo-Latinus. Supplementa ad Grammaticam Mr. Birds Mr. Shirleys Mr. Burleys Mr. Hawkins Mr. Gregory's Mr. Danes Mr. Farnabies Grammar. A Paper-book in quarto. An English Rhetoric. Index Rhetoricus. Susenbrotus. Compendium Rhetorices. Passoris Lexicon. Rudimenta Grammaticae Graecae. Busbaei Grammatica Graeca. Clavis, & fundamentum Graecae Linguae. Fabritii elegantiae Pueriles. Dux Oratorius. Erasmus de copia verborum A little Dictionary English and Latin in 80. Walkers Particles. Willis Anglicismes. Phraseologia Puerilis. Epistolographia by Mr. Clerk. Erasmus de conscribendis Epistolis. Buchlori Thesaurus conscribendarun Epistolarun. Verepaeus de conscribendis Epistolis. Hardwicks Mantuan. Sandys Ovid. Herbert's Poems. Quarles' Poems. Oweni Epigrammata. Farnabii Epigrammata. Alciati Emblemata. Pools English Parnassus. Clarks Dux Poeticus. Wit's Commonwealth. Rosses English Mythologist. Lord Bacon de Sapientia veterum. Natales Comes. Verderii imagines Deorum. Lexicon Geographicum, etc. Holy-oakes Dictionary. Thomas Thomasius. 5. Authors useful for the fifth Form. Classical. Lilii Grammatica. Camdeni Grammatica. Elementa Rhetorices. Aphthonius. Livii Orationes. Isocrates. Theognis. Justinus. Caesaris Commentarii. Lucius Florus. Erasmi Colloquia. Janua Linguarum Graeca. Virgilius. Aeliani Historiae variae. Epictetus. Farnabii Epigrammata. Nowelli Catechismus. Subsidiary. Franklin de Orthotonia. Scapula. Screvelii Lexicon. Vechneri Hellonexia. Busbaei Cleonardi Scoti Chrysolorae Ceporini Gazae Vrbanii Caninii Gretseri Grammatica. Posseliis Syntaxis. Demosthenes' Sententiae. Posseliis Apothegmata. Garthii Lexicon. Rulandi Synonymia. Morelii Dictionarium. Billii locutiones. Devarius de Graecis particulis. Posseliis calligraphia. Plutarch. Valerius Maximus. Pliniis Historiae. Medulla Historiae. Phoedri Fabulae. N●tales Comes. Adagia Selecta. Erasmi Adagia. Bibliotheca Scholastica. Pierus. Causinus. Alciati Emblemata. Reusneri Symbola. Diodorus Siculus. Tullii Sententiae. Ethica Ciceroniana. Gruteri Florilegium. Orator extemporaneus. Vossii partitiones oratoriae Textoris Officina. Lycosthenes. Erasmi Apophthegmata. Polyanthea. Sylva Synonymorum. Calliepia. Huisse's Winchester's Lloyds Farnabie's Manutii Phrases. Encheiridion Oratorium. Clarks Phraseologia. English Adages. Willis Anglicismes. Barrets Dictionary. Parei calligraphia. Walker's particles. Cooperi Dictionarium. Flores Poetarum. Phrases Poeticae. Aerarium Poeticum. Encheiridion Poeticum. Res Virgiliana. Artis Poeticae compendium. Thesaurus Poeticus. Authors useful for the sixth Form. Classical. Lilii Grammatica. Camdeni Grammatica. Elementa Rhetorices. Graecum Testamentum. Buxtorfii Epitome. Psalterium Hebraicum. Homerus. Pindarus. Lycophron. Xenophon. Euripides. Sophocles. Aristophanes, Ant. de Laubegeois breviarium Graecae Linguae. Horatius. Juvenalis. Persius. Lucanus. Senecae Tragoediae. Martialis. Plautus. Luciani selecti Dialogi. Tullii Orationes. Pliniis Panegyrica, Quintiliani Declamationes. Birketi Catechismus. Catechismus parvus Hebraicus. Subsidiary. Authores Grammaticae antiqui. Despauterius. Linacer. Melancthon. Valerius. Alvarez. Rhenius. Sulpitius. Vossius. Tresmari exercitationes Rhetoricae. Nie. Causinus. Paiot de Eloquentia. Turselinus. Hawkins particulae Latinae Linguae. Tullii Plinii Senecae Erasmi Lipsii Manutii Aschami Politiani Turneri. Epistolae. Goclenii Analecta, & Problemata. Ausonius' Popma. Becman de Originibus. Tossani Syllabus geminus. Buxtorfii Lexicon. Schindleri Pentaglotton. Buxtorfii Thesaurus. Pagnini Crinesii Torstii Lexicon. Clavis Homerica. Lexicon Homericum. Eustathius. Pontani Progymnasmata. Goodwin's Antiquities. Symmachi Epistolae. Libanius Sophista. Turneri. Baudii. Mureti. Heinsii. Puteani. Rainoldi. Lipsii. Barclaii. Salmatii. ORATIONES. THE Petty-Schoole. SHOWING A way to teach little Children to read English with delight and profit, (especially) according to the New Primar. By C. H. LONDON, Printed by J. T. for Andrew Crook, at the Green Dragon in Paul's Church Yard, 1659. THE Petty-Schoole. CHAP. I. How a child may be helped in the first pronounciation of his Letters. MY aim being to discover the old Art of teaching School, and how it may be improved in every part suitable to the years and capacities of such children as are now commonly taught; I shall first begin my discourse concerning a petty-Schoole, & here or else where I shall not busy myself or Reader about what a child of an extraordinary towardliness, and having a teacher at home, may attain unto, and in how short a space, but only show how a multitude of various wits may be taught all together with abundance of profit and delight to every one, which is the proper and main work of our ordinary Schools. Whereas then, it is usual in Cities and greater Towns to put children to School about four or five years of age, and in Country villages, because of further distance, not till about six or seven; I conceive, The sooner a child is put to School, the better it is, both to prevent ill habits, which are got by play and idleness, and to enure him betimes to affect learning and well doing. Not to say, how the great uncertainty of parents' lives, should make them careful of their children's early education, which is like to be the best part of their patrimony, what ever good thing else they may leave them in this World. I observe that betwixt three and four years of age a child hath great propensity to peep into a book, and then is the most seasonable time (if conveniences may be had otherwise) for him to begin to learn; and though perhaps then he cannot speak so very distinctly, yet the often pronounciation of his letters, will be a means to help his speech, especially if one take notice in what organ or instrument he is most defective, and exercise him chiefly in those letters which belong unto it. Now there are five organs or instruments of speech, in the right hitting of which, as the breath moveth from within, through the mouth, a true pronunciation of every letter is made, viz. the lips, the teeth, the tongue, the roof of the mouth, and the throat; According to which if one rank the twenty four letters of our English Alphabet, he shall find that A, E, I, O, V, proceed by degrees from the throat, along betwixt the tongue and the roof of the mouth to the lips contracted, and that Y is somewhat like I, being pronounced with other letters, but if it be named by itself, it requireth some motion of the lips. B, F, M, P, W, and V consonant, belong to the lips. C, S, X, Z, to the teeth. D, L, N, T, R, to the tongue. B, H, K, Q, to the roof of the mouth. But the sweet and natural pronunciation of them is gotten rather by imitation then precept, and therefore the teacher must be careful to give every letter its distinct and clear sound, that the child may get it from his voice, and be sure to make the child open his mouth well as he uttereth a letter, lest otherwise he drown or hinder the sound of it. For I have heard some foreiners to blame us Englishmen for neglecting this mean to a plain and audible speaking, saying, that the cause, why we generally do not speak so fully as they, proceeded from an ill habit of mumbling, which children got at their first learning to read; which it was their care; therefore to prevent or remedy betimes, and so it should be ours, seeing Pronounciation is that that sets out a man, and is sufficient of itself to make one an Orator. Chap. II. How a child may be taught with delight to know all his letters in a very little time. THe usual way to begin with a child, when he is first brought to School, is to teach him to know his letters in the Hornbook, where he is made to run over all the letters in the Alphabet or Christ crossrow both forwards & backwards, until he can tell any one of them, which is pointed at, and that in the English character. This course we see hath been very effectual in a short time, with some more ripe witted children, but others of a slower apprehension (as the most and best commonly are) have been thus learning a whole year together, (and though they have been much chid and beaten too for want of heed) could scarce tell six of their letters at twelve month's end, who, if they had been taught in a way more agreeable to their mean apprehensions (which might have wrought more readily upon the senses, and affected their minds with what they did) would doubtless have learned as cheerfully, if not as fast as the quickest I shall therefore mention sundry ways that have been taken to make a child know his letters readily, out of which the discreet Teacher may choose what is most likely to suit with his Learner. I have known some that (according to Mr. Brinsl●y's direction) have taught little ones to pronounce all the letters; and to spell pretty well, before they knew one letter in a book; and this they did, by making the child to sound the five vowels a, e, i, o, u, like so many bells upon his finger's ends, and to say which finger was such or such a vowel, by changes. 2 Then putting single consonants before the vowels, [leaving the hardest of them till the last] and teaching him how to utter them both at once, as va, ve, vi, ve, vu, da, de, di, do, du. 3. and again, by putting the vowels before a consonant to make him say, as, es, is, os, us, ad, ed, id, odd, ud. Thus; they have proceeded from syllables of two or three, or more letters, till a child hath been pretty nimble in the most. But this is rather to be done in a private house, than a public School; how ever this manner of exercise now and then amongst little Scholars will make their lessons more familiar to them. The greatest trouble at the first entrance of children is to teach them how to know their letters one from another, when they see them in the book altogether; for the greatness of their number and variety of shape do puzzle young wits to difference them, and the sense can but be intent upon one single object at once, so as to take its impression, and commit it to the imagination and memory. Some have therefore begun but with one single letter, and after they have showed it to the child in the Alphabet, have made him to find the same any where else in the book, till he knew that perfectly; and then they have proceeded to another in like manner, and so gone through the rest. Some have contrived a piece of ivory with twenty four flats or squares, in every one of which was engraven a several letter, and by playing with a child in throwing this upon a table, and showing him the letter only which lay uppermost, have in few days taught him the whole Alphabet. Some have got twenty four pieces of ivory cut in the shape of dice, with a letter engraven upon each of them, and with these they have played at vacant hours with a child, till he hath known them all distinctly. They begin first with one, then with two, afterwards with more letters at once, as the child got knowledge of them. To teach him likewise to spell, they would place consonants before or after a vowel, and then join more letters together so as to make a word, and sometimes divide it into syllables, to be parted or put together; now this kind of letter sport may be profitably permitted among you beginers in a School & in stead of ivory, they may have white bits of wood, or small shreads of paper or pasteboard, or parchment with a letter writ upon each to play withal amongst themselves. Some have made pictures in a little book or upon a scroll of paper wrapped upon two sticks within a box of iceing-glass, and by each picture have made three sorts of that letter, with which its name beginneth; but those being too many at once for a child to take notice on, have proved not so useful as was intended. Some likewise have had pictures and letters printed in this manner on the back side of a pack of cards, to entice children, that naturally love that sport, to the love of learning their books. Some have writ a letter in a great character upon a card, or chalked it out upon a trencher, and by telling a child what it was, and letting him strive to make the like, have imprinted it quickly in his memory, and so the rest one after another One having a Son of two years and a half old, that could but even go about the house, and utter some few gibberish words in a broken manner; observing him one day above the rest to be busied about shells and sticks, and such like toys, which himself had laid together in a chair, and to miss any one that was taken from him, he saw not how, and to seek for it about the house; became very desireous to make experiment what that child might presently attain to in point of learning; Thereupon he devised a little wheel, with all the Capital Roman letters made upon a paper to wrap round about it, and fitted it to turn in little a round box, which had a hole so made in the side of it, that only one letter might be seen to peep out at once; This he brought to the child, & showed him only the letter O, and told him what it was; The child being overjoyed with his new gamball, catcheth the box out of his Father's hand, and runs with it to his play fellow a year younger than himself, and in his broken language tell's him there was an O, an O; And when the other asked him where, he said, in a hole, in a hole, and showed it him; which the lesser child than took such notice of, as to know it again ever after from all the other letters. And thus by playing with the box, and enquiring concerning any letter that appeared strange to him, what it was, the child learned all the letters of the Alphabet in eleven days, being in this Character A B C, and would take pleasure to show them in any book to any of his acquaintance that came next. By this instance you may see what a propensity there is in nature betimes to learning, could but the Teachers apply themselves to their young Scholar's tenuity; and how by proceeding in a clear & facile method, that all may apprehend, every one may benefit more or less by degrees. According to these contrivances to forward children, I have published a New Primar; in the first leaf, whereof I have set the Roman Capitals (because that Character is now most in use, & those letters the most easy to be learned and have joined therewith the pictures or images of some things whose names begins with that letter, by which a child's memory may be helped to remember how to call his letters, as A, for an Ape, B. for a Bear, etc. This hieroglyphical devise doth so affect Children who are generally forward to communicate what they know) that I have observed them to teach others, that could not so readily learn, to know all the letters in a few hour's space, by ask them, what stands A. for? and so concerning other letters backwards and forwards, or as they best liked. Thus when a child hath got the names of his letters, & their several shapes withal in a playing manner, he may be easily taught to distinguish them in the following leaf, which containeth first the greater, and then the smaller Roman Characters, to be learned by five at once or more, as the child is able to remember them; other Characters I would have forborn, till one be well acquainted with these, because so much variety at the first doth but amaze young wits, and our English characters, (for the most part) are very obscure, & more hard to be imprinted in the memory. And thus much for the learning to know letters; we shall next (and according to Order in Teaching) proceed to an easy way of distinct spelling. Chap III. How to teach a child to spell distinctly. THe common way of teaching a child to spell, is, after he knows the letters in his Alphabet, to initiate him in those few syllables, which consist of one vowel before a consonant, as, ab, ebb, ib, ob ub, etc. or of one vowel after a consonant, as, ba, be, by, bo, but, etc. in the Hornbook, & thence to proceed with him by little and little to the bottom of the book, hereing him twice or thrice over till he can say his lesson, and then putting him to a new one. In which course I have known some more apt children to have profited pretty well, but scarce one often, when they have gone thorough the book, to be able to spell a word that is not in it; And some have been certain years daily exercised in saying lessons therein, who after much endeavour spent, have been accounted mere blockheads, and rejected all together as uncapable to learn any thing; whereas some Teachers that have assayed a more familiar way, have professed, that they have not met with any such thing as a Dunce amid a great multitude of little Scholars. Indeed it is Tully's observation of old, and Erasmus his assertion of latter years, that it is as natural for a child to learn, as it is for a beast to go, a bird to fly, or a fish to swim, and I verily believe it, for the nature of man is restlessely desirous to know things, and were discouragements taken out of the way, and meet helps afforded young learners, they would doubtless go on with a great deal more cherefulness, and make more proficiency at their books then usually they do; And could the Mayor have the discretion to make their lessions familiar to them, children would as much delight in being busied about them, as in any other sport, if too long continuance at them might not make them tedious. Amongst those that have gone a readier way to reading, I shall only mention Mr. Roe, and Mr. Robinson, the latter of whom I have known to have taught little children not much above four years old to read distinctly in the Bible, in six week's time, or under; their books are to be had in print, but every one hath not the art to use them. And Mr. Cootes English-School-Master seems rather to be fitted for one that is a Master indeed, then for a Scholar. Besides the way then which is usual, you may (if you think good) make use of that which I have set down in the new Primar to help little ones to spell readily, and it is this. 1. Let a child be well acquainted with his vowels, and made to pronounce them fully by themselves, because they are able to make a perfect sound alone. 2. Teach him to give the true valour or force of the consonants, and to take notice how imperfectly they sound, except a vowel be joined with them. Both these are set apart by themselves. (p. 2.) 3. Proceed to syllables made of one consonant set before a vowel (Sect, 5.) and let him join the true force of the consonant with the perfect sound of the vowel, as to say, ba, be, by, bo, but, etc. Yet it were good to leave ca, ce, ci, co, cum, and ga, ge, gi', go, gum, to the last because the valour of the consonant in the second and third syllables doth differ from that in the rest. 4. Then exercise him in syllables made of one vowel set before one consonant, (Sect. 6.) as to say, ab, ebb, ib, ob, ub, etc. till he can spell any syllable of two letters, backwards or forwards, as, ba, be; by, bo, but; ab, ebb, ib, ob, ub; ba, ab; be, ebb; by, ib; bo, ob; but, ub; and so in all the rest comparing one with another. 5. And if to any one of these syllables you add a letter, and teach him how to join it in sound with the rest, you will make him more ready in spelling; as, if before a b you put b, and teach him to say bab; if after ba, you put d, and let him pronounce it bad, he will quickly be able to join a letter with any of the rest, as, nip, pin, but, tub, etc. To enure your young-Scholar to any, even the hardest syllable, in an easy way. 1. Practise him in the joining of consonants that begin syllables (Sect. 7.) so as that he may give their joint forces at once; thus, Having showed him to sound ●l or br together, make him to pronounce them, and a vowel with them, bla, bram, ble, bre, and so in any of the rest. 2. Then practise him likewise in consonants that end syllables, (Sect. 8) make him first to give the force of the joined consonants, and then to put the vowels before them; as, ble with the vowels before them sound able, eble, ible, oble, uble, to all which you may prefix other consonants and change them into words of one syllable, as, fable, pebble, bible, noble, bubble: (with a b inserted or the like. Where observe that e in the end of many words, being silent, doth qualify the sound of the foregoing vowel, so as to make words different from those that have not e; as, you may see made, differeth quite from mad, beat from bet, pipe from pip, soap from sop, and cube from cub. Whereby I think them in an error, that leave out e in the end of words, and them that in pronouncing it make two syllables of one, in stable, bible, people, etc. which judicious Mr. Mulcaster will not allow. In this exercise of spelling you may do well sometimes to make all the young beginners stand together, and pose them one by one in all sorts of syllables, till they be perfect in any; and, to make them delight herein, 1. Let them spell many syllables together which differ only in one letter; as, and, band, hand, land, sand. 2. Teach them to frame any word of one syllable, by joining any of the consonants which go before vowels, with those that use to follow vowels, and putting in vowels betwixt them; as, black, bl●ck; clack, clock. And this they may do afterwards amongst themselves, having several loose letters made and given them, to compose or divide in a sporting manner, which I may rightly term the Letter-sport. When a child is become expert in joining Consonants with the vowels, then take him to the Diphthongs (Sect. 9) and there, 1. Teach him the natural force of a Diphthong (which consists of two vowels joined together) and make him to sound it distinctly by itself; as, ai, ei, etc. 2. Let him see how it is joined with other letters, and learn to give its pronountiation together with them, minding him how the same Diphthong differs from its self sometimes in its sound, and which of the two vowels in it hath the greatest power in pronouncation, as, in people e seemeth to drown the o. And besides those words in the Book, you may add others of your own, till by many examples the child do well apprehend your meaning, and so, as that he can boldly adventure to imitate you, and practise of himself Thus after a child is throughly exercised in the true sounding of the vowels and consonants together, let him proceed to the spelling of words, first of one syllable (Sect. 10.) then of two (Sect. 11.) then of three (Sect. 12.) then of four (Sect. 13.) in all which let him be taught how to utter every syllable by itself truly and fully, and be sure to speak out the last. But in words of more syllables, let him learn to join and part them according to these profitable rules. 1. An English syllable may sometimes consist of eight letters, but never of more, as, strength. 2 In words that have many syllables, the consonant between two vowels belongeth to the latter of them; as, Humility. 3. Consonants which are joined in the beginning of words, are not to be parted in the middle of them; as, My-ste-ry. 4. Consonants which are not joined in the beginning of words, are to be parted in the middle of them; as, for-get-ful-ness. 5. If a consonant be doubled in the middle of a word, the first belongs to the syllable foregoing, and the latter to the following; as, pos-ses-si-on. 6. In compound words, every part which belongeth to the single words, must be set by itself; as, In-a-bi-li-ty. And these rules have I here set down rather to inform the less skilful teacher, how he is to guide his learner, then to puzzle a child about them, who is not yet so well able to comprehend them. I have also divided those words in the Book, to let Children see how they ought to divide other polysyllable words, in which they must always he very careful (as I said) to sound out the last syllable very fully. To enable a child the better to pronounce any word he meets withal in reading, I have set down some more hard for pronunciation; (Sect. 14) in often reading over which he may be exercised to help his utterance; and the Master may add more at his own discretion, till he see that his willing Scholar doth not stick in spelling any, be it never so hard. And that the child may not be amused with any thing in his book, when he cometh to read, I would have him made acquainted with the pauses, (Sect. 15.) with the figures, (Sect. 16.) numeral letters, (Sect. 17.) Quotations (Sect. 18.) and Abbreviations (Sect. 19) which being but a work of few hour's space, may easily be performed after he can readily spell, which when he can do, he may profitably be put to reading, but not before; for I observed it a great defect in some of Mr. R. Scholars, (whose way was to teach to read presently without any spelling at all) that when they were at a loss about a word, they made an imperfect confused sound, in giving the force of the consonants, which if they once miss they knew not which way to help themselves, to find what the word was, whereas if after a child know his letters, he be taught to gather them into just syllables, and by the joining of syllables together to frame a word, (which as it is the most ancient, so certainly it is the most natural method of teaching) he will soon be able, if he stick at any word in reading, by the naming of its letters, and pronouncing of its syllables to say what it is, and then he may boldly venture to read without spelling at all, touching the gaining of a habit whereof, I shall proceed to say somewhat in the next chapter. Chap. FOUR How a child may be taught to read any English Book perfectly. THe ordinary way to teach children to read is, after they have got some knowledge of their letters, & a smattering of some syllables and words in the hornbook, to turn them into the A B C. or Primar, and therein to make them name the letters, and spell the words, till by often use they can pronounce (at least) the shortest words at the first sight. This method takes with those of prompter wits, but many of more slow capacities, not finding any thing to affect them, and so make them heed what they learn, go on remissely from lesson to lesson, and are not much more able to read, when they have ended their book, then when they begun it. Besides▪ the A B C. being now (I may say) generally thrown aside, and the ordinary Primar not printed, and the very fundamentals of christian Religion (which were wont to be contained in those books, and were commonly taught children at home by heart before they went to School) with sundry people (almost in all places) slighted, the matter which is taught in most books now in use, is not so familiar to them, and therefore not so easy for Children to learn. But to hold still to the sure foundation, I have caused the Lords Prayer (Sect. 20.) the Creed (Sect. 21.) and the ten Commandments (Sect. 23.) to be printed in the Roman character, that a child having learned already to know his letters and how to spell, may also be initiated to read by them, which he will do the more cheerfully, if he be also instructed at home to say them by heart. As he read's these, I would have a child name what words he can at the first sight, and what he cannot, to spell them, and to take notice what pauses and numbers are in his lesson. And to go them often over, till he can tell any tittle in them, either in or without the book. When he is thus well entered in the Roman character, I would have him made acquainted with the rest of the characters now in use (Sect. 23.) which will be easily done, by comparing one with another, and reading over those sentences, Psalms, Thankesgiving, and Prayers (which are printed in greater and less characters of sundry sorts) till he have them pretty well by heart. Thus having all things which concern reading English made familiar to him, he may attain to a perfect habit of it. 1. By reading the single Psalter. 2. The Psalms in meeter. 3. The School of good manners, or such like easy books, which may both profit and delight him. All which I would wish he may read over at lest thrice, to make the matter, as well as the words, leave an impression upon his mind. If any where he stick at any word (as seeming too hard) let him mark it with a pin, or the dint of his nail, and by looking upon it again, he will remember it. When he can read any whit readily, let him begin the Bible, and read over the book of Genesis, (and other remarkable Histories in other places of Scripture, which are most likely to delight him) by a chapter at a time; But acquaint him a little with the matter beforehand, for that will entice him to read it, and make him more observant of what he read's. After he hath read, ask him such general Questions out of the Story, as are most easy for him to answer, and he will the better remember it. I have known some, that by hiring a child to read two or three chapters a day, and to get so many verses of it by heart, have made them admirable proficients, and that betimes, in the Scriptures; which was Timothy's excellency, and his Grandmothers great commendation. Let him now take liberty to exercise himself in any English book (so the matter of it be but honest) till he can perfectly read in any place of a book that is offered him; and when he can do this, I adjudge him fit to enter into a Grammar School, but not before. For thus learning to read English perfectly, I allow two or three years' time, so that at seven or eight years of age, a child may begin Latin. CHAP. V. Wherein children, for whom the Latin tongue is thought to be unnecessary, are to be employed after they can read English well. IT is a fond conceit of many, that have either not attained, or by their own negligence have utterly lost the use of the Latin Tongue, to think it altogether unnecessary for such children to learn it, as are intended for Trades, or to be kept as drudges at home, or employed about husbandry. For first there are few children, but (in their playing-years, and before they can be capable of any serious employment in the meanest calling that is) may be so far grounded in the Latin, as to find that little smattering they have of it, to be of singular use to them, both for the understanding of the English Authors (which abound now a days with borrowed words) and the holding discourse with a sort of men that delight to flaunt it in Latin. Secondly, Besides I have heard it spoken to the great commendation of some Countries, where care is had for the well education of children, that every Peasant (almost) is able to discourse with a stranger in the Latin tongue; and why may not we here in England obtain the like praise, if we did but as they, continue our children at the Latin School, till they be well acquainted with that language, and thereby better fitted for any calling. Thirdly, And I am sorry to add, that the non-improvement of children's time after they can read English any whit well, throweth open a gap to all loose kind of behaviour; for being then (as it is too commonly to be seen, especially with the poorer sort) taken from the School, and permitted to run wildeing up and down without any control, they adventure to commit all manner of lewdness, and so become a shame and dishonour to their Friends and Country. If these or the like reasons therefore might prevail to persuade them that have a prejudice against Latin, I would advise that all children might be put to the Grammar-Schoole, so soon as they can read English well; and suffered to continue at it, till some honest calling invite them thence; but if not, I would wish them rather to forbear it, then to become there an hindrance to others, whose work it is to learn that profitable Language. And that they may not squander away their time in idleness, it were good if they were put to a Writing-Schoole, where they might be, First helped to keep their English, by reading of a chapter (at least) once a day; and second. taught to write a fair hand; and thirdly afterwards exercised in Arithmetic, and such preparative Arts, as may make them completely fit to undergo any ordinary calling. And being thus trained up in a way of discipline, they will afterwards prove more easily pliable to their Master's commands. Now, forasmuch as few Grammar-Schooles of note will admit children into them, till they have learned their Accidents; the teaching of that book, also becometh for the most part a work for a Petty-Schoole, where many that undertake to teach it, being altogether ignorant of the Latin Tongue, do sorrily perform that task, and spend a great deal of time about it to little or no purpose. I would have that book, therefore by such let alone, and left to the Grammar-School, as most sitting to be taught there only, because it is intended as an introduction of Grammar, to guide children in a way of reading, writing, and speaking Latin, and the Teachers of the Grammar-Art are most deeply concerned to make use of it for that end. And in stead of the Accidents, which they do neither understand nor profit by, they may be benefitted in reading Orthodoxal Catechisms and other Books, that may instruct them in the Duties of a Christian, such as are The Practice of Piety, The Practice of Quietness, The whole duty of Man; and afterwards in other delightful books of English History; as, The History of Queen Elizabeth; or Poetry, as Herbert's Poems, Quarl's Emblems; and by this means they will gain such a habit and delight in reading, as to make it their chief recreation, when liberty is afforded them. And their acquaintance with good books will (by God's blessing) be a means so to sweeten their (otherwise sour) natures, that they may live comfortably towards themselves, and amiably converse with other persons. Yet if the Teacher of a Petty-Schoole have a pretty understanding of the Latin Tongue, he may the better adventure to teach the Accidents, and proceed in so doing with far more ease and profit to himself and learner, if he observe a sure method of grounding his children in the Rudiments of Grammar, and preparing them to speak and write familiar Latin, which I shall hereafter discover, having first set down somewhat how to remedy that defect in reading English, with which the Grammar-Schooles are very much troubled, especially, where there is not a good Petty-Schoole to discharge that work aforehand. And before I proceed further, I will express my mind in the two next chapters touching the erecting of a Petty-Schoole, and how it may probably flourish by good Order and Discipline. CHAP. VI Of the founding of a Petty-Schoole. THe Petty-Schoole is the place where indeed the first Principles of all Religion and learning ought to be taught, and therefore rather deserveth that more encouragement should be given to the Teachers of it, then that it should be left as a work for poor women, or others, whose necessities compel them to undertake it, as a mere shelter from beggary. Out of this consideration it is (perhaps) that some nobler spirits, whom God hath enriched with an overplus of outward means, have in some places whereunto they have been by birth (or otherwise) related, erected Petty-Schoole-houses, and endowed them with yearly salaries; but those are so inconsiderate towards the maintenance of a Master and his family, or so over-cloyed with a number of Free-Scholars, to be taught for nothing, that few men of parts will deign to accept of them, or continue at them for any while; and for this cause I have observed such weak foundations to fall to nothing. Yet if any one be desireous to contribute towards such an eminent work of charity, my advice is, that he erect a School and dwelling house together, about the middle of a Market-Town, or some populous Country-Village, and acomodate it with a safe yard adjoining to it, if not with an Orchard or Garden, and that he endow, with a salary of (at least twenty pounds, per annum, in consideration whereof all such poor boys as can conveniently frequent it, may be taught gratis, but the more able sort of neighbours may pay for children's teaching, as if the School was not free; for they will find it no small advantage to have such a School amongst them. Such a yearly stipend and convenient dwelling, with a liberty to take young children to board, and to make what advantage he can best by other Scholars, will invite a man of good parts to undertake the charge, and excite him to the diligent and constant performance of his duty; especially, if he be chosen into the place by three or four honest and discreet trusties, that may have power also to remove him thence, if by his uncivil behaviour, or gross neglect he render himself uncapable to perform so necessary a service to the Church and Commonwealth. As for the Qualifications of one that is to be the Teacher of a Petty-Schoole, I would have him to be a Person of a pious, sober, comely and discreet behaviour, and tenderly affectionate towards children, having some knowledge of the Latin Tongue, and ability to write a fair hand, and good skill in Arithmetic, and then let him move within the compass of his own orb, so as to teach all his Scholars (as they become capable) to read English very well, and afterwards to write and cast accouts. And let him not meddle at all with teaching the Accidents, except only to some more pregnant wits, which are intended to be set forwards to learn Latin, and for such be sure that he ground them well, or else dismiss them as soon as they can read distinctly, and write legibly, to the Grammar School. I should here have closed my discourse; and shut up this Petty-Schoole, were it not that I received a model for the maintaining of Students from a worthy friends hands (& one that is most zealously and charitably addicted to advance Learning, and to help it in its very beginnings to come forwards to its full Rise) by which I am encouraged to address my remaining words to the Godly-minded trusties and Subscribers for so good a work, (especially to those amongst them that know me, and my School-endeavours) and this I humbly request of them, that as they have happily contrived a Model for the education of Students, and brought it on a sudden to a great degree of perfection, so they would also put to their hands for the improvement of School-learning, without which such choice abilities as they aim at in order to the Ministry cannot possibly be obtained. And for the first foundation of such a work; I presume to offer my advice, that in some convenient places, within and about the City, there may be Petty-Schooles erected, according to the number of wards, unto which certain poor children out of every Parish may be sent, and taught gratis, and all others that please to send their children thither may have them taught at a reasonable rate, and be sure to have them improved to the utmost of what they are capable. And I am the rather induced to propound such a thing, because that late eminent, Dr. Bathurst lately deceased, Mr. Gouge and some others yet living did out of their own good affection to learning, endeavour at their own charge to promote the like. CHAP. VII. Of the discipline of a Petty-Schoole. THe sweet and orderly behaviour of Children addeth more credit to a School then due and constant Teaching, because this speaketh to every one that the Child is well taught, though (perhaps) he learn but little; and good manners indeed are a main part of good education. I shall here therefore take occasion to speak somewhat concerning the Discipline of a Petty-Schoole, leaving the further Discourse of children's Manners to Books that treat purposely of that subject: as, Erasmus de moribus, Youth's Behaviour, etc. 1. Let every Scholar repair to School before eight a clock in a morning, or in case of weakness before nine; and let him come fairly washed, neatly combed, and handsomely clad, and by commending his cleanness, and showing it to his fellows, make him to take pleasure betimes of himself to go neat and comely in his clothes. 2. Let such as come before Schoole-time take liberty to recreate themselves about the School, yet so as not to be suffered to do any thing, whereby to harm themselves, or Schoolfellows, or to give offence, or make disturbance to any neighbour. 3. When Schoole-time calleth, let them all go orderly to their own places, and there apply themselves diligently to their books, without noise, or running about. 4. When the Master cometh into the School, let them all stand up, and make obeisance▪ so likewise when any stranger cometh in) and after notice taken who are absent; let one that is most able read a chapter, and the rest attend, and give some little account of what they heard read; Then let him that read, say a short prayer fitted for the School, and afterwards let every one settle to his present task. 5. The whole School may not unfitly be divided into four forms; whereof the first and lowest should be of those that learn to know their letters, whose lessons may be in the Primar. The second of those that learn to spell, whose lessons may be in the Single-Psalter. The third of these that learn to read, whose lessons may be in the Bible. The fourth of those that are exercised in reading, writing, and casting accounts, whose lessons may be in such profitable English-Books as the Parents can best provide, and the Master think fittest to be taught. 6. Let their lessons be the same to each boy in every form, and let the Master proportion them to the meanest capacities, thus those that are abler may profit themselves by helping their weaker fellows, and those that are weaker be encouraged to see that they can keep company with the stronger. And let the two highest in every form give notice to the Master when they come to say, of those that were most negligent in getting the lesson. 7. When they come to say, let them all stand orderly in one or 2 rows, & whilst one sayeth his lesson, be sure that all the rest look upon their books, and give liberty to him that's next to correct him that is saying if he mistake, and in case he can say better, let him take his place, and keep it till the same boy or another win it from him. The striveing for places (especially) amongst little ones, will whet them all on to more diligence, than any encouragement that can be given them; and the Master should be very sparing to whip any one for his book, except he be sullenly negligent, and then also I would choose rather to shame him out of his untowardness by commending some of his fellows, and ask him why he cannot do as well as they, then by falling upon him with rating words, or injurious blows. A great care also must be had that those children that are slow witted and of a tender spirit, be not any way discouraged, though they cannot make so good performance of their task as the rest of their fellows. 8 On mondays, Wednesdays and Fridays they may say two lessons in a forenoon and two in an afternoon; and on Tuesdays and Thursdays in the forenoons they may also say two lessons; but on Tuesdays and Thursdays in the afternoons, and on Saturday mornings I would have the time spent in examineing, and directing how to spell and read a right, and hearing them say the Graces, Prayers, and Psalms, and especially the Lords Prayer, the Creed, and the Ten Commandments (which are for that purpose set down in the New-Primar) very perfectly by heart. And those that can these well may proceed to get other Catechisms, but be sure they be such as agree with the Principles of Christian Religion. 9 Their lessons being all said, they should be dismissed about eleven a clock, and then care must be taken that they go every one orderly out of the School, and pass quietly home without any stay by the way. And to prevent that too too common clamour, and crowding out of the School door, let them rise out of their places one by one with their hat, and book in their hand, and make their honours to their Master as they pass before his face, one following another at a distance out of the School. It were fittest and safest that the least went out the foremost, that the bigger boys following may give notice of any misdemeanour upon the way. 10 Their return to School in the afternoon should be by one of the clock, and those that come before that hour, should be permitted to play within their bounds till the clock strike one, and then let them all take their places in due order, and say their lessons as they did in the forenoon. After lessons ended, let one read a chapter, and say a Prayer, and so let them again go orderly and quietly home, about five a clock in the summer, and four in the winter season. 11. If necessity require any one to go out in the School time, let him not interrupt the Master by ask him leave, but let him leave his book with his next fellow above him, for fear he should else spoil it, or lose it, and in case he tarry too long forth, let notice be given to the Monitor. 12. Those children in the upper form may be monitors, every one a day in his turn, and let them every evening after all lessons said, give a bill to the Master of their names that are absent and theirs that have committed any disorder; and let him be very moderate in correcting, and be sure to make a difference betwixt those faults that are viciously enormous, and those that are but childish transgressons; Where admonitions readily take place, it is a needless trouble to use a rod, and as for a ferula I wish it were utterly banished out of all Schools. If one, before I conclude, should ask me, how many children I think may be well and profitably taught (according to the method already proposed) in a Petty-School; I return him answer, that I conceive forty boys will be enough throughly to employ one man, to hear every one so often as is required, and so many he may hear and benefit of himself, without making use of any of his Scholars to teach the rest, which however it may be permitted, and is practised in some Schools, yet it occasioneth too much noise and disorder, and is no whit so acceptable to Parents, or pleasing to the children, be the work never so well done. And therefore I advise, that in a place where a great concourse of children may be had, there be more Masters than one employed according to the spaciousness of the room, and the number of boys to be taught; so that every forty Scholars may have one to teach them; and in case there be boys enough to be taught, I would appoint one single Master, to attend one single form, and have as many Masters as there are forms, and then the work of teaching little ones to the height of their best improvement may be throughly done, esecially if there were a writeing-master employed at certain hours in the School, and an experienced Teacher encouraged as a supervisor, or inspector, to see that the whole School be well and orderly taught, and disciplined. What I have here writ concerning the Teaching and ordering of a Petty-Schoole, was in many particulars experienced by myself with a few little boys, that I taught amongst my Grammar-Scholars in London, and I know those of eminent worth, and great learning that upon trial made upon their own children at home, and others at School are ready to attest the ease and benefit of this method. Insomuch as I was resolved to have adjoined a Petty-Schoole to my Grammar-Schoole at the Token-house in Lothbury London, and there to have proceeded in this familiar and pleasing way of Teaching, had I not been unhansomly dealt with by those whom it concerned, for their own profit sake to have given me less discouragement. Nevertheless, I think it my duty to promote Learning what I can, and to lay a sure foundation for such a goodly structure as learning is; And though (perhaps) I may never be able to effect what I desire for its advancement, yet it will be my comfort, to have imparted somewhat to others that may help thereunto. I have here begun at the very ground work, intending (by God's blessing) forthwith to publish The New Discovery of the Old Art of Teaching, which doth properly belong to a Grammar-Schoole. In the mean time I entreat those into whose hands this little work may come, to look upon it with a single eye, and whether they like or dislike it, to think that it is not unnecessary for men of greatest parts to bestow a sheet or two at leisure time upon so mean a subject as this seems to be. And that God which causeth immense rivers to flow from small spring-heads, vouchsafe to bless these weak beginnings in tender age, that good learning may proceed hence to its full perfection in riper years. FINIS. THE Usher's Duty, OR A PLATFORM of Teaching LILIES Grammar. By C. H. LONDON, Printed by J. T. for Andrew Crook at the Green Dragon in Paul's Church Yard, 1659. THE Usher's Duty, OR A Platform of Teaching Lilies Grammar. CHAP. I. How to help Children that are imperfect in reading English, when they are brought to the Grammar-Schoole; and how to prepare them for more easy entrance upon Latin. THE want of good Teachers of English in most places where Grammar-Schooles are erected, causeth that many Children are brought thither to learn the Latin Tongue, before they can read well. And this chiefly, to prevent their loss of time with those that can teach them no further. Now such Scholars for the most part become the greatest disgrace to the Master of all the rest, partly because indiscreet and illiterate parents (I will not say servants) that can scarcely read English themselves, become too severe judges of his work, and partly because he seems to some to undervalue himself by admiting Petties into his School. But for the toil and trouble that he hath in teaching such, I rather seek how to remedy it, then go about in words to express it. To help therefore that defect of reading English aright, you may take this, as the most useful course. 1. Let them read a Chapter every morning, and every noon in the New-Testament, and at ten and four a clock, a piece of the Accidents, which will require (at least) a quarter of a year to be read over, in case the children be very imperfect, but in case they be any whit ready, it may be gone over in six week's time. 2. To exercise their slender memories at their first coming to School, and to find them some little task overnight (to which they should be enured at the first, that they may not take it more hardly afterwards) let them commit to memory some few staves of such Psalms in Meeter, as you in your discretion shall think best to suit with their shallow apprehensions: Psalm. 1. 4. 12. 15. 19 25. 34. 67. 100 103, 104 119. are excellent for this purpose. That they may be more perfect in their lessons before they come to say; 1. It were good, if you did now and then read a piece for their imitation, observing the just and full pronounciation of each syllable, and making pauses as they come. 2. But especially as they sit in their form, see that every one after another read the Lesson twice or thrice over (the highest, because the most able beginning to read first) and cause that every one attend diligently to what is read, looking constantly upon his book, and let them have liberty (who can soon) to correct him that readeth any word amiss, and to note it as his mistake. But in this a care must be had that they make no noise nor disturbance to the rest of the School. 3. When they come to say, let every one in that order you shall appoint (beginning either with the highest or lowest, or otherwise) read the whole Lesson, or a piece of it, as the time will best permit you to hear them, and when the lesson is gone often enough over, you may propound a familiar and short question or two out of it, thereby to make somewhat of its meaning stick in their memories, and dismiss them to their places to ask one another the like. But because the Accidents as it is now Printed (especially that part of it which concerneth the conjugateing of verbs) is too full of difficult Abbreviations for the most Children to read, or some Masters (that undertake it) to teach; I have found a great advantage and ease by making use of the examination of the Accidents, before I put them to read the Accidents itself, especially with some more dull-witted boys, that I could not otherwise fasten upon; and the way I used, it was this: I caused, 1. That Children should read over only the first part of it, which concerneth the Introduction of the eight parts of Speech, by taking so much at a time, as they could well be able to read, and belonged to one or more particular heads of Grammar. Thus in the first going it over, I made them acquainted with the usual terms of Grammar-Art, so as to be able (at least) to turn to a Noun, Pronoune, Verb, etc. and to what belong to them, as, to the Numbers, Cases, Persons, Moods, etc. and to tell how many there are of each. And in the second reading it over, I ta●ght them to take notice what every part of speech is, and how it differs from others, and what things belong to every one of them. And this I did by English examples, which best help to instruct their understandings in the meaning of what they read, and confirm their memories to keep it. Ex. gr. having showed them in their Book, that a Noun is the name of a thing, and that it is substantive, or Adjective, and hath Numbers, Cases, Genders, Declensions, and Degrees of Comparison; I instance several words, as, a horse, of men, sweet honey, with sweeter words, and let the Children who can readiliest, tell me what belong to them. This is (as Mr. Woodward very well expresseth it in his Light to Grammar, chap. 2. To Teach a Child to carry a Torch or Lantern in his hand, that thereby the understanding may do its office, and put to memory to do hers; to slip into a Child's understanding before he be aware, so as he shall have done his task, before he shall suspect that any was imposed; he shall do his work playing, and play working; he shall seem idle and think he is in sport, when he is indeed seriously and well employed. This is done (saith he) by Praecognition, for it convey's a light into the understanding, which the child hath lighted at his own candle. Now forasmuch as the way of working hereby is, when the inward senses of the Child are instructed by the outward, and the more help one hath of the outward, the surer and firmer the instruction is within; I cannot but here give notice of Mr. Comm●nius's Orbis Pictus, as a most rare devise for Teaching of a Child at once to know things and words by pictures, which may also serve for the more perfect and pleasant reading of the English and Latin Tongues, and entering, a child upon his Accidents; if the dearness of the book (by reason of the brass cuts in it) did not make it too hard to come by. But where the book may be readily had (as who would not bestow four or five shillings more than ordinary to profit and please a Son?) I would advise that a child should bring it with him at his first coming to a Grammar-Schoole, and be employed in it together with his Accidents, till he can write a good legible hand, and then a Master may adventure to ground him well in Orthography, and Etymology, by using that Book according to the directions already given in the Preface before it, and causing him every day to write a Chapter of it in English and Latin. He that would be further instructed how by teaching English more Grammatically, to prepare his Scholars for Latin, let him consult Mr. Pools English Accidents, and Mr. Wharton's English Grammar, as the best books that I know at present, for that purpose. CHAP. II. How to teach Children in the first Form, the Grounds or Rudiments of Grammar contained in the Accidents, and to prepare them for the Latin tongue with ease and delight. BEing here to deliver my mind concerning entering little ones, by way of Grammar, to the Latin Tongue, (a matter which I may truly say hath (ever since▪ I began to teach) cost me more study and observation, than any one point of my profession, and the more because I see few able Schoolmasters vouchsafe so far to unman themselves as to mind it. I desire three things may be considered by all that go about to enter children to Grammar-Learning, viz. that 1. There is a great difference betwixt a man that teacheth, and a Child that is to be taught. For though I do not altogether hold with him that sayeth a man in his Childhood is no better than a bruit-beast, and useth no power but anger and concupiscence; nor take upon me here to dispute whether a Child learneth more by rote then by reason, yet this I dare aver, that the more condescension is made to a Child's capacity, by proceeding orderly and plainly from what he knoweth already, to what doth naturally and necessarily follow thereupon, the more easily he will learn. A man therefore that hath the strength and full use of reason, must conduct his young learner, to follow him in a rational way, though he must not expect him to go aequis possibus, as fast as himself. And forasmuch as a child is tender, a man must abate of his roughness; seeing a child is slow of apprehension, he must not be too quick in his delivery; and seeing a child is naturally awkward to his work, he must not be too passionate, if he do amiss. Tully's observation is that, Quo quis doctior est, eo iracundius docet; and Mr. Mulcaster gives notice that there is a number of discoursers that can say pretty well to a general Position, but show themselves altogether lame in the particular applying it, which is a thing that attendeth only upon experience and years. He would therefore (and that rightly) have a ●rainer of youth reclaimed unto discretion, whose commendation Aristotle placeth in the skill of specialties. And I would advise him that hath to deal with a child, to imitate the nurse in helping him how to go forward, or the Gardener in furthering the growth of his young plant. Est & hac summi ingenii maxima infirmitas non posse descendere, saith a Teacher of eloquence; Tall wits, like long backs, cannot abide to stoop, but whosoever is a Schoolmaster, and would do his duty as he ought, must account it a point of wisdom to condescend to a child's capacity, be it never so mean. How have I delighted to see an Artist (I mean a watchmaker or the like) spend an hour or two sometimes in finding a defect in a piece of work, which he hath afterwards remedied in the turning of a hand; whereas a more hasty workman hath been ready to throw the thing aside, and to neglect it as good for no use. Let the Master ever mind where a child sticks, and remove the impediments out of his way, and his Scholar will take pleasure, that he can go on in learning. 2. There is a great disproportion betwixt a Child's capacity, and the Accidents itself. Children are lead most by sense, and the Grammar-rules, consisting in general Doctrines are too subtle for them; children's wits are weak, active, and lively, whereas Grammar notions are abstractive, dull, and liveless; boys find no sap, nor sweetness in them, because they know not what they mean; and tell them the meaning of the same rule never so often over, their memories are so waterish, that the impression (if any were made in the brain) is quickly gone out again. Roat runneth on apace and mindeth nothing so much as play; and it is very hard to teach a child in doing of a thing to heed, much less to judge what he doth, till he feel some use of reason, in the mean time, he will profit more by continual practice and being kept still (as he loves to be) doing, then by knowing why, and being called upon to consider the causes wherefore he doth this or that. Besides, it will clearly appear to any that shall but mind the confused order (especially of the verbs) and the perplexity of some Rules and Examples, that, that book was rather made to inform those of riper years, who knew something of Latin before, with the reasons of what they knew, then to direct little ones (as we do now) to use it as a rule about that, whereof they are ignorant altogether. 3. It is one thing to learn the Latin Tongue, or any other Language, & another to learn the Grammar, as a guide to it, or a means to attain the reason of it; we see how readily children learn to speak true and proper English (and they may also do the same in Latin by daily use and imitation of others, long before they are able to apprehend a definition of what Grammar is, or any thing else concerning it. And the reason hereof is, because the first is a work of the imagination and memory, which are apt to take and keep impressions, having the senses to help them, but the other belongs to the understanding, which for want of the strength of reason to assist it, is hard to be wrought upon in a child, and till the memory and understanding go hand in hand, a child learns nothing to any purpose. Hence it cometh to pass, that Grammar-learning (as it is generally now used) becometh a a work of more difficulty and discouragement both to Master and Scholar, than any study or employment they undertake, and that many have striven to contrive more facile Grammars for their Scholars, whereas indeed the right and constant use of any one that is complete, so as to handle the s●bctjectum totale of the Art, doth easily reduce all others to itsselfe, especially after the Language is somewhat gained. These things thus premised, I conceive it very necessary for all such as undertake to teach Grammar to little children, to cherish and exercise those endowments which they see do show themselves most vigorous and prompt in them, be they memory, fancy, etc. and to proceed orderly and by degrees (for so nature itself doth) that they may be able to hold pace with their Teachers, and to perceive how themselves mount higher and higher, and at every assent to know where they are, and how to adventure boldly to go forward of themselves. And forasmuch as the Accidents is generally made use of as an introduction to Latin Grammar, (which of itself is but a bare rule, and a very naked thing, as Mr. M●lchaster hath well observed) and it is one thing to speak like a Grammarian, and another thing to speak like a Latinist, as Quintilian hath noted) it is fit that both the Accidents and the Latin tongue together should be brought within children's reach, and made more familiar unto them then formerly. And how this may be done even with those of seven years of age, or under, I shall now go on to discover according to what I have tried, and do every day still put in practice. But this I require aforehand (which Mr. M●lchaster also wished for) that a child may have his reading perfect, and ready in both the English and Latin tongue, and that he can write a fair hand before ever he dream of his Grammar. For these will make him he shall never complain of after difficulties, but cheerfully make a wonderful riddance in the rest of his learning. The commonly received way to teach children the first Rudiments of Latine-Speech is, to put them to read the Accidents once or twice over, and then to let them get it without book by several parts, not respecting at all whether they understand it, or not. Thus they spend two or three years (for the most part) in a wearisome toil to no purpose, not knowing all the while what use they are to make of their book, nor what the learning of such a multitude of Rules may tend to, and in the interim of getting the Accidents by heart (if great care be not taken) they lose that ability of Reading English, which they brought from the Petty-Schoole; and this makes the Parents cry out against Learning Latin, and complain of their children's not profiting at the Grammar-Schooles, whence they are therefore sometimes taken and sent back again to a Mistress of Dame to learn English better. The conscientious Master all the while striveing to the uttermost of his strength and skill to preserve his credit, and not knowing well how to remedy this mischief otherwise, then by hastening on the Children in this common road, doth over-toyl (if not destroy) himself, and discourage (if not drive away) his Scholars, by his too much diligence. Having therefore made sure that the little Scholars can read very well, and write plainly beforehand, put so many of them as are well able to hold pace together into one form, and begin to teach them their Accidents in an understanding manner, thus, 1. Give them a glymps or insight into the introduction or first part of it, by dividing it into twelve parts, and making them to take notice of the chief heads in every one; whereof, The first may be, concerning the eight parts of speech, of a Noun and its kinds, of Numbers, Cases, and Genders. The second of the Declensions of Nouns substantives. The third, of the declining of Adjectives, and their comparison. The fourth, of a pronoun. The fifth, of a Verb and its Kinds, Moods, Gerunds, Supines, Tenses, Persons and conjugations. The sixth, of the Conjugateing of Verbs in O. The seventh, Of the Verb Sum. The eighth, Of Verbs in OR. The ninth, Of Verbs irregular, as Poss●m, etc. The tenth, Of a Participle. The eleventh, Of an Adverb. The twelfth, Of a Conjunction, a Preposition, and an Interjection. By this means they shall know the general terms of Grammar, and where to turn to any Part of Speech, and to what belongs to it in the Book. As they get their Parts, make them one to hear another read it over in their seat as they sit orderly; as they say, let every one read a greater or lesser share, as you please to appoint, and make the rest attend to him that readeth; after they have said, one may take the examination of the Accidents, and out of it ask the questions belonging to their present Part, to which the others may make answer out of the words of their Accidents, which if they cannot readily do, he may tell them out of his Book; and if yourself sometime examine them in the most familiar and general questions, it will help them to understand, and sharpen their memories very much for the getting of that by heart, whereof they already know somewhat. 2. When they get the Introduction memoriter, let them take but a very little at once, that they may get it more perfectly in a little time, and this will be a means still to hearten them on to a new lesson, but be sure that every lesson end at a full Period; and that none may seem to be overcharged or hindered, let always the weakest child appoint the task, and cause the stronger to help him to perform it as he ought. Forasmuch as your Scholars memories are yet very weak and slippery, it is not amiss to help them by more frequent Repetitions, especially at the end of every part of speech, which they should examine so often over, till they can answer to any thing, that is in their book concerning it. Then let them proceed to the next in like manner, not forgetting to recall the more general and necessary points to memory from the very beginning, and this will be a means to make them keep all fresh in mind, and to be able to tell you what Part of Speech any word is which you shall name, either in English or Latin, and what belongs to it, which is one main end for which the introduction was made; you may now and then exercise them in distinguishing the eight Parts of Speech, by giving them a Period, and after they have writ it out, making them to mark every word what part of Speech it by these figures, 1, 2, 3, 4, 5, 6, 7, 8. 3. But as they get the introduction by heart, and learn to answer to the questions raised out of it, an especial care and pains must be taken ever and anon, to make them very perfect in declining Nouns, and formeing Verbs. Let them therefore as it were by by-tasks, get the examples of the Nouns, and Verbs very perfectly, which are set down in their Accidents. Then, First let them decline the Articles severally or jointly, for by these they may know the Gender, Case, and Number of a Noun, though many learned Grammarians of late do leave them off as useless. Harum Musarum was formerly, as much as to say that Musarum is of the Feminine Gender, Genitive Case, and Plural Number; And whereas the Rule beginneth with the Genitive Case, do you supply the Nominative thus, 2. Cause them with every example to join the Rule of the Declension, and thereby to know the due Termination of every case in both Numbers, saying the English sometimes before, and sometimes after the Latin, the Nom. case singular of the first declension endeth in a, as Nominative Hac Musa a song; the Genitive in ae, as Hujus Musae of a song, the Dative in ae, as Huic Musae, to a song, etc. 3. Let them give you the bare Terminations of every declension in each case in both numbers, as to say, The Terminations of the first declension throughout all cases in both Numbers are, Singulariter, Nom. a, Gen. ae. Dat. ae, Accuam, etc. The Terminations of the Nominative case singular of the five Declensions are, of the first, a. of the second r, us, 'em- of the third a, c, e, i, l, n, o, r, s, t, x. of the fourth us. of the fifth es. The Terminations of the Genitive case singular of the five Declensions are, Of the first ae, the second i, the third is, the fourth us, the fifth ei, etc. And let them take especial notice of the end of the Genitive case singular, because thereby they may know of what declension a Noun is, when they find it in a Vocabulary, or Dictionary. 4. Furnish them out of their vocabulary or otherwise, with store of examples for every several Declension, till they can readily decline any regular Noun; but then especially mind them of the Voca. singular of those Nouns that end in us of the second Declension, and of those that are of the neuter Gender, of the second, third, or 4th declension, and what cases they make all alike in both numbers. 5. Exercise them in declining Nouns so often, till they can tell you at once the termination of any case in either number in one or all the declensions, and say on a sudden what any Noun you name to them doth make in any one case of each Number in English or Latin. As, if you ask them of what declension, case and number this termination os is, they can presently answer, that os is of the second declension, Accu. case and plural number; or, if you ask them of what Declension, Case and Number virtute is, they can answer, that virtute is of the third declension, the Ablative case and singular number. So in English, if you should say with a pen, they can tell you it is the Ablative case and singular number, and therefore must be said in Latin Penna. Or if in Latin you should say pennas, they can tell you it is of the accusative case plural number, and must be said in English pens or the pens. 6. In declining Adjectives cause them to mind to what declension their several genders belong, and after they can purse every Gender alone by itself, teach them join it to a substantive of the same or a different declension, with the English either before or after the Latin, thus; Singulariter Nominativo Pura charta, fair paper, Gen. purae chartae, of fair paper, etc. Sing. nom. novus Liber a new Book, Gen. novi Libri of a new Book, etc. Sing. Nom. Dulcis conjux. a sweet wife, Gen Dulcis Conjugis, of a sweet wife, &c Edentula anus a toothless old-woman, Gen. edentulae anus, of a toothless old-woman, etc. Frigida glacies, cold ice, Genitivo, frigidae glaciei of cold ice, etc. Gravis Turba, a troublesome rout, Gen. Gravis Turbae of a troublesome, rout, etc. Magnum Onus, a great burden, Gen. magni oneris, of a great burden, etc. 7. Acquaint them well with the manner of forming the three degrees of comparison, by showing them how the comparative and superlative are made of the positive, according to the rules, and then let them decline an adjective in all the degrees together throughout all cases and Genders in both Numbers, as well English as Latin, thus; Sing Nom. durus hard, durior harder, durissimus very hard; dura hard, durior harder, durissima very hard; durum hard, durius harder, durissimum very hard; Gen. duri of hard, durioris of harder, durissimi of very hard, etc. Sing. Nom. felix happy, felicior more happy, felicissimus, most happy; felix happy, felition more happy, felicissima most happy; felix happy, felicius more happy, felicissimum most happy. Gen. felicis of happy, felicioris of more happy, felicissimi of most happy, etc. then teach them to join a Substantive with any one or all of the Degrees, thus, Injustus pater, a harsh father, iujusta mater, an unjust mother, injustum animal, an unjust creature. Indoctus puer, an unlearned boy. Indoctior puella a more unlearned girl. Indoctissimum vulgus the most unlearned common people. 8. To help them the better to perform this profitable exercise of themselves, let them sometimes write a Noun, which you appoint them, at large, and distinguish betwixt that part of it which is movable, and that which is immovable; I mean betwixt the forepart of the word, and its termination, thus: Sing. Nom. Mens-a a Table, Gen. Mens-ae to a Table. Dat. Mens-ae, to a Table, etc. to the end. Thus likewise they may be exercised in writing out Substantives, and Adjectives, and forming the degrees of comparison, with which work they will be exceedingly much delighted, when once they can write, and by once writing, they will better discern what they do, then by ten times telling over; which makes me again press hard, that either a child may be able to write before he be put to the Grammar School, or else be put to learn to write so soon as he comes thither. For besides the confused disorder it will make in a School, when some children are fitted to undergo their tasks, and others are not, they that can write, shall be sure to profit in Grammar learning, whereas they that cannot, will do little but disturb the School, and hinder their fellows, and bring a shame upon their Master, and a blame upon themselves, because they do not learn faster. And, alas poor child, how should he be made to go that wants his legs? if he go upon crutches, it is but lamely. And how should he be taught Grammar, which is the Art of right writing, as well as speaking, that cannot write at all? I wish they that take upon them to teach boy's Grammar before they can write, would but take upon them the trouble to teach one to speak well, that cannot speak at all. But I say no more of this subject, for though what I say have seemed to some a mere Paradox, yet upon trial, they have found it a plain real Truth; and such as nay man in reason will assent to. As for that which is generally objected, that whilst children are young, their hands are unsteady, and therefore they should go on at their books, till they grow more firm; it will quickly be found a mere idle fancy, when such objecters shall see less children than their own every day practise fair writing, and make more speedy progress at their books by so doing. Now touching verbs. 1. Be sure that children be well acquainted with the different kinds of them, distinguished, both by signification and termination; as also with their Moods, Tenses, and Signs of them, and with the characteristical letters of the four conjugations (which are a long, and e long, and e short, and i long.) And as they conjugate a verb, let them take more particular notice of its Present tense, Preterperfect tense, and first Supine, because of these, all other tenses are form; and these therefore are specified in every Dictionary. 2. Let them first repeat over the verb Sum, according to four Moods only, (the Optative, Potential, and Subjunctive being the same in all verbs) because it hath a proper manner of declincing, and is most frequently used, and will be helpful to form the Pretertenses in the Passive voice, which consist of a Participle joined with it. 3. Let them get the Active voice ve●y perfectly by heart, and afterwards the Passive, (though they do it more leisurely, taking but one Mood at a lesson) and let them not now repeat the paradigmes as they stand confusedly together in their book, but sever them one from another, and go on with one at once, viz. Amorett, by itself, Doceo, by itself, Lego by itself, and Audio by itself, thorough all Moods, Tenses, Numbers, and Persons, giving the English with the Latin, sometimes putting the one before, and sometimes the other. And be sure to make them mind all the signs in English, and the terminations answering to them in Latin. 4. Then teach them to form only the first person singular of every conjugation severally, both with Latin before English, and English before Latin; as, Amo I love, Amabam I did love, etc. or I love Amorett, I did love Amabam, etc. 5. Cause them again to form only the Present tense, with the tenses that depend more immediately upon it, and then the Preter tense, with those that are form of it. And give them here to observe the Rule in their Accidents touching the Formation of the Tenses, which is more easy to be delivered and remembered, thus; All tenses that end in ram, rim, ssem, ro, sse, are form of the Preter tense, and all the rest of the Present tense, according to the Latin verse. Ram, rim, ssem, ro, sse; formabit caetera Praesens. 6. Make them to give you the terminations of the first person singular throughout all Moods and Tenses, of each several Conjugation, as to say, The terminations of the first persons singular in the first Conjugation are o, abam, avi, averam, abo, etc. Then let them run over the Terminations of all the Persons in both Numbers of every Mood and Tense in the several Conjugations, as to say; The Terminations of the Indicative Mood Present tense of the first Conjugation are, o, as, at, amus, atis, ant. Of the Preterimperfect-tense, abam, abas, abat, etc. 7. Let them join the Terminations of the first person, with the signs of every Tense in both voices, thus, o do, bam, did, i have ram had bo shall or will, etc. or am, bar, was, us sum vel tui, have been, us eram vel fueram, had been, bour, shall be, etc. throughout all the Conjugations. And let them withal take notice how the three persons in both numbers differ both in signification and ending, as I o and r, thou s and ris, he t and tur, we must and mur, ye tis and ni, they nt or ntur. 8. Let them repeat the Active and the Passive voice together, and compare them one with another, as they form them in all persons throughout each Mood and Tense of every Conjugation, thus; Amo I love, Amor I am loved. Amabam I did love, Amabar I was loved, etc. 9 Exercise them well in so many several examples of the four Conjugations, as that on a sudden they can render you any Verb out of Latin into English, or out of English into Latin, with its right Mood, Tense, Number, and person, you telling them the first word of it, or they knowing it beforehand, as if you say we have run, they can answer cucurrimus; or if you say, I shall blot, they can answer maculabo, having learned that Curro is Latin for to run; and that maculo signifieth to blot. To make them more fully acquainted with the variation of a verb, it were good sometimes for them to write one out at full length, both in English and Latin, making a line betwixt the alterable part of it, and the termination (which remaineth alike to all, thus, Voco I call, vocas thou callest, voc-at he calleth, etc. N. B. The Nouns and Verbs being thus perfectly gotten at the first, (till which be done, the Preface before the Grammar counteth not the Scholar ready to go any further, and saith it may be done with a quarter of a years diligence, or very little more) the difficulty of the Latin tongue will be quite overpast, and a child will more surely and heedfully learn them thus singly by themselves, then by long practice in parsing and making Latin, because than he is to attend many other things together with them, for the better observation whereof, these will abundantly prepare him. And because all children are not so quick-witted, as fully to apprehend the various alteration of the Nouns and Verbs, till after long and continued practice, it were good if a time were set apart once a week, wherein all the Scholars (especially of the three lower forms, and those in the upper that are less expert, as having perhaps come from a School wherein they were never thus exercised) may be constantly employed in this most profitable exercise. And for more ready dispatch, amongst a multitude, it is not amiss if they repeat them thorough in a round word by word, saying every one in order after another, thus: 1. Sing. Nom Musa, a Song, 2. Gen. Musae of a Song. 3. Dat. Musae to a Song, 4. Accus. Musam the song, etc. till they have gone thorough all the Declensions, and Conjugations, and the forementioned variety of practice upon them, according as we may observe Corderius in his Colloquies, to have given us a hint. And to stir them all up to more attentiveness, the Master may (unexpectedly sometimes) ask the case of a Noun, or the Mood and Tense of a Verb, of one that he espieth more negligent in minding, than the rest. As an Help to the better performance of this necessary task, I provided a little book of one sheet, containing the Terminations and Examples of the Declensions, and Conjugations, which the less experienced may make use of, till they can exercise themselves without it; by the frequent impression, and ready sale whereof, I guess it hath not been unacceptable to those of my profession, for the purpose whereto I intended it: and I have sometimes in one afternoon made a thorough practice of all that hath here been mentioned touching Nouns and Verbs, without any wearisomeness at all to myself, or irksomeness to my Scholars, who are generally impatient of any long work, if it be not full of variety, and easy to be performed. Some little pains would also be taken with the Pronouns, so as to show their number, distinction, manner, of declining both in English and Latin, and their persons: and then with the Participles to mind how their four tenses are distinguished both by their signification and ending, and how they are declined, like Adjectives. Touching Adverbs, Conjunctions, and Interjections, they need only to tell of what signification they are; and touching Prepositions, let them observe which serve to an Accusative case, which to an Ablative, and which to both. Now for the more orderly dispatch of this first part of the Accidents and the better learning of every part of it, not by rote, but by reason; and to make children more cunning in the understanding of the things, then in rehearsing of the words, and to fasten it well in their memories; I have found it very profitable to set apart two afternoons in a week (commonly Tuesdays and Thursdays) for the examination of it all quite thorough, causing one side of a Form to ask the questions out of the examination of the Accidents, and the other to answer according to the words of their book, and whether they do this exactly memoriter, or sometimes looking upon the book, it makes no matter; for the often practise hereof, will be sure to fix it after a little while in their understanding and memories so fast, that they will have it ready for use, against they come to the second part of the Accidents, which concerneth Concordance and Construction. N. B. When children first begin their Introduction, they may provide a little vocabulary (if the Orbis Pictus be too dear, out of which they should be made to read over a Chapter every day, at one or four a clock, and when it is read over you may see who can give you the most names of things under one head, both English and Latin, and let him that tells you the most, have some little reward for encouragement, to draw on others in hope of the like, to do as well as he. This profitable exercise was often used by Corderius, and is an excellent mean to help children to store of words, which are indeed the subject about which Grammar is conversant, so that to teach one Grammar without giving him some knowledge of words, is to teach him to tie a knot, that hath not a string to tie it upon. They may say the Introduction for parts, and the Vocabulary for lessons, (as you please) and when ever they go out about necessitous business, be sure they say (at least) four words of those which they have learned, and let them always carry their Vocabulary about with them, to be looking into it for words. Thus than I allow one half year for boys in the lowest form, that can read and write before hand, to learn the first part of the Accidents, and how to call things by their Latin names, making use of a Vocabulary. And then I would have them divide the whole Introduction into twelve parts, (as they did at the first reading of it over) and repeat constantly every morning one by heart, to fix it well in the memory: and for forenoon lessons (to be said about ten of clock) they may proceed to the second part of the Accidents, commonly called the English Rules, for the perfect knowledge and exercise whereof, they may profitably spend the succeeding half year. In getting whereof, because custom hath every where carried it (contrary to those excellent directions given in the Preface to the Reader, of which Mr. Hayne mentioneth Cardinal W●lsey to have been the Author) for children first to read them over, and afterwards to con them by heart as they stand in the book, (making it a work merely for the memory, which some children are good at, though they understand nothing at all; and therefore many unskilful Masters, not knowing how to do otherwise, especially with boys that cannot write, let them run on by rote, presuming that when they have got the Rules thus, they may be afterwards made to understand them by practice in parsing) I will go along with the stream, and allow my Scholars to get them by heart, saying two or three Rules at a time, as they do in most schools; and as they do this, I would have them chiefly to take notice of the Titles, or Heads, and which are the general Rules, and which are the Observations, and Exceptions made concerning it, that by this means they may learn to turn readily to any one of them that shall be called for. But that children may best understand, and soon conceive the reason of the Rules, and thereby be made acquainted with the fashion of the Latin Tongue, (which is the main scope that this part of the Accidents aimeth at) I would have them daily exercised in the practice of Concordance and Construction (which will also confirm and ready them in the Introduction) after this manner. 1. Let them mark out the more general and necessary Rules (as they go along) with their examples, and after they have got them perfectly by heart, let them construe and purse the words in the Example, and apply the Rule to the words to which it belongeth, and wherein its force lieth. 2. Let them have so many other examples besides those that are in their book, as may clearly illustrate and evidence the meaning of the Rule, and let them make it wholly their own by practising upon it, either in imitating their present examples, or propounding others as plain. Thus that examples to the Rule of the first Concord may be first imitated; Praeceptor legit, vos vero negligitis. The Master readeth; and ye regard not. The Pastors preach, and people regard not. I speak, and ye hear not. We have read, and thou mindest not. And the like may be propounded, as, whilst the Cat sleepeth, the Mice dance. When the Master is away, the boys will play. Thou neglectest, when I write. And these the children should make out of English into Latin, unto which you should still add more, till they be able by themselves to practise according to the Rule. 3. After they have thus gone over the general Rules, Let them together with one Rule get its exceptions, and observations, as they lie in order, and learn how they differ from the Rule, and be sure that they construe and purse every example, and imitate, and make another agreeable to the Rule, observation or exception, as is showed before. N. B. Now forasmuch as little ones are too too apt to forget any thing that hath been told them concerning the meaning of a rule and the like, and some indeed are of more leisurely apprehensions than others, that require a little consideration of a thing before they can conceive it rightly, they may be helped by making use of the second part of the Accidents examined; wherein, 1. The Rules are delivered by easy and short questions and answers, and all the examples are Englished, and the words wherein the force of the example lieth are applied to the rule. 2. The examples are Grammatically construed, and all the first words in them set down in the margin, and referred to an Index, which showeth what part of Speech they are, and how to be declined or conjugated. This I contrived at the first as a means to prevent children's gadding out of their places, under a pretence of ask abler boys to help them in construing and parsing these examples, but upon trial I found it a great ease to myself for telling the same things often over, and a notable encouragement to my Scholars to go about their lessons, who always go merrilier about their task, when they know how to resolve themselves in any thing they doubt. 4. When they have got the second Part of the Accidents well by heart, and understand it (at least) so far as to be able to give you any rule you call for, you may divide it also into eight parts, according to the heads set down in the book, whereof, the First, May be concerning the first, second, and third Concord. The second, concerning the case of the relative, and the Construction of Substantives. The third, concerning the Construction of Adjectives, and of a pronoun. The fourth, concerning the construction of Verbs with a Nominative, and Genitive Case. The fifth, concerning the construction of Verbs with a Dative, Accusative and Ablative Case. The sixth, concerning the construction of Passives, Gerunds and Supines. The seventh, concerning time, space, place and impersonals. The eighth, concerning the Participle, the Adverb, the Conjunction, the Preposition, and the Interjection; which being added to the foregoing twelve, the whole Accidents may be easily passed over at twenty Parts, and kept surely in mind by repeating it once a month for morning Parts, and examining it every Tuesday and Thursday in the afternoon. As they made use of the Vocabulary, together with the first part of the Accidents, so may they join Sententiae Puerilis, with the second; which book I would have them to provide both in English and Latin. 1. Because it renders the Book more grateful to Children, who by reading their Lessons in their Mother's tongue, know better what to make of them. 2. Because they are apt to mistake what they have been construed, especially in words that have various significations. 3. Their memories being short, they must be told the same word as oft as they ask it ere they come to say, and when they come (perhaps) they cannot construe one Sentence to any purpose. As they learn this book, let them but take three or four lines at once, which they should, 1. Construe out of Latin into Egnlish, and then out of English into Latin. 2. Decline the Nouns and form the Verbs in it throughout, and give the rules for the concordance and construction of the Words. 3. Bring their lessons fair writ out both in English and Latin in a little paper book, which will exceedingly further them in spelling and writing truly. 4. To fix their Lessons the better in their memory, you may ask them such plain questions, as they can easily answer by the words in the Sentence. 5. Let them also imitate a Sentence sometimes by changing some of the words, and sometimes altering their Accidents. 6. Give them sometimes the English of a Sentence to make into Latin of themselves, and then let them compare it with the Latin in the book, and see wherein they come short of it, or in what Rule they fail. For though the main end of this Book, which is full of plain lessons, both of honesty, and godliness, be to instill those grave sayings into children's minds▪ (some of which notwithstanding are too much beyond their reach) and it be not perhaps so useful as some others are for the speedy gaining of Latin, yet by being thus made use of, it may be very much improved to both purposes. Here I think it no digression to tell, how I and some School-fellowes (yet living, and eminent in their Scholarlike professions) were nuzzled two or three years together in learning this book of Sentences. After we had gone over our Accidents several times by heart, and had learned part of Propria quae maribus, we were put into this Book, and there made to construe and purse two or three Sentences at once out of mere Latin, and if in any thing we miss, we were sure to be whipped. It was well, if of 16. or 20. boys two at any time could say, and that they did say right, was more by haphazard, than any thing that they knew; For we knew not how to apply one rule of Grammar to any word, nor could we tell what part of Speech it was, or what belonged to it; but if the Master told us it was a Noun, to be sure we said it was of the Nominative case, and singular number, and if a Verb, we presently guessed it to be of the Indicative Mood, Present tense, singular number, and third person; because those coming so frequent, we erred the less in them. And an ignorant presumption that we could easily say, made us spend our time in idle chat, or worse employment; and we thought it in vain for us to labour about getting a lesson, because we had no help at all provided to further us in so doing. Yet here and there a Sentence, that I better understood then the rest, and with which I was more affected, took such imimpression, as that I still remember it, as Gallus in suo stirquilinio plurimum potest. Vbi dolour, ibi digitus, etc. This I have related by the by, to manifest by mine own sense and experience what severity children for the most part undergo, and what loss of time befalls them in their best age for learning, when they are merely driven on in the common road, and are not (rather) guided by a dexterous, diligent, and discreet Teacher, to understand what they learn in any book they are put into. Now because all our teaching is but mere trifling, unless withal we be careful to instruct children in the grounds of true Religion, let them be sure to get the Lords Prayer, the Creed, and the ten Commandments; First in English, and then in Latin, every Saturday morning for Lessons, from their first entrace to the Grammar School; and for their better understanding of these Fundamentals of Christianity, you may (according to Mr. Bernard's little Catechism) resolve them into such easy questions, as they may be able to answer of themselves, and give them the Quotations, or Texts of Scriptures, which confirm or explain the doctrinal points contained in them, to write out the following Lords day, and to show on Monday mornings, when they come to School. In short then, I would have this lowest Form employed one quarter or half a year in getting the Introduction for Parts and Lessons, and as long in repeating the Introduction at Morning Parts, and reading the Vocabulary, for After-noons Parts; saying the English Rules for Forenoon Lessons. The little Vocabulary for Afternoon Parts; and Sententiae Pueriles for Afternoon Lessons, and the Principles of Christianity for Saturday Lessons. So that in one years' time this work may be fully complete, of preparing them for the Latin tongue, by teaching them the perfect use of the Accidents, and helping them to words, and how to vary them. CHAP. III. How to make children of the second Form perfect in the Rules of the Genders of Nouns, and of the Preterperfect tenses, and Supines of Verbs, contained in Propria quae maribus, Quae genus, and As in P●aesenti; and how to enter them in writing, and speaking familiar and congruous Latin. THe general course taken in teaching the Rules of the Genders and Nouns, and Conjugating Verbs, is, to make children to patter them over by heart, and sometimes also to construe and purse them; but seldom or never are they taught the meaning of a Rule, or how to apply it readily to the words they meet with elsewhere. The volubility of the Verse doth indeed help some quicker wits for more ready repeating of them; but others of more slow pace, (that learn better by understanding what they say) are apt to miscall every word in their Lesson, because they cannot tell what it meaneth; and let them, take never so much pains about it, very little of what they are to learn, will stick in their memories. Some therefore have decried this patching of Rules into a cobbling verse; others have thought it better to denote the Genders of Nouns, and the Preterperfect tenses of Verbs by the Terminations of the first words, and some have quite altered these Rules by expunging some words, and inserting others, which they thought might better agree with them; But for my part, I like his judgement well, that said it was impossible for any Grammarian to make better Rules then these in Propria quae maribus, and As in praesenti; for though in some things they may be faulty, as Quae genus is in very many, yet (as Mr. Brinsley saith of the Accidents) a wise Master is not to stand with his children about mending of it, but only to make them understand the Rules, as they are set down in the Book, which that they may well do, I propound this expedient. 1. Let them for Forenoon Lessons begin with Propria quae maribus, and then proceed to As in praesenti, leaving Quae genus to the last, because it is of less use, and harder for children to understand. 2. In getting these Rules at first, let them read them all distinctly over, and take notice of the Titles or Heads, and mark out the most general Rules, which they may learn before any of the rest; And to make them the better to understand themselves, you may allow them an English Propria quae maribus, etc. which they may compare all along with that in their Grammar, and if at any time you perceive they do not well apprehend the meaning of a Rule, do you illustrate it by instancing some words, that they have had in their Vocabulary, or elsewhere. This will make them somewhat ready to turn to any Rule. 3. At the next going them over, they will be able to say four or six lines at a time, memoriter. And then you may let them get all before them, and make them after they have said a Lesson by heart, to construe it by the help of a Construing-book, and to decline every Noun, and Conjugate every verb, by the help of the Indices annexed to the Propria quae maribus, etc. Englished, and explained. 4. You may exercise them in this manner, by repeating more and more at a time, till they can decline Nouns, and conjugate Verbs, and apply the Rules readily to them; & having thus gained them, you may keep them, by dividing the whole into ten parts, according to the Common-place Heads; thus, the First may be at Propria quae maribus, etc. De Regulis generalibus Propriorum, De Regulis generalibus Appellativorum, De prima speciali Regula, & ejus exceptionibus Masculinis, Neutris, Dubiis, & Communibus. The Second at Momen ●rescentis penultima, etc. Syllaba acuta sonat, etc. De secunda speciali Regula, & ejus exceptionibus Masculinis, Neutris, Dubiis, & Communibus. The third at Nomen crescentis— Sit gravis, etc. De tertia speciali Regula & ejus exceptionibus Faemininis, Neutris, Dubiis, Communibus, & de Regulis Adjectivorum generalibus. The Fourth at Quae genus, de variantibus genus, de defectivis casu, Aptotis, Diptotis, Triptotis, & Vocativo carentibus. The Fifth, at Propria cuncta notes, etc. de defectivis numero, plurali, & singulari. The Sixth, at Haec quasi luxuriant, etc. de Redundantibus. The seventh at As in praesenti, De Simplicium verborum praeterito primae, secundae tertiae, & quartae Conjugationis. The eighth, at Praeteritum dat idem, & de Compositorum verborum praeteritis. The ninth, at Nunc ex praeterito, etc. De Simplicium verborum, & Compositorum Supinis. The tenth, De Praeteritis verborum in OR. De geminum praeterium habentibus, De neutro passivi, De verbis praeteritum mutuantibus, de praeterito carentibus, & de Supinum raro admittentibus. If you add these ten to the twenty parts in the Accidents, they may run over the whole thirty in six weeks; saying every morning one, except on Saturdays, which are reserved for other occasions. Their Noon-parts may be in the larger Vocabulary (which is commonly printed with the grounds of Grammar, in an easy entrance to the Latin Tongue, in which they may peruse a whole Chapter at once, and afterwards strive who can tell you Latin for the most things mentioned in it. And if at any time the words be not so obvious to their understanding, because (perhaps) they know not the things which they signify; do you tell them what the thing is, and explain the word by another that is more familiar to them. Their After-noons Lessons on Mondays and Wednesdays, may be in Qui mihi, which containeth pretty Precepts of good manners, much befiting children to observe, and which are so common in every mean Scholars mouth, that a child would blush to seem ignorant of them. In getting this, 1. Let them repeat two distiches at once memoriter, and if withal, you let them get the English verses answerable to the Latin, and printed with the Grounds of Grammar, they will fix the Latin better in their memories. 2. Let them construe the Lesson Grammatically, and to help themselves in that more difficult work, let them make use of the construction made them at the end of their Construing-Book. 3. Let them read the Latin in the Grammatical order, and sometimes into mere English, and then let them purse every word according to that order, giving the Rules for the Genders of Nouns, and the Preterperfect tenses, and Supines of verbs; and applying those of Concordance and Construction, as they come in their way. 4. To exercise them in true writing, it were good if they had a little paper-book, wherein to write first the Latin, and then the English distiches at full length, which they may show, when they say their Lesson. 5. To find them some employment after the Lesson, you may give them some easy dictate out of it to turn into Latin; sometimes by way of Question and Answer, and sometimes more positively; thus, What shall that Scholar do that desireth to be taught? He shall conceive the Master's sayings in his mind. Quid faciet ille discipulus, qui cupit doceri? dicta praeceptoris animo suo concipiet, or thus; A boy that is a Scholar, and desireth to be taught, aught to conceive the Master's sayings in his mind, and so as to understand them well-Puer qui discipulus est & cupit doceri, dictae praeceptoris animo suo concipere debet, atque ita ut eadem recte intelligat. And this you may cause any one of them to read, and let the rest correct him in any word he hath made amiss, and be sure they can all give a rule for what they do. After they have repeated these verses of Mr. Lilies so often over, that they can say them all at once pretty well by heart, they may continue their Afternoons Lessons in Cato, saying two or three Distiches at once, according to the directions already given in the Preface to that Book in English and Latin verse; and when they have gone thorough a book of it, let them try amongst themselves who can repeat the most of it by heart, as we see Corderius did sometimes exercise his Scholars, as it appeareth by his Colloquies. Now forasmuch as speaking Latin is the main end of Grammar, and there is no better expedient to help children in the ready exercise thereof, then frequent perusal of Vocabularies for common words, and Colloquies for familiar phrases, and such as are to be used in ordinary discourse; I think it very convenient to make use of Pueriles Confabi latiunculae, both in English and Latin, on Tuesdays and Thursdays in the Afternoons instead of Lessons, thus, 1. Let them read a whole Colloquy (if it be not too long) at once both in English and Latin, not minding to construe it verbatim at the first going it over, but to render the expressions wholly as they stand, and are answerable one to another, and this will acquaint them with the matter in the book, and enable them to read both the Languages more readily. 2. At a second going over, let them construe it Grammatically, and then take any phrase or sentence in the present Lesson, and make such another by it, changing either the words, or some of their Accidents, as the present occasion requireth; ex gr. As they say in the singular Number: God save you, Salve, Sis salvus, jubeo te salvere, or have; so make them say in the plural number, God save you, Salvete, sitis salvi, jubemus vos salvere, or avete. So likewise when they can say, I thank you, Habeo tibi gratiam, or habetur tibi a me gratia, let them imitate, and alter it by saying, We thank your Father. Habemus Patri tuo gratiam. My Mother thanks you, Sir. Mater habet tibi gratiam, Domine; or Habetur tibi, Domine, a matre mea gratia. When they have gone this book so often over, as to be well acquainted with its phrases, Let them proceed to Corderius Colloquies, which they have also in English and Latin, and which they may construe Grammatically, and cull the phrases out of it, to make use of them, in common speaking Latin. Let them have a little paper-book, wherein to gather the more familiar phrases, which they find in every Lesson printed in a different character, and let them by often perusal at spare times, and bearing them always about them, get them so readily by heart, as to be able to express themselves in Latin by them upon any meet occasion. And this way of exercising them to speak according to their Authors expressions from their first entrance upon Latin, is the best expedient that can be taken to avoid Anglicismes, which otherwise they are very prone to, so long as they are directed only by Grammar-Rules, and enforced to seek words in the Dictionary, where commonly they light upon that which is most improper. And that they may now do something of themselves by way of night exercise, let them every evening translate a verse at home out of the 119. Psalms, which I conceive is the most easy for the purpose of making the three Concord's, and some of the more necessary Rules of construction familiar to them. In making their Translations, 1. Let them be sure to write the English very fair and true, observing its just pauses, and let them also make the like notes of distinction in their Latin. 2. When they come to show their Latins, 1. Let one read and construe a verse. 2. Let another tell you what part of speech every word is, as well English as Latin, and what the English Signs do note. 3. Let the rest in order give you the right Analysis of every word one by one, and the Rules of Nouns and Verbs, and of Concordance, and Construction. And because these little boys are too apt to blur and spoil their Bibles, and to make a wrong choice of words out of a Dictionary, which is a great maim and hindrance to them in making Latin (and caused Mr. Ascham to affirm, that making of Latins marreth children) I think it not amiss to get that Psalm, and some other Englishes printed by themselves, with an Alphabetical Index of every word which is proper for its place. Right choice of words being indeed the foundation of all eloquence. On saturdays, after they can say the Lords Prayer, the Creed, and the ten Commandments in English and Latin, they may proceed to the Assemblies Catechism, first in English, and then in Latin, or the like. This second form than is to be exercised, 1. In repeating the Accidents for morning parts. 2. In saying Propria quae maribus, Quae genus, As in praesenti, for Forenoon Lessons. 3. In reading the larger Vocabulary for Noon parts. 4. In learning Qui mihi, and afterwards Cato, for Afternoons Lessons on Mondays and Wednesdays, and Pueriles Confabulatiunculae, and afterwards Corderii Colloquia on Tuesday's, and Thursdays. And 5. Translating a verse out of English into Latin every evening at home, which they may bring to be corrected on Fridays, after all the week's Repetitions ended, and return written as fair as possibly they can write, on Saturday mornings, after examinations ended. And thus they may be made to know the Genders of Nouns, and Preter-perfect tenses, and Supines of Verbs, and initiated to speak and write true Latin in the compass of a second year. So that to children of betwixt seven and nine years of age, in regard of their remediless inanimadvertency, I allow two whole years to practise them well in the Rudiments or Grounds of Grammar, in which I would have the variation of Nouns and Verbs to be specially minded, for till they be very ready in those, their progress in other things will be full of uncertainties, and troublesomely tedious, but if those be once well got, all other rules which have not (perhaps) been so well understood, will more easily (as age increaseth) be better apprehended and put in use. CHAP. FOUR How to make Children of the third Form perfect in the Latin Syntaxis commonly called Verbum Personale; as also to acquaint them with Prosodia; and how to help them to construe and purse, and to write, and speak true and elegant Latin. CHildren are commonly taught the Latin Syntaxis before they be put to make use of any Latin book besides it; and so they but can say it readily by heart, construe it, and give the force of its rules out of the examples, they are thought to learn it well enough. But the very doing thus much, is found to be a work too tedious with many, and therefore some have thought good to lessen the number of the Rules, & others to dash out many examples, as if more than one or two were needless; so that when a Child hath with them run over this part of the Grammar, it is well if he have learned the half of it, or know at all what to do with any of it. I think it not amiss therefore to show, how it may be all gotten understandingly by heart, and settled in the memory by continual practice, which is the life of all learning; 1. Let those then of this third form divide their Accidents and Rules of Nouns and Verbs into ten parts, whereof they may repeat one every Thursday morning, and make way for the getting of the Syntaxe on Mundays, Tuesdays & Wednes. for morning parts. 2. Let them repeat as many Rules memoriter, as they are well able, together with all their examples; and to help their understanding therein, you may do well to show the meaning of every rule & exception beforehand, and to make them compare them with those in the English rules under the same head, & to see which are contained in the Latin which are not in the English, and which are set down in the English, which are left out in the Latin. 3. To help them to construe well before they come to say, let them make use of their Construeng books, and that they may better mind what they construe, you may cause them sometimes, when they come to say, to read the part out of Latin into English. 4. In parsing, let them give you the word governing, and apply the word governed according to the rule, and tell-you wherein the exceptions and observations differ from the General rule. 5. Let them have a Paper-book in Quarto, in the margin whereof they may write the first words of every rule, and exception; and let them have as many familiar examples (some in English only, and some in Latin only) as may suffice to illustrate the rule more clearly to them, and do you help them extempore, to turn their English ones into Latin, and their Latin ones into English; and having a space left under every head, let them fill it up with pregnant Examples, which they meet with as they read their Latin Authors, or as they Translate English Sentences into Latin. I observe Melancthon and Whittington of old, and Mr. Clarke, Mr. Comenius and others of late, to have made subsidiaries of this nuture, which because they seem some what to overshoot the capacities of children, who (as Mr. Ascham observes) are ignorant what to say properly and fitly to the matter, (as some Masters are also many times) I have taken the pains to make a praxis of all the English and Latin Rules of Construction and Syntaxis, as they lie in order, and to add two Indices▪ The first of English words, and the Latin for them; The second, Of Latin words and the English for them, with figures directing to the examples wherein they are to be used. And for more perspicuity sake, I take care that no example may touch upon any rule, that is not already learned, for fear of puffing young beginners in this necessary and easy way of translating with the rule in their eye, which doth best direct the weakest understandings. Now forasmuch as the daily reading of Latin into English is an especial means to increase the knowledge of the Tongues, and to cause more heed to be taken to the Grammar Rules, as they are gotten by heart; I would have those in this form to read every morning after prayers, four or six verses out of the Latin Testament, which they will easily do, having beforehand learned to construe them word by word, with the help of their English Bible. In this exercise, let them be all well provided, and do you pick out only one boy to construe, and then ask any of the others the Analysis of a Noun, or Verb here or there, or some rule of construction, which you think they have not so well taken notice of as to understand it fully. Hereby you may also acquaint them with the rule and way of construing, as it is more largely touched in the following part of this chapter. N. B. Those Children that are more industriously willing to thrive, may advantage themselves very much by perusal of Gerard's Meditations, Thomas de Kempis, St. Augustins' Soliloquies, or his Meditations, or the like pious and profiting Books, which they may buy both in English and Latin, and continually bear about in their pockets, to read on at spare times. Their forenoon lessons may be in Aesopes Fables, which is indeed a book of great antiquity and of more solid learning than most men think. For in it many good lectures of morality, which would not (perhaps) have been listened to, if they had been delivered in a plain and naked manner, being handsomely made up and vented in an Apologue, do insinuate themselves into every man's mind. And for this reason perhaps it is that I find it, and Gesta Romanorum which is so generally pleasing to our Country people) to have been printed and bound up both together in Latin, even when the Latin was yet in its dross. And to let you see what Latin Aesop was there translated into out of Greek by one Romulus, I will give you the first Fable, in his words; De Gallo & Jaspide. IN sterquilinio quidam pullus gallinatius, dum quaereret escam, invenit margaritam in loco indigno jacentem, quam cum videret jacentem, sic ait; O bona res, in stercore hic jaces. Si te cupidus invenisset, cum quo gaudio rap●isset, ac in pristinum decoris tui fratum redisses? Ego frustra te in hoc loco invenio jacentem. Vbi potius mihi escam quaero; & nec ego tibi prosum, nec tu mihi. Haec Aesopus illis narrat, qui ipsum legunt & non intelligunt. No sooner did the Latin Tongue endeavour to recover its pristine purity, by the help of Erasmus and other eminent men of learning in his time, but the Greek Copy of Aesop is translated by him and his Contemporaries, every one striving to outstrip another in rendering it into good Latin; and it is observable, that the Stationer's Copy (which is generally used in Schools) is a mere rhapsody of some fragments of these several men's Translations; whence it is that one and the same Fable is sometimes repeated thrice over in several words, and that the stile of the Book is generally too lofty in itself for Children to apprehend on a sudden; I have for their sakes therefore turned the whole Book, such as I found it, into proper English, answerable to the Latin, and divided both into just periods, marked with figures, that they may more distinctly appear, and be more easily found out for use or imitation; and though I observed some words and phrases scarce allowable in many places of the book, yet I was loath to make any alteration, except in a few gross errors, and especially one that quite perverted the sense of the Fable, and appeareth to be a mistake in the Translator from the Greek Copy, which is thus; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 which is well latinized by one thus, Aper & Vulpes. Aper quum cuidam adstaret arbori, dentes accuebat. But the unknown Translator of this Fable (and the rest that yet pass sub incerto interpret) reading perhaps 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in stead of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 or finding that 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 doth sometimes signify like an adjective, solitarius, solitudines captans, etc. renders it into pure nonsense, and in other words also differing from the Greek, thus; Singularis animal, & vulpes. Singularis agrestis, super quadam sedens arbore, dentes acuebat. Which one having lately translated into English verse, with the Picture before it, hath prettily devised a Rhinocerate to stand by a tree, and to whet his teeth against it; whereas the Latin hath it, super quadam sedens arbore, which is impossible for such an huge beast to do. I have therefore put out the word Singularis, and made it Aper agrestis, according to an ancient Greek Copy which I have, and I English the clause thus; Lib 2. Fab. ●3. A wild Boar standing by a tree whetted his tusks. This I have noted obiter, to acquaint the more judicious with my reason of altering those words, and to save the less experienced, some labour in searching out the meaning of them, seeing they pass yet uncorrected in the Latin Book. Let them procure Aesop's Fables then in English and Latin, and the rather because they will take delight in reading the Tales, and the moral in a Language which they already understand, and will be helped thereby to construe the Latin of themselves. And herein I would have them to take a whole Fable and its moral at one Lesson (so that it do not exceed six periods) which they should first read distinctly; secondly, construe Grammatically, and then render the proper phrases; thirdly, purse according to the Grammatical order as they construed, and not as the words stand. And then be sure they can decline all the Nouns, and conjugate the Verbs, and give the Rules for the Genders of the one, and the Preterperfect tenses and Supines of the other; as also for the concordance and construction, either out of the English Rules, or Latin Syntaxe, or both, as they come to have learned them. Let them sometimes write a Fable fair and truly over, according to the printed Book, both in English and Latin, and sometimes translate one, word by word in that order, in which they construed it; and this will inure them to Orthography. That they may learn to observe and get the true Latin order of placing words, and the purity of expression either in English or Latin style, let them imitate a period or more in a lesson, turning it out of English into Latin, or out of Latin into English, thus; whereas they read in English. A Cock, as he turned over a dunghill found a pearl, saying; why do I find a thing so bright? and in Latin, Gallus gallinaceus, dum vertit stercorarium offendit gemmam; Quid, inquiens, rem sic nitidam reperio? they may imitate it by this or the like expression; As a beggar raked in a dunghill, he found a purse, saying; why do I find so much money here? Mendicus, dum vertit stercorarium, offendit crumenam; quid inquiens, tantum argenti hic reperio? By thus doing, they may learn to join Examples out of their lessons to their Grammar Rules (which is the most lively and perfect way of teaching them) and to fetch a Rule out of their Grammar for every Example, using the Grammar to find Rules, as they do the Dictionary for words, till they be very perfect in them. Their Afternoons Parts may be to construe a Chapter in Janua linguarum, which will instruct them in the Nature, as well as in the Names of things; and after they have construed, let them try who can tell you the most words, especially of those, that they have not met with, or well observed in reading elsewhere. For Afternoon lessons on Mondays, and Wednesdays, let them make use of Mantuanus, which is a Poet both for style and matter, very familiar and grateful to children, and therefore read in most Schools. They may read over some of the Eclogues, that are less offensive than the rest, takeing six lines at a lesson, which they should first commit to memory, as they are able. Secondly, Construe. Thirdly, Purse. Then help them to pick out the Phrases and Sentences, which they may commit to a paper-book; and afterwards resolve the matter of their lessons into an English period or two, which they may turn into proper and elegant Latin, observing the placing of words, according to prose. Thus out of the five first verses in the first Eclogue, Fauste, precor, gelida quando pecus omne sub umbra Ruminat, antiquos paulum recitemus amores. Ne si forte sopor nos occupet ●lla ferarum, Quae modo per segetes tacite insidiantur adultas. Saeviat in pecudes. Melior vigilantia somno. One may make such a period as this; Shepherds are wont sometimes to talk of their old loves, whilst the cattle chew the cud under the shade; for fear, if they should fall asleep, some Fox, or Wolf, or such like beast of prey, which either lurk in the thick woods, or lay wait in the grown corn, should fall upon the cattle. And indeed, watching is far more commendable for a Prince, or Magistrate, then immoderate, or unseasonable sleep. pastors aliquando, dum pecus sub umbra ruminat, antiquos suos amores recitare solent; ne, si sopor ipsos occupet, vulpes, aut lupus, aut aliqua ejus generis fera praedabunda, quae vel in densis sylvis latitant, vel per adultas segetes insidiatur, in pecudes saeviat; Imo enimvero, Principi vel Magistratui vigilantia somno immodico ac intempestivo multo laudabilior est. And this will help to prepare their invention for future exercises, by teaching them to suck the marrow both of words and matter out of all their Authors. The reason why I desire children (especially those) of more prompt wits, and better memories, may repeat what they read in Poets by heart (as I would have them translate into English what they read in Prose) is, partly because the memory thrives best by being often exercised, so it be not overcharged; and partly because the roundness of the verses helpeth much to the remembrance of them, wherein boys at once gain the quantity of syllables, and abundance of matter for fancy, and the best choice of words and phrases, for expression of their mind. On Tuesdays and Thursdays in the afternoon (after they have done with Corderius) they may read Helvici Colloquia (which are selected out of those of Erasmus, Ludovicus Vives, and Schottenius) and after they have construed a Colloquy, and examined some of the hardest Grammar-passages in it, let them all lay aside their books, save one, and let him read the Colloquy out of Latin into English, clause by clause, and let the rest give it him again into Latin, every man saying round as it comes to his turn. And this will make them to mind the words and phrases before hand, and fasten many of them in their memories. Help them afterwards to pick out the phrases, and let them write them (as they did others) in a pocket paper-book. Cause them sometimes to imitate a whole Colloquy, or a piece of one; and let them often strive to make Colloquies amongst themselves, talking two, three, or more together about things familiar to them, and inserting as many words and phrases as they can well remember to be proper for the present, out of any of their Authors; and these they should show you fair written, with a note of the page and line, where they borrowed any expression not used before, set down in the Margin of their exercise. And this will make them industriously to labour every day for variety of expressions, and encourage them much to discourse, when they know themselves to be certain in what they say, and that they can so easily come by Latin, to speak their minds upon any occasion. But if instead of Mantuan, you think good sometimes to make use of Castalions Dialogues, you may first make them read the history in the Bible by themselves apart, & then hear them construe it Dialogue-wise, pronouncing every sentence as pathetically as may be Afterwards. One may read it in English, and the rest answer him in Latin, clause by clause, as is already mentioned concerning the Colloquies. And to help them somewhat the better to construe of themselves, you may direct them (according to the golden Rule of construing, commended, and set down at large by industrious Mr. Brinsley, in the 93. and 94. pages of his Grammar School) to take 1. The Vocative case, and that which dependeth upon it. 2. The Nominative case of the principal verb, and that which dependeth upon it. 3. The Principal verb, and that which serveth to explain it. 4. The Accusative case, and the rest of the cases after it. And herein, cause them to observe, that Interrogatives, Relatives, and Conjunctions, use to go before all other words in construing; and that the Adjective, and the Substantive, the Adverb, and the Verb, the Preposition, and its casual word, go for the most part together. But be sure to teach them often, to cast the words of a period into their natural or Grammatical order; according to which, they must construe; and to know the signification of every word and phrase proper for its place; and withal, let them have in mind the chief matter, drift, and circumstances of a place, according to the verse. Quis, cui, causa, locus, quo tempore, prima, sequela. Which biddeth one to heed, who speaks, what is spoken, to whom he speaks, upon what occasion, or to what end he speaks; at what time a thing was done or spoken, what went immediately before, and what followeth next after. And if either the construing be against sense, or Grammar Rule, let them try again another way. To exercise them in something (besides the getting of Grammar parts) at home, let them every night turn two verses out of the Proverbs of Solomon into Latin, and write out two verses of the New Testament Grammatically construed; and let them evermore take heed to spell every word aright, and to mark the Pauses, or notes of distinction in their due places, for by this means they will profit more in Orthography, then by all the Rules that can be given them; and they will mind Etymology, and Syntaxis, more by their own daily practice, then by ten times repetition without it. On saturdays, after they can say the Assemblies Catechism in English & Latin, you may let them proceed with Perkins six Principles, and when they have repeated as much as they can well by heart, you may cause them to read it out of English into Latin, yourself ever & anon suggesting to them the propriety of words and phrases, where they are at a loss, and directing them, after they have once made it Grammatically, to cast it into the artificial order of Latin style. And then let them go to their places, and write it fair and truly in a little Paper book for the purpose. If out of every Lesson as they pass this little Catechism, you extract the Doctrinal points, by way of Propositions, and annex the Proofs of Scriptures to them, which are quoted in the Margin, as you see Mr. Perkins hath done in the beginning of the book, and cause your Scholars to write them out all fair and at large, as they find them in their Bibles; it will be a profitable way of exercising them on the Lord's day, and a good means to improve them in the real knowledge of Christianity. Now forasmuch as I have observed, that children about nine years of age, and few till then, begin to relish Grammar, so as of themselves to seek into the meaning of Rules, thereby to conceive the reason of Speech; I now judge it requisite for this form to be made throughly acquainted with the whole body of it. Therefore, after they have gone over the plain Syntaxis, two or three times by morning parts, as is showed, and have got it pretty well by heart, (for which I judge three quarters of a year will be time sufficient) you may let them divide the whole Syntax into 12 parts; reckoning them according to the several Heads of it; thus: The first, De Concordantia Nominativi & verbi, Substantivi & Adjectivi, Relativi, & Antecedentis. The second, the Constructione Substantivorum, & Adjectivorum cum Genitivo. The third, the constructione Adjectivorum cum Dativo, Accusativo, & Ablative. The fourth, the constructione Pronominum. The fifth, the constructione verborum cum Nominativo & Genitivo. The sixth the constructione verborum cum Dativo, & Accusativo. The seventh, the constructione verborum cum Ablativo. The eighth, de Gerundiis & Supinis, & de Tempore & Loco. The ninth, the constructione Impersonalium & Participiorum. The tenth, the constructione Adverbiorum. The eleventh, the constructione Conjunctionum. The twelfth, the constructione Praepositionum, & Interjectionum. All which twelve you may add to the thirty parts in the Accidents, and Propria quae maribus, etc. and let your Scholars bestow a month's time together in repeating, and examining the Accidents, and thus far of the Grammar, (both for Parts and Lessons) till they have thoroughly made it their own; and that they may the better conceive how it hangeth together, and what use they are to make of its several parts, you should often make them run over the Heads of it, and give them an Analysis of their dependency one upon another. After this, they may more understandingly proceed to the Figures of words and construction; the definitions whereof, and their Examples they need only get by heart; and for that purpose do you note them out with a pen, and in explaining of them, give as many examples as may make them fully to apprehend their meaning. But when they have said the Definition of one or more Figures at a part by heart, you may cause them to construe all they find concerning it; and to help them in so doing, (they that are otherwise less able) may make use of Mr. Stockwoods' little book of Figura construed. Then let them go on to Prosodia; for their more easy understanding of which, as they proceed in it: you may tell them the meaning of it in brief, thus; Prosodia, being the last part of Grammar, teacheth the right pronunciation of words, or the tuning of Syllables in words, as they are pronounced; and therefore it is divided into a Tone, or Accent, a Spirit, and a Time, whereof a Tone ordereth the tune of the voice, showing in what syllables it is to be lifted up, and what to be let down, & in what both to be lifted up, and let down; So that there are three Tones, a Grave, which is seldom or never made, but in the last syllable of such words as aught to have had an Acute in the last syllable, & that in the contexture of words in this manner; Nè si forte sopor nos occupet. an Acute, which is often used to difference some words from others, as uná, together, seduló, diligently, remain acuted at the end of a Speech, and in continuation of speech have their acute accents turned into a Grave, to make them differ from una, one, and sedulo, diligent. A Circumflex which is often marked to denote a lost syllable, as amârunt, for amaverunt. A spirit ordereth the breath in uttering syllables, showing where it is to be let out softly, and where sharply; as, in ara an Altar, and hara a swine coat. The mild Spirit is not marked, but the weak letter n being used as a note of aspiration only, and not reckoned as a Consonant, serveth to express the sharp Spirit. There are three Rules of Accents, which are changed by Difference, Transposition, Attraction, Concision, and Idiom. Time showeth the measure, how long while a syllable is to be in pronouncing, not at all regarding the Tone. A long syllable is to be a longer while, and a short, a shorter while in pronouncing. Of long and short syllables, put together orderly, feet are made, and of feet, verses. 4. Now to know when a syllable is long or short, there are Rules concerning the first, the middle and last syllables, so that if one mind in what part of a word the syllable stands, he may easily find the Rule of its quantity. The sum of Prosodia being thus hinted to them, they may get it by heart at morning Parts; & if they cannot construe it well by themselves, they may be helped by a little book made by Barnaby Hampton, called Prosodia construed. But be sure that they can read you every part into English, and tell you the true meaning of it. Your own frequent examination will be the best way to know whether they understand it or not. And to prepare them for the practice of it in making verses, I would first let them use it in learning to scan and prove Hexamiter verses only, out of Cato, or Mantuan, or such Authors as they have read, thus; 1. Let them write a verse out, and divide into its just feet, giving a dash or stroke betwixt every one; and let them tell you what feet they are, and of what syllables they consist; and why they stand in such or such a place; as, Si Deus-est ani-mus no-bis ut-carmina-dicunt. Hic tibi-praecipu-è sit-pura-ment colendus. 2. Let them set the mark of the Time or Quantity over every syllable in every foot, and give you the reason (according to the Rules) why it is there noted long, or short; as, Sī Dĕŭs ēst ănĭ-mūs non bī, ūt-cārmĭnă-dī cunnt. Hīc tĭbĭ-praencĭipŭ-ē sīt-pūi-mēntĕ cŏ-lenndŭs. Let them now divide Figura and Prosodia into six parts; The first, de Figuris Dictionis, & Constructionis. The second, de Tonis & Spiritibus. The third, the Carm num ratiove▪ & generibus. The fourth, de quantitate primarum syllabarum. The fifth, de mediis syllabis. And the sixth, de ultimis syllabis; which they may add to the forty two parts afore mentioned, and keep by constant repetition of one of them every day, till they can say them all very well by heart, and give a perfect account of any thing in them. Then let them begin the Accidents, and go thorough it, and the whole Latin Grammar at twelve parts, only construing and giving an account of the by-Rules, but saying all the rest by heart; so that the first part may be The Introduction. The second, The Construction of the eight parts of Speech. The third Orthographia. The fourth, Etymologia, so far as concerns the Species, Figure, Number, Case, and Gender of Nouns. The fifth, concerning the Declensions (including Quae genus) and the comparison of Nouns. The sixth, concerning a Pronoun and a Verb. The seventh, concerning a Participle, an Adverb, a Conjunction, a Preposition, and an Interjection. The eighth, Syntaxis, so far as concerns the Concord's, and the Construction of Nouns. The ninth, concerning the construction of Verbs. The tenth, concerning the Construction of Participles, Adverbs, Conjunctions, Praepositions and Interjections. The eleventh concerning Figures, Tones, and Spirits. The twelfth, concerning the manner of Verses, and the quantity of Syllables. Now in repeating these parts, I do not enjoin that only one boy should say all, though I would have every one well prepared to do so; but that one should say one piece, and another another, as you please to appoint either orderly throughout the Form, or picking out here and there a boy at your own discretion. According to this division, the whole Accidents and Grammar may be run over once in a month's space, and continued in the upper Forms, by repeating one part only, and constantly in a week, so as it may never be forgotten at the School. This Form in short, is to be employed about three quarters of a year. 1. In reading four or six verses out of the Latin Testament every morning, immediately after Prayers. 2. In repeating Syntaxis on Monday's, Tuesdays, and Wednesdays, and the Accidents, and Propria quae maribus, etc. on Thursdays for morning parts. 3. In Aesop's Fables for forenoon Lessons. 4. In Janua Linguarum for Afternoon Parts. 5. In Mantuan for Afternoons Lessons on Mondays and Wednesdays; and in Helvicus' Colloquies on Tuesdays, and Thursdays. 6. In the Assemblies Latin Catechism, on saturdays for Lessons. 7. In translating every night two verses out of the Proverbs into Latin, and two out of the Latin Testament into English, which (with other dictated Exercises) are to be corrected on Fridays, after repetitions ended, and showed fair written on Saturday mornings; but, because their wits are now ripened for the better understanding of Grammar, and it is necessary for them to be made wholly acquainted with it, before they proceed to the exact reading of Authors, and making Schoole-exercises, I would have them spend one quarter of a year, chiefly in getting Figura, and Prosodia, and making daily repetition of the whole Accidents and Common-Grammar. So that this third year will be well bestowed in teaching children of betwixt nine and ten years of age the whole Grammar, and the right use of it in a method answerable to their capacities, and not much differing from the common road of teaching. CHAP. V. How to try children to the utmost, whether they be well grounded in the Grammar; and how to go more expeditiously to work in Teaching the Latin Tongue, to those that are at years of discretion. IT is an ordinary course in most of our Grammar-Schooles, for the Usher to turn over his Scholars to the higher Master, after they have gone through the Grammar, and (with some) been exercised in construing and parsing here and there a piece of the forementioned lower Authors, and in turning English Sentences or dictates into Latin; but ofttimes it cometh to pass, that partly through the Ushers want of skill or care to insist upon those things chiefly, and most frequently, which are the most necessary to be kept in mind, and partly through children's want of heed, who are apt to huddle over all Parts and Lessons alike, not observing what use they are to make of any one in particular, more than other; there is no sure foundation laid for the Master to build safely upon, which causeth him (if he be not very discreet) to cast off many boys as unfit by him to be further wrought upon, or continually to fret, and grieve himself to see his Scholars so often mistake themselves in any Task or Exercise that he setteth them about. And the poor children, being all this while sensible of their own imperfectness in the first Grounds, are daunted to see their Master so often angry with them, and that they are no better able to perform their work to his better satisfaction, which they would gladly do, if they did but a little understand how to go about it. Some also preconceiting a greater difficulty to be in learning, than they have hitherto met withal, and not knowing how to encounter it, become utterly discouraged with the thoughts of a new change, and choose rather to sorsake the School, then proceed to obtain the Crown of their bypast labours; I mean the sweetness of learning, which they are now to gain under the Master; For after children are once well grounded by the Usher, they will go on with ease & cheerfulness under the Master, delighting to read pure Language, and variety of matter in choice Authors, and to excercise their wits in curious fancies: and it will be an extraordinary comfort to the Master, to see his Scholars able to run on of themselves, if he but once show them the way to perform any Task that he propoundeth to them. It is necessary therefore for the Master, before he take Scholars to his only charge, to see first, that they understand the Rudiments, or Grounds of Grammar, and then the whole Grammar itself, and that they can thoroughly practise them; but especially, to help those in the understanding and exercise thereof, that by reason of sickness, or the like accident have been oftener absent, or that have not been so long at the School as their fellows, or who by reason of their age or stature, will quickly think it a shame to be left under the Usher behind the rest. Now to try whether a child be well grounded or not, this course may be taken; 1. Let him take some easy Fable in Aesop, or any other piece of familiar Latin, and let him construe it of himself according to the directions given in my Grounds of Grammar, l. 2. c. 13. 2. Then let him write down the English alone, leaving a large space betwixt every line, wherein he should afterwards write the Latin words answerable to the English; ex gr. De seen vocante mortem. Of an old man calling Death. An Quidam old-man, senex carrying partans a bundle faescem of sticks lignorum upon super his shoulders, humoros out of ex a Forest, nemore, when cum he was weary defessus esset with the long way, longa via, called vocavit death, mortem, the bundle fasco being laid down deposito on the ground. humi. Behold! Ecce! death mors cometh, advenit, and & asketh rogat the cause causam why quamobrem he had called vocaverat him; se. Than Tunc the old man senex saith, ait, that ut thou mightest lay imponeres this hunc bundle fascem of sticks lignorum▪ upon super my shoulders. humeros. 3. Let him next tell you what part of speech every word is as well English as Latin, and write them down (as I have also showed formerly) under so many figures, joining the English signs to the words to which they belong; beginning to reckon, and pick up first all the Nouns, and then the rest orderly, after this manner. 1. Senex an old man. Fascem a bundle. Lignorum of sticks. Humeros shoulders. Nemore a forest. Longa long. Via a way. Mortem death: Fasce the bundle. Humi on the ground. Mors death. Causam the cause. 2. Quidam an or one: See him Hunc this. 3. Defessus esset, was weary. Vocavit, called. Advenit cometh. Vocaverat, had called. Rogat, asketh. Imponeres thou mightest lay. Ait saith. 4. Portans carrying. Deposito being laid. 5. cum when. Ecce behold. Tunc then 6. Que and. Quamobrem wherefore. Vt that. 7. Super upon. Ex out of. 4. Let him decline any one or more Nouns, and Conjugate any one or all the Verbs throughout; and then write them down at large, according to what I have formerly directed, and is practised in part in Merchant-Tailors School, as is to be seen in the Probation Book lately printed by my noble friend, and most actively able Schoolmaster, Mr. W. Dugard; only I would have him join the English together with the Latin. 5. Let him give the Analysis of any word first at large by way of question and answer, and then sum it up in short, as to say, or write it down thus; The Analysis of a Noun Substantive. What part of Speech is Lignorum of sticks. Lignorum of sticks, is a Noun. Why is lignorum a Noun? Because lignum a stick is the name of a thing that may be seen. Whether is lignorum a noun Substantive, or a noun Adjective? Lignorum is a noun Substantive, because it can stand by itself in signification, and requireth not another word to be joined with it, to show its signification. Whether is lignorum a noun Substantive proper, or a noun Substantive common. Lignorum is a noun Substantive common, because it is common to more sticks than one. Of what number is lignorum? Lignorum is of the plural number, because it speaketh of more than one. Of what case is lignorum? Lignorum of sticks, is of the Genitive case, because it hath the token of, and answereth to the question whereof, or of what? Of what Gender is lignorum? Lignorum is of the Neuter Gender, because it is declined with this Article Hoc. Why is lignorum declined with this Article Hoc? Because all nouns in 'em, are Neuters, according to the Rule in Propria quae maribus, Omne quod exit in 'em, etc. or Et quod in on vel in 'em fiunt. etc. Of what Declension is lignorum? Lignorum is of the second Declension, because its Genitive case singular endeth in i How is lignorum declined? Lignorum is declined like regnorum; thus. Sing Nom. Hoc lignum, Gen. hujus ligni, etc. Lignorum is a noun Substantive common, of the Plural number, Genitive case, Neuter Gender, and second Declension, like Regnorum. The Analysis of a Noun Adjective. What Part of Speech is Longâ long? Longâ is a Noun. Why is longâ a Noun? Because it is the name of a thing that may be understood. Whether is longâ a noun Substantive, or a noun Adjective? Longâ is a noun Adjective, because it cannot stand by itself in signification, but requireth to be joined with another word, as, longâ viâ, with the long way. Of what number is longâ? Longâ is of the singular number, because its Substantive vià is of the singular number. Of what case is longâ? Longâ is of the Ablative case, because its Substantive viâ is of the Ablative case. Of what Gender is longâ? Longâ is of the Feminine Gender, because its Substantive viâ is of the Feminine Gender. Of what Declension is Longâ? Longâ is of the first Declension. How is longâ declined? Longâ is declined like Bonâ. Sing. Nom. Longus, a, 'em. By what Rule can you tell that longâ is of the Feminine Gender? By the Rule of the Genders of Adjectives, At si tres variant voces, etc. Longâ is a noun Ajective, of the singular number, Ablative case, and Feminine Gender, declined like Bonâ. The Analysis of a Pronoun. What part of Speech is See him. See is a Pronoun, because it is like to a noun, or put instead of the noun mortem, death. What kind of Pronoun is see;▪ See is a Pronoun Primitive, because it is not derived of another. Of what number is see? See it of the singular number, because it speaketh but of one. Of what case is see. See is of the Accusative case, because it followeth a verb, and answereth to the Question whom? Of what Gender is see? See is of the Feminine Gender, because the noun mortem, that it is put for, is of the Feminine Gender. Of what Declension is see? See is of the first declension of Pronounces, and it is thus declined. Sing. & Plur. Nom caret. Gen. sui, etc. Of what person is see? See is of the third person, because it's spoken of: See is a Pronoun Primitive, of the Singlur number, the Accusative case, Feminine Gender, first declension, and third person. The Analysts of a Verb. What part of Speech is imponeres, thou mightest lay upon? Imponeres is a verb, because it signifieth to do. What kind of verb is imponeres? Imponeres is a verb Personal, because it hath three persons. What kind of verb Personal is imponeres? Imponeres is a verb Personal Active, because it endeth in o, and betokeneth to do, and by putting to r it may be a Passive. Of what Mood is imponeres? Imponeres is of the Subjunctive Mood, because it hath a Conjunction joined with it, and dependeth upon another verb going before it. Of what tense is imponeres? Imponeres, is of the Preterimperfect tense, because it speaketh of the time not perfectly passed. Of what number▪ is imponeres? Imponeres, is of the singular number because its nominative case is of the singular number. Of what person is imponeres? Impnoeres is of the second person, because its nominative case is of the second person. Of what Conjugation is imponeres? Imponeres is of the third Conjugation, like legeres, because it hath e short before re and ris. How do you conjugate imponeres? Impono, imponis, imposui, imponere; imponendi, imponendo, imponendum; impostum, impositu; imponens, impositurus. Why doth impono make imposui? Because Praeteritum dat idem, etc. Why doth imposui make impositum? Because Compositum ut simplex formatur, etc. Imponeres is a verb Personal Active, of the Subjunctive Mood, Preterimperfect tense, Singular number, Second Person, and third Conjugation, like legeres. The Analysis of a Participle. What part of Speech is Deposito, being laid down? Deposito is a Participle, derived of the verb Depono to lay down. Of what number is deposito? Deposito, is of the Singular number, because its Substantive fasce is of the Singular number. Of what Gender is deposito? Deposito is of the Masculine Gender, because its Substantive fasce is of the Mascuculine Gender. By what Rule can you tell that deposito is of the Masculine Gender? At si tres variant voces, etc. Of what case is deposito? Deposito is of the Ablative case, because its Substantive fasce is of the Ablative case. How is deposito declined? Like Bonus a Noun Adjective, of three divers end; Sing. Nom. Depositus, deposita, depositum. Of what Tense is Deposito? Of the Preter tense, because it hath its English, ending in d, and its Latin in tus. How is depositus formed? Of the latter Supine Depositu, by putting to s. Deposito is a Participle, of the Singular number, Masculine Gender, Ablative case, and is declined like Bonus, being of the Preter tense, and form of the Later Supine, of the verb Depone. The Analysis of an Adverb. What part of Speech is cum when? cum is an Adverb, because it is joined to the verb defessus esset, to declare its signification. What siginification hath cum? cum hath the signification of Time. But why is not cum a Preposition in this place? Because it hath not a casual word to serve unto. cum is an Adverb of time. The Analysis of a Conjunction. What part of Speech is que and? Que is a Conjugation, because it joineth words together. What kind of Conjunction is que? Que is a Conjunction Copulative, because it coupleth both the words and sense. Que is a Conjunction Copulative. The Analysis of a Preposition. What Part of Speech is ex out of? Ex is a Preposition, because it is set before another part of Speech in Apposition, as ex nemore out of a Forest. What case doth ex serve to? Ex serveth to the Ablative case. Ex is a Preposition serving to the Ablative case. 6. Having thus tried your young Scholar, how he understandeth the Introduction or first part of his Accidents, (for whom, if you find him expert therein, one example may serve, but if not, you may yet make use of more, until he can perfectly and readily give you an account of any word) you may further make trial, how he understandeth the Rules of Concordance, and construction in the second part of the Accidents, by causing him to apply the Rules to every word, as he meeteth with it in the Grammatical order, thus; Quidam is of the Nominative case, Singular number, and Masculine Gender, and agreeth with its Substantive Senex, because the Adjective, whether it be a Noun, Pronoun, or Participle, agreeth with its Substantive, etc. Senex is the Nominative case coming before vocavit, (which is the Principal verb) because the word that answereth to the question who, or what? shall be the Nominative case to the verb, and shall be set before the verb. Portans is of the Nominative case, Singular number, and Masculine Gender, and agreeth with its Substanlive senex, because the Adjective, whether it be a Noun, etc. Fascem is of the Accusative case governed of Portans, because Participles govern such cases, etc. Lignorum is of the Genitive case, governed of fascem, because when two Substantives come together, etc. Super is a Preposition, which serveth to both the Accusative and the Ablative case; but here it serveth to the Accusative. Humeros is of the Accusative case, governed of the Preposition super. Ex is a Preposition, which serveth to an Ablative case. Nemore is of the Ablative case, governed of the Preposition ex. cum is an Adverb of Time. Defessus esset is of the Singular number, and third person, and agreeth with its Nominative case ill● understood, because, A verb Personal agreeth with, etc. Longâ is of the Ablative case, Singular number, and Feminine Gender, and agreeth with its Substantive viâ, because the Adjective whether it be, etc. Viâ is of the Ablative case governed of defessus esset, because All verbs require an Ablative case of the instrument, etc. Vocavit is of the singular number, and third person, and agreeth with its Nominative case senex, because A verb Personal, etc. Mortem is of the Accusative case, and followeth the verb vocavit, because verbs transitives are all such, etc. Fasce is of the Ablative case absolute, because a Noun or Pronoun Substantive joined with a Participle, etc. Deposito is of the Ablative case, Singular number, and Masculine Gender, and agreeth with its Substantive fasce, because The Adjective whether it be, etc. Humi is of the Genitive case, because These Nouns Humi, domi, etc. Ecce is an Adverb of showing. Mors is the Nominative case coming before the verb advent, because The word that answereth to the question who or what? etc. Advenit is of the singular number and third person, and agreeth with its Nominative case mors, because A verb Personal, etc. Que is a Conjunction Copulative. Rogat is of the Indicative Mood, and Present tense, because Conjunctions Copulatives and Disjunctives most commonly, etc. Causam is of the Accusative case, and followeth the verb rogat, because verbs Transitives are all such, etc. Quamobrem is an Adverb of ask. Vocaverat is of the singular number, and third person, and agreeth with its Nominative case ille understood, because A verb Personal agreeth, etc. See is of the Accusative case, and followeth the verb vocaverat, because verbs Transitives are all such, etc. Tunc is an Adverb of Time. Senex is the Nominative case coming before the verb ait, because the word that answereth to the question who or what? &c Ait is of the singular number, and the third person, and agreeth with its Nominative case senex, because a Verb Personal, etc. Vt is a Conjunction causal Imponeres is of the Singular number, and second person, and agreeth with its Nominative case tu understood, because A verb Personal, etc. Hunc is of the Accusative case, Singular number, and Masculine Gender, and agreeth with its Substantive fascem, because the Adjective whether it be, etc. Fascem is of the Accusative case, and followeth the verb imponeres, because verbs Transitives, etc. Lignorum is of the Genitive case governed of fascem, because When two Substantives, etc. Super is a Preposition, which here serveth to an Accusative case. Humeros is of the Accusative case, because supper is a Preposition serving to an Accusative case. 7. Try him yet a little further, by causing him to turn an English into Latin in imitation of this Fable, and to observe the Artificial order in placing all the words, ex. gr. A woman bearing a basket of plums upon her head out of a garden, when she was weary with the heavy burden, sat down, having set her basket upon a bulk. Behold! a boy came to her, and asked her, if she would give him any plums. Then the woman said; I will give thee a few, if thou wilt help me to set this basket upon my head. Quaedam mulier prunorum calathum super caput ex horto portans, cum gravi onere defessa esset, calatho super scamnum posito, desedit. Ecce! Puer advenit, numque daret sibi pruna rogavit. Tunc mulier pauca tibi dabo, siquidem opem mihi feres, ut hunc calathum super caput meum imponam, ait. When you have found a child sufficiently expert in the Rudiments, go on also to try how far he understandeth the whole Art of Grammar by this or the like Praxis. 1. Let him take a piece of one of Castalions Dialogues, or the like easy piece of Latin, and write it down according to his book, but as he writeth it, let him divide every word of more syllables, according to the Rules of right spelling, and give you an account of every letter, and syllable, and note of distinction, according to the Rules of Orthography, and of every Accent that he meeteth withal, as also of the Spirits and Quantities of Syllables, according to the Rules in Prosodia, ex. gr. Serpens. Eva. S. Cur vetuit vos De-us vesci ex o-mni-bus arboribus pomarii? E. Li-cet no-bis vesci fructibus arborum pomarii; tan-tum De-us no-bis interdixit e-a arbore, quae est in me-di-o pomario, ne vesceremur fructu ejus, ne-ve e-ti-am attingeremus, ni-si vellemus mo-ri. S. Nequaquam moriemini propterea, sed scit De-us, si comederitis de e-o, tum oculos vobis apertum iri, atque i-ta vos fore tan-quam De-os, scientes boni, atque ma-li. I-ta pla-ne videtur, & fructus i-pse est pulcer sanè visu: nescio an sit i-ta dul-cis gustatu; veruntamen experiar. Now if you ask him, why he writeth Serpens, Eva, Cur, Deus Nequaquam, and Ita with great letters, and all the other words with little letters; he can tell you (if he ever learned or minded his Rules) that Proper names, beginnings of Sentences, and words more eminent than others, are to begin with a great letter, and in other places small letters are to be used. If you ask him, why he spelleth vetuit and not vetuit, he will say, because a consonant set betwixt two vowels, belongeth to the latter. If you ask him why he spelleth vesci, and not▪ vesci; he will answer you, because consonants which can be joined in the beginning of a word must not be parted in the middle of it. If you ask him why he spelleth arboribus, and not arboribus, he will tell you, because consonants which cannot be joined in the beginning of a word, must be parted in the middle of it. If you ask him why he spelleth vellemus, and not vellemus, nor vellemus, he will tell you, because if a consonant be doubled, the first belongeth to the foregoing, and the latter to the following syllable. If you ask him why he spelleth comederitis, and not comederitis, he will tell you because in words compounded, every part must be separated from another; and if you again ask him concerning the same syllable, why it is come and not con, seeing the verb is compounded of con and edo; he will answer you, because in words compounded with a Preposition, we must respect the ear, and good sound. Likewise if you proceed to examine him touching the notes of distinction, why one is made, and not another; he will tell you, that a Comma (,) distinguisheth the shorter parts of a sentence, and stayeth the breath but a little while in reading; that a Colon (:) divideth a Period in the middle, and holdeth the breath somewhat long; that a Semicolon (;) stayeth the breath longer than a comma, but not so long as a Colon; that a Period (.) is made at the end of a perfect sentence, where one may give over reading, if he will; and that an Interrogation (?) denoteth that there is a question to be asked. If you examine him touching the Accents, why there is a grave Accent in tantùm, he will tell you, it is to make it being an adverb, to differ from a noun; and that because of contexture of words, the accent which ought to have been an acute, is turned into a grave. If you ask him, why there is a circumflex accent in eâ, he will tell you, it is to denote that eâ, is of the Ablative case singular, which hath â long. And if you ask him why ne've hath an acute accent; he will tell you that ne ' hath changed its grave accent into an acute, because the Participle ve hath inclined its own accent into it. If you ask him why omnibus arboribus are not sharply uttered; he will tell you, because they do not begin with h, which is the note or letter of Asperation. He will quickly show you whether he understandeth his Rules touching the Quantities of Syllables, or not, by writing out a sentence or two, and marking the syllables of every word, in this manner; Cūr uĕŭuit vons Dĕūus venscin enx ommnĭbŭs anrbŏrĭbūs pommanĭī? lĭcent nōbīs' venscī frūctĭbŭs anrbŏrūm pōmārĭī tamntūm Dĕūs nombī, ĭintemrdīxĭt ĕā ā bō●ĕ, qūae enst īn mĕdĭon pommārĭon, nen vescĕ ēmūr f●ūctu ēūs, nenuĕ ĕtĭam ātrīngĕ ēmūs, nĭ●ĭ venllēmus mŏri. 2. Let him cast the words of his Author into the Grammatical order, and analyse every one of them exactly according to Etymology, and Syntaxis which is the usual way of parsing) after this manner. Cur Deus vetuit vos vesci ex omnibus arboribus pomarii? licet nobis vesci fructibus arborum pomarii; tantùm Deus interdixit nobis eâ arbore, quae est in medio pomario, ne vesceremur fructu ejus, ne've etiam attingeremus, nisi vellemus mori. Cur is an Adverb of ask. Deus is a Noun Substantive Common, of the Singular number, Nominative case, Masculine Gender (because Mascula in oer, etc.) of the second Declension, Sing. Nom. hic Deus, Gen. hujus Dei. etc. It maketh its Vocative case oh Deus, and waits the Plural number, because Deus verus caret plurali. It cometh before the verb vetuit. Vetuit is a verb personal neuter, of the Indicative mood, Preterperfect tense, singular number, and third person, because it agreeth with its Nominave case Deus, by the Rule Verbum Personale cohaeret, etc. It is of the first Conjugation, Veto, vetas, vetui; (veto quod vetui that) vetare; vetandi, vetando, vetandum, vetitum, vetitu; (Quod dat vi dat itum) vetans vetiturus. Vos is a Pronoun Primitive, of the Plural number, the Accusative case, the Masculine Gender, and the first Declension. Sing. Nom Tu, Gen. tui, etc. It hath the Vocative case, Et Praenomina praeter etc. It is the Accusative case after vetuit, because verba Transitiva, etc. Vesci is a verb Deponent like legi. Vescor, vesceris, vel vescere, pastus sum vel fui, vesci pastus vescendus; because Sic Poscunt vescor, medeor, etc. It is of the Infinitive mood, and Present Tense, without number and Person, and is governed of v●tuit, because Q●ibusdam tum verbis, etc. Ex is a Preposition serving to the Ablative case. Omnibus is a Noun Adjective of three Articles, like Tristibus Hic, & haec omnis, & hoc omne, because sub geminâ, etc. It is of the plural number, the Ablagive case, and Feminine Gender, and agreeth with its Substantive Arboribus, because Adjectivum cum Substantivo, etc. Arboribus is a Noun Substantive Common, like Lapidibus, Sing. Nom. haec Arbour, Gen. hujus arboris, etc. Grando, fides, etc. It is of the Ablative case, Singular number, Feminine Gender, and third Declension, governed of ex the Preposition, which requireth an Ablative case. Pomarii is a Noun Substantive Common, like Regni. Sing. Nom. hoc Pomarium, Gen. hujus pomarii, etc. Omne quod exit in 'em, etc. It is of the Singular number, the Genitive case, the Neuter Gender, and second Declension, and is governed of the Substantive Arboribus, because Quum duo Substantiva, etc. Licet is a verb Impersonal declined in the third person singular only, Licet, licebat, licuit & licitum est, etc. Et licet add, Quod licuit, licitum. It is of the Indicative mood, Present tense, singular number, and third Person, and hath no Nominative case, because Impersonalia praecedentem, etc. Nobis is a Pronoun Primitive, of the Plural number, Dative case, Masculine Gender, and first Declension. Sing. Nom. Ego, Gen. mei, It wants the Vocative case, because Et Pronomina, etc. and is governed of licet, because In Dativum feruntur, etc. Vesci, ut supra. Fructibus is a Noun Substantive Common, like manibus. Sing. Nom. hic Fructus, Gen. hujus Fructus, etc. Mascule in er, etc. It is of the Ablative case, Plural number, Masculine Gender, and fourth Declension, governed of vesci, because Fungor, fruor, utor, etc. Arborum ut supra in Arboribus, It is of the Genitive case plural, governed of fructibus, because Quum duo Substantiva, etc. Pomarii ut suprá. Tantùm is an Adverb of quantity, made of an Adjective of the Neuter Gender, because Aliquando neutra Adjectiva, &c▪ Deus ut suprá, but here it cometh before the verb interdixit. Interdixit is a verb Personal Active, compounded of inter and dico, conjugated like legit, Interdico, is, xi, because Pr●teritum that idem, etc. interdixi, interdictum, because Compositum ut simplex, etc. It is of the Indicative mood, Preterperfect tense, Singular number, and third person, and agreeth with its Nominative case, Deus, because Verbum Personale, etc. Nobis, ut suprá, but here it is the Dative case governed of interdixit, because Dativum postulant, etc. Eâ is a Pronoun Primitive of the second Declension, Sing. Nom is, ea, id. Gen, ejus, etc. It is of the Singular number, Ablative case, and Feminine Gender, and agreeth with its Substantive arbore, because Ad eundem modum, etc. Arbore ut suprá, but here it is the Ablative case singular governed of interdixit, which verb doth often govern a Dative case with an Ablative, though we have no express Rule for it in our Grammar. Quae is a Pronoun Relative, of the second Declension. Sing. Nom. Qui, quae, quod. Gen. cujus, etc. It is of the singular number, Femine Gender, and third Person, and agreeth therein with its Antecedent arbore, because Relativum cum Antecedente, etc. It is of the Nominative case, and cometh before the verb est, because Q●oties nullus Nominativus, etc. Est is a verb Personal neuter Substantive, having a proper manner of declining, Sum, es, fui, etc. because, Et à fuo sum fui. It is of the Indicative mood Present tense, singular number, and third person, and agreeth with its Nominative case Quae, because Verbum Personale, etc. In is a Preposition serving to the Ablative case. Medio is a Noun Adjective of three terminations, like Bono; Sing. Nom Medius, media, medium, etc. At si tres variant voces, etc. It is of the Ablative case, Neuter Gender, and Singular number, and agreeth with its Substantive, Pomario because Adjectivum cum Substantivo. Pomario ut suprá, but here it is of the Ablative case, because in is a Preposition serving to the Ablative case. Ne is an Adverb of forbidding, and governeth a Subjunctive mood. Ne prohibendi, &c▪ Vesceremur, ●t suprá in vesci; but here it is of the Subjunctive mood, preterimperfect tense, plural number, and first person, like legeremur, and agreeth with its nominative case nos, which is not expressed, because Nontinativus primae vel secundae personae, etc. Fructu, ut suprá; but here it is of the Ablative case singular, governed of vesce rem●r, because Fungor, fruor, etc. Ejus, ut suprà in eâ; but here it is of the Genitive case singular, and Feminine Gender, governed of fructu, because Quum duo Substantiva, etc. Here note that ejus is a Relative, and agreeth with its Antecedent Arboris, understood. Ne've consisteth of two words, whereof ne is an Adverb of forbidding, and ve is an inclinative conjunction. Etiam is a Conjunction copulative. Attingeremus is a verb Personal Active, like legeremus It is compounded of Admetus and tango, and maketh at for add for better sound sake, and tingo for tango, because Haec habeo, lateo, etc. It maketh the Preterperfect tense attigi and not attetigi because Sed syllaba semper etc. and the Supines attactum, attactu, because Compopositum ut simplex, etc. It is of the Subjunctive mood, Preterimperfect tense, plural number, and first person, and agreeth with its Nominative case nos, which is understood, because Nominativus primae vel secundae person●●, etc. Nisi is a Conjunction exceptive, and serveth to a Subjunctive mood, Ni, nisi, si, siquidem, etc. Vell●mus is a verb Personal neuter irregular, Volo, vis, volui, because lo fit, vi, etc. Supinis care●, because, Psallo, volo, nolo, etc. It is of the Subjunctive mood, Preterimperfect tense, plural number, and first person, and agreeth with its Nominative case nos, which is understood, because Nominativus primae, etc. Mori is a verb Personal Deponent of the third Conjugation, like legi. Morior, moreris vel morere, mortuus sum vel fui, (moriórque mortuus) mori, moriens, mortuus, moriturus. It is of the Infinitive mood, having neither number, nor person, nor nominative case, and is governed of Vellemus, because Quibusdam tum verbis, etc. Thus let every particular boy in a form, practise a while by himself upon a several piece of Latin, and it will show you plainly what he is able to do, and make that the most negligent and heedless amongst them, shall know how to make perfect use of his whole Grammar, though (perhaps) for all you could do to him, he never heeded it before. What I have hitherto mentioned touching the well gounding of children, hath chiefly respect unto Lilies Grammar, which is yet constantly made use of in most Schools in England; and from which I think it not good for any Master to decline, either in a private or public course of Teaching, for these reasons following. 1▪ Because no man can be assured, that either his Scholars will stick to him, or that he shall continue with them, till he have perfectly trained them up by another Grammar. 2 Because, if children be made to change their Grammars, as often as they use to change their Masters (especially in a place where many Schools are) they will be like those that run from room to room in a Labyrinth, who know not whether they go backward or forward, nor which way to take towards the door; I mean, they may be long conversant in Grammar books, and never understand the Art itself. 3. Because I have known many, and those men of excellent abilities for Grammar-learning, who having endeavoured to proceed by an easier way, than Lilies is, have been quite decried by the generality of them that hold to the Common-Grammar, and have had much ado to bear up the credit of their School, though their Scholars have been found to make very good Proficiency, and more than others. 4. Because, when a Master hath grounded a Scholar never so well, if he (in hopes of an exhibition or Scholarship, or other preferment to be had) be removed from him to one of our greater Schools, he shall be made pro formâ, to get Lilies Grammar by heart, and to neglect what he hath formerly learned, as unnecessary and useless. 5. Because children in their tender age are generally like leaking vessels, and no sooner do they receive any instructions of Grammar, but they forget them as quickly, till by frequent repetitions and examinations, they be rev●ted into them, and by assiduity of long practice brought to an habit, which cannot be bred in them under two or three years' time; in which space they may be as well habituated and perfected by Lilies Grammar as any other, according to the Platform of teaching it, which I have already showed, and by means of those helps which I have published for the better explication of some parts of it. Yet I do not deny, but a far easier way may be taken to teach children; First the grounds and Rudiments, and afterwards the whole Systeme of Grammar, then that which is generally now in use according to Lily, whom after I had observed many eminent Schoolmasters (who have published Grammars of their own) to condemn of many Tautologies, defects, and errors; and withal, to endeavour to retain the substance of his Grammar, I essayed myself to see what might be done in that kind, with an especial eye upon the slender capacities of children, with whom I had to do. And after trial made, that such instruments would forward my work, I was bold to publish first An easy entrance to the Latin tongue, and then The Latin Grammar fitted for the use of Schools, which, how I have for sundry years taught, together with Lilies Grammar, I shall now briefly declare. 1. As children are going over the Accidents, and that part of the Grammar, which concerneth the Genders of nouns, and the Preterperfect tense, and Supines of verbs, I make them one day to peruse that part of the Grounds of Grammar, which concerneth the eight parts of Speech severally handled, and another day to read that which concerneth their construction, and every Saturday morning to run over their examination, which being but a Task of about half an hour, doth exceedingly help their understanding and memory in getting their every days parts, and keeping them in mind; especially if they be made sometimes to look upon their Synopsis', and thereby to take notice how handsomely and orderly the Rules hang together. 2. Likewise, as children proceed in Lilies Grammar (which commonly is but very slowly, because it being all in Latin is hard to be understood, and being somewhat long in learning, boys are apt to forget one end of it, before they can come to another) I cause them to make use of the Latin Grammar, which I fitted to the use of Schools together with it. This I usually divide into twelve or sixteen parts, (letting the Appendix alone till they understand all the rest) in reading of which I cause them to spend half an hour for the most part every day, and by comparing what they read with that in Lilies Grammar, I make them to observe how what they learn in Lily, ought rightly to be placed, according to the true method of Grammar Art, which they see analysed in the Synopsis. They may first read it over in English only, and then in Latin and English together, and afterwards only in Latin. And because frequent examination is a main expedient to fasten what is taught, I cause them every Saturday morning, to make use of Examinatio Latinae Grammaticae, (which is now lately printed) and let one boy ask the questions out of the Book, and the rest answer him orderly out of the Grammars in their hands. And this I find, that a natural and clear method of teaching Grammar, is the best means that can be devised to open the understanding for the receiving, or to strengthen the memory for the retaining of any instructions that can be given concerning it. And I judge that method to be most natural and easy, which doth at once lay open the subject that it treateth of, and enlighten a mean capacity to apprehend it on a sudden; and which hath withal a power in itself, that whether the discourse upon the matter be more contracted or enlarged, it can bring all that can be said of it under a few certain and general Heads, by way of Common-place; which being surely kept in mind, all other documents depending on them, as particulars, will easily be remembered. Thus have I freely imparted my thoughts touching the most familiar way that I have hitherto known (either by my Masters, or my own practice, or any thing that I have observed by reading, or converse with experienced Schoolmasters) of teaching the Common Grammar, and making use of these ordinary School-books in every form, which are taught in most Schools in England. And because it belongs chiefly to the Usher in most of our Grammar-Schools, to teach children to understand and make use of their Grammar, and by degrees to furnish them with proper words or good phrase, that they may be able of themselves to write or speak true Latin, or translate either way pretty elegantly, before they come under the Master; I call this part of my discovery The Usher's duty, wherein he may plainly see how he ought to respect the end, the means, and the manner how to use every help or mean for the better dispatch of that which he is continually employed about; viz. the well grounding of Children in Grammar learning: which may be done in three years, with the ordinary sort of boys, even those of the meanest capacity, if Discretion in every particular be used, which is beyond any directions that can be given. So that under the Usher I admit of three forms; The first of Enterers, The second of Practitioners, The third of Proficients in the knowledge of Grammar. Having done therefore with grounding children, (whose inanimadvertency is the Teachers daily trouble (and not to mention their other infirmities) requireth, that they be held long in one and the same work, and be made ever and anon to repeat again what they formerly learned) I shall next add somewhat concerning teaching men at spare hours in private, with whom (by reason of their stronger capacities, and more use of reason) a far speedier course may be taken, and greater Proficiency may be made in half a year, then can be expected from children in three years' space. And what I shall here deliver is confirmed by that experiment which I have made with many young Gentlemen, for these eleven or twelve years together last passed, in London; who being very sensible of their own want of the Latin tongue, and desirous (if possibly) to attain it, have thought no cost nor pains too little to be employed for gaining of it, and yet in few months, they have either been so grounded, as to be able to help themselves in a plain Author, in case they knew nothing before; or so perfected, as to grapple with the most difficult and exactest Authors, in case they had formerly but a smattering of the Language; and this they have obtained at leisure time, and at far less expense, than they now prise the jewel at, which they have. In teaching of a man then, I require none of those helps, which I have provided for children's uses, (though perhaps he may find benefit to himself by perusing them in private) only I desire him at the first to get an easy entrance to the Latin tongue, and by it I show him as briefly, orderly and plainly as I can, 1. How he ought to distinguish words, so as to know what part of Speech any word is. 2. To tell what belongeth to every several Part of Speech. 3. To get the Examples of the Declensions & Conjugations very exactly, so as to know what any Noun or Verb signifieth, according to its Termination: and to store him with words, I advise him to peruse a Chapter in the Vocabulary (at least) once every day, and to observe the Latin names of such things as are common in use, and better known to him. 4. Then I acquaint him with the most general Rules of Concordance and Construction, and help him to understand them by sundry short examples appliable thereunto. 5. Last of all, I cause him to take some of the Collectanea, and help him to construe, purse, imitate, and alter them, until he be able to adventure upon some easy Author. After he be thus made well acquainted with the Grounds of Grammar, I bid him to procure the Latin Grammar fitted for his use, as well as for Schools; and together with it a Latin Testament, or Bible, and then I cause him to read over his Grammar (by as much at once as he can well peruse in half an hour) and be sure that he thoroughly understand it; and after every one of the four Parts of Grammar, I give him a Praxis of it; by exercising whereof, he may easily know how to use his Rules, and where to find them. When by this means he can tell what to do with his Grammar, I turn him to the Latin Testament, (beginning with the first Chapter of Saint John's Gospel, because it is most easy) and there I make him (by giving him some few directions, which he hath, together with his Grounds of Grammar) to learn to construe of himself six, eight, or ten verses, with the help of his English Bible; and to purse them exactly according to his Grammar, and by going over three or four Chapters, he will be able to proceed understandingly in his Latin Bible without help. Which when he can do, I advise him to get Corderius English and Latin, where he is chiefly to take notice of the phrases, how they differ, in both languages, and to imitate here and there a Colloquy, to try what good Latin he can write or speak of himself. And now I commend to his own private reading, Dialogi Gallico Anglo-Latini, by D●gres, Dictionarium octo-lingue, or the Schoolmaster, Printed formerly by Michael Sparks, and Janua Linguarum, or rather Janua Latinae linguae, and the like; by perusal of which, together with Corderius, he may be furnished with copy of words and phrases, for common discourse in Latin. Afterwards I help him in reading Aesop's Fables, to construe and purse, and imitate a Period, or more in 〈◊〉 of them, thereby to acquaint himself 〈◊〉 the artificial manner of placing words. And when I see he dare adventure upon the Latin alone, I make him read Terence over and over, and to observe all the difficulties of Grammar that he meets in him, and after he is once Master of his stile, he will be pretty well able for any Latin Book, of which I allow him to take his choice. Whether he will read Tully, Pliny, Seneca, or Lipsius for Epistles. Justin, Sallust, Lucius Florus, or Caesar for History. Virgil, Ovid, Lucan, or Horace for Poetry. And when I see he can read these understandingly, I judge him able to peruse any Latin Author of himself, by the help of Cooper's Dictionary, and good Commentators, or Scholiasts. These Authors which I have mentioned▪ are most of them in English; as also Livy Pliny's natural History, Tacitus, and other excellent Books, which he may peruse together with the Latin, and by comparing both Languages together, he may become very expert in both. Yet I would advis● him to translate some little Books of himself; First out of Latin into English, and then out of English into Latin, which will at once furnish him with all points o● Grammar, and the right use and ordering of words, and in a short time bring 〈◊〉 to the like eloquence. Mr. Ascham commendeth Tully de senctute, and his Epistles. Ad Quintum Fratrem, & ad Lentulum, for this purpose. If he would exercise himself in Oratory or Poetry, I suppose his best way is to imitate the most excellent pieces of either, that he finds in the best and purest Authors, (especially Tully and Virgil) till he can do well of himself Horace and Buchanan's Psalms will sufficiently store him with variety of Verses. And now if one should ask me before I conclude this Book, and begin with the next, whether it be not possible for men or children to learn Latin, as well as English, without Grammar-Rules. I answer. First, that it is hardly possible, because the Latin tongue is not so familiarly spoken, as English; which is gotten only by hearing and imitation. 2. That it is not the better way, partly because they that are well acquainted with Grammar, know when they or others speak well, and when they speak ill; whereas they that are ignorant of the Rules, take any Latin for good, be it never so barbarous, or full of Solaecismes, and partly, because they that are skilful in Grammar, are able to do something in reading Authors, or translating, or writing Epistles, or the like, by themselves; whereas they that learn Latin without any Rule, are able to do nothing surely if their Teacher be away. Besides, if the Latin be once well gotten by Rule, it is not so apt to be forgotten; as if it be learned only by rote, because the learner is at any time able to recover what he hath lost by the help of his own intellect, having the habit of Grammar in his mind. Yet (I conceive) it is the readiest way to the gaining of this Language; to join assiduity of speaking and reading, and writing, and especially double translating to the Rules; for as the one affordeth us words and phrase, and the other directs us how to order them for a right speech; so the exercise of both will at last beget such an Habit in us, that we may increase our ability to speak and understand pure Latin, though (perhaps) the Rules of Grammar, be forgotten by us. Having here done with the Usher's Duty, I shall (God willing) go on to discover the Master's Method in every particular, according to what I have either practised myself, or observed from others of my profession. And I hope this my slender discovery will excite some of greater practice and experience, to commit also to public their own observations; by whom if I may be convinced, that I have any where gone in an erroneous way, I shall willingly retract my course, and endeavour to steer by any man's Chart, that I find more cast and sure, to direct me. In the mean time, I commit my little vessel to the waters all alone, and desire God, that whatever Dangers attend it, he would so protect and prosper it, that it may safely arrive to the Port which I chiefly aim at; viz. the honour and service of his divine Majesty, and the benefitting of both Church and Common wealth, in the good education of children. THE MASTERS METHOD, OR THE Exercising of Scholars In GRAMMARS, Authors, and Exercises; GREEK, LATIN, and HEBREW. By C. H. LONDON, Printed by J. T. for Andrew Crook, at the Green Dragon in Paul's Churchyard; 1659. CHAP. 1. How to make the Scholars of the fourth Form very perfect in the Art of Grammar, and Elements of Rhetoric; & how to enter them upon Greek in an easy way. How to practise them (as they read Terence, and Ovid de Tristibus, and his Metamorphosis, and Janua Latinae linguae, and Sturmius, and Textor's Epistles) in getting Copy of words, and learning their Derivations and Differences, and in varying phrases. How to show them the right way of double translating, and writing a most pure Latin style. How to acquaint them with all sorts of English and Latin verses, and to enable them to write faimiliar and elegant Epistles either in English or Latin, upon all occasions. THe Usher having throughly performed his Duty, so as to lay a sure foundation by teaching Grammar, and lower Authors and using other helps for mentioned, to acquaint his Scholars with the words, and order of the Latin tongue, as well for speaking, as writing it: The Master may more cheerfully proceed to build further, and in so doing, he should be as careful to keep what is well gotten, as diligent to add thereunto. I would advise therefore, that the Scholars of this fourth form may, 1. Every morning read six or ten verses (as formerly) out of the Latin Testament into English, that thus they may be become well acquainted with the matter, and words of that most holy Book; and after they are acquainted with the Greek Testament, they may proceed with it in like manner. 2. Every Thursday morning repeat a part out of the Latin Grammar, according as it is last divided, that by that means they may constantly say it over once every quarter. And because their wits are now ripe for understanding Grammar notions, where ever they meet with them, I would have them every one to provide a Paper-book of two quires in Quarto, in the beginning whereof, they should write the Heads of Grammar by way of common place, as they see it in my Latin Grammar, and having noted the pages, they should again write over the same Heads, (leaving a larger or less distance betwixt them, as they conceive they may find more or less matter to fill them withal) in the leaves of their Book, and insert all niceties of Grammar that they find, either in their daily lessons, or in perusing other Books at spare hours, especially such as either methodically, or critically treat of Grammar; amongst which I commend Mr. Brinsley's posing of the Accidents. The Animadversions upon Lilies Grammar, Stockwoods' disputations, Mr. Pools English Accidents, Hermes Anglo-Latinus, Phalerii Supplementa ad Grammaticam, Mr. Birds, Mr. Shirleyes', Mr. Burleyes', Mr. Hawkins, Mr. Gregory's, Mr. Haynes, Mr. Danes, Mr. Farnabies, and other late printed new Grammars, (which they may read in private one after another) will afford them several observations. As for Authores Grammaticae Antiqui, which are commonly printed together; Dispauterius, Linacer, Melancthon, Valerius, Alvarez, Rhemus, Sulpitius, Vossius, and the like, either ancient or modern, they may take the opportunity to read them, after they come to higher Forms, and pick out of them such pretty notes, as they have not formerly met withal, and write them in their Common-place-booke. And because it may seem a needless labour for every Scholar to be thus employed, and it is (almost) impossible for one alone to procure so many Grammars, it were to be wished, that in every School of note, there might be a Library, wherein all the best Grammars that can be gotten, might be kept, and lent to those boys, that are more industriously addicted to Grammar Art, and which intent to be Scholars, that they may read them over, and refer what they like in them to its proper Head. And to encourage them in so doing, the Master may do well at the first to direct them, and afterwards at leisure times to cast an eye upon their Books, and see what they have collected of themselves. But be sure that they keep their Paper-book fair, and that they write constantly in it, with a legible and even hand. 3. Thus they may have liberty to learn Rhetoric on Mondays, Tuesdays, and Wednesdays, for morning Parts. And to enter them in that Art of fine speaking, they may make use of Elementa Rhetorices, lately printed by Mr. Dugard, and out of it learn the Tropes and Figures, according to the definitions given by Talaeus, and afterwards more illustrated by Mr. Butler. Out of either of which books, they may be helped with store of examples, to explain the Definitions, so as they may know any Trope or Figure that they meet with in their own Authors. When they have throughly learned that little book, they may make a Synopsis of it, whereby to see its order, and how every thing hangs together, and then write the Common place heads in a Paper-book (as I have mentioned before touching Grammar) unto which they may refer; whatever they like in the late English Rhetoric, Mr. Farnabies Index Rhetoricus, Susenbrotus, Mr. Horn's Compendium Rhetorices, or the like, till they be better able to peruse other Authors, that more fully treat of the Art; as, Vossius' Partitiones Oratoriae. Orator extemporaneus, Tesmari exercitationes Rhetoricae, Nic. Caussinus. Paiot de elequentiâ, and many others; with which a School-Library should be very well furnished for the Scholars to make use on, accordingly as they increase in ability of learning. These Elementa Rhetorices in their first going over, should be explained by the Master, and construed by the Scholars, and every example compared with its Definition. And the Scholars should now be diligent of themselves to observe every Trop and Figure, that occur in their present Authors, and when they say, to render it with its full definition, and if any be more eminent and worthy observation than others, to write it down in their Common-place-book, and by this means they will come to the perfect understanding of them in a quarter of a years time, and with more ease commit it all to memory by constant parts, saying a whole Chapter together at once; which afterwards they may keep by constant Repetitions, as they do their Grammar. 4. When they have passed their Rhetoric, you may let them bestow those hours, which they spent about it, in getting the Greek Grammar for morning parts. And because in learning this Language, as well as the Latin, we are to proceed by one Rule, which is most common and certain; I prefer Camden's Greek Grammar before any that I have yet seen, (though perhaps it be not so facile, or so complete as some latelier printed, especially those that are set out by my worthy friends, Mr. Busbie of Westminster, and Mr. Dugard of Merchant Tailor's School) in the first going over of which, I would have them to repeat only the Greek letters, and their divisions, the Accents, and eight Parts of Speech, the Articles, Declensions, and Conjugations, the Adverbs, Conjunctions, and Prepositions by several parts, as they are best able to get them, and to write down so much as they say at once in a fair Paper-book, very exactly observing and marking every Accent, and note of distinction. And this will quickly enable them to write or read Greek very truly, especially if they mind the abbreviated characters, which are now lately printed at the end of most of these Grammars. This work will take up about a quarter of a years time. In the next half year, they may get over the whole Grammar in that order, as it is printed. And in the interim thereof, they may make use of their Greek Testament every morning after prayers, in like manner as they formerly used their Latin one. They may begin with the Gospel of S. John, which at the first you may help them to construe and purse verbatim, but after a while when they have gathered strength to do somewhat of themselves, you may let them make use of Pasors Lexicon, which they will better do, by help of the Themes, which I caused to be printed in the Margin of the Greek Testament, which will lead them to Pasor, to see the Analysis of any word in the Testament. Mr. Dugard hath lately completed his Lexicon Graeci Testamenti Alphabeticum, unâ cum explicatione Grammaticâ vocum singularum in usum Tironum; nec non concordantia singulis vocibus apposita, in usum Theologiae canditatorum; which were it once committed to the press, as it now lieth ready in his hand, would be a most excellent help to young Scholars, to proceed in the Greek Testament of themselves, in an understanding and Grammatical way. And I hope it will not be long ere he publish it for common use. When they have gone over the Declensions and Conjugations, and are able to write Greek in a very fair and legible character, let them write out the Paradigmes of every Declension and Conjugation, and divide the movable part of the words, from the Terminatious, as you may see it done in Mr. Dugards Rudimenta Grammaticae Graecae. After they are thus acquainted with every particular example, they may write out all the Declensions one by another, and the three voices of the Verbs throughout all moods and tenses in all Conjugations, that so they may more readily compare them one by another, and see what Tenses are alike, or which are wanting in every voice. If these things were drawn into Tables, to be hanged up in the School, they would help the weaker boys. And to supply them with store of Nouns & Verbs, you may let them repeat as many nouns as they can well get at once, out of Mr. Gregory's Nomenclatura; and afterwards as many Sentences as they can well say at once, out of Seidelius, or the latter end of Clavis Graecae linguae, by the repeating, construing and parsing, whereof they will learn all the Primitive words of the Greek Tongue, and be able to decline them. And thus they will be very well fitted to fall upon any approved Greek Author, when they come into the next Form. But if you would have them learn to speak Greek, let them make use of Posselius' Dialogues, or Mr. Shirleyes' Introductorium, in English, Latin, and Greek. I commonly appointed Tuesdays and Thursdays afternoons for this employment, before or af-after my Scholars had performed their other Tasks. 5. Terence, of all the School-Authours that we read, doth deservedly challenge the first place, not only because Tully himself hath seemed to derive his eloquence from him, and many noble Romans are reported to have assisted him in making his Comedies; but also because that Book is the very quintessence of familiar Latin, and very apt to express the most of our Anglicismes withal. The matter of it is full of morality, and the several Actors therein, most lively seem to personate the behaviour and properties of sundry of the like sort of people, even in this age of ours. I would have the Scholars, therefore of this form to read him so thoroughly, as to make him wholly their own. To help them in so doing, I have rendered a good part of it into English, answerable to the Latin line by line, in the adverse page, and I intent (God willing) ere long to complete the whole, according to what I have formerly undertaken, and promised. This Author I would have the Scholars to read constantly every Monday, Tuesday, Wednesday, and Thursday, for forenoon Lessons, taking about half a page at once, till they begin to relish him, and then they will easily take more, and delight to be exercised in him in this manner. 1. Let them write out every Lesson very fair and exactly, as they see it printed before them both in English and Latin. And this will be a means to perfect them in Orthography, and to imprint what they learn in that Author in their minds. They should have a Quarto Paper-book for this purpose, wherein nothing else should be written. 2. Let them translate about four or six lines Grammatically in a loose paper, that by this means they may better take notice of the way of construing. 3. Let them construe the whole Lesson both Grammatically, and according to the phrase, and this will acquaint them with the proprieties of both Tongues. 4. Let them purse it according to the Grammatical order, examining every word to the utmost of what Grammar teacheth concerning it, and this will make them thoroughly to understand Lily, and sometimes to consult other Grammars, where he comes short in a Rule. 5. Let them cull out the most significant words, and phrases, and write them in a Pocket-book, with figures referring where to find them in their Author; and set them ever and anon be cunning these by heart, because these (of all others) will stand them in most stead for speaking Latin, or writing Colloquies and Epistles. In reading of this book, it is not amiss for the Master to mind his Scholars of the true decorum of both things and words, and how fitting they are for such persons to do or speak, as are there represented, and upon such occasions as they did, and spoke them. As in Andria, they may observe not only in general, how apt young men are to be enticed, old men to chide, servants to deceive, etc. but more particularly they may see how some men are more apt to be carried away by passion than others are, and how different their natures are sometimes, though their age and breeding may be the same. Thus they shall find Simo and Chremes, two old Citizens, the one pettish and apt to overshoot himself in many things, the other more call me and circumspect, and therefore better able to pacify and advise others. Likewise, they shall meet with two young Gentlemen, Pamphilus and Charinus, the one whereof, being very towardly and hopeful, was drawn away by ill company, and thereby brought into much trouble of mind, betwixt a fear to offend his Father, and a care to make amends for his fault committed; but the other being rash and childishly disposed, is set upon what he desireth with such eagerness, that he will have it, though it be impossible for him to obtain it, and he be utterly ignorant of using any means to come by it. But above all, they will laugh at the knave Davus, to read how he presuming upon his own cunning wit, displeaseth Sim●●, & ensnareth Pamphilus, and at last brings himself within the compass of the lash. And, in this and other comedies, they may observe many remarkable sayings and actions, which will hint much to abundant matter of invention for future exercises. As when they hear Davus cry Hem astutias! Fie upon craft! they may take an occasion to enlarge upon the matter, as to say; One may quickly, perceive by Davus in Terence, what a mischievous wit will come to, that doth always busy itself to circumvent and entrap others; for this fellow, after he had cozened his old Master, and unhappily taught his Master's son to tell his father a lie, and entangle himself in a double marriage, and saw his knavery could not help him to escape his own danger, was ready at last to hang himself; and though he came off pretty well with his young Master, by condemning himself, and ask forgiveness, and promising to amend the matter he had utterly spoilt; yet in the height of his jollity, the old man catcheth him at unawares, and without hearing him to speak a word for himself, calleth for Dromo, and makes him hoist him up, and carry him away to the house of correction, and there to tie him neck and heels together, and whip him smartly for the roguery he had done. Such Dictates as these, the Master may give his Scholars sometimes to turn into pure Latin, till they be able to make the like of themselves. And this is indeed to make a true use of this excellent Author, according to what Erasmus directs in his golden little book, de Ratione instituendi Discipulos, which is worth ones perusal, that is exercised in teaching youth. When you meet with an Act or Scene that is full of affection, and action, you may cause some of your Scholars, after they have learned it to act it, first in private amongst themselves, and afterwards in the open School before their fellows; and herein you must have a main care of their pronunciation, and acting every gesture to the very life. This acting of a piece of a Comedy, or a Colloquy sometimes, will be an excellent means to prepare them to pronounce Orations with a Grace, and I have found it an especial remedy to expel that subrustick bashfulness, and unresistable timorousness, which some children are naturally possessed withal, and which is apt in riper years to drown many good parts in men of singular endowments. 6. Their afternoon parts, on Mondays and Wednesdays, may be in Janua Latinae linguae; which book should be often read over, because it will at once furnish them with the knowledge of words and things, into the reasons of which, they will now be more industriously inquisitive, then furmerly; because their present years do teach them to be more discursive in their understanding, as growing more towards men. And therefore in this book they should not only first mind the signification, and Grammatical construction of words, but Secondly, endeavour to gain a Copy of good and proper words for expression of one and the same thing, as that they may not only tell you that domus but also aedes is Latin for a house, & that decor, and pulchritudo are Latin for beauty as well as forma; and in finding such Synonyma's as these, they may be helped as well by Dictionaries, as by frequent reading. Thirdly, They may with every part bring a piece of the Index translated into English. Fourthly, Because ●hey must now begin to use their judgement in the right choice of words, (when they find many heaped together) it were not amiss to let them inquire the Original out of Rider's Latin Dictionary, or Beckman do Originibus Latinae linguae; and to consider the differences that are betwixt words of the same signification; which they may learn out of Ausonius Popma, Laurentius Valla, Cornelius Fronto, Varro de linguâ Latinâ, and the like books fit to be kept in the School Library. 7. On Tuesdays and Thursdays in the after-noons, I would have this Form employed in some of Tully's Epistles, (either those collected formerly by Sturmius, or those of late made use of in Westminster School) but Sturmius' I rather prefer as more easy to begin withal, the others may be used afterwards, together with Textors' Epistles. And▪ 1. I would have them be exercised in double translating these Epistles, so as to render many of them into good English, and after a while to turn the same again into Latin, and to try how near they can come to their Author in the right choice, and orderly placing of words in every distinct Period. And because the Authors style and expression will in many particulars seem hard to those that have not formerly read some of his Epistles, I have thought good at first to give my Scholars a taste of an Epistolary style, by translating a Century of select Epistles, out of Tully and other choice Authors, making the English answer to the Latin, Period, by Period. And these I cause them to write over, and in so doing, to take notice of the placing of every word, and its manner of signification. By this means they both better themselves in Orthography, and easily become so acquainted with Tully's expressions, that they can adventure to construe any of his Epistles of themselves, and turn them into English, as they see I have done the like before them. 2. Then do I cause them (as I said) to make double translations of themselves; one while writing down both the English and Latin together, as they construe it, (which some call Metaphrasis, an example or two whereof you may see in Merchant Tailor's School Probation) and another while, and most frequently, writing the English out of the Latin by itself, which within ten days after, they try how to turn into the like good Latin again. And this is the way that Mr Brinsley so much commendeth, and Mr. Aseham was moved to think to be only, or chiefly the fittest, for the speedy and perfect attaining of any Tongue. 3. After they are grown pretty quick in translating both ways, you may write them down a little English Epistle of like matter & words to that in their book, directed to some of their own acquaintance, which they may turn into Latin, Period after Period, by themselves. To begin therefore with the first Epistle in Sturmius, which may be writ down translated thus. M. T. C. Terentiae, Salutem plurimam dicit. Mark Tully Cicero, sendeth hearty commendations to (his wife) Terentia. SI vales, bene est, ego val●o. If you be in good health, it is well: I am in good health. Nos quotidie tabellarios vestros expectamus, qui si venerint, fortasse erimus certiores, quid nobis faciendum sit, faciemusque te statim certiorem. We everyday expect your Letter-posts: who if they come, we shall be perhaps more certain, what we are to do, and we will certify you forthwith. Valetudinem tuam cura diligenter, vale. Look diligently to your health, farewell. Calendis Septembris. The first day of September. And you may show them how to imitate it, (observing our English manner of writing Letters) thus; To his very loving Friend Mr. Stephen Primato at the Seven Stars near Newgate, LONDON, these. Amantissimo suo amico Domino Stephano Primatae ad insigne Septentrionum juxta novam Portam Londinensem, hasce dabis. Most sweet Stephen, IF you be all in good health at London, it is very well; we are all very well at Barnet: The Lord God be praised. Stephano mellitissime, Si vos omnes Londini valetis, optime est: nos quidem omnes Barnetae valemus: Laudetur Dominus Deus. I have every day expected a Letter from you, for this whole week together, which if it come, is like to be very welcome to me, I pray you therefore write to me, and let me know what you do, and I will write back again to you forthwith. Ego quotidie literas tuas, per hanc totam hebdomadem expectavi; quae si venerint gratissimae mihi futurae sunt; oro igitur ut ad me scribas, & certiorem me facias, quid agis, & ego statim ad te rescribam. Give your mind diligently to learning: Farewell heartily. Study literarum diligenter incumbe. Vale feliciter. Your most loving friend Robert Burrows. Barnetae. Octob. 4. 1659. Amantissimus tuus amicus Robertus Burrowes. They may imitate the same Epistle again in framing an answer to the particulars of the foregoing letter after this manner; observing the form of composition, rather than the words. To his very much respected friend Mr. Robert Burrows near the Mitre at Barnet, these deliver. Observantissimo suo amico Roberto Burrows haud ita procul a Mitrâ Barnetae, hasce dabis. Dear Robert, I Am very glad, I am certified by your Letter, that you and all our friends are in good health. Lo, I have now at last sent you my letter, which I am sorry, that I have made you so long to look for, before it came to your hand. And forasmuch as you desire to know what I do, I thought good to certify you, that I am wholly busied at my book, insomuch as I could willingly find in my heart to die at my studies: so true is that which we sometimes learned in our Accidents, To know much is the most pleasant and sweetest life of all. You need not therefore truly (to speak plainly) persuade me further to give my mind to learning, which I had much rather havee than all, even the most precious jewels in the world. Farewell, and write as often as you can to Your very loving friend Stephen Primate. Charissime Roberte, QVòd ex tuis literis certior fiam, te, & omnes nostros bene valere, magnopere gaudeo. Ecce, nostras, jam tandem ad te misi. Quas, quoniam in causâ fui, ut diutiùs expectes, priusquam ad vos venerint, vehementer doleo. cum autem quid ego agam, scire cupias; certiorem te facere velim, me totum in libris esse occupatum; usque adeò, ut vel emori studiis mihi dulce erit: Ita verum est, quod è Rudimentis Grammatices olim ebibimus; Multum scire est vita jucundissima. Non igitur opus est, ut ulteriùs mihi suadeas, study literarum & doctrinae incumbere, quae quidem (ut planè loquar) omnibus gemmis, vel pretiosissimis cupidissimè malim. Vale, & literas quam sepissime mitte ad Amantissimum tui Robertum Burrows. THus you may help them to take so much as is needful and fit for their purpose out of any Epistle, and to alter and apply it fitly to their several occasions of writing to their friends; and where Tully's expressions will not serve them, let them borrow words and phrases out of the books that they have learned, (but especially out of Terence) and take care to place them so, that they may continually seem to imitate tully's form in writing Epistles, though they be not altogether tied to his very words. And this I give as a Caution both in speaking and writing Latin, that they never utter or write any words or phrases, which they are not sure they have read or heard used in the same sense, that they there intent them. It were necessary for them, as they proceed in reading Epistles, to pick out all such familiar expressions, as are incident to be used in writing letters, and to note them in a paper book, kept for the purpose, digested into certain places, that they may help themselves with them as they have occasion, you may see a Precedent hereof in Fabritius' Elegantiae Pueriles. And because the same phrase, is not often to be repeated in the same words, they should now strive to get more liberty of expressing their minds by learning to vary one and the same phrase both in English and Latin, sometimes ex tempore, before the Master, and sometimes amongst themselves by writing them down, & then appealing to the Master to judge, who hath done the best. To enter them upon this work, you may first begin with Mr. Clarks Dux oratorius, and then make use of that excellent book of Erasmus de cop â verborum, which was purposely by him intended, and contrived for the benefit of Paul's School, and I am sorry to see it so little made use of in most of our Grammar Schools in England. To encourage them to begin to write of themselves, and to help their invention somewhat for inditing Epistles, you may take this course at once with a whole form together, which I have experienced to be very easy, and generally pleasing to young Scholars. 1. Ask one of your boys, to whom, and for what, he is minded to write a letter; and, according as he shall return you an answer, give him some general instructions how to do it. 2. Then bid him and all his fellows let you see which of them can best indite an English letter upon that occasion, and in how short a time. 3. Let them every one bring his own letter fairly written, that you may show them how to amend the imperfections you find in it 4. Take his, that hath done the best, and let every one give you an expression of his own gathering, for every word and phrase that is in it, and let it be different (if it may be) from that which another hath given already before him. 5. As they give in their expressions, do you, or an able Scholar for you, write them all down in a paper, making a note that directeth to the place to which they belong. 6. Then deliver them the paper, and let every one take such words or phrase, as is most agreeable to the composition of an Epistolary style (so that he take not the same that another useth) and bring the letter writ fair, and turned out of English into Latin. And thus you shall find the same Epistle varied so many several ways, that every boy will seem to have an Epistle of his own, and quite differing in words from all those of his fellows, though the matter be one and the same. To help the young beginners to avoid Barbarismes, and Anglicismes, (to which they will be very subject, if not timely prevented) you may make use of a little Dictionary English and Latin in Octavo, which resolve's the difficulties of Translating either way and Mr. Walkers useful Book of Particles, which is lately printed; As a so Mr. Willis Anglicismes Latinized, ●nd Mr. Clerks Phraseologia Puerilis; not mention to Turselinus, or Doctor Hawkins particulae Latinae orationis, which may be afterwards made use of, when Scholars grow towards more perfection in the Latin Tongue, and can read them without your help. But for their further assistance in this most profitable and commendable kind of exercise; I commend unto you Mr. Clerks Epistolographia, and Erasmus de conscribendis Epistolis; to which you may add Buchleri Thesaurus conscribendarum Epistolarum, Verepaeus de conscribendis Epistolis, and others, fitting to be reserved in the School-Library, for your Scholars to peruse, and collect notes out of, at their leisure hours. He that will be excellent in any Art, must not only content himself with the best Precedents, which in many particulars may (perhaps) exceed a●l others; but also now and then take notice what others have attempted in that kind, and sometimes he shall find the meanest to afford him matter of good use. And therefore I would advise that the Scholars in the upper Forms may often employ themselves in perusal of all Tully's Epistles, and sometimes in those of Pliny, Seneca, Erasmus, Lipsius, Manutius, Ascham, Politianus, and whatever they find in the School Library, (which should indeed be very well furnished with Epistolary books) that out of them they may learn to express their minds to the full, upon any subject or occasion, to whomsoever they write, and to use a style befitting both the mat●er and persons, be they never so lofty and mean. After this Form is once well entered to write Epistles of themselves, they may make two Epistles every week, (one in answer to the other) to be showed fair on Saturdays, so they do not exceed a quarter of a sheet on one side, because great heed should be taken in the composing of them. And let this Rule be observed in performing these and all manner of exercises; that they never go about a new one, till they have finished that they began. It were better for Scholars sometimes to do one and the same exercise twice or thrice over again, that in it they may see and correct their own errors, and strive to outdo themselves; then by slipping from one work to another, and leaving that in their hands incomplete, to get an ill habit of posting over business to little or no purpose Non quam multùm sed quam bene, should be remembered in Scholars exercises. 8. Their afternoon Lessons on Mondays and Wednesdays, for the first half year (at least) may be in Ovid's little book de tristibus, wherein they may proceed by six or eight verses at a Lesson; which they should first repeat memoriter as perfectly as they can possibly, because the very repetition of the verses, and much more the having of them by heart, will imprint a lively pattern of Hexameters and Pentameters in their minds, and furnish them with many good Authorities. 2. Let them construe verbatim, and if their Lesson be harder than ordinary, let them write it down construed. 3. Let them purse every word most accurately, according to the Grammatical order. 4. Let them tell you what Tropes and figures they find in it, and give you their Definitions. 5. Let them scan every verse, and after they have told you what feet it hath in it, and of what syllables they consist, let them give the Rule of the quantity of each syllable, why it is long or short; the scanning and proving verses, being the main end of reading this Author, should more than any thing be insisted upon, whilst they read it. And now it will be requisite to try what inclination your young Scholars have towards Poetry: you may therefore let them learn to compose English verses, and to inure them so to do, you should 1. Let them procure some pretty delightful and honest English Poems, by perusal whereof they may become acquainted with the Harmony of English Poesy. M. Hardwicks late Translation of Mantuan, Mr Sandys of Ovid, Mr. Ogleby's of Virgil, will abundantly supply them with Heroic Verses; which after they can truly and readily make, they may converse with others, that take liberty to sport it in Lyric verses. Amongst all which, Mr. Herbert's Poems are most worthy to be mentioned in the first place, and next to them (I conceive Mr. Quarles divine Poems, and his divine Fancies; besides which, you may allow many others full of wit and elegancy; but be sure you admit of none which are stuffed with drollary or ribaldry, which are fitter to be burnt, then to be sent abroad to corrupt good manners in youth 2. After they are thus become acquainted with variety of meeter, you may cause them to turn a Fable of Aesop into what kind of verse you please to appoint them; and sometimes you may let them translate some select. Epigrams out of Owen, or those collected by Mr. Farnaby or some Emblems out of Alciat, or the like Flourishes of wit, which you think will more delight them and help their fancies. And when you see that they begin to exercise their own wits for enlargement, and invention, you may leave them to themselves, to make verses upon any occasion or subject; yet to furnish them with Rhymes, Epithets, & variety of elegant expressions, you may let them make use of the pleasant English Parnassus, composed by the true lover of the Muses, Mr. Josuah Poole, my quandam School-fellow at Wakefield, who like another Daphnis, may truly be said (what I now sigh to write) to have been at the Blue house in Hadley Parish, now daily in my sight, Formosi pecoris custos, formosior ipse. When you have taugt them truly to scan and prove any kind of Latin verse, and made them to taste the sweetness of poetising in English; you may prepare them them further for making Latin verses out of their present Authors thus; 1. Take a Distich or two, which they know not where to find, and transpose the words, as different as may be from a verse, and when you have made one to construe them, dismiss them all to their seats, to try who can return them first into true verses, without one another's suggesting. When they have all dispatched, cause him whom you conceive to be the weakest, to compare what he hath done with his Author, and to prove his verses by the Rules of Prosodia. 2. You may sometimes set them to vary one and the same verse, by transposing the same words, as many several ways as they can. Thus this verse may be turned 104. ways. Est mea spes Christus solus qui de cruse pendet. And sometimes you may cause them to keep the same sense, and alter the words. Thus this Distich is found in Mr. Stockwoods' Progymnasma Scholasticum to be varied 450. ways. Linque cupido jecur, cordi quoque parcito, si via Figere, fige alio, tela cruenta loco. To direct and encourage your young Scholars in turning verses, you may make use of the book last mentioned, and for further instructions concerning making verses, I refer you to Mr. Clerks Dux Poeticus. 9 To enable your Scholars yet more to write good Latin in prose, and to prepare them further for verses by reading Poetical books, which abound with rich expressions of fancy, I would have them spend the next half year in Ovid's Metamorphosis; out of which Author you may make choice of the most pleasing and profitable Arguments, which it is best for you yourself to construe and explain unto them, that they may dispatch the more at a Lesson, and with more ease. When they come to say, 1. Let them repeat four or six verses, (which you judge most worthy to be committed to memory) by heart. 2. Let them construe the whole lesson venbatim, minding the propriety of the words, and the elegancy of every phrase. 3. Let them purse every word Grammatically, as they have used to do in other Authors. 4. Let them give you the Tropes and Figures, the Derivations and Differences of some words, and relate such Histories as the proper names will hint at, which they may peruse before hand in their Dictionary. And let them not forget to scan and prove every verse, and to note more difficult quantities of some syllables. 5. Let them strive (who can best) to turn the Fable into English prose, and to adoru and amplify it with fit Epithets, choice Phrases, acute Sentences, witty Apothegms, lively similitudes, pat examples, and Proverbial Speeches; all agreeing to the matter of morality therein couched; all which they should divide into several Periods, and return into proper Latin, rightly placed according to the Rules of Rhetorical composition. 6. Let them exercise their wits a little in trying who can turn the same into most variety of English verses. Mr. Sandy's Translation of this book, in Folio, and Mr. Rosse's English Mythologist, will be very delightful helps to your Scholars for the better understanding thereof; and if to these you add Sir Francis Bacon's little book de Sapientiâ veterum, Natales comes, and Verderius' Imagines Deorum, Lexicon Geographicum, Poeticum, & Historicum; and the like fitting to be reserved for your Scholars use in the Schoole-librarie) it will invite them like so many bees to busy themselves sucking up matter and words to quicken their invention and expression; And if you would have those in this form acquainted with variety of Latin verses, and how to change them one into another, you may sometimes exercise them in Buchan's Psalms, and partly out of Vossius', partly out of Mr. I loyd's Grammar lately printed, you shall find sufficient store, and several kinds of verses to delight and profit them withal. Whereas Wit's Commonwealth is generally imposed upon young Scholars to tranaslte out of English into Latin, and I observe it very difficult to be done by reason of the many uncouth words and mere Anglicismes that are in it, concerning which they cannot any way help themselves by common Dictionaries or phrase-books; I have thought good to frame an Alphabetical Index of every English word and phrase therein contained, with figures pointing to the Chapter and verse where it is used, and showing what Latin or Greek expression is most proper to be made in that place. And this I would have annexed to that useful book, that by help thereof the Scholars may of themselves be able to translate those pretty Sentences out of English into Latin orderly composed, and afterwards with the same ease out of Latin into Greek. If the Stationers do not accord, that they may be printed together, know, that the Index may be had single by itself, as well as the book, and he that buyeth one cannot well be without the other; they are both so necessary and nearly related to one another. They in this Form may learn the Assemblies lesser Catechism in Latin and Greek, which is elegantly translated into those Languages, by Doctor Harmar. Thus then in short, I would have them employed. 1. In reading out of the Latin Testament every morning, till they be able to go on with the Greek which may then take place. 2. In repeating a Grammar part every Thursday morning. 3. In Learning the Rhetoric when they have done that. 4 Camden's Greek Grammar on Mondays, Tuesdays, and Wednesdays for morning parts. 5. In using Terence on Mondays, Tuesdays, Wednesdays and Thursdays for forenoon lessons. 6. In Janua Latinae Linguae for afternoon parts on Mondays and Wednesdays. 7. In some of Sturmius, or Textor's Epistles, on Tuesdays and Thursdays after-noons, and Shirley's Introductorium after taxes ended. 8. In Ovid de Tristibus on Mondays and Wednesdays in the after-noons for the first, and in Ovid's Metamorphosis for the second half Year; They may translate four Verses every night out of Wit's Commonwealth, and say lessons on Saturdays in the Assemblies Catechism; and by the diligent improvement of these books to their several uses, they may first become perfectly ready in the Latin and Greek Grammar, and the Elements of Rhetoric. 2. They may get Copy of words and learn to know their derivations and differences, as also how to vary phrases. 3. They may gain the right way of double translating and writing a pure Latin stile. 4. They may be helped in their invention, and easily taught to make all sorts of English and Latin Verses, and to write familiar and elegant Epistles upon all occasions; for the performance of all which works though more than ordinary care and pains may seem to be required in the Master, and a great deal of study and diligence may be thought to be exacted of the Scholars, above what is usual in many Schools; Yet a little experience will evidence that all things being orderly and seasonably done, will become easy and pleasing to both after a very little while. And if the master do but consider with himself, and inform his Scholars, that they shall all ere long reap the sweet of their present labours, by a delightful and profitable perusal of the choicest Authors both Greek and Latin, whom as they must strive to imitate, so they may hope to equalise in the most noble stile and lofty strains of Oratory, and Poesy; it will encourage them to proceed so cheerfully, that they will not be sensible of any toil or difficulty, whilst in a profiting way they pass, this form, and endeavour to come to the next, which we intent to treat of in the following Chapter. CHAP. II. How to teach Scholars in the fifth form to keep and improve the Latin and Greek Grammars, and Rhetoric. How to acquaint them with an Oratory, stile and pronunciation. How to help them to translate Latin into Greek, and to make Greek verses, as they read Isocrates and Theognis. How they may profit well in reading Virgil, and easily learn to make good Themes and elegant Verses with delight and certainty. And what Catechisms they may learn in Greek. THough it may seem a needless labour to prescribe directions for the Teaching of the two upper forms, partly, because I find more written concerning them then the rest, and partly because many very eminent and able Schoolmasters ●mploy most of their pains in perfecting ●hem, every one making use of such Author's, and such a Method as in his own discretion he judgeth meetest to make ●hem Scholars; not to say, that the Scholar's themselves (being now well acquainted with the Latin and Greek Grammar, and having gotten a good understanding (at least) of the Latin Tongue, by the frequent exercise of translating and speaking Latin, and writing Colloquies, Epistles, Historical and Fabulous narrations and the like, besides reading some School Authors, and other helpful and profitable books, will be able in many things to proceed without a guide, addicting their minds chiefly to those studies, which their natural Genius doth most prompt them to, either concerning Oratory or Poetry: Yet I think it requisite for me to go on as I have begun, and to show what course I have constantly kept with these two forms, to make them exactly complete in the Greek & Latin Tongues, and as perfect Orators, and Poets in both as their young years and capacities will suffer; and to enter them so in the Hebrew, as that they may be able to proceed of themselves in that holy Language, whether they go to the University, or are otherwise disposed on to some necessary calling, which their Parents or Friends think fitting for them. And first, I most heartily entreat those (especially that are my loving Friends and acquaintance) of my profession, whose years and experience are far beyond mine, that they would candidly peruse and kindly interpret what I have written, seeing I desire not by any means to impose any thing too magisterially upon them or others, but freely to communicate to all men what I have for many years kept private to myself, and hath by some (whose single judgement may sufficiently satisfy me) been importunately thus haled to the Press; and if in any particular I seem to them to deviate from, or fall short of what I aim at, viz. a facilitating the good old way of teaching by Grammar, Authors, and exercises; I shall take it as a singular token of love, that they acquaint me with it, and if by this rush-candle of mine, they please to set up their own Tapers, I shall rejoice to receive greater light by them, and be ready to walk in it more vigorously. In the interim, I go on with my discovery, touching the fifth Form, which I would have employed in this manner; 1. Let them and the form above them read daily a dozen verses out of the Greek Testament before the saying of parts. 2. Let them reserve the Latin and Greek Grammars and Elementa Rhetorices for weekly parts, to be said only on Thursday mornings, and so divided that they may be sure to go over them all once every quarter. By this means they will keep them in constant memory, and have more time allotted them for perusing Authors and dispatch of exercises. You must not forget at every part to let them have your help of explication of the most obscure and difficult places before they say, and after they have said to make such diligent examination, as that you may be sure they understand what they learn. And to make them more fully acquainted with the Accents and Dialects of the Greek Tongue, you may (besides those few Rules in their Grammar) let them daily peruse a Chapter in Mr. Franklin's little book De 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 which is excellently helpful to young Grecians, and when they grow stronger, that Appendix de Dialectis at the end of Scapula, will be worth their reading and observing. It would be good sometimes to make them compare the Latin and Greek Grammar together, and to see wherein they agree, & wherein they differ, but especially in the Rules of Syntaxis, and for this purpose Vechneri Hellonexia will be of excellent use. And as I have directed before, how Scholars should have a Common-place-book for the Latin Grammar, so I do here also for the Greek, desire, that after it is learned, it may be drawn into a Synopsis, and that digested into Common-place heads, to which they may easily refer what ever they read worth noting, out of any Greek Grammar they peruse. And that they may more freely expatiate in such Books, it were good if they had Mr. Busbie's Grammar, Cleonard, Scotus, Chrysolora, Ceporinus, Gaza, Vrbanius, Caninius, Gretserus, Posselii Syntaxis, & as many as can be gotten both ancient and modern, laid up in the School Library, to collect Annotations out of, as their leisure will best permits, & you will scarce imagine to what exactness a boy will attain, and what a treasure of good notes he will have heaped up in these two years' time, if he be moderately industrious, and now and then employ himself in collecting of his own accord; and I may add, that Scholars of any ordinary ingenuity, will delight more to be doing something at their book, which they well understand, then to be trifling and rambling up and down about idle occasions. 3. Forasmuch as it is usual & commendable to bring on children towards perfection in the Greek Tongue, as they proceed in Oratory and Poetry in the Latin, I think it not amiss to exercise these two Forms in such Authors as are commonly received, and may prove most advantageous to them in all these; yet herein I may seem to differ from some others, that in stead of Grammar parts, (which I reserve to be constantly repeated every Thursday) I would have this Form to learn some lively patterns of Oratory, by the frequent and familiar use whereof, and the knowledge of the Histories themselves, to which they relate; they may at last obtain the Artifice of gallant expression, & some skill to manage future affairs, It being requisite for a Scholar, more than any man, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, to be expert in speaking, and doing. At first therefore for morning parts on Mondays, Tuesdays, and Wednesdays, I would have them exercised in Apththonius (if it can be gotten, as I desire it may be reprinted) both in Greek and Latin. Out of which book, I would have them translate the Fables and Themes (so as to finish at least every week one) into pure English, and to repeat them (being translated) in both Languages, that by that means they may gain the Method of these kind of exercises, and inure themselves to Pronunciation. When they have gone over them, they may next translate Tully's six Paradoxes, and pronounce them also in English and Latin, as if they were their own-And afterwards they may proceed in those pithy Orations which are purposely collected out of Sallust, Livy, Tacitus, & Quintus Curtius, having the Histories of their occasions summarily set down before them. And of these I would have them constantly to translate one every day into English, beginning with those that are the shortest, and once a week to strive amongst themselves, who can best pronounce them both in English and Latin. I know not what others may think of this Task, but I have experienced it to be a most effectual mean to draw on my Scholars to emulate one-another, who could make the best exercises of their own in the most Rhetorical style, and have often seen the most bashful, and least-promising boys, to outstrip their fellows in pronouncing with a courage, and comely gesture; and for bringing up this use first in my School, I must here thank that modest and ingenious Gentleman Mr. Edward Perkins, who was then my Usher, for advising me to set upon it. For I found nothing that I did formerly to put such a spirit into my Scholars, and make them, like so many Nightingales, to contend, who could 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 most melodiously tune his voice and frame style, to pronounce and imitate the forementioned Orations. 4. Their forenoon Lessons on Mondays and Wednesdays, may be in Isocrates, and to make them more attend the Greek, 1. Let them (at first especially) translate every Lesson by way of interlineary writing according to the Grammatical order. 2. Let them purse the whole Lesson in that order, and give you the Variation and derivation of the most difficult Nouns and Verbs throughout, and the Rules of Syntaxe, and of the Accents. 3. Let them pick out the phrases, and more elegant words as they go along, and write them in a Paparbook; and transcribe what Sentences they meet withal into their Common-place-book. After they are well entered, you may cause them to translate the Greek into elegant Latin, and on Fridays, when they come to repeat, to render their own Latin into Greek, which they should endeavour to write down very true and fair without any help of their Author, who is then to be thrown aside, but afterwards compared with what they have done. Three quarters of a year (I conceive) will be sufficient to exercise them in Isocrates, till they get a perfect knowledge of Etymology and Syntaxe in Greek; which they will more easily attain to, if out of this Author (especially) you teach them to translate such examples most frequently, as may serve to explicate those Rules, which are not to be found in their Latin Grammar, and very seldom occur in the Greek one, which they commonly read. And then you may let them translate a Psalm out of English into Latin, and out of Latin into Greek, and compare them with the Septuagint Psalter. Afterwards you may give them some of Demosthenes' Sentences or Similes (collected by Loinus) or of Posselius' Apothegms in Latin only; and let them turn them into Greek, which when they have done, you may let them see the Authors, that by them they may discover their own failings, and endeavour to amend them. Their Lessons then for the fourth quarter on Mondays and Wednesdays should be in Theognis, in which most pleasing Poet, they may be taught not only to construe and purse, as formerly, but also to mind the Dialects, and to prove and scan, and to try how to make Hexameter, and Pentameter Greek verses, as they formerly did Latin ones, out of Ovid de Tristibus. And here I must not forget to give notice to all that are taken with this Author, that Mr. Castilion's Praelectiones (which he sometimes read at Oxford, in Magdalene College; and Mr. Langley late Schoolmaster of Paul's transcribed, when he was Student there) are desirous to see the light, were they but helped forward by some Stationer, or Printer, that would a little consider the Authors pains. I need give the work no more commendations then to say, that (besides Mr. Langley that writ it long ago) Mr. Busbie, Mr. Dugard, Mr. Singleton, and some others of note, have seen the Book, and judged it a most excellent piece, not only to help young Scholars in the understanding of Theognis, but also to furnish them with abundant matter of invention, and to be a Precedent to Students in the Universities, whereby they may learn to compose such kind of Lectures upon other Poets, either for their own private recreation, or more public reading. Screvelii Lexicon Manuale, will be very useful to this Form for parsing their lessons and Garthii Lexicon (which is annexed to it) Rulandi Synonymia, Morelii Dictionarium, Billii Locutiones, Devarius de Graecis particulis, Posselii Calligraphia, for translating Latin into Greek, but nothing is more available to gain a good style, then frequent imitation of select pieces out of Isocrates and Demostenes, and translating one while out of the Greek into Latin, and another while out of Latin into Greek. 5. For forenoon Lessons on Tuesdays and Thursdays, I make choice of Justin as a plain History, and full of excellent examples, and moral observations, which for the easiness of the style the Scholars of this Form may now construe of themselves, and as you meet with an Historical Passage that is more observable than the rest, you may cause every one of them to write it down in English, as well as he can possibly relate it without his book, and to return it again into good Latin. By this means they will not only well heed the matter, but also the words, and phrases of this smooth Historian. And after half, or three quarters of a year, you may make use of Caesar's Commentaries, or Lucius Florus, in this manner; intermixing some of Erasmus Colloquies now and then, for variety's sake. 6. Their afternoon's Parts on Mondays and Wednesdays, may be in Janua Linguarum Graeca, translated out of Latin by Theodorus Simonius, which they may use as they formerly did the Janua Latinae Linguae; viz. after they have construed a Chapter, and analysed some harder Nouns and Verbs, you may let them try who can recite the most Greek names of things, and tell you the most Greek words for one Latin word, and show their Derivations and differences, and the Rules of their several Accents. And to acquaint them the better with all the Greek and Latin words, comprised in that book, you may cause them at every part to write out some of the Latin Index into Greek, and some of the Greek Index into Latin, and to note the manner of declining Nouns and Verbs, as the Dictionaries, and Lexicons will show them. 7. Virgil the Prince and purest of all Latin Poets doth justly challenge a place in Schoole-teaching, and therefore I would have him to be constantly and throughly read by this form on Mondays and Tuesdays for afternoon lessons. They may begin with ten or twelve verses at a lesson in the Eclogues, which they may first repeat memoriter, as well as they can possibly. 2. Construe and purse, and scan and prove exactly. 3. Give the Tropes and Figures with their definitions. 4. Note out of the Phrases and Epithets, and other Elegancies. 5. Give the Histories or descriptions belonging to the proper Names, and their Etymologies. But after they are well acquainted with this excellent Poet, let them take the quantity of an Eclogue at once, not minding so much to con their lessons by heart, as to understand and examine them well and often over, according to the directions which Erasmus gives de modo repetendae lectionis, which Mr. Langley caused to be Printed at the end of Lilies Grammar by him corrected, and Mr. Clark hath worthily inserted in his Dux Grammaticus. There are several Translations of Virgil into English verse, by the reading whereof young Scholars may be somewhat helped to understand the Latin better, but of all the rest Mr. Ogilby hath done it most completely, and if his larger book may be procured to the Schoole-Library, the lively pictures will imprint the Histories in Scholars Memories, and be a means to heighten their fancies with conceits answerable to the Author's gallant expressions. After they have passed the Georgics by the Master's help, he may leave them to read the Aenead's by themselves, having Cerda, or Servius at hand to resolve them in places more difficult for them to construe; though Mr. Farnabies notes upon Virgil will assist them ever and anon. As they read this Author, you may cause them sometimes to relate a pleasing story in good English prose, and to try who can soon turn it into elegant Latin, or into some other kind of verses which you please for the present to appoint them, either English or Latin, or both. 8. On Tuesdays in the afternoon's you may cause them sometimes to translate one of Aesop's Fables, and sometimes one of Aelians Histories, or a Chapter in Epictetus out of Greek into English, and then to turn its English into Latin, and out of Latin into Greek. And on Thursdays in the after-noons they may turn some of Mr. Farnabies Epigrammata selecta out of Greek into Latin and English verses, and some of Aesop's Fables or Tully's Sentences into Latin and afterwards into Greek verses. You need not always let your Scholars have these Greek Books, but sometimes dictate to them what you would have them write, and afterwards let them compare their own doings with their author, to espy their own failings, and this will be a means to help them to write Greek truly of themselves; you may sometimes dictate a Colloquy, or Epistle, or a Sentence, or a short History in English, and let them write it in Latin or Greek as you spoke it, and by this you may try their strength at any time, and ready them for extemporary exercises. 9 Now forasmuch as this form is to be employed weekly in making Themes and Verses, which they can never well do, except they be furnished with matter aforehand; I would have them provide a large Commox-place book, in which they should write at least those heads which Mr. Farnabie hath set down in his Index Rhetoricus, and then busy themselves (especially) on Tuesdays and Thursdays in the after-noons, after other tasks ended, to collect, 1. Short Histories out of Plutarch. Valerius Maximus. Justin. Caesar Lucius Florus. Livy. Pliny. Paraeus Medulla Historiae, Aelianus, etc. 2. Apologues and Fabies out of Aesop. Phaedrus. Ovid. Natales Comes, etc. 3. Adages out of Adagia Selecta. Erasmi Adagia, Drax's Bibliotheca Scholastica, etc. 4. Hieroglyphics out of Pierius and Causinus, etc. 5. Emblems and Symbols out of Alciat. Beza. Quarles. Reusenerus. Chartarius, etc. 6. Ancient Laws and Customs out of Diodorus Siculus. Paulus Minutius, Plutarch, etc. 7. Witty Sentences out of Golden Grove. Moral Philosophy. Sphinx Philosophica. Wits Common Wealth. Flores Doctorum. Tully's Sentences. Demosthenes' Sententiae. Enchiridion Morale. Stobaeus. Ethica Cireroniana. Gruteri Florilegium, etc. 8. Rhetorical exornations out of Vossius, Farnaby, Butler, etc. 9 Topical places, out of Caussinus. Tresmarus. Orator Extemporaneus. etc. 10. Descriptions of things natural and artificial, out of Orbis Pictus. Caussinus. Plinius, etc. that I may not forget Textors Officina. Lycosthenes. Erasmi Apophthegmata, Carolina Apophthegmata, and Polyanthea, which, together with all that can be got of this nature, should be laid up in the School Library for Scholars to pick what they can out of; besides what they read in their own Authors, Now the manner I would have them use them, is thus; Having a Theme given then to treat of, as suppose, this; Non aestas semper suerit, componite nidos. Let them first consult what they have read in their own Authors, concerning, Tempus, Aetas, occasio, or opportunitas, and then, 2. Let every one take one of those books forementioned, and see what he can find in it for his purpose, and write it down under one of those heads in his Common-place book; but first let the Master see whether it will suit with the Theme. 3. Let them all read what they have written, before the Master, and every one transcribe what others have collected, into his own book; and thus they may always have store of matter for invention ready at hand, which is far beyond what their own wit is able to conceive. Now to furnish themselves also with copy of good words and phrases, besides, what they have collected weekly, and what hath been already said of varying them, they should have these and the like Books reserved in the Schoole-Library; viz. Sylva Synonymorum, Calliepia. Huisse's phrases, Winchester's phrases, lloyd's phrases, Farnabies phrases, Enchiridion Oratorium, Clerks Phraseologia, and his English Adages; Willis Anglicismes, Barrets Dictionary, Hulaet, or rather Higgins Dictionary; Drax Bibliotheca, Parei Calligraphia, Manutii phrases, A little English Dictionary, 160. and Walkers Particles: and if at any time they can wittily and pithily invent any thing of their own brain; you may help them to express it in good Latin, by making use of Cooper's Dictionary, either as himself directeth in his preface, or Phalerius will more fully show you, in his Supplementa ad Grammaticam And to draw their words and matter into the Form of a Theme with ease, let them have sound Patterns to imitate, because they in every thing prevail to do it soon, and sureliest. First therefore let them peruse that in Merchant Tailor's School Probation book, and then those at the end of Winchester's phrases, and those in Mr. Clarks Formulae Oratoriae; and afterwards they may proceed to those in Aphthonius, Rodulphus Agricola, Catineus, Lorichius, and the like; and learn how to prosecute the several parts of a Theme more at large, by intermixing some of those Formulae Oratoriae, which Mr. Clark and Mr. Farnaby have collected, which are proper to every part; so as to bring their matter into handsome and plain order, and to flourish and adorn it neatly with Rhetorical Tropes and Figures, always regarding the composure of words; as to make them run in a pure and even style, according to the best of their Authors, which they must always observe, as Precedents. But the best way (as I conceive) to encourage children at the first, against any seeming difficulty in this exercise of making Themes, is this; After you have showed them how to find matter, and where to help themselves with words, and phrases, and in what order they are to dispose the Parts, and what Formula's they are to use in passing from one to another; propound a Theme to them in English and Latin, and let them strive who can soon return you the best Exordium in English, and then who can render it into the best Latin, and so you may proceed to the narration, and quite thorough every part of a Theme, not tying them to the words of any Author, but giving them liberty to contract, or enlarge, or alter them as they please; so that they still contend to go beyond them in purity of expression. This being done, you may dismiss them to adventure to make every one his own exercise in English and Latin, and to bring it fair written, and be able to pronounce it distinctly memoriter at a time appointed. And when once you see they have gained a perfect way of making Themes of themselves, you may let them go on to attain the habit by their own constant practice, ever and anon minding them what places in their Authors (as they read) are most worthy notice and imitation, and for what purposes they may serve them. 10. Touching learning to scan and prove, and make all sorts of verses, I have spoken in the former Chapter; now for diligent practice in this kind of exercise, they may constantly comprise the sum of their Themes in a Distich, Tetrastich, Hexastich, or more verses, as they grow in strength. For invention of further matter upon any occasion or subject they are to treat upon, they may sometimes imitate places out of the purest Poets, (which Mr. Farnabies Index Poeticus will point them to, besides what they find in Flores Poetarum, & Sabinusde Carminibus ad veterum imitationem artificiose componendis, at the beginning of Textors' Epistles, will further direct them) and sometime paraphrase, or (as some term it) metaphrase upon a piece of an Historian or Orator, endeavouring more lively to express in verse what the Author hath written in prose, and for this Mr. Horn hath furnished you with two examples in his excellent 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, de usu Authoris. For variety and copy of Poetical phrases, there are many very good helps; viz: Phrases Poeticae, besides those of Mr. Farnabies. Aerarium Poeticum, Enchiridion Poeticum, Res Virgiliana, Artis Poeticae compendium, Thesaurus Poeticus, and others, worthy to be laid up in the Schoole-Library. Textor will sufficiently supply choice Epithets, & Smetii Prosodia, will afford Authorities; (which is lately comprised, and printed at the end of Lilies Grammar) But for gaining a smooth way of versifying, and to be able to express much matter in few words, and very fully to the life, I conceive it very necessary for Scholars to be very frequent in perusing and rehearsing Ovid and Virgil, and afterwards such kind of Poet, as they are themselves delighted with all, either for more variety of verse, or the wittiness of conceit sake. And the Master indeed should cause his Scholars to recite a piece of Ovid or Virgil, in his hearing now and then, that the very tune of these pleasant verses may be imprinted in their minds, so that when ever they are put to compose a verse, they make it glide as even as those in their Authors, Mr. Rosse his Virgilius Euangelizans will easily show how a young Scholar may imitate Virgil to the life. From this little that hath been said, they that have a natural aptness & delight in Poetry, may proceed to more exquisite perfection in that Art, than any rules of teaching can reach unto: & there are very few so meanly witted, but by diligent use of the directions now given, may attain to so much skill, as to be able to judge of any verse, and upon a fit occasion or subject, to compose a handsome copy; though not so fluently or neatly as they that have a natural sharpness and dexterity in the Art of Poetry. 11. When they in this Form have gone thrice over the Assemblies Catechism in Greek and Latin, they may proceed in Nowel's Catechism, or the Palatinate Catechism in Greek. And now to sum up all concerning the fifth Form. 1. Let them read constantly twelve verses at least in the Greek Testament, before parts. 2. Let them repeat the Latin and Greek Grammars, and Elementa Rhetorices, on Thursday Mornings. 3. Let them pronounce Orations on Mondays, Tuesdays, and Wednesdays, in stead of parts, out of Livy, etc. 4. Let their fore-noons Lessons on Mondays and Wednesdays be in Isocrates, for three quarters of a years space, and for the fourth quarter in Theognis. 5. Let their forenoon Lessons on Tuesdays and Thursdays be in Justin's History, and afterwards in Caesar's Commentaries, Lucius Florus, or Erasmus Colloquies. 6. Let their afternoon parts on Mondays and Tuesdays be in Januâ linguarum Graecâ, and 7. Their after-noons Lessons in Virgil. 8. Let them on Tuesdays in the afternoons translate out of Greek Aesop's Fables, Aelian's Histories, Epictetus, or Farnabies Epigrammata. 9 Let them be employed weekly in making a Theme, and 10. In a Copy of verses. 11. Let them say Nowel's Catechism, or ●he Palatinate Catechism on Saturdays. By this means they will become familiarly acquainted with the Latin and Greek Tongues, and be able to peruse ●ny Orator or Poet in either Language; and to imitate their expressions, and apply what matter they find in them to their own occasions. And then they may courageously adventure to the sixth and highest Form. CHAP. III. How to enter the Scholars of the sixth Form into Hebrew; How to employ them in reading the best and most difficult Authors in Latin and Greek, and how to acquaint them with all manner of Schoole-Exercises, Latin, Greek, or Hebrew. THis sixth Form is looked upon as the main credit of a School, & the Master commonly delighteth most in teaching it, because therein he seems to reap the fruit of those labours, which he hath bestowed formerly. His care therefore is to exercise them in every thing that may complete a Scholar, that whether they be privately examined, or upon any public solemnity required to show their parts, they may satisfy them that desire an account, and gain to themselves applause. And whereas I observe more variety in teaching this Form then the rest, because every Master almost observes a several Method in reading such Authors as himself best liketh, I will not much trouble myself to declare what others do, but as plainly as I can discover what course I have hitherto taken to enable these highest Scholars to shift for themselves. 1. Make them read (at least) twelve verses out of the Greek Testament, into Latin or English; or out of the English, or Latin Testament into Greek every morning, before they say parts. 2. Let them repeat Parts (as they did before) out of the Latin and Greek Grammars, and Elementa Rhetorices, every Thursday morning, and give account what Grammatical or Rhetorical notes, they have collected and writ fair in their Common place Books for those Arts. Besides the Books which I formerly mentioned, I desire that Goclenii observationum ling●ae Latinae Analecta & Problemata Grammatica, may he made use of for this purpose. 3. Their parts on Mondays, Tuesdays, and Wednesdays, may be to learn the Hebrew tongue, which is very necessary for all such as would be acquainted with the Original of the Bible, and is not very difficult to attain to, because it goeth word for word with our English, and is not so copious in words as the Greek and Latin. And whereas many defer the Hebrew to be learned at the University, I may say it is rarely attained there by any that have not gotten (at least) the Rudiments of it before hand, at a Grammar School. Now for the entering of them upon this holy Language, I conceive Buxtorf's Epitome is the best Introduction of Hebrew Grammar; partly because it is the most used in Schools, and partly because most easy for young Scholars to apprehend. Though some prefer Martinius others Bellarmine, others Amoma, others Blebelius, and others Horologium Hebreae linguae, before it. Now in teaching Buxtorfe, you may read your Scholars a part of it, and cause them again to read it over perfectly in your hearing, and then let them get it by heart, as they did other parts, and when they say, be sure to examine how well they understand it. As they go over this Grammar, they should write out the letters, and chiefest Rules; but especially the declining of Nouns and Pronouns, and all the Paradigmes, of the Conjugations both in Hebrew and Latin Characters, with their proper significations; and this will cause them to mind the different shape of the Consonants and Vowels, and Accents, and help to strengthen their memory in getting the Rules by heart. They may get every day a certain number of Hebrew roots, together with their Grammar Parts out of some Nomenclator or Lexicon. After they have learned the Grammar, you may exercise them in those Texts of Scripture annexed as a Praxis at the end of it, which they must exactly construe and purse, and write fair, by way of interlineary. As they go over the Psalter, they may sometimes translate their lessons into Latin, and read them out of Latin into Hebrew in a Paper-book. Then they may with facility run along the Psalter, having Tossani syllabus geminus, to help them in every word. Afterwards they may proceed in the Proverbs, Ecclesiastes, Job, of themselves; but be sure they be well acquainted with the Rules of finding a Radix in Buxtorfe, or Pagnine, or the like useful Lexicon, which are fit to be reserved in the Schoole-Library. Though it be found a thing very rare, and is by some adjudged to be of little use, for Schoolboys to make Exercises in Hebrew; yet it is no small ornament, and commendation to a School, (as Westminster-Schoole at ptesent can evidence) that Scholars are able to make Orations and Verses in Hebrew, Arabic, or other Oriental Tongues, to the amazement of most of their hearers, who are angry at their own ignorance, because they know not well what is then said or written. As for Orations, they may be translated out of Latin into Hebrew by help of Schind leri Pentaglotton, Buxtorsius, Pagnine Crinesius, or Trostius' Lexicon; and for Verses Buxtorf's Thesaurus will afford some Rules and Precedents, and Aviani Clavis Poeseos Sacrae, all sorts or Rhythms. They that are more industriously studious in the Hebrew, may profit themselves very much by translating Janua Linguarum, into that language. This that I have said may seem enough to be learned at School, but if one desire to learn those Oriental Tongues, in which the great Bible is now happily printed, (by the great vigilancy and industry of Doctor Walton, who hath carried on the Work to the honour of this Nation, the comfort of the poor Church of England, and the encouragement of good literature, in the midst of distracting times) he may make use of Introductio ad lectionem Linguarum Orientalium, and of the Lexicon (which I conceive ere this time is well-nigh finished) made of purpose to explicate the words of the Bible according to their several Languages; viz. Hebrew Chaldi, Samaritan, Syriack, Arabic, Persian, Aethiopick, Armenian, and Coptick, which is a kind of Egyptian Tongue. 4. Their forenoons Lessons on Mondays and Wednesdays, may be in Hesiods, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, which they may now construe and purse of themselves, by help of the Latin translation, and Pasor opon it; or Screvelii Lexicon. Only yourself may now and then illustrate, some harder places out of Cerapine & Melanctthon's Commentary published by Johannes Frisius Tigurinus. And cause them to paraphrase in Greek upon such Lessons as are full of excellent matter, and which are worth getting by heart. When they have gone this over, they may proceed in like manner to Homer, in which they may help themselves out of Clavis Homerica, or Lexicon Homericum, or those Quorundum verborum Themata, at the end of Scapulae Lexicon. You may illustrate the difficult places in him out of Eustathius' his Commentary, and let your Scholars write some of his narrations in good Latin and Greek phrase. Chapman's English translation of Homer will delight your Scholars to read in at leisure, and cause them better to apprehend the series of his Poetical discourses. When they are well acquainted with this Father of Poetry, (which will be after they have read two Books, either of his Iliads, or Odisseus) you may let them proceed to Pindar, and after they have tested some of his Odes, by the help of Benedictus his Commentary; you may at last let them make use of Lycophron, which they will better do, having Canterus or Zetzius to unfold his dark meaning; and Longoliis Lexicon to interpret and analyse most of his uncouth words. 5. Their forenoon Lessons on Tuesdays and Thursdays, may be in Zenonophon 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, for the first quarter, or somewhat longer, and afterwards in some of Euripides, and Sophocles Tragedies, which you please to pick out, to enable them for the rest; and if to these you add a few of Aristophanes' Comedies which they may better understand by the help of Bisetus upon him, I suppose, you may turn them to any other Greek Author, and they will give you a reasonable account thereof, having but a little time allowed them, to deliberate upon it, and necessary Subsidiaries at hand to help themselves withal, in case they be put to a stand. 6. Their afternoons parts on Mondays and Wednesdays, may be in Ant. de Laubegeois Breviarium Graecae Linguae, partly because the perusal of that book will help them to retain all the Greek Vocabula's in mind, and partly because those excellent Sentences being picked out of many Authors, will acquaint them with most of the hard words, that they are like to find in them. 7. Their afternoons Lessons may be in Horace, wherein they should be employed. 1. In commiting their Lessons to memory, as affording a rich mine of invention. 2. In construing and parsing, and giving the Tropes and Figures. 3. In scanning and proving verses. 4. Sometimes in turning an Ode, or Epistle, into other kind of verses, English, Latin, or Greek; sometimes in paraphrasing or enlarging the words in an Oratorial style, as Mr. Horn doth give some Examples in his little golden book De usu Authoris. Mr. Farnabie or Mr. Bonds Notes upon this Poet will encourage your Scholars to proceed in him: And after they have read what you best approve (for he that feeds cleanly, will pair his apple) in this Author, you may let them proceed to Juvenall, and read some select Satyrs, by help of Farnabies notes, or Lubines' Commentary, and then let them read Persius quite through, which besides the notes upon him, Mr. Holidays English Translation will help them well to understand. As for Lucan, Seneca's Tragedies, Marshal, and the rest of the finest Latin Poets, you may do well to give them a taste of each, and show them how and wherein they may imitate them, or borrow something out of them. Mr. Farnabies Notes upon them will be helpful to understand them, and Pareus, or Taubman upon Plautus, will make that some merry Comedies of his, may be easily read over. 8. They may read some of Luciani selecti mortuorum dialogi, on Tuesdays in the afternoons, and if those printed at Paris by Sebastian and Gabriel Cramoisy, cum interpretatione Latinâ & Grammaticâ singularum vocum explanatione were to be had, they might easily run them over, but (I suppose) they will now be able to go on of themselves in perusal of those lately printed by Mr. Dugard. After Lessons ended, they may benefit themselves by reading Jacobi Pontani Progymnasmata Latinitatis, which will furnish them with good expressions for speaking Latin, and acquaint them with some patterns for exercises, which are not elsew here usually found. 9 On Thursdaies' they may be employed in reading some of Tully's Orations, especially those pro Archia contra Catalinam, and Philippicae; and afterwards they may peruse Pliny Panegyrica, and Quintilians Declamationes. After Lessons ended, they may busy themselves in perusing Goodwin's Antiquities, or the like. And here I do heartily wish, as Mr. Horn hath done formerly, that some of better leisure and abilities, would make an Index Oratorius, like that Index Poeticus of Mr. Farnabies, which may point at the marrow of matter & words, in all the putest Orators that are extant, either ancient or modern, & that those Authors might be reserved in the School Library, whereunto Scholars may have recourse touching any subject, whereof they have occasion to treat in their School Exercises. 10. In the mean time this Form should continue to make Themes and Verses, one week in Greek, and another in Latin; and ever and anon they may contend in making Orations & Declamaons', for which exercise the may find Helps and Patterns in Mr. Clerks Formule Oratoriae, and Mr. Horn de usu Authoris. Likewise to bring themselves to an habituated perfection of a good style, they should be frequent in perusing and excerpting passages that may serve for their occasions out of Tully, Quintilian, Livy, Sallust, Tacitus, Quintus Curtius, or the like ancient Orations; and acquaint themselves with those modern Orators, whose eloquence we admire; viz. Turnerus, Baudius, Muretus, Heinsius, Pureanus, Rainoldus, Lipsius, Barclaius, Salmatius, and others, to be laid up in the School Library. Tesmarus, and Orator extemporaneus, will show them how to dispose their matter so, as to make an Oration of any subject in Latin, ex tempore; and Aphthonius, and Libanius Sophista, will furnish them with patterns in Greek. For learning to write Greek Epistles, they may consult Isocrate's Epistles, and Symmachus. They should often also vie wits amongst themselves, and strive who can make the best Anagrams, Epigrams, Epitaphs, Epithalamia, Eclogues, Acrostics, and golden verses, English, Latin, Greek, and Hebrew; which they will easily do, after a while, having good patterns before them to imitate, which they may collect out of Authors, as they fancy them, for their own use and delight. 11. When they have done with Nowell, they may proceed to Birkets Catechism in Greek, or our common Church-Catechisme in Hebrew, which was printed for the company of Stationers in four Languages, A. D. 1638. Thus have I at last done with my School-Discovery, in which I have proceeded so far as to make any Author seem easy to young Scholars, in their future progress at the Universities, where I would advise them (that have purses especially) to provide themselves of all the Latin and Greek Orators, and Poets, and what they cannot understand without a Commentary or Scholiast, to procure those whereby they may best help themselves, and to have Stephani Thesaurus, Greek and Latin; Suidas, Hesychius, Budaeus Commentaries, and the like, ever at hand; that they may be sure to improve themselves in the Latin and Greek Tongues, as well as to mind the daily study of Arts and Sciences, which are delivered in them. 1. And would some able Tutor take the pains to describe a Right method of study and in what Authors Students may best bestow their time for the first four years; it would doubtless be a means to encourage them to go on to that height of perfection, which we see few attain to, and those not until they he ready to drop into their graves; and then they wish they could once run over again their former studies, and tell how easily they could cope-gaine that little measure of knowledge, which they have so industriously sought for all their life. The constant employment of this sixth Form is, 1. To read twelve verses out of the Greek Testament every morning before Parts. 2. To repeat Latin and Greek Grammar Parts, and Elementa Rhetorices every Thursday morning. 3. To learn the Hebrew Tongue on Mondays, Tuesdays, and Wednesdays, for morning Parts. 4. To read Hesiod, Homer, Pindar, and Lycophron, for forenoon lessons on Mondays, and Wednesdays. 5. Zenophon, Sophocles, Euripides, and Aristophanes, on Tuesdays, & Thursdays. 6. Laubegeois' Breviarium Graecae linguae, for afternoons Parts on Mondays, and Wednesdays. 7. Seneca's Tragedies, Martial and Plautus, for afternoons lessons on Mondays, and Wednesdays. 8. Lucian's select Dialogues, and Pontani Progymnasmata Latinitatis, on Tuesday afternoons, and 9 Tully's Orations, Pliny's Panegryicks, Quintisians' Declamations on Thursday afternoons, and goodwin's Antiquities at leisure times. 10. Their exercises for Oratory, should be to make Themes Orations, and Declamations, Latin, Greek, and Hebrew; and for Poetry, to make Verses upon such Themes, as are appointed them every week. 11. And to exercise themselves in Anagravis, Epigrams, Epitaphs, Epithalamia's, Eclogues, and Acrostics, English, Latin, Greek, and Hebrew. 12. Their Catechisms are Nowell, and Birket, in Greek, and the Church Catechism in Hebrew. So that in six (or at the most seven) years time (which children commonly squander away, if they be not continued at the School, after they can read English, and write well) they may easily attain to such knowledge in the Latin, Greek, and Hebrew Tongues, as is requisite to furnish them for future studies in the Universities, or to enable them for any ingenuous profession or employment, which their friends shall think fit to put them upon, in other places. But having somewhat to say further, touching the well-ordering of a Grammar School, (for I have here insisted chiefly concerning Teaching) I shall endeavour to proceed in my next Treatise, with Schoole-Discipline. In the mean time you may observe, that the Method which I have here discovered, is for the most part contrived according to what is commonly practised in England and foreign countries; and is in sundry particulars proportioned to the ordinary capacities of children under fifteen years of age. The subject matter which is taught, is the same with that which is generally used by Grammars, Authors, and Exercises: Touching Grammars, I prefer Lilies for Latin, Camden's for Greek, and Buxtorf's Epitome for Hebrew, not excluding any other that may conduce to the completing of Grammar Art. The Authors which I prescribe to be used, are partly classical which every Scholar should provide for himself; and because these are constantly learned in most Grammar Schools, I appoint them to be read at such times as are usually spent in Lessons. The Subsidiary Books are those which are helpful to children in performing their tasks with more ease and benefit; and, because all the Scholars will not have like need of them, and they are more than any one will desire to buy: these should be laid up in the School Library, for every Form to make use on, as they shall have occasion. Some of these serve chiefly to the explication of Grammar, and are applied to it; some are needful for the better understanding of classical Authors, and are appropriated to them; and others are very requisite for the gaining of words, and phrases, and an ability for speaking or writing elegantly, and such times are set apart for perusing of them, as are commonly truanted away in idleness, or needless sport. Now by the joint using of these together, I endevaour that a Scholar may have a pretty knowledge of the Language which he learneth, as well as of his bare Grammar Rules, which without it signify nothing. And therefore to help children more easily to gain the Latin, I have translated such books as they learn whilst they get the Grammar, into their own mother-tongue, that by comparing, and using both together, they may be able after good acquaintance with the Latin, to wain themselves quite from English. He that desires further satisfaction concerning the Translations which I have already made, may peruse that Advertisement, that I caused to be printed before Cato's Distiches English and Latin. And if any man shall think to tell me, that I seem to trouble my Scholars with too many books at once, because a few, if well learned, will suffice to make a Grammarian; I will give him here to consider; 1. That I have to deal with children who are delighted and refreshed with variety of books, as well as of sports, and meats. 2. That a Schoolmasters aim being to teach them Languages, and Oratory, and Poetry, as well as Grammar, he must necessarily employ them in many Books which tend thereunto. 3. That the classical Authors are the same with other Schools, and Subsidiaries may be provided at a common charge, as I shall afterwards show. The Scholars in a Grammar School may be fitly divided into six forms, whereof the three lowest, which are commonly under an Usher, may be termed. 1. Rudimentaries, that learn the Grounds. 2. Practitioners, that exercise the Rules. 3. Proficients, that can speak and write true Latin. The three highest Forms, are employed by the Master to learn the Greek and Hebrew Tongues, together with the Latin, and to gain some skill in Oratory and Poetry, and matters of humanity; and of these I may name the lowest Tertiani, the middlemost Secundani, and the highest Primani, because they seem to differ one from another in ability of learning, as these Roman legionary soldiers did in strength and use of Arms. This division I have purposely made, that whether one Master alone be put to teach the whole, or have one, two, or more Ushers to assist him, he may constantly train up his Scholars by one and the same Way of teaching, (altering now and then only some circumstances, as his own Discretion shall better direct him,) and, that every Scholar may from his first entrance to the School, proceed with cheerfulness in learning when he seeth plainly what he is to do from year to year, and how others before him in a playing manner, overskip those seeming difficulties, which he imagineth in his mind. And conceive it will be no small satisfaction to Parents, and a mean to cease the indiscreet clamours of some against Schoolmasters, to see what method they observe in teaching, and how their children profit by degrees, according to their present apprehensions, and growth in years. And now the God of heaven & earth, in whose alone power it is to give increase; vouchsafe to bestow such a blessing upon our planting and watering, that our young plants may grow up in all godliness and good learning, and abound in the knowledge of our Lord Jesus Christ, whom only to know, is eternal life. Amen. SCHOLASTIC DISCIPLINE: OR, The WAY of ordering a Grammar-Schoole, Directing the not experienced, how he may profit every particular Scholar, and avoid Confusion amongst a multitude. By C. H. LONDON, Printed by J. T. for Andrew Crook, at the Green Dragon, in Paul's Churchyard, 1659. CHAP. I. Of the Founding of a Grammar School. THe most of the Grammar Schools which I have yet taken notice of in England, are of two sorts; The first I may call mixed Schools, where a structure is made, and an allowance given of ten, twenty, or thirty pounds per annum, only to one man to teach children freely, that inhabit within the precincts of one Parish, or of three or four neighbouring Hamlets, adjoining. And such Schools as these very seldom or never improve Scholars further, then to teach them to read and write, and learn some little (they know not what it meaneth) in the common Grammar; partly because the Master is overburdened with too many petty Scholars, and partly because many parents will not spare their children to learn, if they can but find them any employment about their domestic or rureall affairs, whereby they may save a penny. In some places more populous, an allowance is made to a Master of about twenpounds per annum to attend Grammarians only, and ten pounds to an Usher, whose work it is to teach the Petties: in such Schools as these, I have known some boys more pregnant witted then the rest, to have proved very good Grammarians, and to have profited so in the Latin and Greek Tongues, as to come to good maturity in University studies, by a Tutor's guidance. But the Masters of such Schools for the most part, either weaken their bodies by excessive toil, and so shorten their days; or as (soon as they can fit themselves for a more easy profession, or obtain a more profitable place) after a few years quit their School, and leave their Scholars to another's charge, that either hath his method to seek, or else trains them up in another, quite different from that which they had been used to. And thus thorough the change of Masters the Scholars are either dispersed, or hindered from going on with that alacrity and profit, which otherwise they might. The second sort of Schools are those which are purely Grammatical, being especially conversant in teaching the Art of Grammar. Now some of these have yearly salaries for a Master and one Usher, where the Master is employed in perfecting those Scholars, which the Usher hath already grounded. And many of these Schools, (especially if they be situate in places where accommodation is to be had for Tabling) do happily train up many Scholars, which about sixteen or seventeen years of age, are fit to besent to the University. But in regard there is no preferment attending these Schools, the most pregnant witted children are commonly taken thence, after they are well grounded, and disposed on to other places, where they may gain it. So that of all others our collegiate Schools or those that come nearest them, have the greatest advantage of making most Scholars. For these having commonly large revenues belonging to them, do not only provide sufficiently for a Master and one Usher at least, but also for a certain number of Scholars, which being for the most part of the choicest wits, picked out of other Schools, and such as depend upon hopes of advancement, do industriously bestir themselves to attain what learning they can, and submit themselves orderly to such Discipline as is there exercised. But forasmuch as these greater Schools rather intent the forwarding of such children as are already grounded, then busy themselves about mere Rudiments; it causeth many parents to disperse their little ones abroad to Tabling-Schooles, where (for the most part) there is but one man to teach a few promiscuously hand-over-head, without any settled Method, and these changing and removing ever and anon, as cause is offered, do seldom attain any stable proficiency in Grammar-learning. Yet in some of these, where an able Schoolmaster is well seated, and provided with all fitting accommodations, so as to entertain many gentlemen's sons of good quality, and an able Usher to assist him in Teaching. I have observed children to make double profiting, in respect of other Schools, because they have the advantage to spend much of that time at their books, which others trifle away, in running up and down about home; not to say, that the constant eye of the Master is an especial means to regulate them in point of behaviour. Now comparing all the Schools which we have in England, with some that I read of in other countries, (that I may speak freely, and without offence to any man, submitting myself herein also to the judgement of those of my Profession) I do not know one that is so completed, as (perhaps) many might easily be, with all necessary accommodations, and advantages to improve children to what they are capable of, in their playing years, and wherein we evidently see, how many places of education beyond the Seas, do quite outstrip us. And therefore from what I have heretofore read in Mr. M●leasters Positions concerning the training up of children, in ch. 40. (which he writ when he had been twenty years' Schoolmaster at Merchant Tailors School, which was erected 1561. being afterwards head Master of Paul's, in 1600.) and what I have been informed touching Mr. Farnabies improvement of a private Grammar School in Goldsmith's Alley, now called New street, also Jew●n Street; and what I myself have experienced for about fourteen years together, both in that place, and in Lothbury Garden, I am induced to think, that it is a matter very feasible to raise many of our Grammar-Schooles to a far higher pitch of learning, then is ordinarily yet attained to in England. For whereas in most of our Grammar-Schooles (as I have noted) there is but one, two, or three Ushers besides a Master, employed in teaching the Latin and Greek Tongues, and some smattering of the Hebrew, together in one room, to six or seven Forms of Scholars, who by reason of the noise of one another, (not to mention the clamour of children) and the multiplicity of their Work, with several boys in each Form, do both over-tire themselves, and many times leave things to the halves; I conceive a course may be taken (especially) in Cities, and Towns of greater concourse, to teach a great multitude of Scholars (as Corderius professeth to have taught 500 and I have been informed, that in some places beyond Seas, 2500. are taught in one School) without any noise, in a pleasing & profiting manner, & in their playing years; not only the English, Latin, and Greek Tongues, (together with the Duties of Piety, and civil behaviour) but also the Eastern, and other needful foreign Languaguages, besides fair writing, Arithmetic, Music, and other Preparatory Arts and Sciences, which are most obvious to the Senses; and whereof their younger years are very capable; that thereby they may be throughly fitted for ingenuous Trades, or to prosecute higher studies in the Universities, and so be able (when they come to man's estate) to undertake the due management of private or public Affairs, either at home, or in other countries. He that shall but consider the low ebbo that learning was brought to (by reason of the Danish barbarism) in England, in King Alfred's days, who could not find a Master in all his dominions, to teach him the Latin Tongue, (which he began to learn at thirty six years of age, having begun to read English at twelve, which his elder brethren, because less studious, could not attain to) and the paucity of them that understood Greek, not much above threescore years ago, when a Scholar yet living of thirteen years old from the School, was owned as a better Grecian, than most of the Fellows of the College to which he went; he that, I say, shall consider the former rareness of the Latin and Greek Tongues in England, and now see how common they are (especially since Queen Elizabeth's days, in whose time, more Schools were built, then there were before in all her Realm) and withal, take notice what an excellent improvement that noble-spirited Mr. Busbie hath of late made at Westminster School, where the Eastern Languages are now become familiar to the highest sort of Scholars, will undoubtedly think (as I do) that our children may be brought on to far more knowledge of Language and things, than hitherto they have been, and that also in a more easy manner. And forasmuch as I observe it as a great Act of God's mercy towards his Church, that, in this jangling age of ours, wherein too many decry learning, he hath raised up the Spirit of some, that know better what it is, to endeavour heartily to advance it, I shall here address my words to such whosoever they are, but more especially to the Honourable and Reverend trusties for the maintenance of Students. And as before I have hinted somewhat touching the erecting of Petty-Schooles (whereof there is great need, especially) in London; so I will here presume (and I hope it will prove no offence) to publish what I have often seriously thought, and sometimes spoken with some men's approbation, touching the most convenient founding of a Grammar-Schoole; that if it shall please God to stir up any man's spirit to perform so pious a Work, he may do it, to the best advantage for the improvement of Piety and learning. For when I see in many places of this land, what vast sums have been expended (even of late) in erecting stately houses, and fencing large parcels of ground for Orchards and Gardens, and the like; and how destitute for the most part they stand, and remain without inhabitants; I am too too apt to think, that those persons which have undergone so great a charge, to so little purpose, would willingly have disbursed as much money upon a public good, did they but rightly know how to do it; since thereby their name and memory will be more preserved; especially, if they have no children or posterity of their own to provide for. But to return to the contrivance of a School, which is to be in many things (as I have mentioned) above the ordinary way of Schooling, yet gradually distant from, and subordinate to University Colleges, which would thence also take a further rise towards perfection in all kinds of Study and Action, For the better grounded a Scholar is in the principles of useful matters, when he comes to the University, the greater progress he will make there in their superstructures, which require more search and meditation; so that at last he will be able to discover many particulars, which have not yet been found out by others, who (perhaps) have not gone so rationally to work, as he may do, having obtained the whole Encyclopedia of learning, to help him in all sorts of Books. Such a School then as may be fit for the education of all sorts of children (for we have seen the very poorest to have come to dignities of preferment by being learned) should be situated in a City or Town of great concourse and trading, whose inhabitants are generally addicted, and sufficiently accommodated to entertain Tablers, and are unanimously well-affected towards Piety, Learning, and Virtue. The place should be healthfully and pleasantly seated in a plentiful country, where the ways on all sides are most commonly fair, and convenient passage to be had from remoter parts, both by land and by water. The Schoole-house should be a large and stately building, placed by itself about the middle of the outside of a Town, as near as may be to the Church, and not far from the fields, where it may stand in a good air, and be free from all annoyances. It should have a large piece of ground adjoining to it, which should be divided into a paved Court to go round about the School, a fair Orchard and Garden, with Walks and Arbours, and a spacious green close for Scholars recreations; and to shelter the Scholars against rainy weather, and that they may not injure the School in times of play, it were good if some part of the Court were sheded, or cloistered over. This Schoole-house should be built three stories high, whereof the middlemost, for more freedom of the air, should be the highest above-head, and so spacious, that it may contain (at least) 500 Scholars together, without thronging one another. It should be so contrived with folding doors made betwixt every Form, as that upon occasion it may be all laid open into one room, or parted into six, for more privacy of hearing every Form without noise, or hindrance one of another. There should be seats made in the School, with Desks before them, whereon every Scholar may write, and lay his book, and these should be so placed, that a good space may be left in the middle of the School, so as six men a breast may walk up and down from Form to Form. The Ushers Pues should be set at the head ends of every Form, so as they may best see and hear every particular boy. And the Master's Chair should be so raised at the upper end of the School, as that he may be able to have every Scholar in his eye, and to be heard of all, when he hath occasion to give any common charge, or instruction. There may be shelves made round about the School, and boxes for every Scholar to put his books in, and pins whereon they may hang their hats, that they be not trodden (as is usual) under feet. Likewise every Form should have a Repository near unto it, wherein to lay such Subsidiary books as are most proper for its use. The lowest story may be divided into several rooms, proportioned according to the uses for which they are intended, whereof one should be for a writing-Schoole, another for such Languages as are to be taught at spare hours; and a third as a Petty-Schoole for such children as cannot read English perfectly, and are intended for the Grammar-Schoole. A fourth room may be reserved for laying in wood and coals, and the rest made use on for Ushers or Scholars to lodge in, or the like occasion, as the Master shall think best to dispose of them to the furtherance of his School. In the uppermost story, there should be a fair pleasant Gallery wherein to hang Maps, and set Globes, and to lay up such rarities as can be gotten in presses, or drawers, that the Scholrs may know them. There should likewise be a place provided for a School-Library, and the rest may be made use of as Lodging rooms, for Ushers and Scholars. But the whole Fabric should be so contrived, that there may be sufficient lights and chimneys to every Form and room. As for an house of Office, it should be made a good distance: from the School, in some corner of the close, where it may be most out of sight, and least offensive. The Master's dwellinghouse should be high the School, and should contain in it all sorts of rooms convenient for entertainment and lodging, and necessary offices that pertain to a great family. It should have a handsome Court before it, and a large yard behind it, with an Orchard and Garden, and some enclosure of pasture ground. And there should be two or three rooms made a little remote from the dwelling house, to which Scholars may be removed and kept apart, in case they be sick, and have some body there to look to them. Now that every Scholar may be improved to the utmost of what he is capable, the whole Grammar School should be divided into six Forms, and those placed orderly in one room, which (as I have described) may be so divided into six, that the noise of one form may not at all disturb or hinder another. There should also be six able Ushers, for every particular form one, whose work should be to teach the Scholars according to the method appointed by the Master, and (that every one may profit in what he learneth) to be sure to have respect to the weakest, and afford them the most help. The Master should not be tied (as is ordinary) to a double work, both to teach a main part of the School himself, and to have the inspection and government over all; but his chief care should be (and it will be business enough for one) to prescribe Tasks, and to examine the Scholars in every form, how they profit, and to see that all exercises be duly performed, and good order constantly observed, and that every Usher be dexterous and diligent in his charge, and moderate in executing such correction, as is necessary at any time to be inflicted for vicious enormities, but seldom or never, for errors committed at their Books. As for the maintenance of such a School, it should be so liberal, that both Master and Ushers may think their places to be preferment sufficient, & not to be enforced to look for further elsewhere, or to direct their spare hours studies towards other Callings. It were to be wished therefore, that a constant Salary of (at least) 100 l. per annum might be allowed to the Master, and 30. l. 40. l. 50. l. 60. 70. l. 80. l. per annum to his six Ushers. The raising of which maintenance, (to use Mr. Mulcasters' words) as it will require a good mind, and no mean purse; so it needs neither the conference of a country, nor yet the Revenue of a Roman Emperor. Besides, the Master for his encouragement, should have liberty to make what benefit he can by tabling in strangers; and every of the abler sort of inhabitants in the Town, should pay him (at least) 10. s. per quarter, for a sons teaching, but all the poorer children should be taught gratis, on condition they be sent constantly to the School, and that their Parents do engage they shall keep good order, and be cleanly and neat in their apparel; that they may not seem to disgrace their fellows, or to be disdained by them for their poverty. It would withal be a great encouragement to these poorer sort of children to learn, if some whom God hath enriched with more then enough, would spend the supererrogation of their wealth, (as Mr. Mulchaster terms it) in affording exhibitions of 8. or 10. l. per annum towards keeping them at the School, or sending them abroad as they are fit, to Trades, or Universities. They that go thither, should have larger exhibitions allowed them, upon condition that they employ more time than others in the study of Tongues, and critical learning; for the promoting whereof I shall only propound Mr. Mulcaster's question in his own words, which are these; If there were one College, where nothing should be professed but Languages only, (as there be some people which will proceed no further) to serve the Realm abroad, and studies in the University, in that point excellently & absolutely were it not convenient? nay, were it not most profitable, etc. As for what he writes further, (in Chap. 41. of his Positions) touching the division of Colleges by professions and faculties; And Mr. John Drury hath lately published (in his reformed School) and his Supplement thereto, concerning the bringing together into one Society, such as are able to exercise themselves in any, or all kind of Studies, that by their mutual Association, Communication, and assistance in reading, meditating, and conferring about profitable matters, they may not only profit their own abilities, but advance the superstructures of all learning to that perfection which by such means is attainable; I refer the more judicious to their Books, and leave it to the consideration of those that endeavour to promote Schoole-teaching, whether such a School as I have now delineated, would not be of great concernment to the Church and Commonwealth, whereout to pick more able Schoolmasters, that by degrees have been exercised in teaching all sorts of Scholars, for (at least) seven years together, than many men that have scarce saluted, or are newly come from the Universities, can suddenly prove to be. For I think it one thing to be a good Schoolmaster, and another thing to be a good Scholar, though the former cannot well do his duty as he ought, except he be also the latter. I might here bewail the unhappy divertment of Jesus College in Rotherham, in which Town, one Thomas Scot, alias Rotherham, (a poor boy in Ecclesfield Parish) having had his education, and being advanced to the Archbishopric of York, in the time of Edward the fourth, did out of love to his country and gratitude to the Town, erect a College as a School, for a Provost who was to be a Divine, and to preach at Ecclesfield, Laxton, and other places (where the College demeans lay;) and three Fellows, whereof one was to teach Grammar, another Music, and the third Writing; besides a number of Scholars; for some of whom he also provided Fellowships in Lincoln College in Oxford. But in the time of Henry the eighth, the Earl of Shrowesbury (who as I have heard, was the first Lord that gave his vote for demolishing of Abbeys) having obtained Roughford Abbey in Nottinghamshire, (to the Prior whereof the Lordship of the Town of Rotherham belonged) took advantage also to sweep away the Reunues of Rotherham College, (which according to a rental that I have seen, amounted to about 2000 l. per annum) and after a while (having engratiated himself with some Townsmen, and Gentlemen thereabout by erecting a Cockpit) he removed the School out of the College into a sorry house before the gate, leaving it destitute of any allowance, till Mr. West (that writ the Precedents) in the time of Queen Elizabeth (and when Mr. Snell was Schoolmaster) obtained a yearly Salary of ten pounds per annum, which is since Paid out of the Exchequer, by the Auditor of accounts. I remember how often, and earnestly Mr. Francis West, who had been Clerk to his Uncle, would declaim against the injury done to that School, which indeed (as he said) ought still to have been kept in the College, and how when I was a Schoolmaster there, he gave me a Copy of the Foundation, and showed me some rentals of Lands, and told me where many Deeds and Evidences belonging thereunto were then concealed, and other remarkable passages, which he was loath to have buried in silence. But I only mention thus much touching that worthy Foundation, to show how charitably some men have been addicted to cherish the roots of learning, and how covetously others have been bend to destroy the whole body of it, even in former ages; And I hope none will be discouraged from Pious undertake, for fear lest his benevolences should in these, or after times be perverted, when he considereth that God looketh upon the sincerity of his ends, and will accordingly reward him, though what he religiously intended, may unhappily be abused by others, contrary to his mind. I shall now to end this Chapter, recite some remarkable passages of Mr. Mulcasters' out of his Positions (Ch. 40.) which I leave to the consideration of others, to think how far they concur with what I have said, as well concerning the foundation of a Petty, as a Grammar-Schoole. If any well-disposed wealthy man, for the honour that he beareth to the murdered infants (as all our erections have some respect that way) would begin some building, even for the little young ones which were no increase to Schools, but an help to the elementary degree, all they would pray for him, and he himself should be bound to the memory of the young infants, which put him in remembrance of so virtuous an act. The opportunity of the place, and the commodity of able Trainers, whereof a small time will bring forth a great many, will draw many on, and procure good Exhibitours, to have the thing go forward. I could wish we had fewer Schools, so they were more sufficient, and that upon consideration of the most convenient seats for the Countries, and Shires, there were many put together, to make some few good. The use of under-teachers is not, as we now practise it in Schools, where indeed Ushers be Masters of themselves, but to assist the Master in the easier points of his charge, which ought to have all under his own teaching, for the chief points, and the same under the Ushers, for the more usual, and easy. CHAP. II. How the Master should maintain his Authority amongst his Scholars. AVthority is the true mother of all due order, which the Master must be careful in every thing to maintain, otherwise he may command what he pleaseth, but withal, he must give the Scholars liberty to do what they list. Which what an horrible confusion in their places, what insufferable neglect of their tasks, what unruliness in point of behaviour, what perpetual torment to the painful Master, and his Ushers, and what unavoidable disgrace it bringeth upon a School, let them that are Actors, or Spectators thereof, give testimony. 1. That therefore the Master may have all his lawful commands put in execution with due alacrity, and his decent orders diligently observed, I conceive it requisite, that, 1. He be sure in all things to behave as a Master over himself, not only by refraining those enormities and grosser faults, which may render him scandalous to every one, but checking his own Passions, especially that of Anger; and if at any time he seem to have cause to be provoked to it, and feel it to come too violently upon him, let him rather walk aside a while out of the School to divert it, then express it openly amongst his Scholars by unseemly words or gesturs. He should indeed endeavour to behave himself unblamably in all Christianlike conversation before all men, but so amongst his Scholars, that they may have much wherein to imitate him, but nothing whereby to disgrace him. And towards his neighbours, his affability should be such, as to win their love and respects, so that they may be ready at all times to countenance the Master's well-doing, and to vindicate the credit of him and his School, when they hear it unjustly traduced. 2. When he commands, or forbids any thing to be done, he should acquaint his Scholars with the end intended, and the benefits or inconveniences which attend such, or such a course. For children have so much use of reason as to delight to hear persuasive arguments of reason, though the declivity of corrupt nature makes, that they do not much mind them, where there is no fear or a rod for doing amiss. Yet sometimes it may be best to say only, Do this, or do it not, where you think it of no concernment to them to know the reason, and would make trial of their readiness to obey, without ask why or wherefore. 3. One main way to bring Scholars to a loving and awful respect of their Master, is for him to show himself at all times pleasing and cheerful towards them, and unwilling to punish them for every error; but withal to carry so close an eye upon all their behaviour, that he can tell them privately, betwixt himself and them alone, of many faults they commit, when they think he knows nothing, and let them see how he dare correct them for the like offences when they presume to commit them again, and especially if they behave themselves stubbornly before their fellows. Yet to win a boy of a more stubborn spirit, it is better sometimes to forbear blows, when you have him submit to the rod, then to punish him so for a fault, as to make him to hate you, and out of a despite to you to do the like, or a worse mischief. And when any general misdemeanour is committed, the Master should show himself impartial towards all, so as either to pardon or punish all. But in afflicting punishments, as he should let none escape, so he should let the most untoward feel the most smart; but beware he deal not rigorously, much le●●e cruelly with any; for that will cause an utter dislike in all the Scholars towards the Master, fearing he will deal so with them, in case they so offend, and thinking it to be no argument of love, where severity of correction is used. 4. But nothing works more upon good natured children, then frequent encouragements and commendations for well-doing; and therefore, when any task is performed, or order observed according to his mind, the Master should commend all his Scholars, but especially the most observant, and encourage the weak, and timorous, and admonish the perversest amongst them to go on in imitating their example, in hopes of finding as much favour at his hands, as they see them to have. 5. In some places a Master is apt to be molested with the reproachful clamours of the meaner sort of people, that cannot (for the most part) endure to have their children corrected, be the fault never so heinous, but presently they must come to the School to brave it out with him; which if they do, the Master should there in a calm manner admonish them before all his Scholars, to cease their clamour, and to consider how rash they are to interrupt his business, and to blame him for doing that duty to which he is entrusted by themselves, and others, their betters: But if they go about to raise scandalous reports upon him, he may do well to get two or three judicious neighbours to examine the matter, and to rebuke the parties for making so much ado upon little or no occasion. Thus we shall see Scholars abundantly more to respect the Master, when they know how grossly he is apt to be wronged by inconsiderate persons, and that wise men are ready to vindicate his cause. Whereas if they once see their Master liable to every body's censure, and no man take his part whatever is said of him, they themselves will not care what tales they make to his utter disgrace, or ruin; especially, if he have been any whit harsh towards them, and they be desirous to out-slip the reins of his Teaching and Government. CHAP. III. Of Schoole-times. Of Scholars going forth of the School, and of Play days. THough in many Schools I observe six a clock in the morning to be the hour for children to be fast at their Book, yet in most, seven is the constant time, both in Winter and Summer, against which hour, it is fit every Scholar should be ready at the School. And all they that come before seven, should be permitted to play about the School, till the clock strike, on condition they can say their parts at the Masters coming in; else, they are not to play at all, but to settle to their books, as soon as they come. But here the Master is to take heed, that he be neither too rigorous with those of weaker age or constitution for coming somewhat tardy; nor indulgent towards those, who through manifest sloth, and frequent loitering, neglect the hour. For in the one it will breed a daily timorousness, and in the other it will make way to licentiousness; and on the one side Parents will clamour, on the other side the School will receive disgrace. However the best is to be as strict as possibly may be, in seeing that every Scholar come at the just hour, and to note it as a punishable fault in him that cometh late; except he bring a note of excuse from his Parents, or Host's hand, and a promise withal, that he shall not offend often in that kind. It is not amiss for every Scholar in every Form to put down his name in a book (kept common for that purpose) so soon as he comes to School every day, that it may be upon record, whether he used to come with the foremost or the hindmost, and how often he was absent from the School; likewise every Scholar's name should be called over according to the Bill every School hour, and they that are present should answer for themselves, by saying Adsum, and his next fellow should give notice of him that is absent, by saying Abest. The common time of dismissing Scholars from School in the fore-noons, is eleven a clock every day, and in the after-noons, on Mondays, Wednesdays, and Fridays, five a clock, but on Tuesday after-noons, four; and on Thursdays, three. Touching which, a care would be taken that the tasks of every Form may be fully dispatched rather a little before those hours then after; that then the Scholars which intent writing or cyphering, or the like, may go to the Writing-schoole, as they yet use to do about London. Neither would I have the Scholars to be so precisely observant of the clock, as just upon the first stroke of it to rush out of the School: but notice being given to the Master that it is stricken, and he having given the word for dismissing the School, all the Scholars should come one by one orderly out of their seats according to their Forms (the lowest beginning first, because they are commonly next the door) and salute him with their hats in their hands, and so quietly depart out of the School without thrusting, or striving one to get out before another. It were good if there were hour-glasses in the School, to give notice how the time goes on. And for their ready going home, or to the writing School, there should be private Monitors appointed to inform the Master, so soon as they return to the School again, who they are that neglected their duty therein. That space of intermission about nine and three a clock, which is used at Westminster School, and some others, and is so much commended by Mr. Brinsley (Chap. 33. of his Grammar School) cannot so well be observed, nor is it so requisite in those Schools, in which Scholars meet not till seven in the morning; for the variety of their several tasks, will take away that tediousness that seems to accurre by the length of time, and those Subsidiary Books provided for the lower Forms, will prevent the overtoyling of themselves by their present work. And that those disorders which usually befall in Scholars running forth in Schoole-time, may be somewhat remedied, this or the like course may be taken. 1. Let it not be lawful for above one boy in twenty to go forth at once; and at his going forth, let every one come to the Master, or that Usher to whose charge he belongs, and in his hearing repeat four or six Vocabula's or phrases, which he hath not said before, and then lay down his book, with his name writ in it in a place appointed within the Master's view, that so it may be known at once, both how many, and who are out of doors, and how long they tarry abroad. At their coming in, they should again repeat the like number of Vocabula's and Phrases, as they did at their going fo●th. The Master should do well now and then to send a privy spy, who may truly observe and certify him, how every scholar spendeth his time abroad, and if any be found to go forth upon no occasion, or to truant it without doors, let him be censured or reproved, according to his demerits. 3. The granting of a Playday, is to be referred wholly to the discretion of the Master, who must in this be as fearful to work his Scholar's hindrance, and the Schools discredit, as willing by such a courtesy to gratify his deserving friends; who if they be any whit reasonable, will be easily satisfied with a just excuse of denial; but if they be unreasonably importunate, they ought to be served with as unreasonable a naysay; so that play-days should be rarely granted, except to such as may seem to claim more than ordinary interest in the School, and to whom the Master is bound to show his due respects, especially before his Scholars. In places of great resort, and where often solicitation is used to be made for play (especially by mothers that come to visit their children which are tabled at School) it were good that a piece of an afternoon were designed constantly aforehand, on which (in case any suit should be made) the Scholars might have leave to play; but if not, that ●hey be held to their Books. Yet if ●here have not a Playday been granted, ●or a Holy day intervened for some weeks together, the Master may of himself propound to his Scholars, that in case they perform all their Tasks very well and orderly, so as to dispatch them by such an hour on such a day, they shall play the remainder thereof, & then (as at other times also when a Playday is intended) o'er of the upper Form (at least) should make a Petitory Oration to the Master, or them that come to crave play; and another, a Gratulatory speech, after leave is obtained. Where both Thursdays and saturdays in the afternoons are half Holidays, I think Tuesdays the fittest, on which to grant play; in other places, Thursdays may seem the best. But this I leave to the discretion of the Master, who knoweth what is most convenient for his own School. Now in granting a Playday, these directions may be useful. 1. That there be never more than one Playday granted in one week, and that only when there is no Holiday in that week, and when the weather also is clear and open, and the ground somewhat dry. 2. That no Play be granted till one a clock (at the soon) when all the Scholars are met, and Orations have been said. 3. That all the Scholars be dismissed orderly into some close (or other place appointed for such a purpose) near the School, where they may play together, and use such honest and harmless recreations, as may moderately exercise their bodies, and not at all endanger their health. And because some boys are apt to sneak home, or straggle from the rest of their fellows out of their bounds, prescribed them to play in; you may do well to give order to him that hath the Bill of all the names, to call it over at any time amid their sport, and to take notice of all such as have absented themselves, & to give you an account of them, when they return into the School; which should be upon Play-days before five of the clock, that they may bless God for his provident hand over them that day, and so go home. And that the Master may sometimes see into the various disposition of children, which doth freely discover itself by their company, and behaviour at play; he may now and then take occasion to walk at a distance from them, or (if he come nearer) to stand out of their sight, so as he may behold them in the throng of their recreations, and observe their gesture and words, which if in any thing they be not as becometh them, he may afterwards admonish them in private to behave, or speak otherwise. But an especial care must be taken, and a charge accordingly often given, that your Scholars do at no time play with any but their own Schoolfellows, or other ingenuous children about home; which their Parents or Friends know, and whom they are willing should be admitted into their company; for besides the evil which may be contracted by learning corrupt discourse, and imitating them in many shrewd turns: boys that are under little or no command, will be very subject to brabble and fight with Scholars, and the rather because they know the Master will not allow his Scholars at all to quarrel, and if they can do them any maim, they will attempt it, that the Master may have occasion to call them to account for it. So perverse is our corrupt nature (especially) where education hath no sway. CHAP. IU. Of Admission of Scholars; of Election of Forms and of Scholars orderly sitting, and demeanour in their seats, when they are at School. 1. NO children should (as I have formerly said) be admitted into a Grammar School, but such as can readily read English, and write a legible hand or at least be willing to learn to write, and to proceed in learning Latin. And it is therefore best to try, in the presence of their Parents or friends that bring them, what they can do, by causing them to read or write if they can) before them, that themselves may be Judges of their present strength or weakness, expect proficiency from them according as they see their capacity, not hastening them on too fast, and rating at them daily, because (perhaps) in their judgements they do not learn so well as their neighbours children The best is to admit of young beginners only once every year, and then to take in all that can be gotten from the Petty-Schooles; for company will encourage children to adventure upon an uncouth course of learning, seeing the more the merrier; and any discreet Parent will be easily persuaded to forbear his son a while, when he considereth it will be more for his profiting to have company along with him, as he learneth, and he may be daily bettered in reading English, and forwarded by learning to write, before he come from the Petty-Schoole. The fittest season of the year for such a general admission of little ones into the Grammar-Schoole, doth seem to be about Easter; partly because the higher boys are usually then disposed of to Trades, or the Universities, and partly, because most children are then removed from one School to another, as having the Summer coming on for their encounagement. When you have thus admitted a company of boys together, you may let those that can read best, obtain the higher places, till they come to get the Rudiments of Latin without book, and then you may rank them into a Form. Because, 2. It is a main help to the Master, and a furtherance to all the Scholars, that the whole School be reduced into Forms, and those also as few as may be, respecting the different years, and capacity of each Scholar. And if there were six hundred Scholars or more in a School, they might all fitly be ranked into six Forms, by putting those of equal age and abilities together, and the toil in hearing Parts, or Lessons, and perusing Exercises, (as I will show anon) would not be much more with an hundred orderly placed, and well behaved in a room to themselves apart, then with three or four single boys in several employments. Not only because the Master or Ushers do thus at once impart themselves to all alike, and may bestow more time amongst them in examining any Task; but also because by this means Emulation (as a main quickener of diligence) will be wrought amongst them, insomuch as the weakest Scholar amongst them will be loath to lag always behind the rest; and there is none so stupidly blockish, but by help of company will learn that which he would not obtain being alone, and I have seen the very hindmost oftentimes to help all his fellows at a dead lift. The Teachers constant care should be in every Form, as to direct and examine every particular boy, so to help forward the weakest, that in every thing he doth, he may understand himself, and it is not to be said, with what alacrity they will all strive to outdo one another, so that sometimes he that cometh behind all the rest, will be as fit to make a leader of the Form, as those that are the foremost in it. To provoke them all therefore to emulation, and that none may complain, or think himself injured by being left behind; use constantly once at the end of a month, and when all your Scholars are together to ma●e a free new choice in every Form, after this manner. 1. Let every Scholar in the Form give his own voice, concerning which boy he thinketh to be the best proficient, and ablest for the present to lead the company; and having set him aside, let them all pass their voices again, concerning whom they judge fittest to stand the next to him. 2. Then set these two opposite one to another, so as the better Scholar may take the leading of the upper side, on your right hand, and the other, the leading of the lower side, on your left hand. 3. And that there may not be much inequality in the sides, let the lower leader have the first call, and liberty to take what boy he thinketh the strongest, out of all the rest, and then let the higher leader have the next call, and liberty to take whom he liketh; and so let them proceed to call by course, till they have (like ball players) ranked all their fellows to their sides, and so strongly and evenly set themselves in a posture one side against another, that it may be hard for any one to judge, whether is the stronger. By thus choosing amongst themselves, they will be all so well pleased, that the Master shall never be blamed for endeavouring to prefer one boy before another, or keeping of any back, that would seem to go faster than his fellows at his Book. And indeed I have sometimes admired to observe the impartiality and judgement of children in placing one another according to their abilities and parts, waving all other by-respects by which men would be inclined to set one higher, and another lower. Yet if sometimes they seem to mistake in their judgement concerning a boy, that is but newly come amongst them; or to be too partial against any other upon some general spleen, which is but very rare; The discreet Master may after the election, correct the error by giving such a one a place to his own liking, which he may keep till the next choice, except some of his inferiors have a list to dispute with him for his place, and then he must put it to the hazard, having a lawful time given him to provide beforehand for the contest. 3. Let all the Scholars take their places in the School, according to their several Forms, and let every one sit in his Form in that order in which he was elected. It were good that the seats were so equally set on both sides the School, as that the higher side of each Form, might keep the higher side of the School, I mean, that on the Master's right hand; and the lower side of the Form, the lower side of the School, which is that on the Master's left hand. However, let the upper side take always the upper, and the lower, the lower seats. This placing of Scholars in an opposite manner, side against side, is good in many respects, as, 1. To know on a sudden who is unruly in, or absent out of his place. 2. To have them ready paired at all times for Examinations, Disputations, or Orations, or the like. 3. To keep order in going in and out of their seats to say, or in going home from School, or the like. 4. To increase courage in the Scholars, who are delighted to let their friends see, what place they keep amongst the rest, when they come to visit them. As they sit in their seats, be sure to keep them continually employed, by proportionating every task to the time and their strength, with respect to the capacity of the weakest; for by this means, the strongest boys will have more leisure to help, and see the weakest can do their work, for which purpose they should be appointed sometimes to sit in the middle amongst the rest, that they may more readily be consulted with, & heard of all. These should sometimes construe, and sometimes examine over their Lessons, having their Grammars, and Dictionaries, and other Subsidiary books to help them, out of which they should appoint others to find what they inquire after; and this will be so far from hindering their own progress, that it will-encourage them to go faster onward, when they see how readily they can lead the way, and incite their fellows to follow after them. When in getting Lessons, the whole Form shall be at a Nonplus, let one of the leaders have recourse to the Master or Ushers, or to whom they shall appoint him to go for resolution. But I have found it a continual provoking of Scholars, to strive who should learn the fastest, to let both the sides of one Form, as they sit a part, so to look to provide their Lessons apart; and when they come to say Parts or Lessons, or to perform Exercises, to bicker one with another, and propound those things to be resolved in by their opposites, which they observe the Master to have omitted, and they think they cannot tell. And let it be constantly noted which side hath the better all the week, that when afterwards▪ they come to a general dispute at the week's end, for places or sides, it may be considered. CHAP. V. Of saying Parts, and Lessons and of perusing Translations, and all other kind of Exercises. 1. THe best time for saying Grammar Parts, or the like, is the morning, partly because the memory is then the freshest; and partly, because children may take the opportunity over night to get them perfectly at home. But forasmuch as Vocabula's are more easy to be impressed in the mind, and require less pains in getting, I conceive it not amiss, that children be continually exercised in saying them for afternoons parts at one a clock, before which hour they may prepare themselves aforehand (even) amid their play. After parts said, the Master or his Ushers should immediately give Lessons to every Form, or appoint a boy out of an upper Form to give Lessons to that which is next below him, in his hearing; which he should distinctly construe once or twice over, and note out all the Words, wherein the most difficulty of parsing seems to lie, and name the Tropes and Figures, the Phrases, and other elegancies that are to be found (especially) in higher Authors. The Lessons should be got ready to be said against ten a clock in the forenoon, and four in the after noon; at which time the Scholars should come all orderly and quietly out of their Form, and taking their places where they ought to stand, (so as one side may be opposite to another) they should all make their salutes, and then say one after another, except they be appointed otherwise. For sometimes when you have occasion to make more hasty dispatch with a Form, you may cause any one or more to say the whole Lesson, or by pieces; but be sure that they all come very well provided, and that every one be intent upon what another is saying, for which purpose you may note him that hath been most negligent in his seat, and ask him ever and anon, what it was that his fellow said last. To save your own lungs in ask many questions, and telling Rules, or the like, you may let every two boys examine one another, and yourself only help them, when they are both at a mistake. You may easily amend that common and troublesome fault of indistinct and muttering speaking, by calling out a bold spirited little boy, that can speak with a grace, and encouraging him to give the other an higher note for the elevation of his voice: for this will at last enforce the boy you are troubled with, to speak louder, and with a better grace; and to strive to pronounce his words more distinctly, than the other did before him. After Lessons are ended, you may let every one propound what questions he pleaseth, for his opposite to answer, and this will be a means to whet them on to more diligence in getting them, before they come to say. In the three lowest Forms, or in others, where all have the same Translations, or Dictates, you may cause only him whose performance you most doubt of, to read what he hath written both in English and Latin, and help him, as you find his error, to correct it, and see that all the rest amend their own faults accordingly. Afterwards, you may let one purse it both in English and Latin, and order them all to write it over again fair in a Paper-book for themselves, and to give you also a copy of it neatly written in a loose paper, every Saturday. And thus you shall have every one begin to lean to his own strength, a thing very necessary in all kind of Exercises, though they do the less. If you once take notice of any boy's strength, you may easily judge of what he bringeth, whether it be his own, or another's doing. But in the upper Forms, and where they have all several Exercises, it is necessary that you peruse what every Scholar hath done. And for this work, you may set apart Saturday fore-noons, after Grammatical Examinations are ended, and before they say their Catechisms. And that they may write them fair, you should sometimes compare them with their Copy-Books, or such pieces as they writ last, at the Writing-Schoole. Before they bring them to you to read, let them peruse one another's Exercise amongst themselves, and try what faults they can find in it; and as you read them over, where you see a gross mistake, explode it; where you espy any oversight, note it with a dash, that they may amend it; but where you see any fault, which is beyond their power to avoid, or remedy, do you mildly correct it for them, and advise them to observe it for the future. However, forget not to commend him most that hath done the best, and for his encouragement to make him read over his exercise aloud, that others may hear it, and then to hang it up in an eminent place, that they may imitate it; and if any one can afterwards outdo it, let his exercise be hanged up in its stead. But if any one hath lazily performed his exercise, so that it be worse than all the rest, let it be cut in fashion of a leg, and be hanged up by the heel, till he make a better, and deserve that that may be taken down. It is not amiss also, to stir them up to more diligence, to have a Common-paper-Book, wherein the names of all in every Form that have optimè and pessimè performed their weekly exercises may be written, and that the one may have the privilege to beg a Playday once a month, or to obtain pardon for some of his fellows; and the other may be confined to some task, when a Playday is granted. CHAP. VI Of weekly Repetitions: Of Grammatical Examinations, and Disputations. Of collecting phrases, and gathering into Common-place-Bookes. Of pronouncing Orations, and Declamations. I Have not in either of the foregoing Treatises made mention of any thing to be done on Fridays, because that day is commonly spent in most Schools, in repeating what hath been learned in the foregoing part of the week; which custom, because it is a mean to confim children's memories in what they learn, I willingly conform thereunto. After Chapter's therefore read in a morning, let them repeat their wont Parts, and afterwards their Lessons, all which they will be able to say together, out of their several Authors, so that some be made to repeat out of one book, and some out of another. For if due care be but had aforehand, that Scholars be very ready and perfect in their daily tasks, it will take away all coil and timorousness, which usually attends these Repetitions, and make that this day will become the veriest playday in all the week; when boys shall see that they have nothing to do, but what they can do already, (at least) with a little looking of it over on Thursdays towards evening at home, what they have translated out of any Author in Prose, should be read out of English into Latin, and what they learn in Poets, should be said (as well as can be) by heart, both for the verse and the matters sake, which will furnish them with Authorities, and sharpen their invention for versifying. After Repetitions ended, the Master should note all the Phrases and Sentences, and other things observable in their Lessons, which they should transcribe into Phrase-bookes, and Common-place-Bookes, for their constant use in writing or speaking, or making Exercises, as we have mentioned already before. And because the most leisure is gained on Friday afternoons, it will not be amiss about three a clock to let every Form to dispute side with side, one after another, after this manner. 1. Let every one propound to his opposite two or three questions, which he thinks most difficult out of his weeks work, which if the other cannot answer readily before he count six, or ten in Latin, let him be Captus, and the questions be propounded to his next fellow. The lowest in the Form may begin the dispute, and so go on to the highest on either side, who should keep reckoning of those that are capt, and how often. 2. Besides their weeks works they may try, who can most perfectly repeat memoriter, a part of the Grammar, or any Author which they read, or who can recite the most Vocabula's under one head, or who can vary a phrase the best, or imitate any piece of an Orator or Poet. 3. Some time would also be spent in Capping Latin verses amongst the lower Forms, and Greek verses amongst the highest; for which they may provide themselves out of a Capping-book, which seems to be made on purpose by Bartholomaeus Schonborn or Gnomologicon Poeticum, made lately by Mr. Rosse, besides which, they may contrive a little Book of their own, wherein to write verses Alphabetically out of the best Poets. Let that side which appeareth to be the Victor have the upper seat in the School, till a new choice be made, except the other can win it from them before, and bring them back with a hissing disgrace. Amid these disputes, the Master must have a great care to suppress noise and tumultuous clamour, and see that no boy stir out of his appointed place. For they are apt to heighten their spirits heyond moderation, if the Master's discretion do not settle them. Let it be now lawful for any lower boy in a Form, to dispute with one above him for his place. Mr. Stockwoods' Disputations will be helpful to the upper Scholars. Now, that all your Scholars may be thoroughly grounded in their Grammar, so as not to be apt to forget what they have learned in it; let them all be exercised in the examination of a part of it every Saturday morning thus; 1. Let the fi●st and lowest Form examine the two next above them out of the examination of the Accidents, ask them the Questions as they are in the Book, and causing them to answer without book, and according to the Accidents. 2. Then let all those three Forms run over the Examples of the Declensions and Conjugations, as I formerly showed, & try, who can puzzle one another in declining any hard Noun, or Conjugating and Forming any Verb, and give the Rule of the Genders of the one, or Preterperfect tense, or Supin of the other; when these have done, 3. Let the fourth Form examine the two highest Forms in Examinatio Latinae Grammaticae, and sometimes in Elementa Rhetorices, and then 4. Let all these three Forms run over the Paradigmes of the Greek Declensions and Conjugations. 5. Afterwards the two upper Forms may bicker with one another touching Grammar niceties, either Latin or Greek, which they have taken notice of, and collected into a Common-place-book, as I mentioned before. But a principal care must be had to bring all your Scholars to an habit of speaking Latin, and therefore a strict Law should be made and observed, that every Scholar (especially after he hath been one quarter of a year at School) should either learn to speak in Latin, or be enforced to hold his tongue. And to help the little ones in so doing, besides those Phrasiuncula at the end of the Grounds of Grammar, they should have Formulae loquendi quotidianae, such expressions as are every day used (especially about the School) writ down in a little book, that they may get them by heart at by-times. As for the other boys, they will be better guided how to speak by the Rules of Grammar, and the constant use and imitation of approved Authors. I conceive, the penury of proper words and good phrase, with many Teachers, is a main reason why children are not as well trained up to speak Latin in England, as they are in many places beyond Seas, and the ready & frequent use of their Mother-tongue causeth, that they are hardly reclaimed from it to make use of another Language. Whereas, if whilst they are at the School, they might hear little or no English spoken, nor be suffered to speak it, they would quickly conform themselves to discourse in Latin. As I have known French boys that understood not a word in English, to be able in two or three months to talk it as readily, as they that were English borne. Only at the first, one must wink at their improprieties, and harshness in pronunciation of some words and phrases, and take their meaning by what they speak, and after a while by custom and imitation of others, they will speak in Latin, as properly as the best; especially after they have gained the knowledge of Grammar, accustomed themselves to observe the style of Latin Authors. No day in the week should pass on which some Declamation, Oration, or Theme should not be pronounced, about a quarter of an hour before the School be broken up, and after Lessons are all ended in the forenoon. That by assiduity in these exercises, the Scholars may be emboldened to perform them with a grace before whomsoever, and upon occasion of any solemnity, or coming of Friends into the School. There should be two standing desks set opposite in the midst of the School, for boys to stand a● when they pronounce. CHAP. VII. Of exercising Scholars in the Scriptures. Of using daily prayers, and singing Psalms. Of taking notes at Sermons, and Examination after Sermons. 1. BEsides that course which we have prescribed afore to every Form, of reading part of a Latin or Greek Chapter before parts; it is necessary for children's more profiting in the Scriptures, to cause that an English Chapter he read every morning at the beginning, and every night at the giving over Teaching. And in this, every boy throughout the School should take his turn, that it may be known how perfect he is in reading English readily, and distinctly. Let him that is to read, take his place at a desk in the middle of the School, and be sure he speak aloud, and let every one reverently attend to what is read, the lower boys looking upon their English, and the higher upon their Latin Bibles. Those also that are able to make use of the Septuagint in Greek, may do well to procure them to look upon, especially seeing they are now to be had at a far cheaper rate then formerly, bring but lately printed. When the Chapter is ended, you may demand of one in each Form what he observed, and let any one that is disposed, take the liberty to ask his opposite a question or two concerning some passage in it. Mr. Pagets History of the Bible will assist them herein, so they look upon it, before the Chapter be read; you yourself may do well sometimes to tell them what things are most remarkable in that present Chapter. The Scholars of the upper Forms may do well to carry Memoriale Biblicum constantly in their pocket, by which they may be put in mind at all times, what passages they may find in any Chapter. 2. After the Chapter is ended, they may sing the first, threescore and second, the hundred, or hundreth and thirteenth Psalm in Latin out of a little book formerly printed at Oxford, which one of the head Scholars should distinctly read unto them. 3. When the Psalm is done, the same Scholar should repeat those admonitions at the end of Nowel's Catechism, and then the whole School should rehearse those Hymns, which are there, the higher side of the School saying one verse, and the lower the next alternatum & conjunctis vocibus; and at last conclude with one of those prayers for a blessing upon your endeavours. These Prayers and Psalms would be all writ together both in English and Latin in a little book, which would be necessary to be kept in the School, for continual, and daily use. Some course would be taken that the Master may have notice what Scholars omit the reading of a Chapter at home every night after supper; but for this pious exercise (I hope) every Christian Parent will be ready to call upon and encourage their own Children, or others that are under their charge, as Tablers. Now that the good Schoolmaster may more fully discharge his duty towards God and his Church (who have both entrusted him with the education of their children) to nurture and bring them up in the fear of the Lord; it were expedient, if a course could be taken, that he might meet them all at the School every Lord's day in the morning, about an hour afore Church-time, where he may take the opportunity, to instruct them in catechetical doctrines, according to what he may read in many excellent Books, that are as Expositions of the Lords prayer, the Creed, and the ten Commandments, and not wild it in a tedious, unmethodized discourse, concerning things unnecessary to be taken notice of, and unmeet for children to be puzzled with. And after a Psalm sung, and a Prayer said, he may see them go all before him orderly by two and two to the Church, where it is requisite that they should have a convenient place appointed to sit in together by themselves, and all within the Master's view. This would be an especial means to prevent that unreverent behaviour in the Church, which is too usual amongst Scholars, when they are glad to wander into by-corners to sit down to rest (or rather chat) in, or are ever and anon molested with quarrelsome lads, or unmannerly fellows, that are apt to disquiet them, and thrust them out of their places. I have heretofore observed how the ninth Canon of our Church religiously enjoins every Schoolmaster to see his Scholars quietly and soberly behave themselves in the Church, and examine them at times convenient after their return, what they have borne away of any Sermon, which he cannot well do, except he have them all confined to one place, where himself may sit near them. After Church-time ended in the afternoon, the Master may do well to see all his Scholars go before him in like order to the School, where he should examine them, what they have heard or writ at the Sermon. Now in repeating Sermons, this course may be taken; 1. Let every one of the lower Scholars repeat the Te●t, or a Proof, or some little pious Sentence, which was then delivered. And these he should get either by his own attention at the Church, or by the help of his fellows afterwards. For there should be no stir made in the Church, upon pretence of getting notes there. 2. Those in the four middle most Forms should mind to write the Text, Doctrines, Reasons, Uses, Motives, and Directions, with the Quotations of Scripture places, as they are best able. 3. These in the highest Form should strive to write as much, and in as good order as possibly may be; yourself now and then hinting to them some direction, what method they should observe in writing Sermons, and that may digest what they have written into that order, wherein they heard it delivered; let them have a little time of respite amongst themselves, to compare their notes one with another, and to supply their defects, and amend what they have mistaken. Then 4. You may first cause one of your higher Scholars to read distinctly what he hath written, and afterwards two or three of other Forms, whom you please to pick out; and last of all, let every one of the lowest Form tell you what he hath observed of the Sermon. These things being orderly done, you may enlarge a little upon what point you think most necessary for them to remember, and practise, and conclude this holy day's exercise, with singing of a Psalm and devout prayers, and charging your Scholars to spend the rest of the time in reading the Scriptures, and such religious books as tend to their farther profiting in Christian piety, you may comfortably dismiss them to their several homes, and expect God's blessing upon your endeavours for the week following. CHAP. VIII. Of the Monitors Bill; and of rewards and punishments in a Grammar-Schoole. THat no disorder or vice committed either at School, Church, or elsewhere, may pass un-noted by the Master; he may cause his Scholars in the two upper Forms, to play the Monitors in their weekly turns, from Friday to Friday. They may make one Bill to serve for all the week, proportionable to the number of Scholars of every Form, after this manner. Nou. 1659. F. S. S. M T. W. TH. 1. G. C. J. O. T. P. 2. R. B. T. S. R. M. S. M. 3. C. N. T. C. R. W. J. C. H. P. 4. R. B. L. S. N. R. B. F. 5. H. L. S. S. R. H. P. B. 6 ●. S. W. T. S. D. H. R. Wherein you see the letters above denoting the days of the week, the letters on the side show the place where every Scholar's name should be written, and the pricks within the lines, how every default may easily be marked with a pin, or a pen. So that, 1. This Bill may serve as a Catalogue to be called over every day at Schoole-houres to know who are absent, and may save a deal of trouble in making little notes of Scholars frequent misdemeanours. 2. If you cause every Bill to be dated, and keep them by you, you may know at any time who is the shrewdest, or most orderly boy amongst the rest, and give public notice accordingly, that the one may be admonished to amend his manners, and the other encouraged to go on in well-doing. 3. Besides, it will work the greater awe among all the Scholars, when they shall know every fault they commit whilst they are at the School will be upon Record, though the Master doth never punish it. 4. You shall find it a means of much ease to yourself, when you shall need only to bid the Monitor t●ke notice of a neglect, or fault committed and let it so remain, till some fitter opportunity or just occasion invite or or (rather) enforce you to call to a reckoning. 5. For when you perceive any general disorder, or some gross thing is done, which ought not to escape correction. you may call for the Bill, and then censure those only for example, whom you find to be most often, and notoriously peccant, suffering the rest (that you called forth) to escape with an admonition to beware for the future. Thus you shall gain your Scholars affections, when they shall see you unwilling to punish any without great cause; & avoid that common outcry which is wont to be made against a Schoolmaster, upon report of a multitude of boys being whipped at once. 6. So many pricks as are found upon any boy's name, may be said to deserve so many jerks; but herein much discretion is to be used, that you seem not too severe, nor prove too partial. You may sometimes tell your Scholars what faults deserve more or fewer pricks; as idleness one, wand'ring forth one, fight three; swearing, four, or the like: which are to be noted in the Bill more or less, according to the nature of the faults themselves. He that is public Monitor in one of the two highest Forms may appoint two private Monitors to himself in every other Form, which may give him secret information of every mismedeanour committed in any place; and this will be an especial means to keep all in very good order, with seldom and moderate correction; a thing to be desired by every Schoolmaster for his own ease, and his Scholars better encouragement. Those Scholars in every Form, which are indeed the most studious and diligent in their tasks, and constantly observant to keep good order, should often be commended to their fellows, as patterns for them to imitat; and when any one hath performed any task or exercise better than ordinary, he should receive some small gift at his Master's hand, as a new penknife, or a paper-book, or the like signal Testimony of the Master's appprobation of what he hath done. Those Parents which are of more ability, may do well to allow the Master a small sum of money to reward their son's diligence now and then, and to excite them to the better performances of their tasks and exercises, which will invite them to go faster on in learning, than a rod can drive them. As for inflicting punishments even upon the meanest & worst of children, it should ever be the most unwilling piece of work that a Master can take in hand; and therefore he should not be hasty to punish any fault, whereof the Scholar hath not been praemonished, except it be such a notorious crime, as a boy cannot but know beforehand; that he ought not to have done it. As for the Ferula, I wish (& as I have already done) for many reasons, which it is needless to commit to paper, that it might be utterly banished out of all Schools. A good sharp birchen rod, and free from knot●; (for willow wands are unsufferable, and fitter for a Bedlam then a School) as it will break no bones, nor endanger any limbs, so it will be sufficient wherewith to correct those that shall deserve it in the lower forms, and for the higher Scholars, that will not behave as they ought to do, without blows; a good switch about their shoulders would (in Quintilians judgement) seem fitter than a rod elsewhere; and his reason is so modestly agreeable to nature, that as I am loath to mention it, so I wonder that it hath not more prevailed with many discreet Schoolmasters, who (I persuade myself) have often read it, & cannot but approve of it as most Christian, however it dropped from a Heathens pen, But Nobilis equus umbra virgae regitur. Ingenuous and towardly Scholars will not need so much as the shadow of a rod. And towards others that seem to extort a rod from the Master, whether he will or not, and (as I may say) will enforce him to fight, he should generally use such clemency in his hand, as not to exceed three lashes; in the laying on of which, he may contribute more or less weight, with respect to the demerits of the fault. But of this he should always make sure, that he never let the offender go from him with a stubborn look, or a stomachful gesture, much less with a squealing outcry, or muttering to himself; all which may be easily taken off with another smart jerk or or two: but you should rather let him stand aside a little, and see how his stomach will settle. That a boy may at once know you dare adventure to whip him, and withal, how little you delight in his skin; you may at some time, when he hath cause to think that he hath well deserved a whipping, and when you have him ready for the rod, pass him over with an admonition to beware another time; and if he again be peccant in the same kind, you may give him more cause at present to remember both his faults together, and for the future to avoid them. This even and indifferent carriage in rewards and punishments, will make these Scholars that have any ingenuity in them, less willing to offend, and incline the rest to behave more dutifully, because they see their Master bear such a loving mind towards them all, and to be sharp in punishing none, but those that know they well deserved what blows they had. As for those boys that do slight good order, and are apt to stir up others to reject them, (which are usually those of bigger stature,) that perhaps, have n●t been acquainted with your Teaching or Government, or know they shall shortly remove from under your command) or those that without any cause love to truant it abroad, or by other licentious demeanour bring disgrace to your School, or offer any affronts to yourself; I conceive your best way is (at a fitting opportunity) to send for their Parents, or friends, with 1 or 2 Judicious neighbours to be by (where there are no Governors of the School) & to let them justly know the fault, and adjudge what punishment such a boy deserveth; but if the Parents be unwilling to have him corrected for his peremptory disorders, choose rather to send him home with them, then retain him any longer to the disturbance of the School or your own unquiet. This you shall find as an especial remedy to prevent such clamorous out-cries of supposed Tyranny, when every jerk that is given to a notorious unhappy boy for his insolent misbehaviour, shall chance to be multiplied in the relating, (like Scoggins Crows) from three to thirty. Which base obloquy and misreport, what hindrance it bringeth to the flourishing of a School, and what unseemly disgrace to a worthy Master, I need not mention. But, because such boys as these sometimes are apt to take it as an argument of the Master's pusillanimity, thus to send for their Parents, who generally do not love to hear of their children's faults; the Master may take an occasion, where he sees adamonitions will not prevail, to watch them more strictly at every turn, and having found them to have committed some gross enormity, to chastise them more smartly then ordinarily, yet so as to show no rigour. And if after that he perceive them wilfully to rush into the same acts of lewdness, let him fairly turn them out of his School, and signify the cause to their friends: at whose entreaties he should never take them again, except they will engage to forfeit a sum of money to be bestowed in public Books, in case they offend in that nature again. As for the lesser sort of children, that are apt to reiterate the same fault too often, for which they have sometimes been already corrected; your surest way to reclaim them is, after you have once given them warning, to whip them for a fault, and if that will do no good, to double your strokes the second time; but if a third time they come under the rod, and beg heartily for pardon, (as commonly than they will do, fearing lest their punishment should be tripled) you should not let them pass, except they can procure two of your more orderly boys, or one that is in your favour for his constant well-doing, to give their words for them, and to engage to be whipped for them, if ever they do the like. If you see they get sureties to your liking, you may let them escape so; but if they cannot, you may adventure to take their own single words; and the care of their sureties, and fear to displease you again, will so work upon them, that they will seldom or never do the like afterwards. Such faults as are viciously enormous, are to be duly punished with a rod, according as the obliquity of the will appeareth in them, more or less; as for such as are committed for want of understanding, they are to be remedied by due instruction, but those that seem to offend through laziness, and careless neglect, should be abridged of desired liberty, when others have leave to play. The shutting of children up for a while into a dark room, and depriving them of a meals meat, or the like (which are used in some Tabling Schools) as they are not of good report, so they cannot be commendably or conveniently used in our greater Schools. But these things I leave to the discretion of every prudent Master, who is able to judge of every particular action by its several circumstances, & to take such course as he sees best available for the orderly management of his own School, especially where he is not tied to any Rules of Government. CHAP. VIII. Of Scholars writing their exercises fair, and of keeping their books handsome. And of erecting a Schoole-Library for the Master's Recreation therein, at vacant hours. THough the teaching of children to write a fair hand, doth properly belong to writing-Masters, as professors of that Art; yet the care of seeing that all they write in Paper-books, and loose papers, by way of Exercises be neatly done, doth pertain to every Schoolmasters and therefore we shall here touch a little concerning that, and also show what heed is to be taken about keeping their Books. The usual way for Scholars learning to write at the Country Grammar-Schooles, is to entertain an honest and skilful Penman, that he may constantly come and continue with them about a month or six weeks together every year, in which time commonly every one may learn to write legibly. The best season for such a man's coming is about May-day, partly because the days are then pretty long, and partly because it will be requisite for such as are then getting their Grammar Rudiments, to learn to write before they come to Translations. The Parents of all other children would be advised to let them take that opportunity to improve their hands, forasmuch as the benefit thereof will far exceed the charge, & it will be a means of better order to have all employed together about a thing so necessary. The Master of the School should often have an eye upon them, to see what they do, and how they profit, and that they may not slack in their other learning, he may hear them a part at morn, and a lesson at noon before their Copies be set, or their books can be provided for them; and proportion their weekly exercises accordingly, And that the stock which they then get, may be better increased against the next year, the Penman should cause them to write a piece, a day or two before he leave them, as fair as they can, with the date above it, and their names subscribed underneath, which the Schoolmaster may safely keep by him as a Testimony of what they can perform, & take care to see that their writing for the future be not much worse, This Pattern or Copy I formerly received from that industrious penman Mr. Roger Evans, who had sometimes taught me to write; being a Scholar at Wakefield, and afterwards yearly taught my Scholars, whilst I was Schoolmaster at Rotherham. June 1. 1635. A man cannot any way enter into the canonised rule, to come to God's holy will and kingdom, except he reform, and become acquainted with virtuous manners, in most prudent sort that may be, etc. Roger Evans. But in London, (which of all places I know in England, is best for the full improvement of children in their education, because of the variety of objects which daily present themselves to them, or may easily be seen once a year, by walking to Mr. John Tradescants, or the like houses or gardens, where rarities are kept, a Book of all which might deserve to be printed, as that ingenuous Gentleman hath lately done his by the name of Musaeum Tradescantianum, a Collection of Rarities; could Parents at home but half so well look to their behaviour, as the Masters do to their learning at School) it is ordinary for Scholars at eleven and five a clock to go to the Writing-Schooles, and there to benefit themselves in writing. In that City therefore, having the opportunity of the neighbourhood of my singular loving friend Mr. James Hodder, (whose Copy books of late printed, do sufficiently testify his ability for the profession he hath undertaken, and of whose care and pains I have had abundant trial by his profiting of my Scholars for (at least) twelve years together; who had most of them learned of him to write a very fair hand; not to speak of Arithmetic, or Merchant's Accounts, which they gained also by his teaching at spare times) In the Token-house garden in Lothbury, somewhat near the Old-Exchange; I so ordered the business with him, that all my lower Scholars had their little Paper-books ruled, wherein they writ their lessons fair, and then their Translations, and other Exercises in loose papers in his sight, until they were able to do every thing of themselves in a handsome manner. And afterwards it is not to be expressed, what pleasure they took in writing and flourishing their Exercises, all the while they continued with me at the School. This or a better course (perhaps) may be taken at other Schools, where they have a Writing-Master constant and ready to attend them every day throughout the year, as I have heard Mr. Farnaby made use of Mr. Taylor a famous Penman, for the teaching his Scholars to write. If at any time a Scholar doth not write his Exercises in the fairest manner that he is able, his punishment may be to write them over again, whilst others play. I have been told of a Porter, that could neither write nor read, who if at any time he had seen his son write his Exercises at home, in a worse hand than he thought he was able to do, would tear them to pieces, and thus at last enforced the young Scholar upon a very good hand of writing; which rude kind of dealing with a child, though I would have no Parents to imitate, yet I would advise them sometimes to look upon their children's writing at home, and to encourage them to do it in the neatest fashion. For as it will be an ornament to them in their learning, and an especial furtherance of their Studies, or future employments elsewhere, so it will be a great ease to the Master in the perusal of what they have written; I, with some others, have been sorry to see some of that reverend and learned Mr. hooker's Sermons come in manuscript to the press, and not to have been possible to be printed, because they were so scriblingly written, that no body could read three words together in them. It is commonly objected to the best Scholars in any of the three Professions, that they write the worst hands, and therefore I wish that care may be taken to prevent that objection at the School, to a future generation. Now to train up Scholars as well in Calligraphy as Orthography, whilst they write their Translations in a Paper-book, they should often be admonished, 1. To keep a large Margin on both ●●des, & to leave the space of a long letters length betwixt every line, and of a small ●●tters breadth, betwixt every word: ●nd to regard the Proportion of every particular letter, and the difference betwixt j and i, and v and u, and above ●●l to beware of blotting or soiling their ●ooks. 2. To make every Comma, Colon, Semicolon, Period, notes of Interrogation, Parenthesis, and notes of Admiration, etc. in their due places. 3. To write all their words in an even line with the tops, bellies, and bottoms of the letters of an even size, and when they have an occasion to divide any word, to part it by its just syllables, making this mark Hyphen (-) at the end of the line. And 4. In Latin to give an Adverb, or other word its note of difference, & the like, as the Grammar will further direct them. But for directions in fair writing, I refer him to that sheet which Mr. Hodder hath caused to be printed before his Copy-book, which will sufficiently commend its Author. After they have once got an habit of these things, they will more easily observe them in future Exercises, the neglect whereof will be harder to remedy afterwards, which I have seen too gross in some men's letters that have come from the Universities. As for Books; a care would be first had to procure those of a fair print in good paper, and strongly bound; then the Master may more easily see that his Scholars keep them all fafe and cleanly, and free from scribbling or rending, by causing them at a time unexepcted to bring all their books before him, and to show their names, together with a note of the price, fairly writ in the middle of every one of them, as well as at the beginning or end. And that none may squander his own or pilfer away another's book, or have it carelessly thrown about, or to seek, when he should use it, the Master may do well to make every Scholar once a quarter to deliver him a Catalogue of his Books, with the day of the month and his name subscribed, which he may lay by him, so as at any time to call him whom he suspecteth to be negligent of his books, to a private and particular account of them. That the School may be furnished with all kind of Subsidiary books for the general use of all the Scholars (to be laid up in Repositories or Presses, as so many little Libraries belonging to every Form, and to be safely kept under lock and key) whereof the headst boy in each Form should take the charge to deliver them out, and see they be brought in every night without being abused; it would not be amiss, that every Scholar which is admitted into the School, should give 12. pence (besides what is accustomed to be paid to the Master) and every one at his removal into a new Form should give 12. pence likewise, towards the procuring of common books. The Master also may do well to stir up his friends that come to visit the School, or especially such as prevail with him for a Playday, to contribute somewhat towards the furtherance of children's learning, as well as to be earnestly importunate for that which may hinder it. But where a School is liberally endowed, it would be good that a considerable stock of money were appointed to be laid out yearly in all kind of Schoole-books, whereby the poorer sort of children may have whereon to learn, and they, & all other Scholars, wherewith to help themselves in their Lessons and Exercises. And might I become a Petitioner to the forementioned trusties, for the maintenance of Students, or any that are both willing & able to promote the growth of good learning, I should desire, that towards the better completing of a Grammar-Schoole, there might be a little Library well furnished with all sorts of Grammars, Phrase-books Lexicons, Dictionaries, Orators, Poets, Histories, Herbals, Commentators, Scholiasts, Antiquaries, Critics, and some of the succinciest and choicest Authors for matters of Humanity, Divinity▪ Medicine and Law; besides those which treat of every Art and Science, whether Liberal, or Mechanical, that he that is employed as a professed Schoolmaster may throughly stock himself with all kind of learning, and be able to inform his Scholars in any thing that shall be necessary for them to know. For every new Master cannot at the first be provided of a good study of books, for his own private use, and his Scholar's benefit, neither indeed at any time can he procure them, without great trouble and charge, especially, if he live at a place far distant from London. I have observed it therefore as a great point of discretion, as well as a matter of charity, in Mr. Calf, that in founding his Grammar-Schoole at Lewinham, he provided a Library for the Master's use, as well as a house for him to dwell in. And I took notice of that charitably disposed Gentleman, and Citizen Deputy adam's; that when he went about to erect a School in his native country of Shropshire (if I mistake not) he consulted with Mr. Langley, and brought him along with him to Zion College, to see what books he judged most convenient to furnish a Library withal for the Schoolmasters use, and I heard since he bestowed (at le●●) 100 l. in choice books for that purpose. I only mention these two worthy persons (the former whereof is dead, and the latter living in Laurence Lane London) to let others see, that in this present age of ours, we want not patterns of well doing, if any be desirous to imitate them in their pious actions; and I hope God hath already inclined the hearts of many, as he hath given them store of riches, to endeavour to distribute and do good in this kind, even now whilst they live, in their generation. I will conclude this Chapter with that which I heard lately related, of a cheap, easy, profiting, and pious work of charity, which one did, in bestowing 40. 8. per annum, towards buying English Bibles, which were to be given to those children in the Parish, that were best able to read in them; and I do verily believe, that were an annual sum laid out in procuring a certain number of books, for such as should best deserve them in every Form at a Free School, it would be a greater incitement to provoke children to learn, than any persuasions or enforcements which are commonly yet used. CHAP. IX. Of Exclusion, and breaking up School, and of Potations. I Should here add something touching those usual customs which are yet on foot in most places, of Scholars excluding, or shutting out the Master once a year, and capitulating with him about orders to be observed, or the like; but forasmuch as I see they differ very much, and are of late discontinued in many Schools, I will only mention how they may be carried on, where they yet remain, without any contest, or disturbance, till at last they die of themselves. 1. Therefore there should be no Exclusion, till after Saint Andews day, and that the Master know of it beforehand, that all things may be ordered handsomely to the credit of the School. 2. That at the time of Exclusion, the Scholars behave themselves merrily and civilly about the School, without injuring one another, or making use of any weapons, whereby to endanger themselves, or do harm to any thing in the School. 3. That the Heads of each Form consult with their fellows, what things they would desire of the Master, and that they bring their suits to the highest Scholar in the School, that he may prefer them to the Master writ fairly in Latin, to receive his approbation or dislike of them, in a mild way of arguing. 4. That the Master do not molest, or come amongst his Scholars, all the while they are drawing up their Petition about Schoole-orders, nor trouble himself concerning them, more than to hear that they keep good rule. 5. That every Scholar prepare all his Exercises, according to his Form, to be ready to be hanged out before the School doors, or windows (or rather to be hanged over his place within the School, against the Masters coming. 6. That the Master upon notice that all things are prepared for his coming, go quietly to the School, being accompanied with some of the Scholars Parents, and after he have before witness subscribed to their Petition at the door, to enter into the School in a peaceable and loving manner, and receive from his Scholars, (and also make to them) a short congratulatory Oration, and so dismiss them to play. By thus doing, a Master shall both prevent his Scholars, behaving themselves against him, in such rude and tumultuous manner, as hath formerly been used; and give them and their Parents no occasion to grudge at him, for seeming to take upon him too abruptly to break old use and custom; which so long as it becometh an encouragement to their learning, may the better be indulged to young Scholars, whilst no evil consequences attend it. It is yet a custom retained in some Schools in the Country, for Scholars to make a Potation or general Feast once a year; (and that commonly before Shrovetide) towards defraying the charge whereof, every one bringeth so much money, as his Parents think good to allow him, and giveth it to the Master to be expended in a dinner orderly provided for them, or in some kind of banqueting manner, which children are commonly more delighted withal; and for this there needeth no further direction then to say, that it concerneth the Master at such times to be cheerful and free in entertainment of his Scholars (whether at his own house or elsewhere) and to see that they keep such order and moderation (especially in drinking) that it may rather be a refreshment and encouragement to them (as it is indeed intended) then any occasion of distemper or debauched behaviour amongst them. And after thanks given to God for his mercy towards them, in that particular expression of joy and rejoicing one with another, the Scholars should all go together into the fields to take a little more liberty of Recreation, then ordinary; yet with an especial regard had, that they catch no cold, or otherwise endanger their bodies. In London, and most other places, the usual manner remaineth of Breaking up Schools (for a time of intermission of Studies, and visiting of friends) about a week before Christmas, Easter, and Whitsuntide, till the week following those holy days begin, at which time every Scholar bringeth something to the Master as a token of his own, and his Parent's gratitude, for his care and love towards him. Now that the Master may also then testify his forwardness to requite their courtesies, and encourage his Scholars, he should every Breaking up day, 1. Provide some fitting Collation to be imparted and distributed by himself to his Scholars, who will thankfully take a small gift, as a token of more singular favour at his hands, than another's. 2. Invite his Scholars Parents, together with such Gentlemen and Ministers, as he is better acquainted withal, as well to take notice of what his Scholars in every Form are able to do, as to grace him with their company. 3. Let the Scholars in each Form be furnished with such Exercises as belong to them, in loose papers, and have all their Translations writ fairly in their books, to be ready to show to any one that shall desire to look upon them. The higher Forms should entertain the company with some elegant Latin Comedy out of Terence or Plautus, and part of a Greek one out of Aristophanes, as also with such Orations, and Declamations, and Copies of several sorts of verses, as are most proper for celebrating the solemnity of the time at hand, and to give satisfaction to the present meeting. The lesser boys should remain orderly in their forms, to be ready to give answer to any one that shall examine them in what they have learned, or would know what they are able to perform. This, as it will be an encouragement to the Scholars to go on cheerfully at their books, so will it be an endearment of their friends to the Master, and a means to preserve the credit of the School against all virulous aspersions, that are apt causelessly, and too often to be cast upon it, by unworthy and illiterate persons. It were necessary that such orders as you would have your Scholars duly to observe, and the mulct to be undergone for every particular default, were fairly written in a Table, and hanged up in some eminent place in the School, that every one may at any time take notice of them, and learn more readily to conform to your Discipline. I had thought here to have added another sheet or two concerning Schoole-orders, and Scholars more decent Behaviour; but considering the present haste of the press in finishing the work, and fearing lest this little Book should swell to too great a Bulk, I choose rather to defer them till another opportunity. For, whilst I intended only to give a few directions to the less experienced for the better ordering of Grammar Scholars; I have run over most of the most considerable matters which concern the managing of a School. Which, a man that is constant to his employment, loving towards children, discreet in his behaviour, a well growded Scholar, and an honest Christian, desirous to serve God cheerfully in the calling of a School Master, may undoubtedly perform without any extraordinary toil or disturbance, either of mind or body. God in mercy enable me, and all that labour in this necessary profession to persevere in our duty, whatever discouragements may seem to attend it. CHAP. X. Of the Method of Teaching, which was used in Rotherham School by Mr. Bonner, an experienced Schoolmaster there, who was thence chosen to Chesterfield, where he died. THat none may censure this Discovery which I have made to be an uncouth way of Teaching, or contrary to what had been aforetime observed by my Predecessors at Rotherham School (which is the same that most Schoolmasters yet use) I have hereto annexed their method, just as I received it from the mouth of some Scholars, who had been trained up therein all their time at that School, and thence sent to the University; before I came thither to be Master, The custom was, 1. To enter boys to the School one by one, as they were fit for the Accidents, and to let them proceed therein severally, till so many others came to them, as were fit to be ranked with them in a form. These were first put to read the Accidents, and afterwards made to commit it to memory; which when they had done, they were exercised in construing and parsing the examples in the English Rules, and this was called the first form: of which it was required to say four Lessons a day; but of the other forms, a part and a Lesson in the fore-noons, and a Lesson only in the after. 2. The second form was, 1. To repeat the Accidents for Parts. 2. To say fore-noons Lessons in Propria quae maribus, quae genus, and As in praesenti, which they repeated momoriter, construed and parsed. 3. To say an after-noons Lesson in Sententiae Pueriles, which they repeated by heart, and construed and parsed. 4. They repeated their tasks every Friday memoriter, and parsed their Sentences out of the English. 3. The third form was enjoined first to repeat two parts together every morning, one out of the Accidents, and the other out of that forementioned part of the Grammar, and together with their parts, each one was made to form one person of a verb Active in any of the four Conjugations. 2. Their fore-noons Lessons were in Syntaxis, which they used to say memoriter, then to construe it, and purse only the words which contain the force of the Rule. 3. Their fore-noons Lessons were two days in Aesop's Fables, and other two days in Cato; both which they construed and pierced, and said Cato memoriter. 4. These Lessons they translated into English, and repeated all on Fridays, construing out of their Translations into Latin. 4. The fourth form having ended Syntaxis, first repeated it, and Propria quae maribus, etc. together for parts, and form a person of a verb Passive, as they did the Active before. 2. For Lessons, they proceeded to the by-rules, and so to Figura and Prosodia. 3. For afternoon Lessons, they read Terence two days, and Mantuan two days, which they translated into English, and repeated on Fridays, as before. 5. The fifth form said one part in the Latin, and another in the Greek Grammar together. 2. Their forenoon's Lessons was in Butler's Rhetoric, which they said memoriter, an● then construed, and applied the example to the definition. 3. Their after-noons Lessons were 2 days in Ovid's Metamorphosis, & 2 days in Tully's Offices, both which they translated into English. 4. They learned to scan and prove verses in Flores Poetarum, and repeated their week's works on Fridays, as before. 6. The sixth form continued their parts in the Greek Grammar, and form a verb Active at every part. 2. They read the Greek Testament for forenoon's Lessons, beginning with Saint John's Gospel. 3. Their afternoon's Lessons were two days in Virgil, and two days in Tully's Orations. They construed the Greek Testament into Latin, and the rest into English. 7. The seventh form went on with the Greek Grammar, forming at every part a verb Passive, or Medium. 2. They had their forenoon's Lessons in Isocrates, which they translated into Latin. 3. Their afternoon lessons were 2 days in Horace, and 2 days in Seneca's Tragedies; both which they translated into English. 8. The eighth form still continued their parts in the Greek Grammar. 2. They said forenoons Lessons in Hesiod; which they translated into Latin, and afternoons Lessons in Juvenal, and afterwards in Persius, which they translated into English. 9 The ninth and highest form said morning parts in the Hebrew Grammar, forenoons Lessons in Homer, and afternoons Lessons in some Comical Author. Thus when I came to Rotherham, I found two or three sorts of boys in the Accidents, and nine or ten several forms, whereof some had but two or three Scholars in it; and one of these forms also was not very far from that which was below it. So that I being to teach all myself alone, was necessitated to reduce them to a lesser number, and to provide such helps for the weaker boys, as might enable them to go on with the stronger. Besides, observing how barren the Scholars were of proper words and good phrases, with which their present Authors did not sufficiently furnish them for speaking or writing Latin, I was enforced to make use of such books amongst the rest, as were purposely made for that end, and having at last brought the whole School into a good method and order, so as the Scholars learned with profit, and I taught them with much ease and delight; I was persuaded to write over what I had done, that I might leave it as a pattern for him that succeeded me; and this was the groundwork of my Discovery. The manner of giving Lectures before I came was, 1. For the two highest boys in the eighth form, to give Lectures to all the lower forms, each his week by turns. 2. The highest Scholar in the School, gave Lectures to the second form. 3. Those in the highest form were commonly left to shift for themselves. The manner of the Masters hearing Lessons was this; 1. The highest boy in the form at their coming to say, construed his Lesson two or three times over, till he was perfect in it, that his fellows might all learn by him, to construe as well as he; then every one construed according to the order in which he stood. 2. They parsed their Lessons in that order, that they had construed it in. 3. They translated every day after the Lesson, and showed it altogether fair written on Fridays. Their Exercises were these; 1. The four lowest forms translated at vacant times, out of some English book. 2. The higher forms, having a subject given them every Saturday, made Themes & Verses upon it, against that day seven night. The manner of collecting phrases was that every Friday in the afternoon, the boys in the highest form collected phrases for the lowest forms, out of their several Authors, which they writ, and committed to memory against Saturday morning. The set times for Disputations, were Fridays, and saturdays at noon, and the manner thus; one boy answered his day by course, and all his fellows posed him out of any Author, which he had read before. A part of Thursday in the afternoon, was spent in getting the Church Catechism, and the six principles of Christianity made by Mr. Perkins. Finding this method (which is used also in most Grammar Schools) to concur in the main grounds with that which I had been taught at Wakefield, but not to be so plain and easy, as that was to children of meaner capacities: I began to seek (not so much to alter any thing, as) to supply what I saw defective in it; having these and such like considerations often in my mind, 1. Though every man liketh his own method best, yet none ought so far to be conceited of his own, as not to search after a better for the profiting of his Scholars. 2. Though one constant method must diligently be observed, yet trial may be made of another at fit times, so it be done without any distraction to the Master, or hindrance to his Scholars. 3. A new course of teaching must not be brought in suddenly upon Scholars, that have been long trained in a worse, but by degrees. 4. Some modern Schoolmasters, seem to have gained a far more easy, and nearer way of teaching, than many of the more ancient seemed to have. 5. Mr. Brinsley seemeth to have made a Discovery of a more perfect method, than was in his time used, or is yet generally received. Mr. Farnaby, Mr. John Clerk and some others, have facilitated the way further; but Mr. John Comenius hath lately contrived a shorter course of teaching, which many of late endeavour to follow; and others have more contemplatively written what they have thought of learning the Latin tongue in the easiest manner. 6. That for me it would not be amiss, by imitating these and others, of whose learning and dexterity in teaching I had got some little experience, and observing the several tempers and capacities of those I taught, to endeavour to find out, and contrive such helps, as might make the most generally received method of teaching by Grammar, Authors, and Exercises, more brief in itself, and more easy and delightful to the Teacher and Scholar. And for what I have done in this kind these Arguments were especial inducements. That, 1. It is not only possible, but necessary to make children understand their tasks, from their very first entrance into learning; seeing they must every one bear his own burden, and not rely upon their fellows altogether in what they do. 2. It is possible and meet for every teacher so to ground his Scholars, as that change of Masters may not much hinder their progress in learning. 3. Things most familiar and obvious to the senses are first to be learned, and such as may be an easy step towards those which are next to be attained. 4. The most vocabulas, and phrases of ordinary discourse, may and aught to be taught together with the Latin Grammar, and the lowest sort of Schoole-Authours. 5. Boy's ought to know the meaning, and how to make use of each Rule, as they learn, yet so as not they be forced upon understanding of it. 6. The most useful books ought to be read, and may be taught after one manner in every Grammar-Schoole. 7. Children must be furnished with store of matter, and able to write a good style, and showed how to imitate their Authors, for making Exercises, before they be put to use their own invention. 8. It is tyranny in the Master to beat a Scholar for not doing that which he knoweth not how to go about; so that he must first know him to be well able, and then he may more justly punish his neglect. 9 Many young Schoolmasters are more puzzled about frameing to themselves a good method, then toiled in the exercise of teaching School. 10. No man ever had such an acute and direct method, but another able Scholar might observe and follow it. 11. Many Masters that are excellent in perfecting Scholars, have not the patience to ground them, and many that have the skill to ground a Scholar well in his Rudiments, are not of ability to bring him on to perfection in Grammatical Exercises. 12. In many Schools, one Master alone beareth the whole burden of teaching, without any help of an Usher. 13. Every one that teacheth a Grammar School, is not able to make a right choice, nor knoweth he the true use of our best classical Authors. 14. It is a prime part of a Schoolmaster, to instruct his Scholars well in the principles of Christian Religion, and to make them acquainted with the holy Scriptures. 15. It is an utter undoing to many Scholars, to be sent ungrounded to the Universities; and Parents are generally unwilling to have their children tarry long at the School, and therefore it is good for Masters to make use of the shortest and surest way of teaching. 16. It is very necessary, and hath been ever wished, that some of our most famous, and best Schoolmasters, would for the benefit of others set themselves on work, to find out, and publish the exactest method of teaching, which might be generally received, till a better were known; for by that means they should do much good to the Church and Commonwealth, and somewhat herein advantage themselves, seeing every Parent will be willing to have his son taught, by one whom he knoweth to be constantly diligent in a good way of teaching. And the hopes that I conceived hereby to provoke my betters, hath especially encouraged me (at last) to yield to my friend's importunity, in setting down this Method of Teaching, and writing down also this for me of Schoole-Government, which I heartily commend to God's heavenly blessing, and the candid censure of the more judicious, hoping that as I intent chiefly the general good, so none will requite me with malicious obtrectation, which if any shall do, I charitably pray for them before hand, that God would for Christ's sake forgive them, and grant that I may not heed what they write or say concerning me, or my labours, so as to be discouraged in my honest endeavours for the public service. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. FINIS.