iy\/liclml Ernest Sadler^ 
 
 Umversitu College-^ 
 
 Oxford 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 Ex Lihris 
 
 SIR MICHAEL SADLER 
 
 ACQUIRED 1948 
 
 WITH THE HELP OF ALUMNI OF THE 
 
 SCHOOL OF EDUCATION
 
 rv» 
 
 ^ J e^ cJjLj^
 
 ANEWDISCOYEBY 
 
 THEOLDAETOFTEACHIGSCHOOL 
 
 BY 
 
 CHARLES HOOLE 
 
 Copied from manuscript in the British Library, 
 with Introduction and Notes by 
 
 THISELTON MARK 
 
 The] University, Manchester, England 
 Author of "Educational Theories" 
 
 8YKACU8H, N. T. 
 
 C. W BARDEEN, PUBLISHER 
 1912
 
 Copyright, 1912 
 By C. W. BARDEEN
 
 13 
 
 475" 
 
 EDITOR'S PREFACE 
 
 The editor of these reprints has cheer- 
 fully given time and thought to the 
 presenting of two English seventeeth 
 century writers upon education, to 
 American readers. The publisher on 
 his part bears the entire cost of copying 
 from the original editions in the British 
 Museum Library and the risk of the 
 possible small sale of a volume dealing 
 with times distant from our own. A 
 large number of American educators 
 gave such gracious welcome to the edi- 
 tor w4ien recently visiting them and 
 their schools for the purpose of report- 
 ing upon what he saw, that he is desir- 
 ous in every way not of repaying the 
 debt but of showing his grateful remem- 
 brance. 
 
 Dury was, with his friends Hartlib 
 
 and Comenius, amongst the first to ex- 
 
 (iii) 
 
 G62G58
 
 iv THE OLD ART OF TEACHING SCHOOL 
 
 press the human need of universal com- 
 munication, especially in matters of 
 knowledge and education. "With the 
 wild beasts of the forest and fishes of 
 the sea", he says in his Seasonable 
 Discourse, "every one preys for himself; 
 and the strongest devours the weakest; 
 so are the brutish men of the world to 
 be counted worse than they; who, having 
 forgotten the true interest of humanity, 
 make none other use of their nearness 
 to others ..." And in a sentence which 
 reminds one of Henry Drummond's chap- 
 ter on "The struggle for the life of others" 
 in the Ascent of Man, Dury speaks of the 
 "creatures made to serve man, joining 
 in herds and flocks where all are as one 
 and one is as all," and so teaching men, 
 "by the sociableness of his disposition 
 to find the contentment of all his desires 
 and advantages rather in a common
 
 EDITOR'S PREFACE v 
 
 than in a particular way." In this 
 Seasonable Discourse, a brief pamphlet 
 of eighteen quarto pages, Dury makes 
 a notable proposition, probably in Hart- 
 lib's behalf, that an agent or agents 
 should be appointed {a) to carry on a 
 correspondence with all the professors 
 of the arts and sciences of any note, "to 
 waken them by one another unto all 
 industry, and to gather up the fruits 
 thereof, to be applied unto all the schools 
 for the advancement of learning therein" ; 
 {h) to receive and enlighten educational 
 visitors from abroad; {c) to publish in- 
 formation for the use of the schools and 
 universities; and {d) under the central 
 government "to oversee all the schools 
 and to consider all the schoolmasters, 
 and their lives and abilities, and to fur- 
 nish them with helps as they shall see 
 expedient for the rectifying of their
 
 vi THE OLD ART OF TEACHING SCHOOL 
 
 ways of teaching and educating." In 
 other words, Dury was pleading for a 
 fairl}^ equipped department of educa- 
 tion, with a bureau for foreign and in- 
 ternal correspondence. Surely this earn- 
 est educationist would have felt glad 
 could he have known that his words 
 would be re-read in America in the 
 early years of the twentieth century ; the 
 more so as he says in another pamphlet, 
 A motive leading to the publick good, that 
 for "love of such objects, through neg- 
 lect of ourselves, we are put to a non- 
 subsistence — I mean Master Comenius, 
 Mr. Hartlib, and myself." 
 
 The Editor's thanks are due to the 
 authorities of the British Museum for 
 peiTTiission to reprint, and to the library 
 officials for their unfailing courtesy. 
 
 Thiselton Mark. 
 
 The University, Manchester, England.
 
 AUTHOR'S NOTES 
 
 The following notes are in manuscript 
 and form part of a collection of Addi- 
 tional Mss, Political and other Papers, 
 1640-1659 in the British Museum: — 
 Mr. Dury's Exercitatio of Schooling. 
 (May 3, 4, 1646) 
 
 Matters to be elaborated for the Educa- 
 tion of Children 
 
 1. The necessity and Usefulness of the 
 
 Work of Education, 
 to all Societies of Men 
 to the Church of G. esp. 
 to the present Reformation of 
 Church and State now intended. 
 
 2. To whom the care of providing for 
 
 the advancement of this work 
 doth properly belong: viz; 
 
 To the Magistrates — Supreme 
 To the Ministrie — Subordinate. 
 
 3. The true End and Aim for which the 
 
 worke is to be set afoot and ad- 
 vanced, viz. 
 
 (vii)
 
 viii THE OLD ART OF TEACHING SCHOOL 
 
 to make Children's Minds sound 
 and bodies healthful. 
 
 to set them in a way to become 
 serviceable unto others — Pub- 
 licly and Privately. 
 
 4. The Means and Ways necessary to 
 gain these ends are two * : 
 
 i. Schoolmasters must be fitted and 
 enabled to go about the Worke 
 by Directions and Rules 
 by Helps and Assistance to sup- 
 
 port them with 1"*°'^ 
 
 ^ I autnoritie 
 
 by Correctors and Overseers 
 to call them to an account, 
 to reform what is amiss, f 
 
 ii. Schools and Scholars must be order- 
 ed and fitted for the instruction 
 and care of schoolmasters. 
 
 * Drury's reference to "Means and Ways necessary to 
 gain the ends of education" here plainly hints at the 
 training and preparation of teachers for their work. 
 See also what he says in the Reformed School. 
 
 t An evident forecast of the American system of 
 superintendents and supervisors.
 
 AUTHOR'S NOTES ix 
 
 Concerning the Schools 
 
 Schools 
 
 The schools should be public and of 
 
 two sorts 
 
 Of Things 
 
 i. Common to all, teaching to [all] 
 
 in their mother tongue the 
 
 ( Notions 
 right's Names of things 
 ^ Expressions 
 
 Tongues 
 
 ii. Peculiar to some 
 
 for the tongues ) p . 
 of learning j^X 
 
 r French 
 of commerces Spanish 
 ^ Italian 
 
 Arts for the Vulgar 
 
 For the Arts and Sciences whereby 
 these sorts of People are to be fitted 
 for the imployments in the Common- 
 wealth.
 
 X THE OLD ART OF TEACHING SCHOOL 
 
 i. The Vulgar for Trades and Servile 
 
 work, 
 ii. The learned for increase of science 
 
 and training up of others. Learned, 
 iii. The Nobles to fit them for public 
 
 charges in Peace and War. 
 
 Concerning Scholars 
 
 The scholars should be fitted for their 
 schoolmasters care before they come to 
 schoole, viz. 
 
 Whiles they are yet with their 
 
 T> ^ J (who are to be di- 
 Parents and ) ^^^^^^ ^^^ ^^^^^ 
 
 After they are at school by subordi- 
 nate Overseers, Ushers, Tutors, etc. who 
 are to be directed how to make them 
 diligent and attentive to what is taught.
 
 INTRODUCTION 
 
 Masson says in his Life of Milton, 
 "Hartlib was the most enterprising man 
 of his age; Dury the most conciUatory 
 and Comenius, the most keen-sighted 
 educationist in Europe." If we desired 
 to find a superlative which would fitly 
 describe Hoole, we should have to speak 
 of him as the most painstaking of the 
 English educational writers of his time. 
 He was a practical schoolmaster, and 
 scarcely any phase of school life escapes 
 his notice. His most elaborate sections 
 are upon the teaching of Latin; the third 
 brief dedicatory epistle being addressed 
 "to all favorers of good learning, but 
 most especially to the teachers of gram- 
 mar." Historically interesting as the 
 language sections are, they are for the 
 most part printed in smaller type for 
 
 (xi)
 
 xii THE OLD ART OF TEACHING SCHOOL 
 
 the simple reason that they are not 
 likely to be read excepting by a com- 
 paratively small number of readers; and 
 they contribute but little to our views 
 upon language teaching,, valuable as 
 they doubtless were in their day. They 
 are significant, however, of one fact, 
 namely, that upon the foundation for 
 scholarship which had been laid by 
 grammarians and lexicographers a super- 
 structure of school-method was being 
 raised and one which was all-important 
 to educational progress. Hoole writes 
 as one who is intensely conscious of the 
 teacher's part in education. Whether 
 or not the present day teacher has sym 
 pathy with all his suggestions, it is im- 
 possible not to sympathize with his 
 manifest pride in his craft, and with 
 the earnest fidelity with which he unfolds 
 its manner and method.
 
 INTRODUCTION xiii 
 
 Education in its successive stages of 
 recovery from the dark ages, which fol- 
 lowed upon the overthrow of the Roman 
 Empire, has shown an interesting de- 
 velopment from the education of the 
 adult to that of the little child. Of 
 the three revivals of learning by means 
 of which modern Europe has emerged 
 from the intellectual darkness of the 
 early Middle Ages, the first two were 
 of the nature of adult learning, and 
 the third led to a secondary rather than 
 to a primary education. Under Charle- 
 magne and Alfred the necessity was 
 felt of having bishops who could read 
 and write intelligently; Charlemagne 
 himself is said to have attended Alcuin's 
 teaching, partly, doubtless to set an 
 example to his ignorant bishops. The 
 scholastic revival, which had Abelard 
 for its most striking figure, and which
 
 xiv THE OLD ART OF TEACHING SCHOOL 
 
 at once spent its force and immortalised 
 itself in the founding of the first great 
 universities, was also in the very nature 
 of things an adult movement. Its main 
 concern was with the logical handling 
 of matters theological. When this 
 pursuit of 'dialectics' (as the art of 
 reasoning after the fashion of the school- 
 men was called) no longer satisfied the 
 men of thought who, from many causes, 
 began to appear in increasing numbers 
 throughout western and southern Europe, 
 a "new learning" took its place. This 
 "new learning" w^as the classical study 
 now commonly spoken of as the "old 
 education " , to know which in itself amply 
 testifies to its widespread influence. 
 Italy, France, Holland, Germany be- 
 came in turn its centres; and the secon- 
 dary school practice of Europe was 
 modelled according to its demands.
 
 INTRODUCTION xv 
 
 But, in Spite of the willingness of Sturm 
 to admit as exhibitioners into his school 
 at Strasburg children of ability whose 
 parents could not afford to pay the 
 school fees, and of the Wurtemberg Code 
 of 1559, demanding universal education, 
 this learning was almost exclusively 
 secondary in aim and spirit. To Come- 
 nius falls the honor of having drawn up 
 the first elementary school programme. 
 And in little more than two years after 
 the appearance of his Didactica Magna 
 (1657) Hoole's book on A New Discovery 
 of the Old Art of Teaching School was 
 published in London — having been first 
 written, as the author tells us on the 
 title-page — twenty-three years previous- 
 ly. (Comenius also had commenced his 
 work about thirty years before its final 
 publication.) The New Discovery con- 
 tains not only a lower grammar school
 
 xvi THE OLD ART OF TEACHING SCHOOL 
 
 course, but a description of the working 
 of a "Petty school" for children bewteen 
 the ages of four and eight. Hoole's 
 book bears upon it the most convincing 
 traces of originality. It is the outcome 
 of his experience as headmaster of the 
 Rotherham grammar school (Yorkshire) 
 and as principal of a private school in 
 London. On the other hand, Hoole's 
 most interesting preface to his trans- 
 lation of the Orbis Pictus^ gives proof 
 of his readiness to learn the best that 
 others had to teach. As a result his 
 New Discovery is a very complete piece 
 of work, combining the fruits of a 
 long practical experience with the best 
 educational science of the period. It 
 is in some respects a companion treat- 
 ise to the more elaborate or specific 
 treatises of Comenius. Comenius an- 
 
 * See Bardeen's reprint.
 
 INTRODUCTION xvii 
 
 nounced principles, Hoole shows how 
 they may be apphed. Comenius was 
 an educational philosopher, Hoole a 
 practical teacher. The use to which 
 Hoole put his practical experience, as 
 well as the intelligent insight which 
 dictated his practice will appear from, a 
 brief statement of his views. 
 
 In the preface to his translation of 
 
 Hoole's 
 
 the Orbis Pictus, which appeared about educational 
 
 ideas 
 
 two years before the New Discovery, 
 Hoole makes some admirable sugges- 
 tions. His first principle is that a right 
 perception of objects is the foundation of 
 knowledge. He quotes the words which 
 had become a sort of fashion with writers 
 on education, "there is nothing in the 
 understanding, which has not come 
 through the senses". Therefore, he says, 
 to exercise the senses well about the 
 right perceiving of things will be to lay
 
 xviii THE OLD ART OF TEACHING SCHOOL 
 
 the foundation for all wisdom and ail 
 wise discourse. The common neglect 
 of this exercise of the senses in the schools, 
 and the practice of appealing neither 
 to the senses nor to the understanding 
 but to sheer unreasoning memory caused 
 the work of teaching and learning to go 
 "heavily onward", and to afford but little 
 benefit. He advocates object-lessons, 
 school museums, and the use of the 
 blackboard. The blackboard we find as 
 a prominent feature of the section in 
 Orbis Pictus on the school. "Quaedam 
 praescribuntur illis Creta in Tabella'\ 
 (6) which Hoole translates, "Some things 
 are writ down before them with Chalk on 
 a Table (6)" (Bardeen's reprint, p. 119). 
 Hoole was particularly anxious that 
 masters should make allowance for 
 the capacities of their pupils. The care- 
 ful way in which he grades the Latin
 
 INTRODUCTION 
 
 XIX 
 
 THE SCHOOL, FROM "ORBIS PIOTUS 
 
 studies, and unfolds a progressive teach- 
 ing method, is the best testimony to 
 the earnestness of his wish that learning 
 should be less wearisome and at the same 
 time more profitable. It is not sur- 
 prising that such a teacher should speak 
 of the uselessness of bare rules of gram- 
 mar. Yet such has been the sway of 
 the methods of Sturm and the fathers 
 of the secondary education in the gram- 
 mar schools and gymnasia of Europe 
 that it was no anachronism for Herbert
 
 XX THE OLD ART OF TEACHING SCHOOL 
 
 Spencer to repeat Hoole's protest. Hoole 
 believes with many who had gone before 
 him, "Tully of old and Erasmus", as 
 well as Quint ilian, Ascham, Comenius, 
 that children were capable of taking 
 the same delight in mental activity as 
 in play, if rightly taught and encouraged. 
 Bacon, too, had said, "Knowledge (and 
 wonder, which is the seed of knowledge) 
 is an impression of pleasure in itself." 
 Another phase of educational progress 
 which Hoole represents is the reaction 
 which was taking place against univer- 
 sal and unceasing Latin in the schools. 
 He even sketches a plan showing how 
 children, for whom Latin was thought 
 to be unnecessary, may be employed 
 after having learnt English well. Yet 
 with well-balanced judgment, Hoole 
 speaks of it as a "fond conceit" of those 
 who either have never learnt Latin, or
 
 INTRODUCTION xxi 
 
 have forgotten what httle they knew, 
 to say that Latin is altogether unneces- 
 sary for those intended for trade or 
 agriculture. Under the circumstances 
 of the school and college education of 
 his time, Latin stood for secondary and 
 higher college education; and the argu- 
 ment which Hoole combats is the same 
 in spirit with that which has had to be 
 met in our own time, that a college 
 education is of no use to a man who is 
 going into business*. He says that, in 
 any case, enough Latin could be ac- 
 quired to help them in understanding 
 English authors, who "abound nowa- 
 days with borrowed words", and those 
 who "delight to flaunt" their Latin in 
 conversation. 
 
 There is the right ring about Hoole 's 
 references to the playing field. Another 
 
 *See Edtt-cati onal Review, N. Y., xix. 232.
 
 xxii THE OLD ART OF TEACHING SCHOOL 
 
 extremely interesting point, showing the 
 soundness of Hoole's judgment with 
 regard to collective teaching is found 
 in chapter vii of the Petty School. In 
 the sixth section of this chapter he says : 
 "Let their lessons be the same to each 
 boy in every form." He does not fear 
 that the clever pupils will be held back 
 by such collective work; but says, "let 
 the master proportion them to the mean- 
 est capacities, thus those that are abler 
 may profit themselves by helping their 
 weaker fellows, and those that are weak- 
 er be encouraged to see that they can 
 keep company with the stronger." 
 The It is an interesting commentary upon 
 
 movement ^^^' Speaking of the seventeeth reform- 
 ers of education as V^a/^'5/5'- -whom we 
 regard not unjustly as the spiritual 
 fathers of our rcal-schulen, modem (as 
 opposed to classical) departments, and
 
 INTRODUCTION xxiii 
 
 objective teaching methods, (concrete, 
 heuristic, and so forth) to note what 
 the actual school-progranames were which 
 they proposed. The reform at first and 
 quite necessarily was more in spirit than 
 in substance. It might with some show 
 of reason be argued that Hoole, Dury, 
 and Ratichius (Comenius certainly does 
 more) do not carry us any further with 
 regard to the infusion of real studies 
 into education than Rabelais and Mon- 
 taigne or even Mulcaster had done. 
 The reason, doubtless, was that real 
 learning was not yet sufficiently advanced 
 to be systematised for school use. School 
 use largely depends, as both Hoole and 
 Comenius continually say, upon the ex- 
 istence of suitable text-books. Happily 
 certain recent methods, which for a 
 time almost crowded out the hook were 
 not thought of, at least were not deem-
 
 xxiv THE OLD ART OF TEACHING SCHOOL 
 
 ed the sufficient or even the most im- 
 portant instruments of education. 
 
 Exact and progressive knowledge, as 
 Dr. W. T. Harris would tell us, is always 
 rather a matter of eye-mindedness than 
 of ear-mindedness. The large share of 
 attention which Hoole devotes to the 
 teaching of ancient languages is at first 
 sight disappointing to such as import 
 modem meanings into the terms which 
 denote the phase of reform for which 
 these fathers of educational progress 
 stood. Ratichius, also, had spoken of 
 "all the arts and sciences"; he taught 
 only classics and mathematics. Co- 
 menius certainly did more than this, for 
 in addition to framing the first elemen- 
 tary (public or vernacular) school cur- 
 riculum, he actually applied the Parti- 
 tiones Scientiarum (or survey of the 
 sciences) of Lord Bacon to the infant
 
 INTRODUCTION xxv 
 
 school, i. e., to the home or "Mother 
 School". At this early stage, he says, 
 the child learns the elements of nature- 
 knowledge (Physics), in his observa- 
 tions of water, earth, snow, stone, grass, 
 birds, etc; the beginnings of optics in 
 light, darkness, colour; of geography, 
 in learning to name the physical features, 
 hill, river, etc., by which he is surrounded; 
 of geometry, by such ideas as large, 
 small, straight; of history, by noting 
 events and the parts which individuals 
 play in them; of economics, through the 
 family affairs and relationships ; of politics, 
 through observation of town or city 
 hall, officials, etc.; and, not to mention 
 all the subjects touched upon in the 
 mother school, which mount up to some- 
 thing like twenty in number, even meta- 
 physics, in the distinction of something 
 from nothing, like from unlike, here
 
 xxvi THE OLD ART OF TEACHING SCHOOL 
 
 from there (place), now from then 
 (time) , 
 
 MoraUty and reUgion, of course, have 
 their place in the thought of Comenius. 
 With regard to the three R's he comes 
 very near Froebel's point of view: gram- 
 mar consists merely in correct articula- 
 tion, rhetoric in the right inflection of 
 the voice by imitation of others ; arithme- 
 tic by counting up to ten, and the sim- 
 plest forms of addition and subtraction 
 (probably intended to be mainly con- 
 crete as it rests upon the primary dis- 
 tinction of much and little), to which 
 are to be added the picture book and 
 occupations especially of a constructive 
 kind. In what, then, did the "realism" 
 of the realists of the seventeeth century 
 consist? Professor Laurie s* summary 
 
 * John Amos Comenius — 4th Section. "On the gen 
 eral organization of a School System."
 
 INTRODUCTION xxvii 
 
 statement will suffice to indicate what 
 we owe to Comenius. **In the Mother 
 School the external senses chiefly will 
 be exercised in relation to objects and 
 the distinguishing of these. In the Ver- 
 nacular School the inner senses, imagi- 
 nation, and memory, will be exercised 
 along with their executory organs, the 
 tongue and hand, by means of reading, 
 writing, drawing, singing, counting, 
 measuring, weighing, and learning by 
 heart.* In the Gymnasium the intellect 
 and judgment will be formed by means 
 of dialectic, grammar, rhetoric, and the 
 'what' and 'why' of the real sciences 
 
 * In view of the discussion as to what should be 
 taught in the seventh and eighth grades of the elemen- 
 tary schools, it is worthy of note that Comenius ends 
 his elementary school coxirse when the child is twelve 
 years of age, i. e.. in his thirteenth year; the Latin 
 school, a gymnasium, covers the next six years, from 
 twelve to eighteen. Pre-imiversity education, there- 
 fore, according to Comenius, includes three periods 
 of six years each.
 
 xxviii THE OLD ART OF TEACHING SCHOOL 
 
 and arts. In the University those things 
 will be taught which depend on the Will 
 of man and reduce the mind to harmony, 
 e. g. Theology, Mental Philosophy, 
 Medicine (i. e., Knowledge of the vital 
 functions of the body), Jurisprudence." 
 In describing Comenius as the first 
 great and thoroughly consistent Realist, 
 Professor Laurie quotes from his preface 
 to a book on the teaching of Physics. 
 "Do we," he says, "not dwell in the 
 garden of Nature as well as the ancients ? 
 Why should we not use our eyes, ears, 
 and noses, as well as they? And why 
 should we need other teachers than 
 these our senses to learn to know the 
 works of Nature ? Why, say I, should 
 we not, instead of these dead books, 
 lay open the living book of Nature, in 
 which there is much more to contem- 
 plate than any one person can ever
 
 INTRODUCTION xxix 
 
 relate,* and the contemplation of which 
 brings much more of pleasure as well 
 as profit?" What really had happened, 
 under the influence of Lord Bacon and his 
 followers was the effecting of a union 
 between the world of thought and the 
 world of things. 
 
 Hoole's contribution to the move- 
 ment towards real studies is less valuable 
 than that of Comenius. After the child 
 leaves the Petty School, which includes 
 the infant school classes and the lower 
 primary grades, he proceeds at once 
 to the lower grammar school, which is 
 under the usher or master's assistant; 
 and the very title of Hoole's chapters 
 dealing with this period of education 
 suggests an overplus of classics, — "The 
 
 * These words in themselves indicate the limited 
 range of the sciences of the period. Now, not only 
 each separate science, but the several departments of 
 most sciences are felt to be more than any one person 
 can 'relate'.
 
 XXX THE OLD ART OF TEACHING SCHOOL 
 
 Usher's Duty or Platform of Teaching 
 Lily's grammar," and this is followed 
 by a book dealing with the upper gram- 
 mar school (three 3'ears being the period 
 in each case) entitled, "The Master's 
 method or the exercising of scholars in 
 grammars, Authors and Exercises; Greek, 
 Latin, and Hebrew." This latter course 
 is mapped out for children between 
 Hooie and clcven and fourteen years of age. The 
 
 Comenius 
 
 notes upon several passages will indi- 
 cate that Hoole was more under the 
 influence of the example of the Latinists 
 than Comenius was. In spite of his 
 painstaking and his excellences, he is 
 also more of the typical pedagogue than 
 Comenius. For this very reason he is 
 of extreme value to the historian of 
 education; he shows the actual life and 
 spirit of the schools, and the picture
 
 INTRODUCTION xxxi 
 
 ne gives is as vivid and interesting as 
 it is careful and exact. 
 
 A striking proof of the revived interest p^^^ f^j. , 
 in English writers upon education of ^°°|^^ 
 the sixteenth and early part of the 
 seventeenth century is Professor Foster 
 Watson's Bibliographical Account of 
 Education in England, 1500-1660 which 
 he prepared for publication by the 
 
 (Report, 
 
 U. S. Bureau. In an article published 1903, p. 
 
 319—30) 
 
 in the Educational Review (London) for 
 June, 1899, he makes a plea for a re- 
 print of Hoole's New Discovery, the work 
 which is reproduced here: 
 
 **0f all the books of the seventeeth 
 century that call for reprinting there 
 is certainly none with a claim surpassing 
 or indeed equalling that of Charles Hoole's 
 
 New Discovery of the Old Art of Teaching 
 School, published in 1660. It consists 
 
 of four small treatises, entitled:
 
 xxxii THE OLD ART OF TEACHING SCHOOL 
 
 (i) A Petty School. 
 
 (ii) The Usher's Duty, 
 
 (iii) The Master's Method, 
 
 (iv) Scholastic Discipline. 
 
 "The importance of this book may be 
 judged from the fact that Charles Hoole 
 had come directly under the influence 
 of Comenius, and hence felt himself 
 quite free to criticise and to depart 
 from the general methods of the day, 
 whenever he could, by so doing, adapt 
 himself better 'to the capacities of child- 
 ren.' This, I take it, is one of the signal 
 merits of Hoole, that he has a constant 
 regard for the tender minds of children 
 and insists that text-books should adapt 
 themselves to children and not children 
 to them. 
 
 "To make the grounds of this plea for 
 a reprint of Hoole 's book as clear as
 
 INTRODUCTION xxxiii 
 
 possible I will name certain points in 
 the book:" 
 
 "(a) The account of the petty school 
 is probably the earliest and fullest con- 
 nected view of eleraentary school teach- 
 ing in English history. In this connec- 
 tion, it should be noticed that Hoole 
 suggests for school use the reading of 
 George Herbert's Poems and Quarles' 
 Emblems, probably the first definite sug- 
 gestion for the introduction of English 
 poetry into school work. Hoole gives 
 directions for the founding of petty 
 schools for qualified teachers rather than 
 leaving the work to 'poor women,' or 
 to those who undertake it 'as a mere 
 shelter from beggary.' He notes the 
 qualifications for a primary teacher. 
 He is to have some knowledge of Latin, 
 to write a fair hand, and possess good 
 skill in arithmetic. And then, having
 
 xxxiv THE OLD ART OF TEACHING SCHOOL 
 
 these, 'let him move within the compass 
 of his own orb.' Hoole advocated that 
 ward schools should be built to which 
 poor children from each parish should 
 be sent gratis. 
 
 ' ' (b) The complete curriculum of a gram- 
 mar school is sketched, hour by hour, 
 and minute directions given as to the 
 method of teaching each section of each 
 subject. The usher's work is completely 
 marked off from the master's work. 
 
 "(c) Hoole states his views as to the 
 financial foundation, site, buildings of 
 grammar schools, the maintenance of 
 discipline, school-times and holidays. 
 Grammatical examinations and disputa- 
 tions, orations and declamations, religi- 
 ous exercises, rewards and punishments 
 are explained and discussed. He fur- 
 ther advocates school libraries.
 
 INTRODUCTION xxxv 
 
 "(d) Hoole supplies a note of school 
 authors most proper for every form of 
 scholars in a grammar school. This 
 includes a reference to some 260 text- 
 books and reference-books in use in 
 grammar schools at his time, and is dis- 
 tinctly the basis on which any educa- 
 tional bibliography of the times should 
 be started. 
 
 "Charles Hoole, therefore, is a practical 
 schoolmaster, who knows the best usage 
 both past and present of the public and 
 private schools of his time, who is in 
 touch with the traditions of the past 
 and with the proposed reforms of Hartlib, 
 Dury, and Comenius. Curious as it 
 may seem, he was in sympathy with 
 both the conservative and the radical 
 educationists. He was a man of great 
 knowledge, keen judgment, and affec- 
 tionate sympathy with children. Per-
 
 xxxvi THE OLD ART OF TEACHING SCHOOL 
 
 haps the most impressive tribute paid 
 to Hoole was the opposition which the 
 general aim and tone of his book pro- 
 voked. In his preface to his edition of 
 Cato's Distichs he acknowledges that 
 he has been blamed for attempting to 
 make the 'way of knowledge too common 
 a thing.' But he glories in the fact, 
 and thus is to be ranked amongst demo- 
 crats coming many generations after 
 him. 'To make knowledge too common,' 
 says Hoole, *in my judgment is impos- 
 sible.' 
 
 "In conclusion, I plead for reprints 
 of the old educational writers. They 
 take us out of ourselves. They have 
 no 'paying' end in view. They take us 
 to a mount of contemplation away from 
 ignorant public opinion, from governing 
 bodies, from our own personal successes 
 and superiority over the past, to a sym-
 
 INTRODUCTION xxxvii 
 
 pathy with less favorable conditions, 
 an attitude which reacts again on the 
 presejit. Is not a collection of old mas- 
 ters in education as important to the 
 teacher as the old masters in painting 
 to the painter? I will not now further 
 dwell on the necessity of reprints from 
 the point of view of the student of educa- 
 tional history. 
 
 "I especially plead for the books of 
 John Brinsley and Charles Hoole. The 
 names may be but little known to the 
 general public. Their books are neces- 
 sarily still less known. Yet for an 
 account of the best educational pro- 
 cedure of their times, and for educational 
 bibliography, there are surely no superior 
 works in English history." 
 
 In the second of his dedicatory letters 
 Hoole invites his old schoolmaster to 
 make free use of the treatise so far as
 
 xxxviii THE OLD ART OF TEACHING SCHOOL 
 
 it has merits, and to censure such de- 
 fects as he may discover in it "with 
 impartial mildness". No more fitting 
 words could be found with which to 
 introduce this reprint of his work to 
 twentieth century readers. 
 
 Thiselton Mark.
 
 A NEW DISCOVERY 
 
 OF THE ' 
 
 OLD ART OF TEACHING SCHOOLE 
 (In Four Small Treatises) 
 
 r 
 
 1 f w)^ A Petty Schoole 
 
 2 J "s [ The Usher's Duty j p 
 
 In a 
 
 3 I § 
 
 41^ 
 
 The Master's Method 
 Scholastick Discipline 
 
 rrammar 
 School 
 
 SHEWING HOW CHILDREN IN THEIR PLAYING YEARS MAY 
 GRAMMATICALLY ATTAIN TO A FIRM GROUNDEDNESS 
 IN AND EXERCISE OF THE LATINE, GREEK AND HE- 
 BREW TONGUES. WRITTEN ABOUT TWENTY- 
 THREE YEARS AGO, FOR THE BENEFIT OP ROTH- 
 ERHAM SCHOOL WHERE IT WAS FIRST USED) 
 AND AFTER FOURTEEN YEARS TRIAL BY 
 DILIGENT PRACTICE IN LONDON IN 
 MANY PARTICULARS ENLARGED AND 
 NOW AT LAST PUBLISHED FOR THE 
 GENERAL PROFIT, ESPECIALLY 
 OF YOUNG SCHOOLE-MASTERS 
 
 By CHARLES HOOLE 
 
 Master of Arts, and Teacher of a Private Gram- 
 mar School in Lothbury Garden, London. 
 
 LONDON 
 
 Printed by J. T., for Andrew Crook at the Green Dragon 
 in Paul's Church Yard, 1660.
 
 To the Right Worshipjull, his most Rev- 
 erend, constant, and truly loving Friend 
 Robert Saunderson, D. D., and Rector 
 of Boothby-Pagnell, C. H. wisheth in- 
 crease of grace, and perfection of glory. 
 
 Sir: 
 
 Now I have by God's blessing obtained 
 (that which you can witnesse I have se- The out- 
 riously laboured after) a thrice seven come of the 
 veares experience in this dispicable, but writers 
 
 r 1 1 1 ^ r ^ u- experience 
 
 comfortable employment ot teaching 
 
 schoole; I think it not amisse to discover 
 to the world, what method I have hitherto 
 used, and which I resolve to continue,* 
 so long as God shall enable me to undergoe 
 this profession of a schoole-master, which 
 at first I undertook, and have ever since 
 persisted in, by your encouragement. 
 
 How far this New Discovery is im- 
 proved, since I made it at Rotherham, 
 and afterwards writ it out at Little Hum- 
 bie, whilest I lived more retiredly in the 
 
 * But see the end of the second letter, where Hoole 
 says that he reserves the liberty of varying his method 
 in matters of detail; and also the third letter addressed 
 to all favourers of good learning, where Hoole reaffirms 
 his adherence to the method herein described 'till he 
 knows of a readier.' 
 
 (3)
 
 (4) 
 
 house of that noble knight, Sir William 
 Brownelwoe (whom I think myself ever 
 bound to honor for his singular and 
 undeserved favours to me in many par- 
 ticulars) I refer it to you to consider. 
 For as you sometimes then perused it in 
 manuscript, so I hope you will (at your 
 leasure) look upon it now in print, and 
 not like it much worse than formerly. 
 For I may truly say, that besides what 
 ^T^^ I have observed by reading sundry 
 
 reading Authours treating on this subject, or 
 
 gained by frequent and familiar converse 
 with men of know^n abilities both in City 
 and Country, I have profited most in this 
 Art of teaching, by my Scholars; who 
 have been my daily instructors, how to 
 suit my methods to their several capa- 
 cities.* And of all that ever I have 
 taught either in publick Schoole, or in my 
 own, or other's houses, in more private 
 manner, I have been beholding most to 
 my London Scholars, who as they are gen- 
 erally quick-spirited, and forward to 
 learn, where the way is easy to them; so 
 are they soon apt to flag and be discour- 
 aged, when any difficulties appeare in 
 
 * The true teacher speaks in this sentence. Child- 
 study and the principle of individuality in education 
 are evidently not a thing of yesterday.
 
 (5) 
 
 their way. For their sakes therefore, 
 (who by reason of many Schooles were 
 sometimes occasioned to remove from 
 one to another) I was enforced to facili- 
 tate 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 Master's; 
 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 for 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 kinds of knowledge, which many do 
 much admire, but few can hope to exceed. 
 But I know^ to whom I write, and there- 
 fore I Vvill not adventure into an Ocean of
 
 (6) 
 
 what may be said of your dements, es- 
 pecially to me wards, onely I commend 
 this little work to your acceptance, as a 
 Testimony of that unfeigned respect 
 which I think myself ever bound to shew 
 towards you and yours; and I beseech 
 God (that hath been pleased to exercise 
 me in School-teaching, whilst you have 
 beenput upon exercises of School-Divinity, 
 and so ordered that something of what we 
 have each done, is now labouring at the 
 presse) to continue your earnest endeav- 
 ours to serve him whilst we live, and when 
 we dye, we may partake of that blessed 
 reward which is reserved in heaven for 
 all those that attend the coming of our 
 Lord and Saviour Jesus Christ; to whose 
 grace I commend you and all yours; and 
 rest 
 
 Your humbly observant kinsman, 
 
 Charles Hoole. 
 London, Dec. 24, 1659.
 
 To his most Experienced, and truly Hon- 
 oured Master, Mr. Robert Doughtyy 
 Head Schoole-Master at Wakefield, C. 
 H. wisheth all health and happiness. 
 
 Sir: 
 
 It is yet a question amongst Schoole- 
 boyes, and not likely to be hastily by them 
 decided, whether K. Alexander was more 
 bound to Philip his Father, that begot ^ , . 
 him, or his Master Aristotle that instructed gchool- 
 him ? for of both he received unrequitable master 
 Benefits. Should I therefore not acknowl- 
 edge that lasting good, which with many 
 copartners I obtained by your care and 
 industry, I should indeed be worse than 
 ungratefull. 
 
 And what token of thankfulnesse can 
 I tender, more welcome to yourself, than 
 this small Manual, which most nearly 
 concernes the profession of a Schoole- 
 master; a calling which hath all kinds of 
 good attending it, to make it commend- 
 able as well as others. 
 
 For 1. If we look at the benefitting of influence of 
 
 Church and Commonwealth; wherein can education 
 
 we better imploy our time and study, then "Po^ 
 
 in training up the children to become ser- .f.^^^°"f" 
 . '■ . citizensnip 
 
 viceable instruments of much good in both .? 
 
 (7)
 
 The pleas- 
 ures of 
 teaching 
 
 General 
 points 
 
 favorable to 
 popular 
 interest in 
 education 
 
 (8) 
 Nay, should a man but barely respect him- 
 self, he may finde it very profitable to 
 augment his learning, and not a little ad- 
 vantagious to the increase of his yearely 
 Revenues. 
 
 X. What more pleasing variety can 
 there be, then that of childrens' dispositions 
 and fancies ? What better Recreation, then 
 to read and discourse of so many sun- 
 dry subjects, as we meet with in ordinary 
 authours ? Besides, the delight which is 
 to be taken by our Scholars' ready pro- 
 gresse in a constant even way, will far 
 exceed all care and toyle that can be be- 
 stowed in helping them to profit. 
 
 3. Should I goe about by those mil- 
 lions of arguments that concurre (as 
 Voluntiers) to maintain the lawfulnesse 
 of this calling, as commanded by God, 
 continued in all ages, practised by the 
 well-learned and truly vertuous, com- 
 mended by all good men, maintained 
 and encouraged by most noble Princes, 
 and religiously disposed people; opposed 
 onely by the enimies 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.
 
 (9) 
 Oh! But alas, we that wholly under- 
 goe the burden of School-teaching, can teacher's 
 tell by our own experience, how labor- difficulties 
 ious it is both to minde and body, to be 
 continually intent upon the work, and 
 how irksome it is (especially to a man of 
 a quiet temper) to have so many unwilling 
 provocations unto passion; what good 
 parts tor learning, and right qualifica- 
 tions in all points of behaviour is re- 
 quired 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 childrens 
 untowardness, nor suffer the Master to 
 correct it; we remember their generall in- 
 gratitude for the Master's well doing, and 
 their open clamour for his least doing 
 amisse; w^e observe their common in- 
 discretion in wholly imputing the Schol- 
 ar's lesse profitting to the Master's more 
 neglect, and their happy thriving to their 
 own onely towardlinesse; not to mention 
 their fond Ambition, in hastening them 
 too fast. Besides, the small account 
 which the vulgar have, the too censorious 
 eye which the more Judicious cast, and 
 the slight regard which our young Aca- 
 demians (for the most part) carry towards 
 a poor Schoole-Master, make us some-
 
 Cio) 
 
 times judge our calling (as many do) 
 too mean for a Scholar to undertake, or 
 desire to stick too many yeares. We let 
 passe childrens imperfections and un- 
 towardnesse, which are indeed our daily 
 torture; so that we could rather wish, our 
 selves might leave our charge, then advise 
 any friends we have to undertake it. 
 The Answ[er]. These we must acknowl- 
 
 necessity of edge are very great discouragements, yet 
 the work such as attend a most necessary call- 
 ing, and therefore must with Fortitude 
 be conquered, or resolutely undergone. 
 Should the Mariner, because of danger, 
 the Husbandman because of toyle, the 
 Souldier because of hardship, the Magis- 
 trate because of interruption, the Minister 
 because of many men's disordered con- 
 versations, abandon their professions; it 
 would then fare with the State, as (the 
 Tale saith) it did once with the body, 
 when the whole pin'd away, because no 
 member would discharge its proper func- 
 tion. 
 
 Neither can I say to whom I should 
 more properly dedicate this subject, then 
 to your selfe, who have now (as I sup- 
 pose) for at least fifty yeares together, 
 and with general applause, performed the 
 Taske of a Schoole-master, notwithstand- 
 ing much opposition, and many discour-
 
 agements of every kinde; who have had 
 continually in your charge many scores 
 of Scholars, and have yearly sent abroad, 
 both to Trades and Universities, great 
 store of such as have been thorowly ac- 
 complished in their places. Nay (give 
 me leave to speak it) to commend your 
 knowne Dexterity in this excellent calling, 
 there have been (I think) as many, and 
 those, as well-approved Schoole-Masters 
 your quondam Scholars, as have been 
 trained up by any one man in England. 
 Amongst others I help onely to fill up the 
 number, who have sometimes in publick, 
 and sometimes in private, for nigh thirty 
 years together, been exercised in teaching 
 Scholars, and have at last for mine own 
 ease, and the satisfaction of some friends 
 printed what Method and Order you once 
 saw I had writ out, and which upon your 
 approbation, and my own further experi- 
 ment, I have thought meet to observe 
 constantly, reserving ever the liberty of 
 varying in matters of circumstance, as 
 occasion shall require. And for some 
 things (it may be) you may rightly say 
 (as I am ever bound most thankfully to 
 acknowledge, that I was your scholar, 
 seeing in them I have so nearly seemed to 
 track that method, according to which I 
 was instructed by yourself.
 
 (12) 
 
 Daigne (I beseech you) to accept this 
 small offer of a willing minde, and if you 
 find it helpful to you or yours, in any 
 kinde, to use it freely; where you shall 
 espie the least defect, I hope you will 
 please to censure it with impartial mild- 
 nesse. This Petition also I prefer to 
 them of better Judgement, as it happeneth 
 to come into their hands. 
 
 The Lord continue you long in your 
 eminent place, to doe the Church and 
 Common-wealth most acceptable service, 
 and to reap to your self much comfort 
 thereby, that when at last you shall have 
 finished your course, you may receive at 
 God's hands an immortal crown through 
 Jesus Christ our Saviour in whom I rest. 
 
 Yours in all observancy, 
 
 Charles Hoole. 
 
 Dec. 24, 1659.
 
 To all favourers of good learning, but 
 more especially, to the teachers of Gram- 
 mar. 
 
 There is no calling more serviceable to 
 Church and Common-wealth, then this 
 of a Schoole-Master; none then it more 
 perplexingly toylesome, where Art and 
 Discretion, the two essentials of n Schoole- 
 master, are wanting, seeing we have es- 
 pecially to deale with children's imper- 
 fections, which are warily to be observed 
 and helped, not strictly to be censured.* 
 
 * The necessity of peculiar tact on the part of the 
 moral trainer is only of recent years receiving adequate 
 attention. As the editor of this reprint has said in his 
 report on "Moral Education in American Schools", 
 presented to the English Board of Education, this is a 
 feature in American education to-day which forcibly 
 impresses a visitor. It is significant in this connection 
 that the Froebelian philosophy of education has found 
 its home, and Rosmini has found so many readers, 
 among American educators. Note, for example, Ros- 
 mini's proposition: "The will of the educator, being 
 the child's supreme law, should be good with a good- 
 ness the child can recognize." Hoole's suggestion of 
 a mild and watchful discipline is especially noteworthy 
 when we read as in Barnard's "English Pedagogy", 
 of an old-time schoolmaster who in the course of fifty 
 years "administered to his pupils nearly half a million 
 canings and twenty-four thousand proper floggings." 
 
 (13)
 
 (14^ 
 
 That Constancy in a good Method is 
 the means to make a Scholar is by all 
 affirmed; but which Method, of many that 
 are used, is the best, is not easily deter- 
 mined. Sure we are, that the nearest, 
 easiest, and plainest is most grateful, and 
 the rather if it lye along with the common 
 rode, which men are generally loth to 
 foregoe, though it be not alwayes the 
 readiest way. 
 
 It hath therefore been mine endeavour 
 to set on and proceed in such a course of 
 teaching Grammar, and most useful and 
 usually received Authours, with continued 
 Exercises; so as children might from the 
 beginning understand their present Taske, 
 and that also further to the succeeding 
 work. I labour so (ever as they learne) 
 to acquaint them with the main matters, 
 that in case of 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 en- 
 joyning any man to tread in my steps, 
 though possibly some may like to follow 
 me in this way, which I am resolved to 
 keep (whether in more publick, or my 
 private course of teaching) till I know a
 
 (•5) 
 readier; which who so hath gone it, may 
 do well to describe. Now the Lord of 
 heaven give a blessing to these weak en- 
 devours, which if any man profit by, let 
 him give God the glory, whose alone 
 power it is, that has thus far enabled me 
 to perform, (what from a child) I have 
 seriously desired. Et veniam per laude[m] 
 peto, etc.
 
 A NOTE OF SCHOOLE-AUTHOURS 
 
 ' MOST PROPER FOR EVERY FORM OF 
 SCHOLARS IN A GRAMMAR-SCHOOLE 
 WHICH ARE MENTIONED 
 IN THIS BOOK.* 
 
 T AuTHOURS USEFUL FORTHE FIRST FoRM. 
 Classical 
 An English Bible, or Testament. 
 The Accidents. 
 Sententiae Pueriles. 
 The Principles of Christianity. 
 
 Subsidiary 
 Orbis Pictus. 
 
 The Common Rudiments of Latine 
 Grammar — a little Vocabulary Eng- 
 lish and Lutine by C. H. 
 
 * Nearly all of the books contained in this list have 
 been identified by Professor Foster Watson and de- 
 scribed in his Bioqraphical Account of Education in 
 England, 1500-1660. (U. S. Bureau of Education, 1903) 
 Hoole's own school-books are marked with the 
 initials "C. H." He does not disdain to mention the 
 use by the pupils of "paper books" i. e., note-books or 
 exercise-books. (Cf. also Ascharn in describing his 
 scheme of retranslation which is the feature of his 
 famous Latin method). If anything could show how 
 genuine a school movement had sprung out of the 
 Latin revival and from the labor of those Renascence 
 educators whom Quick calls "stylists", it is this list of 
 books recommended by Hoole for use in schools. In 
 
 (16)
 
 (17) 
 
 2 AUTHOURS FOR THE SECOND FoRM. 
 Classical 
 
 Lilies Grammar, 
 
 Cato. 
 
 Pueriles Confabula-tiunculae. 
 
 Corderii CoUoquia. 
 
 The Assemblies Catechisme. 
 Subsidiary 
 
 A Construing Book. 
 
 Propria quae maribus, etc., Englished 
 and explained. 
 
 An Easie Entrance to the Latine Ton- 
 gue, commonly called the Grounds 
 of Grammar by C. H. 
 
 Englishes to be translated. 
 
 A little paper-book. 
 
 view of the strictures upon Latin schooling with which 
 the pens of manj' modern educators have furnished us, 
 Quick's opinion may be quoted, that the Stjiists, with 
 Sturm at their head, have had "more influence in the 
 schoolroom than the Scholars [or Humanists] and the 
 Verbal Realists combined." In other words, a rigid 
 schoolroom than the Scholars [or true Humanists] 
 and the Verbal ReaUsts combined." In other words, 
 a rigid classical curriculum took possession of the 
 schools according to which the schoolmasters "set 
 themselves to teach words, foreign words, and allowed 
 their pupils to study nothing else, not even the mother 
 tongue." Hoole takes a somewhat broader view of 
 education than this, as the following pages will show. 
 The first inkling of such broader view is in the refer- 
 ences contained in this list to English writers, both of 
 prose and poetry
 
 (i8) 
 
 3 AUTHOURS USEFUL FOR THE THIRD FoRM 
 
 Classical 
 Lilies Grammar. 
 The Latine Testament. 
 jEsopi Fabulse. 
 Janiia Linguarum. 
 Castalionis Dialogi. 
 Mantuanus. 
 Helvici Colloquia, 
 
 The Assemblies Catechism in Latine. 
 Perkins six principles. 
 
 Subsidiary 
 A Construing Book. 
 A paper book in quarto. 
 A Praxis of the Grammar Rules. 
 Gerards Meditations. 
 Thomas de Kempis. 
 Sancti Augustini Soliloquia. 
 Stockwoods Figura construed. 
 Hamptons Prosodia construed. 
 
 4 Authors useful for the fourth Form 
 
 Classical 
 The Latine Testament. 
 Lilies Grammar. 
 Elementa Rhetorices. 
 Camdeni Grammatica. 
 Graecum Testamentum. 
 Seidelius. 
 Posselii Dialogi. 
 Shirlev's Introductoriums.
 
 (19) 
 
 Terentius. 
 
 Janua Latinae Linguae. 
 
 Sturmii 1 t- • i 
 -r • r r>pistolae 
 
 1 extoris J ^ 
 
 Ovidius de Tristius. 
 
 Ovidii Mentamorphosis. 
 
 Buchanani Psalmi. 
 
 The Assemblies Catechisme, Latine 
 
 and Greek. 
 
 Subsidiary 
 The Latine Grammar by C. H. 
 The posing of the Accidents. 
 Animadversions upon Lilies Grammar. 
 Stockwoods Disputations. 
 Mr. Pooles English Accidents. 
 Hermes Anglo-Latin. 
 Supplementa ad Grammaticum. 
 
 Mr. Birds ^ 
 
 Mr. Shirleys 
 Mr. Burleys 
 
 Mr. Hawkins ^Grammar 
 Mr. Gregories 
 Mr. Danes 
 Mr. Farnabies 
 A Paper-book in quarto. 
 An English Rhetorick. 
 / Index Rhetoricus. 
 Susentrolus. 
 
 Compendium Rhetorices 
 Passoris Lexic9n.
 
 (20) 
 
 Rudimenta Grammatrcae Graecae. 
 
 Busbaei Grammaticae Graecae. 
 
 Clavis, et Fundamentum Graecae Lin- 
 
 Fabritii Elegantiae Pueriles. 
 
 Dux Oratorius. 
 
 Erasmus de copia verboru[m]. 
 
 A little Dictionary English and Latine 
 
 in 8vo. 
 Walkers Particles. 
 Willis Anglicismes. 
 Phraseologiae Puerilis. 
 Epistolographia by Mr. Clerk, 
 Erasmus de conscribendis Epistolis. 
 Buchleri Thesaurus conscribendaru[m] 
 
 Epistolaru[m]. 
 Verepaeus de conscribendis Epistolis. 
 Hardwicks Mantuan. 
 Sandys Ovid. 
 Herberts Poems. 
 Quarless Poems. 
 Oweni Epigrammata. 
 Farnabii Epigrammata. 
 Alciati Emblemata. 
 Pools English Parnassus. 
 Clarks Dux Poeticus. 
 Wits Commonwealth. 
 Rosses English Mythologist. 
 Lord Bacon de Sapientia veterum. 
 Natales Comes. 
 Verderii imagines Deoru[m].
 
 (2l) 
 
 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. 
 
 yEliani Historiae Variae. 
 
 Epictetus. 
 
 Farnabii Epigrammata. 
 
 Nowelli Catechismus. 
 
 Subsidiary 
 Franklin de Orthotonia. 
 Scapula. 
 
 Screvelii Lexicon. 
 Vechneri Hellonexia. 
 
 Busbaei ) ^ 
 
 ai- \ (jrammatica 
 eonardi )
 
 ' Grammatica 
 
 (22) 
 
 Scoti 1 
 
 Chrysolorae 
 
 Ceporini 
 
 Gaze 
 
 Urbanii 
 
 Caninii 
 
 Gietseri. 
 
 Posselii Syntaxis. 
 
 Demosthenis Sententiae. 
 
 Posselii Apothegmata. 
 
 Garthii Lexicon. 
 
 Rulandi Synonymia. 
 
 Morelii Dictionarium. 
 
 Bilii locutiones. 
 
 Devarius de Graecis particulis. 
 
 Posselii Calligraphia. 
 
 Plutarchus. 
 
 Valerus Maximus. 
 
 Medulla Historiae. 
 
 Phaedri Fabulae. 
 
 Natales Comes. 
 
 Adagia Selecta. 
 
 Erasmi Adagia. 
 
 Bibliotheca Scholastica. 
 
 Pierus. 
 
 Causinus. 
 
 Alciati Emblemata. 
 
 Reusneri Symbola. 
 
 Diodorus Siculus. 
 
 Talii Sententiae.
 
 (23) 
 Ethica Ciceroniana. 
 Gruteri Florilegium. 
 Orator extemporaneus. 
 Vossii partitiones oratoricc. 
 Texoris Officina. 
 Lycosthenes. 
 Erasrni Apophthegmata. 
 Polyanthea. 
 Sylva Synonymorum. 
 Calliepia, 
 Anisse's ^ 
 
 Winchester's | 
 Lloyd's } Phrases. 
 
 Farnabie's 1 
 Manutii J 
 
 Encheiridion. Oratorium, 
 
 Clark's I Phraseologia.^ 
 
 I English Adagies. 
 Willis Anglicismes. 
 Barrets Dictionary. 
 Parci calligraphia. 
 Walkers particles. 
 Cooperi Dictionarium, 
 Flores Poetarum. 
 Phrases Poeticae. 
 i^^rarium Poeticum. 
 Encheiridion Poeticum. 
 Res Virgiliana. 
 
 Artis Poeticiae Compendiu[m], 
 Thesaurus Poeticus.
 
 (24) 
 
 6 Authors useful for the sixth Form 
 
 Classical 
 
 Lilii Grammatica. 
 
 Camdeni Grammatica. 
 
 Elementa Rhetorices. 
 
 Graecum Testamentu[m]. 
 
 Buxtorfii Epitome. 
 
 Psalterium Hebraicum. 
 
 Homerus. 
 
 Pindarus. 
 
 Lycophron. 
 
 Xenophon. 
 
 Euripides. 
 
 Sophocles. 
 
 Aristophanes. 
 
 Ant. de Laubegeois. 
 
 Breviarium Graecae Linguae. 
 
 Horatius. 
 
 Juvenahs. 
 
 Persius. 
 
 Lucanus. 
 
 Senecae Tragaediae. 
 
 Martialis. 
 
 Plautus. 
 
 Luciani selecti Dialogi. 
 
 TuUii Orationes. 
 
 Plumii Panegyrica. 
 
 Quintiliani Declamationes. / 
 
 Birketi Catechismus. 
 
 Catechismus parvus Hebraicus.
 
 (25) 
 Subsidiary 
 Authores Grammatica antiqui. 
 Despauterius. 
 Linacei. 
 ^ Melangthon. 
 Valerius. 
 Alvarez. 
 Rhenius. 
 Sulpitius. 
 Vossius. 
 
 Tresmari exercitationes. 
 Rhetoricae. 
 Nic. Causinus. 
 Paiot de Eloquentia. 
 Turselinus. 
 
 Hawkins Particulae Latinae. Linguae 
 Tullii 
 Plinii 
 Senecae. 
 Erasmi 
 
 Lipsii ^ Epistolae. 
 
 Manutii 
 Aschami 
 Politiani 
 Turneri 
 
 Goclenii Analecta et Problemata. 
 Ausonius Popma. 
 Becman de Originibus 
 Tossani Syllabus germinus. 
 Buxtorfii Lexicon. 
 Schindleri Pentaglotton.
 
 U6) 
 Buxtorfii Thesaurus. 
 Pagnini | 
 Crinesii ^ Lexicon. 
 Forstii J 
 Clavis Homerica. 
 Lexicon Homericum. 
 Eustathius. 
 
 Pontani Progymnasmata. 
 Goodwin's Antiquities. 
 Symmachi Epistolae. 
 Libanius Sophista. 
 Turneri 
 Baudii 
 Mureti 
 Heinsii 
 
 Puteani j^ Orationes. 
 Rainoldi 
 Lipsii 
 Barclaii 
 Salmatii
 
 THE 
 
 PETTY SCHOOLE 
 
 SHEWING A WAY TO TEACH LITTLE CHILDREN TO READ 
 ENGLISH WITH DELIGHT AND PROFIT 
 (especially) ACCORDING TO 
 THE NEW PRIM.\R. 
 
 By C. H. 
 
 LONDON 
 
 Printed by J. T. for Andrew Crook at the Green Dragon 
 in Paul's Church Yard, 1659. 
 
 (27)
 
 THE PETTY SCHOOLE 
 
 CHAP. I. 
 
 HOW A CHILD MAY BE HELPED IN THE 
 FIRST PRONUNCIATION OF HIS LETTERS. 
 
 My aim being to discover the old Art 
 of teaching Schoole, and how it may be The 
 improved in every part suteable to the average 
 years and capacities of such children as *^^^^ 
 are now commonly taught; I shall first 
 begin my discourse concerning a petty 
 Schoole, and here or elsewhere I shall 
 not busie my self or Reader about what 
 a childe of an extraordinary towardliness, 
 and having a teacher at home, may attain 
 unto, and in how short a space, but onely 
 shew how a multitude of various wits 
 may be taught all together with abundance 
 of profit and delight to every one, wch. 
 is the proper and main work of our ordin- 
 ary Schooles. 
 
 Whereas then, it is usual in Cities and 
 greater Towns to put children to Schoole 
 about four or five years of age, and in jj^^^^^^ 
 Country villages, because of further dis- schools 
 tance, not till about six or seven; I con- 
 
 (29)
 
 (30) 
 ceive, The sooner a child is put to Schoole 
 the better it is,* both to prevent ill habits, 
 which are got by play and idleness, and 
 to enure him betimes to affect learning 
 and well doing. Not to say, how the 
 great uncertainty of parents lives, should 
 make them careful of their childrens 
 early education, which is like to be the 
 best part of their patrimony, what ever 
 good thing else they may leave them in 
 this world. 
 
 I observe that betwixt three and four 
 
 First steps ^.^^^^ ^^ ^S^.^ childe hath great propen- 
 
 in reading ^^^^ ^° peep into a book, and then is the 
 
 most seasonable time (if convenience 
 
 may be had otherwise) for him to begin 
 
 * Hoole is evidently a firm believer in education; in 
 "nurture" as directive of "nature". Compare, e. g., his 
 preface to the translation of the Orbis Pictus, where 
 he speaks of some parents not being willing to send 
 their children to school till they are eight or nine years 
 of age, and thinks it arises from their desire for a more 
 natural method in education, experience before ex- 
 pression, things before words. Here he agrees with 
 them, but thinks education in school can be made to 
 meet the case. Under Froebelian — and Rousseaunian 
 — influences there is somewhat more of a present day 
 thought and practice of faith in "nature", i. e., in 
 childhood and its native endowments Mr. J. L. 
 Hughes, of Toronto, is one who would delay formal 
 school work till the later age just mentioned, and is 
 prepared to show the advantages of so doing where 
 the home surroundings of the child are favorable.
 
 (30 
 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 in- 
 strument he is most defective, and exer- 
 cise him chiefly in those letters which be- 
 long unto it.f 
 
 Now there are five organs or instru- 
 ments 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 Eng- 
 lish Alphabet, he shall find that A, E, I, 
 
 *Cf. Rosmini, whose fourth-period in the develop- 
 ment of the mind corresponds to the age here men- 
 tioned by Hoole. "At this period", says Rosmini, 
 "should also begin the teaching to read and write." 
 As the reader will be aware, in the practice of the Eng- 
 lish infant schools of the present day the principles of 
 Froebel and Rosmini are blended. 
 
 t This preparatory exercise in vocalization before 
 learning the letters by sight seems admxirable. One of 
 the good results likely to follow upon the iise of the 
 phonic method in the early stages of reading will be 
 the better use of the organs of utterance. 'Tis still 
 true, that many English people fail in this respect: 
 some think because of the climate, and the amount of 
 cold moisture in the air which people instinctively 
 shrink from inhaling freely.
 
 (32) 
 O, U, proceed by degrees from the throat, 
 along betwixt the tongue and the roof of 
 the mouth to the lips contracted, and 
 that Y is sometimes like I, being pro- 
 nounced with other letters, but if he be 
 named by itself, it requireth some motion 
 of the lips. 
 
 B, F, M, P, W, and V consonant, be- 
 long 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 a 
 sweet and natural pronunciation of them 
 is gotten rather by imitation then pre- 
 cept, and therefore the teacher must be 
 careful to give every letter its distinct and 
 clear sound, that the childe may get it 
 from his voice, and be sure to make the 
 child open his mouth well as he uttereth 
 a letter, lest otherwise he drown or hin- 
 der the sound of it. For I have heard 
 some foreiners to blame us English-men 
 for neglecting this means to a plain and 
 audible speaking, saying that the cause 
 why we 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, there- 
 fore, to prevent or remedy betimes; and 
 so it should be ours, seeing Pronouncia- 
 tion is that that sets out a man, and is 
 sufficient of it self to make one an Oratour.
 
 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, Learning 
 when he is first brought to Schoole, is to the 
 teach him to know his letters in the Horn- alphabet 
 book, where he is made to run over all the 
 letters in the Alphabet or Christ-cross-row 
 both forwards and 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 effec- 
 tual in a short time, with some more ripe 
 witted children, but others of a slower 
 apprehension (as the most and best com- 
 monly 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 
 months' end, who, if they had been taught 
 in a way more agreeable to their meane 
 apprehensions (wch might have wrought 
 more readily upon the senses, and affected 
 their mindes with what they did) would 
 doubtlesse have learned as cheerfully, if 
 not as fast as the quickest. 
 
 (33)
 
 "Various 
 devices 
 employed 
 
 (34) 
 
 I shall therefore mention sundry ways 
 that have been taken to make a childe 
 know his letters readily, out of which the 
 discreet Teacher may chuse what is most 
 likely to suit with his Learner. 
 
 I have known some that (according to 
 Mr. Brinsley'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 mak- 
 
 *Author of Ludus Literarius; or the Grammar School; 
 showing how to proceed from the first entrance into 
 learning, to the highest perfection required in the Gram- 
 mar Schools, with ease, certainty, and delight, both to 
 masters and scholars (published in 1612). The book 
 describes methods of teaching reading and writing, 
 languages, and the principles of religion; and also 
 ways of arousii^ the interest of learners in their work, 
 and the principles of discipline. Brinsley also pub- 
 lished in 1622, A Consolation for our Grammar Schools: 
 or a faithful and most comfortable encouragement for 
 laying of a sure foundation of all good learning in our 
 schools and for prosperous building thereupon. In this 
 work Brinsley speaks of himself as "having first had 
 long experience of the manifold evils which grow from 
 the ignorance of a right order of teaching, and after- 
 wards some gracious taste of the sweetness that is to 
 be found in the better courses truly known and prac- 
 tised"; and refers with evident compassion to "the 
 extreme labour and terror of the poor children with 
 enduring far overmuch and long severity, * * * 
 because so few who undertake this function are ac- 
 quainted with any good method or right order of in- 
 struction."
 
 us) 
 
 ing the childe to sound the five vowels a, e, 
 i, o, u, like so many bells upon his fingers 
 ends, and to say v^hich finger was such and 
 such a vowel, by changes. 2. Then put- 
 ting single consonants before the vowels, 
 (leaving the hardest of them to the last) 
 and teaching him how to utter them both 
 at once, as va, ve, vi, vo, vu, da, de, di, do, 
 du. 3. And again by putting the vowels 
 before a consonant to make him say, as, es, 
 is, OS, us, ad, ed, id, od, ud. 
 
 Thus they have proceeded from syllables 
 of two or three, or more letters, till a childe 
 hath been pretty nimble in the most. But 
 this is rather to be done in a private house, 
 then in a publick Schoole; how ever this 
 manner of exercise now and then amongst 
 little Scholars will make their lessons more 
 familiar to them. 
 
 The greatest trouble at the first entrance 
 of children is to teach them how to know 
 their letters one from another, when they 
 see them in a book altogether; for the 
 greatnesse of their number and variety of 
 shape do puzzle young wits to difference 
 them, and the sence can but be intent upon 
 one single object at once, so as to take its 
 impression, and commit it to the imagina- 
 tion and memory. Some have therefore 
 begun but with one single letter, and after 
 they have shewed it to the childe in the
 
 (36) 
 Alphabet, have made him to finde the same 
 any where else in the book, till he knew 
 that perfectly; and then they have pro- 
 ceeded to another in like manner, and so 
 gone through the rest. Some have con- 
 trived a piece of ivory with twenty-four 
 flats or squares, in every one of which was 
 engraven a several letter, and by playing 
 with a childe in throwing this upon a table, 
 and shewing him the letter onely which 
 lay uppermost have in a few days taught 
 him the v/hole Alphabet. 
 
 Some have got twenty-four pieces of 
 ivory cut in the shape of dice,* with a letter 
 engraven upon each of them, and with 
 these they have played at vacant hours 
 with a childe, till he hath known them all 
 distinctly. They begin first with one, then 
 with two, afterwards with more letters at 
 once, as the childe got knowledge of them. 
 To teach him likewise to spell, they would 
 place consonants before or after a vowel, 
 and then join more letters together so as to 
 make a word, and sometimes divide it into 
 syllables, to be parted or put together; now 
 
 * Quintilian (A.D. 40 to 118) speaks with approval 
 of what seems to have been a common practice in 
 teaching Roman chi dren to read, namely. Rfiving 
 them ivory figures of the letters to play with; and adds 
 that he would adopt any educational toy in which 
 infants can take delight.
 
 (37) 
 this kind of letter sport may be profitably 
 permitted among you[ng] beginers in a 
 Schoole and instead of ivory, they may have 
 white bits of wood, or small shreads of paper 
 or past-board, or parchment with a letter writ 
 upon each to play w^ithall amongst themselves. 
 
 Some have made pictures in a little book 
 or upon a scroll of paper wrapt upon two 
 sticks within a box of iceing-glass and by 
 each picture have made three sorts of that 
 letter, with which its name beginneth; but 
 those being too many at once for a childe 
 to take notice on, have proved not so useful 
 as was intended. 
 
 Some likewise have had pictures and 
 letters printed in this manner on the back 
 side of a pack of cards, to entice children, 
 that naturally love that sport, to the love 
 of learning their books.* 
 
 Some have writ a letter in a great charac- 
 ter 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 on 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 
 
 * Cf. Rousseau's suggestions in the Nouvelle H^loise 
 and in the Emile (W H. Payne's translation, pp. 82-3).
 
 (38) 
 above the rest to be busied about shells, 
 and sticks, and such like toys, which him- 
 self had laid together in a chair, and to misse 
 any one that was taken from him, he saw 
 not how, and to seek for it about the house; 
 became very desireous to make experiment 
 what that childe might presently attain to 
 in point of learning; Thereupon he devised 
 a little wheel, with all the Capital Romane 
 letters made upon a paper to WTap round 
 about it, and fitted it to turn in a little round 
 box, which had a hole so made in the side 
 of it, that onely one letter might be seen to 
 peep out at once; This he brought to the 
 childe and showed him onely the letter O, 
 and told him what it was; The childe being 
 overjoyed with his new gamball, catcheth 
 the box out of his Father's hand, and runs 
 with it to his playfellow a year younger then 
 himself, and in his broken language tells 
 him there was an O, an O; And when the 
 other asked him where, he said, in a hole, 
 in a hole, and shewed it him; which the lesser 
 childe then took such notice of, as to know 
 it againe ever after from all the other letters. 
 And thus by playing with the box, and en- 
 quiring concerning any letter that appeared 
 strange to him, what it was, the childe learnt 
 all the letters of the Alphabet in eleven days, 
 being in this character A, B, C, and would 
 take pleasure to shew them in any book to
 
 (39) 
 any of his acquaintance that came next. 
 By this instance you may see what a pro- 
 pensity there is in nature betimes to learn- 
 ing, could but the Teachers apply themselves 
 to their young scholars tenuity; and how by 
 proceeding in a cleare and facil method, that 
 all may apprehend, every one may benefit 
 more or less by degrees. According to these 
 contrivances to forward children, I have 
 published a New Primar; In the first leafe, 
 whereof I have set the Roman Capitalls (be- 
 cause that character is now^ most in use, and 
 those letters the most easie to be learn't) and 
 have joyned therewith the pictures or images 
 of some things w4iose names begins with that 
 letter, by which a childs memory may be 
 helped to remember how to call his letters; 
 as A, for an Ape, B for a Bear, &c. This alliterative 
 Hieroglyphicall devise doth so affect children method 
 (who are generally forvv^ard 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 fev/ hours 
 space, by asking them, what stands A for ? 
 and so concerning other letters backwards 
 and forwards, or as they best liked. 
 
 Thus when a childe hath got the names of 
 his letters, and their several shapes withall 
 in a playing manner, he may be easily taught 
 to distinguish them in the following leaf, 
 which containeth first the greater, and then
 
 (40) 
 the smaller Roman characters, to be learned 
 by five at once or more, as the childe is able 
 to remember them; other Characters I would 
 have forborn, till one be w^ell 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, and more hard to be imprinted 
 in the memory. And thus much for the 
 learning to know letters; we shall next (and 
 according to Order in Teaching) proceed to 
 an easie way to distinct spelling.
 
 CHAP. III. 
 
 HOW TO TEACH A CHILDE TO SPELL DISTINCTLY 
 
 The common way of teaching a childe to 
 spell, is, after he know's the letters in his 
 Alphabet, to initiate him in those few sylla- Syllabic 
 bles, which consist of one vowell before a "^^^^o^i 
 consonant, as, ab, eb, ib, ob, ub, &c, or of 
 one vowel after a consonant, as, ba, be, bi, 
 bo, bu, &c in the Horn Book, and thence 
 to proceed with him by little and little to the 
 bottom of the book, hereing him twice or 
 thrice over till he can say his lesson, and then 
 putting him to a new one. 
 
 In which course I have known some more 
 apt children to have profited prety well, but ^ 
 scarce one of ten, when they have gone creative of 
 thorow the book, to be able to spell a word power 
 that is not in it; And some have been certaine 
 years daily exercised in saying lessons therein, 
 who after much endeavour spent, have been 
 accounted meer block-heads, and rejected 
 altogether as incapable 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 schol- 
 lars. 
 
 (41)
 
 (42) 
 
 Indeed it is Tullies observation of old, and 
 Erasmus his assertion of latter years, that it 
 is as natural for a childe to learn, as it is for 
 a beast to go, a bird to fly, or a fish to swim, 
 and I verily beleeve it, for the nature of man 
 is restlessly 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 
 cheerfulness, and make more proficiency at 
 their book then usually they do; And could 
 the Master have the discretion to make their 
 lessons 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 onely mention MF. 
 Roe, and Mr. Robinson, the latter of whom 
 
 * So Dr. Nansen said, before his polar expedition: 
 "Man -wants to know. When he ceases to want to 
 know he ceases to be rr-an." And Aristotle, "All 
 men are by nature actuated by the desire for knowl- 
 edge." But it has been only the few v.ho have realized 
 that the same is true of children, and who have, for 
 example rightly interpreted children's questions as 
 an evidence of intellectual hunger. Bacon whose in- 
 fluence was the predom.inatirig one amongst seventeenth 
 century educationists, says, "All knowledge (and 
 wonder which is the seed of kno"vs ledge) is an impres- 
 sion of pleasure in itself." This is fundamental to 
 anj' theory of direct interest in school-work.
 
 (43) 
 I have known to have taught little children 
 not much above four years old to read dis- 
 tinctly in the Bible, in six weekes time, or 
 under; their books are to be had in print, 
 but every one hath not the art to use them. 
 And Mf. 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 usuall, you 
 may (if you think good) make use of that 
 which I have set down in the new Primar to 
 to help little ones to spell readily, and it is 
 this. 
 
 I. Let a childe be well acquainted with 
 his vowells, and made to pronounce them 
 fully by themselves, because they are able to 
 make a perfect sound alone. 
 
 II. Teach him to give the true valour or 
 force to the consonants, and to take notice 
 how unperfectly they sound, except a vowel 
 be joyned with them. Both these are set 
 apart by themselves. 
 
 3. Proceed to syllables made of one con- 
 sonant set before a vowel (Sect. 5.) and let 
 
 * Hoole, doubtless, has in mind what Coote says 
 with regard to his teacher's vade mecum, that it was 
 intended for the use not solely of recognized teachers 
 but those who combined teaching with their ordinary 
 calling; they might sit on their shop-boards at their 
 looms, or at their needles without hindering their 
 work to hear their scholars after they had made them- 
 selves familiar with his Uttle book.' 
 
 Hoole's 
 method
 
 (44) 
 him joyne the true force of the consonant 
 with the perfect sound of the vowel, as to 
 say, ba, be, bi, bo, bu, &c. Yet it were good 
 to leave ca, ce, ci, co, cu, and ga, ge, gi, go, 
 gu, to die last, because the valor of the con- 
 sonant 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, eb, ib, ob, ub, ^'c, till he can 
 spell any s\llable of two letters, backwards 
 or forwards, as, ba, be, bi, bo, bu; ab, eb, 
 ib, ob, ub; and so in all the rest comparing 
 one with another. 
 
 5 And if to any one of these svllables you 
 adde a letter, and teach him how to joyne it 
 in sound with the rest, vou will make him 
 more ready in spelling; As, if before ab you 
 put b, and teach him to sav bab; if after ba 
 }ou put d, and let him pronounce it bad, he 
 will quickly be able to joyne a letter with any 
 of the rest as nip, pin, but, tub, ^'c. 
 
 To enure your young-scholar to an}-, even 
 tlic hardest svllable, in an easy way. 
 
 I. Practise him in the joyning of conso- 
 nants that begin svllables (Sect. 7) so as tbat 
 he ma}- give their jovnt forces at once; th*^'^' 
 Having shewed him to sound bl or ^'•r 
 together, make him to pronounce them, an<^ 
 a vowel with them, bla, bra, ble, bre, and s^ 
 in any of the rest.
 
 ( 45 ) 
 2. 1 hen practise him Hkewise in conso- 
 nants that end syllables, (Sect. 8j 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, peble, bible, 
 noble, bubble; (with ab inserted or the like.) 
 Where observe that e in the end of many 
 words being silent, doth qualifie the sound 
 of the foregoing vowel, so as to make words 
 different from those that have not e; as, you 
 may see made, difFereth quite from mad, 
 bete from bet, pipe from pip, sope from sop, 
 cube from cub. Whereby I think them in 
 an error, that leave out e in the end of words, 
 and them that in pronouncing it make two 
 syllables of one, in stable, bible, people, &c, 
 which judicious Mr Mulcaster will not 
 allow.* 
 
 In this exercise of spelling you may do well 
 sometimes to make all the young beginners 
 stand together, and pose them one by one in 
 all sorts of syllables, till they be perfect in 
 any: and, to make them delight herein. 
 
 I. Let them spell many syllables together 
 
 * For a brief account of Mulcaster's works, see 
 Quick's Educational Reformers or Educational Theories 
 tn England (published by Sonenschein in England and 
 Bardeen in America)
 
 (46) 
 
 which differ onely in one letter; as, and, band, 
 hand, land, sand.* 
 
 2 Teach them to frame any word of one 
 syllable, by joyning any of the consonants 
 which go before vowels, with those that use 
 to follow vowels, and putting in vowels be- 
 twixt them; as, black, block; clack, clock. 
 
 And this they may do afterwards amongst 
 themselves, having severall loose letters made 
 and given them, to compose or divide in a 
 sporting manner, which I may rightly terme 
 the Letter sport. 
 
 When a childe is become expert in joyning 
 consonants with the vowels then take him 
 to the Dipthongs (Sect. 9.) and there, 
 
 1 Teach him the naturall force of a Dip- 
 thong (which consists of two vowels joyned 
 together) and make him sound it distinctly 
 by it self as ai, ei, &c. 
 
 2 Let him see how it is joyned with other 
 letters, and learne to give its pronountiation 
 together with them, minding him how the 
 same dipthong differs from its self sometimes 
 in its sound, and which of the two vowels in 
 it hath the greatest power in pronounciation, 
 as, in people e seemeth to drown the o. 
 
 * Word-building methods still proceed on this plan, 
 sometimes with mechanical appliances to make it easy 
 sometimes with mechanical appliances to make the 
 changing of the initial letter easy and at the same time 
 interesting to the children.
 
 (47) 
 
 And besides those words in the Book, you 
 may adde others of your own, till by many 
 examples the childe do well apprehend your 
 meaning, and so, as that he can boldly ad- 
 venture to imitate you, and practise of him- 
 self. 
 
 Thus after a childe is thoughly exercised 
 in the true sounding of the vowels and con- 
 sonants together, let him proceed to the spell- 
 ing of words, first of one syllable (Sec. lo.) 
 then of two (Sect, ii.) then of three (Sect. I2.) 
 then of four (Sect. 13.) in all which let him 
 be taught how to utter every syllable by it self 
 truly and fully, and be sure to speak out the 
 last. But in words of more syllables, let him 
 learn to joyne and part them according to 
 these profitable rules. 
 
 1 An English syllable may sometimes con- 
 sist of eight letters, but never of more, as 
 strength. 
 
 2 In words that have many syllables, the 
 consonant between two vowels belongeth to 
 the latter of them; as Hu-mi-li-tie. 
 
 3 Consonants which are joyned in the be- 
 ginning of words, are not to be parted in the 
 middle of them; as My-ste-ry. 
 
 4 Consonants which are not joyned in the 
 beginning of words, are to be parted in the 
 middle of them; as, for-get-ful-ness. 
 
 5 If a consonant be doubled in the middle 
 of a word, the first belong's to the syllable
 
 (48) 
 
 foregoing, and the latter to the following, 
 pos-ses-si-on. 
 
 6 In compound words, every part which 
 belongeth to the single words, must be set by 
 its self; As, In-a-bi-li-ty. 
 
 And these rules have I here set down 
 rather to informe the less skilful teacher, 
 how he is to guide his learner, then to puzle 
 a childe about them, who is not yet so well 
 able to comprehend them. 
 
 I have also divided those words in the 
 Book, to let children see how they ought to 
 divide other polysyllable words, in which 
 they must alwayes be very carefull (as I said) 
 to sound out the last syllable very fully. 
 
 To enable a child the better to pronounce 
 any word he meets withall in reading, I have 
 set down some more hard for pronuntiation; 
 (Sect. 14.) in often reading over which he may 
 be exercised to help his utterance; and the 
 Master may adde more to his own discretion, 
 till he see that his willing scholar doth not 
 stick in spelling any, be it never so hard. 
 
 And that the child may not be amused 
 with any thing in his book, when he cometh 
 to read, I would have him made acquainted 
 with the pauses, (Sect. 15.) with the figures 
 (Sect. 16.) numerall letters, (Sect. 17), quota- 
 tions (Sect. 18) and abbreviations (Sect. 19) 
 which being but a work of few houres space, 
 may easily be performed after he can readily
 
 (49) 
 spell, which when he can do, he may profit- 
 ably be put to reading, but not before; for I 
 observed it a great defect in some of Mf. R. 
 Scholars, (whose way was to teach to read 
 presently without any spelling at all) that 
 when they were at a losse about a word, they 
 made an imperfect confused sound, in giving 
 the force of the consonants, which if they 
 once missed they knew not which way to 
 help themselves, to find what the word was, 
 whereas if after a childe know his letters, he 
 be taught to gather them into just syllables, 
 and by the joyning of syllables together to 
 frame a word, (which as it is most ancient, 
 so certainely it is the most naturall method 
 of teaching) he will soon be able, if he stick 
 at any word in reading, by the naming of its 
 letters, and pronouncing of its syllables to 
 say what it is, and then he may boldly ven- 
 ture to read without spelling at all, touching 
 the gaining of a habit whereof, I shall pre- 
 ceed to say somewhat in the next chapter.
 
 CHAP. nil. 
 
 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, and a smattering of some 
 syllables and words in the horn-book, to 
 turn them into the A. B. C. or Primar, and 
 therein to make them name the letters, and 
 spell the words, till by often use they can 
 pronounce (at least) the shortest words at 
 the first sight. 
 
 This method 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 learne, go on remissely 
 from lesson to lesson, and are not much more 
 able to read, when they have ended their 
 book, then when they began 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 com- 
 monly taught children at home by heart 
 before they went to schoole) with sundry 
 
 (50)
 
 (51) 
 people (almost in all places) slighted, the 
 matter which is taught in most books now 
 in use is not so familiar to them,* and there- 
 fore not so easy for children to learn. 
 
 But I hold still to the same foundation, I 
 have caused the Lords Prayer (Sect. 20.) the 
 Creed (Sect. 21.) and the ten Command- 
 ments (Sect. 23) to be printed in the Roman 
 character, that a childe having learned al- 
 ready 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 reads these, I would have a childe 
 name w^hat 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 
 
 * This confirms to some extent what appears from 
 even a casual inspection of samples of the old Horn- 
 books, that the method of learning from them was in 
 part a sentence-method: i, e . the children were familiar 
 with the thought and the spoken words and acquired 
 the power of reading the printed words the more readily 
 on this account Judging from what follows. Hoole 
 relied upon this method but with him it was, as 
 doubtless with everj'one of his period, subsidiary to 
 the alphabetic and spelling methods.
 
 Hoole's 
 primary 
 readers 
 
 (52) 
 with the rest of the characters now in use 
 (Sect. 23) which will be easily done, by com- 
 paring one with another, and reading over 
 those sentences, Psalms, Thankes-givings, 
 and Prayers (which are printed in greater 
 and iesse characters of sundry sorts) till he 
 have them pretty well by heart. 
 
 Thus having all things which concerne 
 reading English made famihar to him, he 
 may attaine to a perfect habit of it. 
 
 I By reading the single Psalter. 2 The 
 Psalmes in meeter. 3 The Schoole of good 
 manners, or such like easy books, which may 
 both profit and dehght him. All which I 
 would wish he may read over at lest thrice, 
 to make the matter, as well as the words, 
 leave an impression upon his mind. If any- 
 where he stick at any word (as seeming too 
 hard) let him marke it with a pin, or the dint 
 of his nayle, and by looking upon it againe, 
 he will remember it. 
 
 When he can read any whit readily, let 
 him begin the Bible, and read over the book 
 of Genesis, (and other remarkable Histories 
 in other places of Scripture, which are most 
 likely to delight him) by a chapter at a time; 
 But acquaint him a little with the matter 
 beforehand,* for that will intice him to read 
 it, and make him more observant of what he 
 read's. After he hath read, aske him such 
 
 * A good point.
 
 (53) 
 generall Questions out of the Story, as are 
 most easie for him to answer, and he will the 
 better remember it. I have known some, 
 that by hiring a child to read two or three 
 chapters a day, and to get so many verses of 
 it by heart, have made them admirable pro- 
 ficients, and that betimes, in the Scriptures; 
 which was Timothies excellency, and his 
 Grandmothers great commendation. 
 
 Let him now take liberty to exercise him- 
 self in any English book (so the matter of it 
 be but honest) till he can perfectly read in any English 
 place of a book that is offered him, and when before 
 he can do this, I adjudge him fit to enter into ^^^^° 
 a Grammar Schoole, but not before. 
 
 For thus learning to read English perfectly, 
 I allow two or three years time, so that seven 
 or eight years of age, a child may begin 
 Latine.
 
 CHAP. V. 
 
 WHEREIN CHILDREN, FOR WHOM THE LATINE 
 TONGUE IS THOUGHT TO BE UNNECESSARY, 
 ARE TO BE EMPLOYED AFTER THEY CAN 
 READ ENGLISH WELL. 
 
 It is a fond conceit of many, that have 
 Usefulness either not attained, or by their own negli- 
 Latin gence have utterly lost the use of the Latine 
 Tongue, to think it altogether unnecessary 
 for such children to learn it, as are intended 
 for trades, or to be kept as drudges at home, 
 or employed about husbandry. For first 
 there are few children, but (in their playing 
 years, and before they can be capable of any 
 serious employment in the meanest calling 
 that is) may be so far grounded in the Latine, 
 as to finde that little smattering they have of 
 it, to be of singular use to them, both for the 
 understanding of the English Authors (which 
 abound now a dayes with borrowed words) 
 and the holding discourse with a sort of men 
 that delight to flant it in Latine. 
 
 Secondly.* Besides I have heard it spoken 
 to the great commendation of some countries, 
 where care is had for the well education of 
 
 * See introduction, 
 
 (54)
 
 (55) 
 children, that every Peasant (almost) is able 
 to discourse with a stranger in the Latine 
 tongue; and why may not we here in England 
 obtain the like praise, if we did but as they, 
 continue our children at the Latine Schoole, 
 till they be well acquainted with that lan- 
 guage, and thereby better fitted for any call- 
 ing,* 
 
 Thirdly, And I am sorry to adde, that the 
 non-improvement of childrens time after Education 
 they can read English any whit well, throweth ^^^ 
 open a gap to all loose kinde of behaviour; ^haracter- 
 r^ 1 • ^ 1 / • • 1 I building 
 
 tor bemg then (as it is too commonly to be 
 
 seen, especially with the poorer sort) taken 
 from the Schoole, and permitted to run wilde- 
 ing up and down without any control, they 
 adventure to commit all manner of lewdnesse, 
 and so become a shame and dishonour to 
 their Friends and country. 
 
 If these or the like reasons therefore might 
 prevail to persuade them that have a preju- 
 
 * There may be here some trace of the influence of 
 Comenius, who thought that Latin was destined to 
 become once again the universal speech. Hence the 
 Janua Linguarum and the Orbis Pictus, the main func- 
 tion of which was to give a complete vocabulary, 
 assigning Latin names to such objects as "coal-rake", 
 "stilts", "sausages". These exceptional words are no 
 guide to the true character of the vocabulary sup- 
 plied in the Orbis Pictus which is really well selected, 
 and compares very favorably with far more modern 
 Principia Latina's and other Latin primers.
 
 Either the 
 grammar 
 school, or 
 the -ftTiting 
 school 
 advisable 
 for all 
 
 At least, 
 until they 
 actually 
 commence 
 work 
 
 Latin to 
 be left 
 to the 
 grammar 
 school 
 
 (56) 
 
 dice against Latine, I would advise that all 
 children might be put to the Grammar- 
 Schoole, so soon as they can read English 
 well: and suffered to continue at it, till some 
 honest calling invites them thence; but if not, 
 I would wish them rather to forbear it, then 
 to become there a hinderance to others, whose 
 work it is to learn that profitable Language. 
 And that they may not squander away their 
 time in idleness, it were good it they were put 
 to a Writing Schoole, where they might be, 
 First, helped to keep their EngHsh, by read- 
 ing of a chapter (at least) once a day; and 
 second, taught to write a fair hand, and third- 
 ly, afterwards exercised in Arithmatique, and 
 such preparative Arts, as may make them 
 compleatly fit to undergoe any ordinary call- 
 ing. And being thus trained up in the way 
 of discipline, they will afterwards prove more 
 easily plyable to their Masters commands. 
 
 Now, forasmuch as few Grammar Schooles 
 of note will admit children into them, till they 
 have lenrn't their Accidents; the teaching of 
 that book, also becometh for the most part a 
 work for a Petty Schoole, where many that 
 undertake to teach it, being; altogether igno- 
 
 -'00 ^_> 
 
 rant of the Latine Tongue, do sorrily per- 
 forme that taske, and spend a great deal of 
 time about it to little or no purpose. I 
 would have that book, therefore by such let 
 alone, and left to the Grammar Schoole, as
 
 (57) 
 most fitting to be taught there onely, because 
 it is intended as an introduction of Grammar, 
 to guide children in a way of reading, writing, 
 and speaking Latine, and the Teachers of 
 the Grammar Art are most deeply concerned 
 to make use of it for that end. And in stead 
 of the Accidents which they no neither under- 
 stand nor profit by, they may be benefitted 
 in reading Orthodoxal Catechismes and other 
 books, that may instrust them in the duties 
 of a Christian, such as are The Practise of School 
 Piety, The Practise of Quietnesse, The Whole literature 
 duty of Man; and afterwards in other de- 
 lightful books of English History; as The 
 History of Queen Elizabeth; or Poetry, as 
 Herberts Poems, Quarl's Emblems- and by 
 this means they will gain such a habit and 
 delight in reading, as to make it their chief 
 recreation, when liberty is afforded them.* 
 And their acquaintance w^ith good books 
 will, (by Gods blessing) be a means so to 
 sweeten their (otherwise sour) natures, that 
 they may live comfortably towards them- 
 selves, and amiably converse with other per- 
 sons. 
 
 Yet if the Teacher of a Petty-Schoole have 
 a pretty understanding of the La tine Tongue, 
 
 *Hoole's faith in childien's moralizing tendencies 
 seems somewhat excessive, judging by the books he 
 thinks will give them immediate delight and task for 
 future reading He is still writing of children between 
 the ages of four and eight.
 
 (58) 
 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 famihar 
 Latine, which I shall hereafter discover, 
 having first set down somewhat how to rem- 
 edy that defect in reading English with which 
 the Grammar Schooles are very much 
 troubled, especially, where there is not a good 
 Petty Schoole to discharge that work afore- 
 hand. And before I proceed further I will 
 express my minde in the two next chapters 
 touching the erecting of a Petty Schoole and 
 how it may probably flourish by good Order 
 and Discipline.
 
 CHAP. VI. 
 
 OF THE FOUNDING OF A PETTY SCHOOL. 
 
 The Petty Schoole is the place where in- 
 deed the first Principles of all Religion and The 
 learning ought to be taught, and therefore teacher 
 rather deserveth that more encouragement 
 should be given to the Teachers of it, then 
 that it should be left as a work for poor 
 women, or others, whose necessities compel 
 them to undertake it, as a meer shelter from 
 beggery.* 
 
 Out of this consideration it is (perhaps) 
 that some nobler spirits, whom God hath 
 enriched with an overplus of outward means, 
 have in some places wherewith they have 
 been by birth (or otherwise) related, erected 
 Petty-Schoole-Houses, and endowed them 
 with yearly salaries; but those are so incon- 
 
 * Richard Mulcaster, first headmaster of Merchant 
 Taylors' School, and later of St. Paul's, London — the 
 schoolmaster of Edmund Spenser — had already written 
 in a similar strain. The best teachers, and therefore 
 the best paid, he said, should be assigned to the lowest 
 classes As is well known in America, Dr. W. T. Harris 
 put this sound precept into practice when superinten- 
 dent of schools at St. Louis. It is not merely a ques- 
 tion between paying teachers for what they know or 
 for what they can do, for, as Huxley's famous lecture 
 "On a piece of chalk" bears witness, it requires equal 
 if not greater knowledge to give a thoroughly satis- 
 factory elementary lesson. 
 
 (59)
 
 (6o) 
 
 siderate towards the maintenance of a Master 
 Should be and his familie, or so over-cloyed with a num- 
 well paid ber of Free Scholars, to be taught for nothing, 
 that few men of parts will daigne to accept 
 of them, or continue at them for any while; 
 and for this cause I have observed such weak 
 foundations to fall to nothing. 
 
 Yet if any one be desirous to contribute 
 towards such an eminent work of charity. 
 To school rny advice is, that he erect a Schoole and 
 founders dwelling house together, about the middle 
 of a Market-Town, or some populous country 
 village, and accomodate it w^ith a safe yard 
 adjoyning to it, if not with an Orchard or 
 garden, and that he endow it with a salery 
 of (at least) twenty pounds per annum, in 
 consideration whereof all such poor boyes as 
 can conviently frequent it, may be taught 
 gratis, but the more able sort of neighbours 
 may pay for childrens teaching, as if the 
 Schoole was not free: for they will find it no 
 small advantage to have such a Schoole 
 amongst them. 
 
 Such a yearly stipend and convenient 
 dwelling, with a Hberty 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 per- 
 formance of his duty; especially, if he be 
 chosen into the place by three or four honest
 
 (6i) 
 
 and discreet Trustees, that may have power 
 also to remove him thence, if by his incivil 
 behaviour, or grose neglect he render himself 
 uncapable to perform so necessary a service 
 to the Church and Common-Wealth. 
 
 As for the Qualifications of one that is to 
 be the Teacher of a Petty-Schoole, I would Teacher's 
 have him to be a Person of pious, sober, qualifica- 
 comely and discreet behaviour, and tenderly ^**^"^ 
 affectionate towards children, haveing some 
 knowledge of the Latine Tongue, and abil- 
 itie to write a fair hand, and good skil in 
 Arithmetick, and then let him move within 
 the compasse of his own orb,* so as to teach 
 all his Scholars (as they become capable) to 
 read English very well, and afterwards to 
 write and cast accounts. 
 
 And let him- not meddle at all with teach- 
 ing the Accidents, except onely to some more 
 pregnant wits, which are intended to be set 
 forward to learn Latine, and for such be sure 
 that he ground them well, or else dismisse 
 them as soon as they can read distinctly, 
 and write legibly, to the Grammar School, 
 
 I should 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 hand 
 (one that is most zealously and charitably 
 addicted to advance Learning, and to help 
 
 *I. e., be a bona fide petty school teacher.
 
 Higher 
 educational 
 foundations 
 depend 
 upon the 
 efficiency 
 of the 
 lower 
 
 (62) 
 
 it in its very beginnings to come forwards to 
 its full Rise) by which I am encouraged to 
 addresse my remaining words to the Godly- 
 minded Trustees and Subscribers for so good 
 a work, (especially to those amongst them 
 that know me, and my School-endeavours) 
 and this I humbly request of them, that as 
 they have happily contrived a model for the 
 education of Students, and brought it on a 
 suddain to a great degree of perfection, so 
 they would also put to their hands for the im- 
 provement of School-learning, without which 
 such choise abilities as they aim at in order 
 to the Ministry cannot possibly be obtained. 
 And for the first foundation of such a work, 
 I presume to offer my advise, that in some 
 convenient places, within and about the 
 City, there may be Pett}'-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 in- 
 duced to propound such a thing, because 
 that late eminent, D'". Bathurst lately de- 
 ceased, Mr. Gouge and some others yet living 
 did out of their own good affection to learn- 
 ing, endeavour at their own charge to pro- 
 mote the like.
 
 CHAPTER VII. 
 
 OF THE DISCIPLINE OF A PETTY-SCHOOLE 
 
 The sweet and orderly behaviour of chil- 
 dren addeth more credit to a Schoole then 
 due and constant Teaching, because this 
 speaketh to every one that the childe is well 
 taught, though (perhaps) he learn but little; 
 and good manners indeed are a main part of 
 good education. I shall here therefore take 
 occasion to speak somewhat concerning the 
 Discipline of a Petty-Schoole, leaving the 
 further Discourse of Childrens Manners to 
 Books that treat purposely of that subject; 
 as Erasmus de moribus Youths Behaviour, 
 &c. 
 
 I Let every Scholar repair to Schoole be- Punctuality 
 fore eight a clock in a morning, or in case of and 
 weaknesse before nine; and let him come cleanliness 
 fairly washed, neatly combed and han- 
 somly clad, and by commending his clean- 
 nesse, 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 Play- 
 take liberty to recreate themselves about the ground* 
 Schoole, "^^ yet so as not to be suffered to do 
 
 * See section 10. "Permitted to play within their 
 bounds". 
 
 (63)
 
 Order 
 
 Registra- 
 tion and 
 opening 
 exercises 
 
 Classifica- 
 tion 
 
 (64) 
 anything, whereby to harm themselves, or 
 schoole-fellowes, or to give offence, or make 
 disturbance to any neighbour. 
 
 3 When Schoole-time calleth, let them all 
 go orderly to their ow^n places, and there 
 apply themselves diligently to their books, 
 without noyse, or running about. 
 
 4 When the Master cometh into the Schoole, 
 let them all stand up, and make obeysance 
 (so likewise when any 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 Schoole, 
 and afterwards let every one settle to his 
 present taske. 
 
 5 The whole Schoole may not unfitly be 
 divided into four formes; whereof the first 
 and lowest should be of those that learn to 
 know their letters, whose lessons may be in 
 the Primar. The second of those that learn 
 to spell, whose lessons may be in the Single- 
 Psalter. The third of those that learn to 
 read, v>^hose lessons may be in the Bible. The 
 fourth of those that are exercised in reading, 
 writeing, and casting accounts, whose les- 
 sons may be in such profitable English Books 
 as the Parents can best provide, and the 
 Master think fittest to be taught.
 
 (65) 
 
 6 Let their lessons be the same to each boy Class- 
 in every form, and let the Master proportion teachir^ 
 them to the meanest capacities, thus those 
 
 that are abler may profit themselves by help- 
 ing their w^eaker feilow^es, and those that are 
 weaker be encouraged to see that they can 
 keep company with the stronger.* And let 
 the two highest in every forme give notice to 
 the Master when they come to say, of those 
 that were most negligent in geting the lesson, 
 
 7 When they come to say, let them all Class-order 
 stand orderly in one or 2 rowes, whilst 
 
 one sayeth his lesson, be sure that all the rest 
 look upon their books, and give liberty to 
 him thats 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 
 
 * This is a very notable statement of class method 
 or the method of conducting a recitation. Hoole evi- 
 dently knew the difference between class-teaching and 
 individual teaching. "The good teacher," says Dr. 
 W. T. Harris, "knows how to manipulate his class as a 
 whole. He knows how to bring every part of it to the 
 support of every other part; how to help each individual 
 by means of the insights of his felloM^s." (Class Reci- 
 tations, reprinted from the Report of the Public Schools, 
 St. Louis,). Quintilian makes use of one of those 
 striking similes in respect of which his style is con- 
 spicuous, when urging that it is easier and more natural 
 for children to learn from their school fellows than from 
 their master; they will fix upon that which is nearest 
 to them, "as vines attached to trees gain the top by 
 taking hold of the lower branches first."
 
 (66) 
 
 same boy or another win it from him. The 
 striveing for places (especially) amongst 
 little ones, will whet them all on to more dili- 
 gence, then any encouragement that can be 
 given them; and the Master should be very 
 sparing to whip any one for his book, except 
 he be sullenly negligent, and then also I 
 would chuse rather to shame him out of his 
 untowardnesse by commending some of his 
 fellowes,* and asking him why he cannot do 
 as well as they, then by falling upon him with 
 rating words, or injurious blows. A great 
 care also must be had that those children 
 that are slow witted and of a tender spirit, be 
 
 * This is another passage where the reader is re- 
 minded of Quintilian, to whom, indeed, Hoole frequently 
 refers by name. Quintilian says, e. g., "Let his in- 
 struction be an amusement to him; let him be ques- 
 tioned and praised; but never let him feel pleased that 
 he does not know a thing. Sometimes, if he is unwill- 
 ing to learn, let another be taught before him whom 
 he may emulate." Quintilian has the same, though 
 perhaps stronger feeling with regard to slow- 
 witted children (Cf. also Ascham). Quintilian has 
 great misgivings with regard to precocious talent; 
 it rarely comes to fruit. In this connection he utters 
 words which are a searching criticism of the effects of 
 some of the school-exercises of the present day. 
 Speaking of children who do little things easily, and 
 show at once their powers and their limitations, he 
 says, "They string words together, uttering them with 
 an intrepid countenance, not in the least dismayed by 
 bashfulness. They do little, but do it readily. There
 
 (6?) 
 not any way discouraged, though they cannot 
 make so good performance of their task as 
 the rest of their fellowes. 
 
 8 On Mundayes, Wednesdayes and Fri- Time-table 
 dayes they may say two lessons in a forenoon, 
 
 and two in an afternoon; and onTuesdayes 
 and Thursdayes in the forenoons they may 
 also say two lessons; but on Tuesdayes and 
 Thursdayes in the afternoons, and on Satur- 
 day morning I would have the time spent in 
 examineing, and directing how to spell and 
 read at sight, 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 [say] 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 Dismissal 
 be dismissed about eleven a clock, and then 
 
 care must be taken that they go every one 
 orderly out of the Schoole, and passe quietly 
 home without any stay by the way. And to 
 
 is no real power behind, nor anything that rests on 
 deeply-laid foundations; but they are like seeds which 
 have been jjpattered on the surface of the ground and 
 shoot up prematurely or like grass which resembles 
 corn and becomes yellow with empty ears before the 
 time of harvest." [De te fabulaf]
 
 Afternoon 
 assembly 
 
 Individual 
 freedom 
 
 Monitors 
 
 (68) 
 
 prevent that too common clamour, and 
 crouding out of the Schoole door, let them 
 rise out of their places one by one with their 
 hat, and book in their hand, and make their 
 honours to their Master as they passe before 
 his face, one following another at a distance 
 out of the Schoole. It were fittest and safest 
 that the least went out the foremost, that the 
 bigger boyes following may give notice of any 
 misdemeanour upon the way. 
 
 10 Their return to Schoole in the after- 
 noon should be by one of the clock, and those 
 that come before that hour, should be per- 
 mitted to play within their bounds till the 
 clock strike one, and then let them all take 
 their places in due order, and say their lessons 
 as they did in the fore-noon. After lessons 
 ended, let one read a chapter, and say a 
 prayer, and so let them again go orderly and 
 quietly home, about five a clock in the sum- 
 mer and four in the winter season. 
 
 11 If necessity require any one to go out 
 in the Schoole time, let him not interrupt the 
 Master by asking him leave,* but let him 
 leave his book with his next fellow above him, 
 for fear he should else spoile it, and in case 
 he tarry too long forth, let notice be given to 
 the Monitor. 
 
 12 Those children in the upper form may 
 be m.onitors, every one a day in his turn, and 
 
 * Cf. the practice in many American schools
 
 (69) 
 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 differ- 
 ence betwixt those faults that are vitiously 
 enormous, and those that are but childish 
 transgressions; Where admonitions readily 
 take place, it is needless trouble to use a rod, 
 and as for a ferula I wish it were utterly ban- 
 ished out of all Schooles. 
 
 If one before I conclude, should ask me, 
 how many children I think may be well 
 and profitably taught (according to the 
 method already proposed) in a Petty Schoole; 
 I return him answer, that I conceive fourty classes of 
 boyes will be enough thoroughly to employ forty 
 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 prac- 
 tised in som.e Schooles, yet it occasioneth 
 too much noyse and disorder, and is no 
 whit so acceptable to Parents, or pleasing 
 to the children, be the work never so well 
 done. And therefore I advise, that in a 
 place where a great concours of children 
 may be had, there be more Masters then 
 one employed according to the spatious- 
 nesse of the room, and the number of boyes
 
 Graded 
 schools 
 
 Under a 
 
 supervising 
 
 principal* 
 
 (70) 
 
 to be taught; so that every fourty Scholars 
 may have one to teach them and in case 
 there be boyes enough to be taught, I would 
 appoint one single Master, to attend one 
 single forme, and have as many Masters 
 as there are forms, and then the w^ork of 
 teaching little ones to the height of their 
 best improvement may be throw^ly done, 
 especially if there were a writeing-master 
 employed at certain hours in the Schoole, 
 and an experienced Teacher encouraged as 
 a supervisor, or inspector, to see that the 
 whole Schoole be well and orderly taught, 
 and disciplined. 
 
 What I have here writ concerning the 
 Teaching and ordering of a Petty Schoole, 
 was in many particulars experienced by my 
 self with a few little boyes, that I taught 
 amongst my Grammar-Scholars in London, 
 and I know those of eminent worth, and 
 great learning that upon tryal made upon 
 their own children at home, and others at 
 Schoole are ready to attest the ease and 
 benefit of this method. Insomuch as I was 
 resolved to have adjoyned a Petty Schoole 
 to my Grammar Schoole at the Token- 
 house in Lothbury London, and there to 
 have proceeded in this familiar and pleasing 
 way of Teaching, had I not been unhan- 
 
 *Note that Hoole's supervising principal has charge 
 only of one school.
 
 (71) 
 
 somly dealt with by those whom it concerned, 
 
 for their own profit sake to have given me 
 
 lesse discouragement. Neverthelesse, I think 
 
 it my duty to promote Learning what I can, 
 
 and to lay a sure foundation for such a goodly 
 
 structure as learning is; and though (per- ^°^^^ ^^!"^ 
 I \ T L I 1 rr 1 T of education 
 
 naps) 1 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 groundwork, intend- 
 ing (by God's blessing) forthwith to pub- 
 lish The New Discovery of the Old Art of 
 Teaching, which doth properly belong to a 
 Grammar Schoole. 
 
 In the mean time I intreat those into 
 whose hands this little work may come, to 
 look upon it with a single eye, and whether 
 they Hke or disHke it, to think that it is not 
 unnecessary for men of greatest parts to 
 bestow a sheet or two at leasure time upon 
 so mean a subject as this seem's to bee. 
 And that God which causeth immense 
 rivers to flow from small spring-heads, « 
 
 voughsafe to blesse these weak beginnings 
 in tender age, that good learning may pro- 
 ceed hence to its full perfection in riper 
 years. 
 
 FINIS
 
 Lily's Grammar. The 1692 edition published at 
 Oxford, "at the [Sheldonian] Theater," has a quaint 
 engraving by way of frontispiece, representing school- 
 boys in Pilgrim Father costume (broad-brimmed hat, 
 frock-coats, knee-breeches), engaged in plucking apples 
 from a tree. The legend beneath consists of two 
 couplets: 
 
 Ecce Puer fructus, ad quos ludi ipse Magister, 
 Et Pater invitant, et bene notus Amior. 
 
 Ssepe ulta est raptos crudelis Betixla males, 
 Nunc ut devites verbera carpe Puer. 
 
 which the editor has freely rendered elsewhere. 
 
 Proof, at least, that the place of interest or stimulus 
 in education was not overlooked in the centurj' of 
 Hoole and Dury. 
 
 (72)
 
 THE 
 
 USHER^S DUTY 
 
 A PLAT-FORME OF TEACHING 
 LILIES GRAMMAR 
 
 By C. H. 
 
 LONDON 
 
 Prnted by J. T., for Andrew 'Crook at the Green Dragon 
 
 in Paul's Church Yard, 1660. 
 
 (73)
 
 THE USHERS DUTY 
 
 CHAP. I. 
 
 HOW TO HELP CHILDREN THAT ARE IMPER- 
 FECT IN READING ENGLISH, WHEN THEY 
 ARE BROUGHT TO THE GRAMMAR-SCHOOLE; 
 AND HOW TO PREPARE THEM FOR MORE 
 EASIE ENTRANCE UPON LATINE. 
 
 The want of good Teachers of EngHsh in 
 most places where Grammar-Schooles are Children 
 erected, causeth that many Children are ""'^^ ^'^^f 
 brought thither to learn the Latine Tongue, ^^^ "^^!^f" 
 before they can read well. And this chiefly, prepared 
 to prevent their losse of time with those that 
 can teach them no further. 
 
 Now such Scholars for the most part be- 
 come 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 seem's to some to under- 
 value himself by admiting Petties into his 
 Schoole. But for the toyl and trouble that 
 he hath in teaching such, I rather seek how 
 to remedie it, then go about in words to ex- 
 presse it. 
 
 (75)
 
 How to deal 
 with them 
 
 English 
 work 
 
 Pattern- 
 reading 
 
 Class 
 preparation 
 
 (76) 
 
 To help therefore that defect of reading 
 EngHsh aright, you may take this, as the 
 most useful course. 
 
 1 Let them read a Chapter every morn- 
 ing, and every noon in the New Testament, 
 and at ten and four a clock, a piece of the 
 Accidents, vv^hich will require (at least) a 
 quarter of a year to be read over, in case the 
 children be very imperfect, but in case they 
 be any whit ready, it may be gone over in 
 six weeks time. 
 
 2 To exercise their slender memories at 
 their first coming to Schoole, and to find 
 them some little task over-night (to which 
 they should be inured at the first, that they 
 may not take it more hardly afterwards) let 
 them commit to memory some few staves of 
 such Psalms in Meeter, as you in your dis- 
 cretion shall think best to sute with their 
 shallow apprehensions; Psalm i, 4, 12, 15, 
 19, 25, 34, 67, 100, 103, 104, 119, are ex- 
 celent 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,
 
 (77) 
 because the most able beginning to read 
 first) and cause that every one attend dili- 
 gently to what is read, looking constantly 
 upon his book, and let them have liberty 
 (who can soonest) to correct him that readeth 
 any word a misse, and to note it as his mis- 
 take. But in this a care must be had that 
 they make no noise nor disturbance to the 
 rest of the Schoole. 
 
 3 When they come to say, let every one 
 in that order you shall appoint (beginning The 
 either w^ith the highest or lowest, or other- recitation 
 wise) read the whole Lesson, or a piece of it, 
 as the time will best permit you to hear them, 
 and when the lesson, is gone often enough 
 over, you may propound a familiar and 
 short question or two out of it, thereby to 
 make somewhat of its meaning stick in their 
 memories, and dismisse them to their places 
 to ask one another the like. 
 
 But because the Accidents as it is now 
 Printed (especially that part of it which con- 
 cerneth the congugateing of verbs) is too 
 full of difficult Abbreviations for the most 
 Children to read, or some Masters (that 
 undertake it) to teach; I have found a great 
 advantage and ease by making use of the 
 examination of the Accidents, before I put 
 them to read the Accidents it self, especially 
 with some more dull-witted boves, that I
 
 The Latin 
 Accidence 
 
 First Form 
 work 
 
 (78) 
 
 could not otherwise fasten upon; and the 
 way I used, it was this: I caused, 
 
 I That children should read over onely 
 the first part of it, which concerneth the 
 Introduction of the eight parts of Speech, 
 by taking so much at a time, as they could 
 well be able to read, and belonged to one or 
 more particular heads of Grammar. Thus 
 in the first going it over, I made them ac- 
 quainted with the usual terms of Grammar- 
 Art, so as to be able (at least) to turn to a 
 Noun, Pronoune, Verb, &c. and to what 
 belong to them, as, to the Numbers, Cases, 
 Persons, Moods, &c. and to tell how many 
 there are of each. 
 
 And in the second reading it over, I 
 taught 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 con- 
 firm their memories to keep it. Ex. gr. 
 having shewed them in their Book, that a 
 Noun is the name of a thing, and that it is 
 substantive, or Adjective, and hath Num- 
 ber, Case, Gender, 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
 
 (79) 
 Mr. Woodward very well expresseth it in 
 his Light to Grammar, chap. 2 "To Teach 
 a Child to carry a Torch or Lanthorn in his Under- 
 hand, that thereby the understanding may standing 
 do its office, and put to memory to do hers; meinory 
 to slip into a Childes understanding before 
 he be aware, so as he shall have done his 
 task, before he shall suspect that any was 
 posed; he shall do his work playing, and play 
 working; he shall seem idle and think he is 
 in sport, when he is indeed seriously and 
 well employed. This is done (saith he) by 
 Praecognition, for it convey's a light into the 
 understanding which the childe hath lighted 
 at his own candle. 
 
 Now forasmuch as the way of working 
 thereby is, when the inward senses of the 
 Childe are instructed by the outward, the 
 surer and firmer the instruction is within; 
 I cannot but here give notice of Mr. Come- 
 nius's Orbis Pictus,* as a more rare devise The Orbis 
 for Teaching of a Child at once to know Pectus 
 things, and words by pictures, which may 
 also serve for the more perfect and pleasant 
 reading of the English and Latine Tongues, 
 and entering a childe upon his Accidents; 
 if the dearnesse of the book (by reason of 
 
 *Hoole's translation of the Orbis Pictus, with his 
 memorable preface to the translation, has been re- 
 printed by Mr. C. W. Bardeen.
 
 (8o) 
 
 the brasse cuts in it) did not make it too 
 hard to come by. 
 
 But when the book may be readily had 
 (as who would not bestow four or five 
 shillings more then ordinary to profit and 
 please a Son ?) I would advise that a child 
 should bring it with him at his first coming 
 to a Grammar Schoole, and he 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 Or- 
 thography, and Etymologie, by using that 
 Book according to the directions already 
 given in the Preface before it, and causing 
 him every day to write a Chapter of it in 
 English and Latine. 
 
 He that would be further instructed how 
 by teaching English more Grammatically,* 
 to prepare his Scholars for Latine, let him 
 consult Mr. Pool's English Accidents, and 
 Mr. Wharton's English Grammar; as the 
 best books that I know at present, for that 
 purpose. 
 
 *A noteworthy remark to come from a seventeenth 
 century educationist, fully expressing the view of 
 Comenius, however. Webster, a -rtI ting-school 
 master towards the end of the sam.e centurj-^ -^Tites 
 of the universal principles of grammar which make 
 any one language a help to all others. (See Educa- 
 tional Theories in England, p. 70).
 
 CHAP. II. 
 
 HOW TO TEACH CHILDREN IN THE FIRST 
 FORME, THE GROUNDS OR RUDIMENTS OF 
 GRAMMAR CONTAINED IN THE ACCIDENTS, 
 AND TO PREPARE THEM FOR THE LATINE 
 TONGUE WITH EASE AND DELIGHT. 
 
 Being here to deliver my mind concerning 
 entering little ones, by way of Grammar, to °°,^^^ ^ 
 the Latine Tongue, (a matter which I may dealing with 
 truly say hath ever since I began to teach) rudiments 
 cost me more study and observation, then 
 any one point of my profession, and the 
 more because I see few able Schoole Masters 
 vouchsafe so far to unman themselves as to 
 minde it, I desire three things may be con- 
 sidered by all that goe about to enter children 
 to Grammar-Learning viz. that, 
 
 I There is a great difference betwixt a 
 man that teacheth, and a Childe that is to be 
 taught. For though I do not altogether 
 hold with him that sayeth a man in his 
 Childe-hood is no better then a bruit-beast, 
 and useth no power but anger and concupis- 
 cence; nor take upon me here to dispute 
 whether a Childe learneth more by rote then 
 by reason, yet this I dare aver, that the more 
 
 (81)
 
 (82) 
 
 condescention is made to a Childes capacity, 
 by proceeding orderly and plainly from what 
 he knoweth already, to what doth naturally 
 and necessarily follow thereupon, the more 
 easily he will learn, 
 
 A man therefore that hath the strength 
 and full use of reason, must conduct his 
 young learner, to follow him in a rational 
 way, though he must not expect him to goe 
 aequis passibus, as fast as himself. And 
 forasmuch as a childe is tender, a man must 
 abate of his roughnesse; seeing a childe is 
 slow of apprehension, he must not be too 
 quick in his delivery; and seeing a childe is 
 naturally awkward to his work, he must not 
 be too passionate, if he do amisse. TuUies 
 observation is that Quo quis doctior est, so 
 iracundius docet: and Mr. Mulchaster gives 
 notice that there is a number of discoursers 
 that can say pretty well to a general Position, 
 but shew themselves altogether lame in the 
 particular applying it which is a thing that 
 attendeth onely upon experience and years. 
 He would therefore (and that rightly) have 
 a trainer of youth reclaimed unto discretion, 
 whose commendation Aristotle places in the 
 skil of specialties. And I would advise him 
 that hath to deal with a childe, to imitate 
 the nurse in helping him how to go forward, 
 or the Gardiner in furthering the growth of 
 his young plant. Est et hac summi ingenii
 
 (83) 
 
 maxima infirmitas non posse descendere, 
 
 saith a Teacher of eloquence; Tall wits like Teachers 
 
 long backs, cannot abide to stoop, but who- "^"^^ ^^^^ 
 
 soever is a Schoole-Master, and would do ^^ }^? 
 , . , , , . . child s 
 
 his duty as he ought, must account it a point capacity 
 
 of wisdom to condescend to a childes cap- 
 acitie, be it ever so mean. How have I 
 delighted to see an artist (I mean a watch- 
 maker or the like) spend an hour or two 
 sometimes in finding a defect in a piece of 
 work, which he hath afterwards remedied 
 in the turning of a hand; where, as 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 
 childe sticks, and remove the impediments 
 out of his way, and his scholar will take 
 pleasure, that he can go on in learning. 
 
 2 There is a great disproportion betwixt 
 a Childes capacitie, and the Accidents it self. The child 
 Children are led most by sense, and the and his 
 Grammar rules, consisting in general Doc- Accidence 
 trines are too subtile for them; Childrens 
 wits are weak, active and lively, whereas 
 Grammar notions are abstractive, dull and 
 livelesse; boyes find no sap, nor sweetnesse 
 in them, because they know not what they 
 mean; and tell them the meaning of the 
 same rule never so often over, their mem- 
 ories are so waterish, that the impression 
 (if any were made in the brain) is quickly
 
 (84) 
 gone out again.* Roat runeth on apace 
 and mindeth nothing so much as play; and 
 it is very hard to teach a childe in doing of 
 a thing, to heed, much lesse to judge what he 
 doth, till he feel some use of reason, in the 
 mean time, he will profit more by continued 
 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 minde the confused order (especially 
 of the verbs) and the perplexity of some 
 Rules and Examples, that, that book was 
 made to informe those of riper years, who 
 knew something of Latine before, with the 
 reasons of what they knew, then to direct 
 little ones (as v/e do now) to use it as a rule 
 about that, whereof they are ignorant alto- 
 gether. 
 
 *An interesting elaboration of the point made by 
 Ascham, Comenius, and others that experience of a 
 language should precede the rules of the language, 
 and more generally that concrete should precede 
 abstract. Comenius states this in his elaboration of 
 the precept Follow Nature. Nature, he says, not 
 only chooses the right season, (as to which in educa- 
 tion the child's power of understanding is to be our 
 guide), but the right material. This section refers 
 to what Comenius considers the right choosing of 
 the material.
 
 (85) 
 
 3 It is one thing to learn the Latine 
 Tongue, or any other Language, and an- Grammar 
 other to learn the Grammer, as a guide to it, ^^^ 
 or a means to attain the reason of it; we see l^^^suage 
 how readily children learn to speak true and 
 proper English (and they may also do the 
 same in Latine by daily use and imitation 
 of others, long before they are able to appre- 
 hend a definition of what Grammar is, or 
 any thing else concerning it).* And the 
 reason thereof 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 
 strength of reason to assist it, is hard to be 
 wrought upon in a childe, and till the mem- 
 ory and understanding go hand in hand, a 
 child learns nothing to any purpose. 
 
 Hence it cometh to nasse, that Grammar 
 learning (as it is generally now used) be- 
 cometh a work of more difficulty and dis- 
 couragement both to Master and Scholar, 
 then any studie or employment they under- 
 take, and that many have striven to contrive 
 more facill Grammars for their Scholars, 
 whereas indeed the right and constant use 
 of any one that is compleat, so as to handle 
 the subctjectum totall of the Art, doth easily 
 
 *Cf. the "natural method" in the teaching of 
 modern languages.
 
 Self-activity 
 
 (86) 
 
 reduce all others to its-selfe, especially after 
 the Language is somewhat gained. 
 
 These things, thus premised, I conceive 
 it very necessary for all such as undertake 
 to teach Grammar to little children, to cherish 
 and exercise those endowments which they 
 see do shew themselves most vigorous and 
 prompt in them, be they memorie, phansie, 
 &c. and to proceed orderly and by degrees 
 (for nature itself doth)* that they may be 
 able to hold pace with their Teachers, and 
 iiT^learnii^^ ^° perceive how themselves mount higher 
 and higher, and in every asscent to know 
 where they are, and how to adventure boldly 
 to go forward of themselves. And foras- 
 much as the Accidents is generally made use 
 of as an introduction to Latine Grammar, 
 (which of it selfe is but a bare rule, and a 
 very naked thing, as Mr. Mulchaster hath 
 well observed) and it is one thing to speak 
 like a Grammarian, and another thing to 
 speake like a Latinist, (As Quintilian hath 
 noted) it is fit that both the Accidents and 
 the Latine Tongue together should be brought 
 within Childrens reach and made more fa- 
 miliar unto them then formerly. And how 
 this may be done even with those of seven 
 
 ♦This is one of the principles laid down by Come- 
 nius, that nature does not proceed per saltum, but 
 step by step. It is an anticipation of Herbart's law 
 of successive clearness.
 
 (87) 
 years of age, or under,* I shall now go on to 
 discover according to what I have tryed, and 
 doe every day still put in practise. But this 
 I require aforehand (which Mr. Mulchaster 
 also wisht for) that a childe may have his 
 reading perfectly and ready in both the Eng- 
 lish and Latine tongue, and that he can 
 write a fair hand before ever he dream of his 
 Grammar. For these will make him he 
 shall never complain of after difficulties, 
 but cheerefuUy 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 respect- 
 ing at all whether they understand it, or not. 
 Thus they spend two or three years (for the 
 most part) in a wearisome toile to no pur- 
 pose, not knowing all the while what use 
 they are to make of their book, nor what the 
 learning of such a multitude of Rules may 
 tend to, and in the interim of getting the 
 Accidents by heart (if great care be not 
 taken) they loose that ability of Reading 
 English, which they brought from the Petty- 
 Schoole; and this makes the Parents cry out 
 against Learning Latine, and complain of 
 
 * The American educationist will reply "Nous 
 avons change tout cela."
 
 (88) 
 
 their children not profiting at the Grammar- 
 Schooles, whence they are therefore some- 
 times taken and sent back again to a Mis- 
 tresse or Dame to learn English better. The 
 conscientious Master all the while striveing 
 to the uttermost of his strength and skil to 
 preserve his credit, and not knowing well 
 how to remedie this mischief otherwise, then 
 by hastning on the Children in this common 
 road, doth over-toyl (if not destroy) himself, 
 and discourage (if not drive away) his Schol- 
 ars, by his too much diligence. 
 
 Having therefore made sure that the little 
 Scholars can read very well, and write plainly 
 before-hand, put so many ol them as are well 
 able to hold pace together into one form, and 
 begin to teach them their Accidents in an 
 understanding manner, thus. 
 
 From 1 Give them a glj-mps or insight into the intro- 
 
 indefinite duction or first part of it, by dividing it into twelve 
 to definite parts, and making them to take notice of the chief 
 heads in every one; whereof. 
 
 The first m^ay be, concerning the eight parts of 
 speech, of a Noune and its kindes, of Numbers, Cases, 
 and Genders. 
 
 The second of the Declensions of Nounes, Sub- 
 stantives. 
 
 The third, of the declining of Adjectives, and their 
 comparison. 
 
 The fourth, of a Pronoune. ^ 
 
 The fifth of a Verb and its Kinds, Moodes, Gerunds, 
 Supines, Tenses, Persons and Congugations. 
 
 The sixth, of the Congugateing of Verbes in 0.
 
 (89) 
 
 The seventh, of the Verb Sum. 
 
 The eight, of the Verbes in Or. 
 
 The ninth, of Verbs irregular, as Possum, &c. 
 
 The tenth, of a Participle. 
 
 The eleventh, of an Adverb. 
 
 The twelfth,-of a Conjunction, a Prseposition, 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 the present part, to which 
 the others may make answer out of the words of the 
 Accidents, which if they cannot readily do, he may 
 tell them out of his Book; and if your selfe sometime 
 examine them in the most familiar and general ques- 
 tions, it will help them to understand, and sharpen 
 their mem.ories very much for the getting of that by 
 heart, whereof they already know somewhat. 
 
 2 When they get the Introduction memoriter, let 
 them take up 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 alwayes the weakest childe appoint the task, and 
 cause the stronger to help him to perform it as he 
 ought. 
 
 Forasmuch as your Scholars memories are yet 
 very weak and slipperie, it is not amisse to help them 
 by more frequent Repetitions, especially at the end 
 of every part of speech, which they should examine
 
 (9°) 
 
 SO often over, till they can answer to any thing, that 
 is in their book concerning it. Then let them pro- 
 ceed to the next in like manner, not forgetting to 
 recall the more general and necessary points tomem- 
 ory from the beginning, and this will be a meanes to 
 make them keep all fresh in minde, and to be able 
 to tell you what Part of Speech any word is which 
 you shall name, either in English or Latine, and what 
 belongs to it, which is one main for which the intro- 
 duction 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, 
 make them to mark every word what part of Speech 
 it is by these figures 1. 2. 3. 4. 5. 6. 7. 8. 
 
 3 But as they get the introduction by heart, and 
 learn to answer to the questions raised out of it, an 
 especial care and paines must be taken ever and anon, 
 to make them very perfect in declining Nounes, and 
 formeing Verbs. Let them therefore as it were by 
 tasks, get the examples of the Nounes, and Verbs 
 very perfectly, which are set down in the Accidents. 
 
 Then first let them dechne the Articles severally 
 Declension or joyntly, for by these they may know the Gender, 
 Case, and Number of a Noun, though many learned 
 Grammarians of late do leave them off as uselesse. 
 Harum Musarum was formerly as much as to say 
 that Musarum is of the Feminine Gender, Genitive 
 Case, and Plural Number; and whereas the Rule be- 
 ginneth with the Genitive Case, do you supply the 
 Nominative thus, 
 
 2 Cause them with every example to joj^n the Rule 
 of the Declension, and thereby to know the due Ter- 
 mination of every case in both Numbers, saying the 
 English sometimes before, and sometimes after the 
 Latine, the Nom. Case singular of the first declension 
 endeth in a, as Nominative Hac Musa a song; the
 
 (91) 
 
 Genitive in se, as Hujus Musae of a song; the Dative 
 in ae, as Huic Musae, to a song, &c. 
 
 3 Let them give you the bare Terminations of 
 every declension in each case in both Numbers, as to 
 say, The Terminations of the first declension through- 
 out all cases in both Numbers are, Singulariter, Nom. 
 a. Gen. te, Dat. se, Accu. am, &c. 
 
 The Terminations of the Nominative case singular 
 of the five Declensions are, of the first, a, of the second 
 r, us, um, of the third a, c, e, i, 1, 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 se, the second i, 
 the third is, the fourth us, the fifth ei, &c. And let 
 them take especial notice of the endings of the Geni- 
 tive case singular, because thereby they may know 
 of what declension a Noun is, when they find it in a 
 Vocabulary, or DictionarJ^ 
 
 4 Furnish them out of their Vocabularie or other- 
 wise, with store of examples for every several Declen- 
 sion, till they can readily decline any regular Noune; 
 but then mind them of the Voca. Singular of those 
 Nounes that end in us of the second Declension, and 
 of those that are of the neuter Gender, of the second, 
 third, or fourth declension, and what cases they make 
 all alike in both numbers. 
 
 5 Exercise them in declining Nounes so often, till 
 they can tell you at once the termination of any case 
 in either number in one or all the declensions, and 
 say on a suddain what any Noune you name to them 
 doth make in any case of each Number in English or 
 Latine. As, if you ask them of what declension, 
 case and number this termination os is, they can per- 
 fectly answer, that os is of the second declension, 
 Accu. case, and plural number; or, if you ask them 
 of what Declension, Case and Number virtu te is, 
 they can answer, that virtute is of the third declen-
 
 (92) 
 
 soon, the Ablative case and singular number. So in 
 English, if you should say with a pen, they can tell 
 you it is the Ablative case and singular number, and 
 therefore must be said in Latine Penna. Or if n 
 Latine you should say pennas, they can tell you it is 
 of the accusative case plural number, and must be 
 said in Enghsh pennes or the pennes. 
 
 6 In declining Adjectives cause them to minde to 
 what declension their several genders belong, and 
 after they can parse everj^ Gender alone by it self, 
 teach them to joyn it to a substantive of the same or 
 a different declension, -with the English either before 
 or after the Latine, thus; Singulariter Nominativo 
 Pura charta, fair paper. Gen. purse chartse of fair 
 paper, &c. Sing. Nom. novus Liber a new Book, &c. 
 Sing. Nomx. Dulcis conjux, a sweet wife. Gen. Dulcis 
 Conjugis of a sweet vrife, &c. Edentula anus a tooth- 
 less old woman, Gen. edentulae anus, of a toothless old 
 woman, &c. Frigida glacies, cold ice, Genitivo 
 frigidse glaciei of cold ice, &c. Gravis Turba, a 
 troublesome rout. Gen. Gravis Turbse of a trouble- 
 some rout, &c. Magnum Onus, a great burthen, 
 Gen. magni oneris, of a great burthen, &c. 
 
 7 Acquaint them well with the m.anner of formarg 
 . the three degrees of comparison, by shewing them 
 
 \ . how the com.parative and superlative are m.ade of 
 o a jec i\es ^^^ positive, according to the i-ules, and then let them 
 decline the adjective in all the degrees together through 
 all Cases and Genders in both Numbers, as well Eng- 
 lish as Latine. thus; Sing. Nom. durus, hard, durior, 
 harder, durissimus very hard; dura, hard, durior, 
 harder, durissima verj' hard; durum, hard, durius, 
 harder, durissimum very hard; Gen. duri, of hard, 
 durioris of harder, durissimi, of very hard, &c. Sing. 
 Nom. felix happy, felicior, more happy, felicissimus, 
 most happjs* felix, happy, felicior, more happy, felicis- 
 sima, most happy; felix happy, felicius more happy,
 
 (93) 
 
 felicissimuni most happy. Gen. felicis, of happy, 
 felicioris of more happy, felicissimi of most happy, 
 &c. Then teach them to joyn a Substantive with 
 any one or all of the Degrees, thus Injustus pater, a 
 harsh father, injusta mater, an imjust mother, injus- 
 tum aniniaj, an unjust creature. Indoctus puer, an 
 unlearned boy, Indoctior puella, a more unlearned 
 girle, Indoctissimum vulgus the most unlearned 
 common people. 
 
 8 To help them the better to perform this profitable 
 exercise of themselves, let them some times vrrite a 
 Noun, which you appoint them, at large, and distin- 
 guish betu'ixt that part of it which is, moveable and 
 that which is unmovable; I mean betwixt the fore- 
 part of the word, and its termination thus: Sing. 
 Nom. Mens-a a table, Gen. Mens-se of a table, Dat. 
 Mens-se to a table, &c. to the end. 
 
 Thus likewise they may be exercised in WTiting out 
 Substantives, and Adjectives, and forming the degrees 
 of comparison, with which w'ork they will be exceed- 
 ingly much delighted, when once they can wTite, and 
 by once writing, they will better discern what they 
 do, then by ten times telling over; which makes me 
 again presse hard, that either a childe may be able 
 to write before he be put to the Grammar Schoole, 
 or else be put to learn to write so soon as he come 
 thither. For besides the confused disorder it will 
 make in a Schoole, when some children are fitted to 
 undergoe their taskes, and others are not, they that 
 can WTite, shall be sure to profit in Grammar learning 
 whereas they that cannot, will do little but disturb 
 the Schoole, and hinder their felloT\'es, and bring a 
 shame upon their Master, and a blame upon them- 
 selves, because they do not learn faster. And, alas 
 poor child, how should he be made to go who wants 
 his legges? if he go upon cnitches, it is but lamely. 
 And how should he be taught Gramm.ar, which is the
 
 Value of 
 
 written 
 
 work 
 
 Conjuga- 
 tions 
 
 The 
 
 principal 
 
 parts 
 
 The verb 
 
 "sum" 
 
 (94) 
 Art of right -wTiting as well as speaking, that cannot 
 write at all? I wi?h they that take upon them to 
 teach boyes Grammar before they can write, would 
 but take upon them the trouble to teach one to speak 
 well, that cannot speak at all. But I say no more of 
 this subject, for though what I say have seemed to 
 some a meer Paradox, yet upon triall, they have 
 found it a plain reall Truth; and su h as any man in 
 reason •uill assent to. 
 
 As for that which is generally objected, that whilst 
 children are young, their hands are unsteady, and 
 therefore they should go on at their books till they grow 
 more firm;* it will quickly be found a meer idle phansie, 
 when such objectors shall see lesse children then their 
 own everj^ day practise fair writing, and make miore 
 speedy progresse at their books by so doing. 
 
 Now touching verbs 
 
 1 Be sure that the children be well acquainted 
 with the different kinds of them, distinguished, both 
 by signification and termination; as also with their 
 Moods, Tenses, and Signes of them and with the 
 characteristical letters of the four conjugations 
 (which are a long, and e long; and e short, and i long). 
 And as they congugate a verb, let them take more 
 particular notice of its Present tense, Preterperfect 
 tense, and first Supine, because of these, all other 
 tenses are formed; and these therefore are specified 
 in every Dictionary'. 
 
 2 Let them first repeat over the Verb Sum, accord- 
 ing to four Moods onely (the Optative, Potential, and 
 Subjunctive being the same in all verbs) because it 
 hath a proper manner of declineing, and is most fre- 
 quently used, and ■v\ill be helpful to form the Preter- 
 
 *Evidentl3'^ some in Hoole's day objected to too 
 great nervous strain in early childhood.
 
 (95) 
 
 tenses in the Passive voyce, which consist of a Partici- 
 ple joyned with it. 
 
 3 Let them get the Active voyce very perfectly by 
 heart, and afterwards the Passive, (though they do it 
 more leasurely, taking but one Mood at a lesson) and 
 let them not now repeat the paradigmes as they stand 
 confusedlv together in their book, but sever them one 
 
 Hints for 
 
 from another, and go on with one at once, viz. Amo, ^^^ ^^^ ^ 
 by it self, Doceo, by it self. Lego, by it self, and Audio ^p^^S^ga- 
 by it self, thorow all Moods, Tenses, Numbers, and ^°^^ 
 Persons giving the English with the Latine, some- 
 times putting the one before and sometimes the other. 
 And be sure to make them mind all the signes in Eng- 
 lish, and the terminations answering to them in Latine, 
 
 4 Then teach them to form only the first person 
 singular of every conjugation severally, both with 
 Latine before English, and English before Latine as 
 Amo, I love, Amabam, I did love, &c. or I love Amo, 
 I did love, Amabam, &c. 
 
 5 Cause them again to form onely the Present 
 tense, with the tenses that depend more immediately 
 upon it, and then the Preter tense, with those that 
 are formed of it, and give them here to observe the 
 Rule in their Accidents touching the formation of the 
 Tenses, which is more easie to be delivered and re- 
 membered thus: All tenses that end in ram, rim, ssem, 
 ro, sse, are formed of the Preter tense, and all the rest 
 of the Present tense, according to the Latine verse. 
 
 Ram, rim, ssem, ro, sse; formabit csetera Pressens. 
 
 6 Make them give you the terminations of the first 
 person singular throughout all Moods and Tenses, of 
 each severall Conjugation, as to say; The termina- 
 tions of the first persons singular in the first conjuga- 
 tion are o, abam, avi, averam, abo, &c. Then let 
 them run over the Terminations of all the Persons in 
 both Numbers of every Mood and Tense in the severall 
 Conjugations, as to say; The Terminations of the
 
 (96) 
 
 Indicative Mood Present tense of the first Conjuga- 
 tion are o, as, at, amus, atis, ant. Of the Preter im- 
 perfect tense, abam, abas, abat, &c. 
 
 7 Let them joyn the Terminations of the first per- 
 son, with the signes of everj^ Tense in both voyces, 
 thus, o, do, bam, did, i have, ram had, to shall or will, 
 &c. or, am, bar, was, us sum vel fui have been, us 
 eram vel fueram, had been, bor shall be, &c. through- 
 out all the Conjugations. And let them withall take 
 notice how the three persons in both numbers differ 
 both in signification and ending, as I o and r, thou s 
 and is, he t and tur, we mus and mur, ye tis and ni, 
 they nt or ntur. 
 
 8 Let them repeat the Active and Passive voyce 
 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, 
 &c. 
 
 9 Exercise them well in so many severall examples 
 of the four Conjugations, as that on a suddain they 
 can render you any Verb out of Latine into English, 
 or out of English into Latine, with its right Mood, 
 Tense, Number, and Person, you telling them the 
 first word of it, or they knowing it beforehand, as if 
 you say we have run, they can answer cucurrimus; 
 or if you say, I shall blot, they can answer maculabo, 
 having learnt Curro in Latin for to run, and that 
 maculo signifieth to blot. To m.ake them more fully 
 acquainted with the variation of a verb, it were good 
 sometimes for them to -RTite one out at full length, 
 both in English and Latine, making a Hne betwixt 
 the alterable part of it, and the termination (which 
 remaineth alike to all), Voc-o I call, voc-as thou callest, 
 voc-at,he calleth, &c. 
 
 N. B. The Nouns and Verbs being thus per- 
 fectly gotten at the first, (till which be done, the
 
 (97) 
 
 Preface before the Grammar counteth not the Scholar 
 ready to go any further, and saith it may be done 
 with a quarter of a years diligence, or very little 
 more) the difficulty of the Latine tongue will be 
 quite overpast and a child will more surely and heed- 
 fully learn them thus singly by themselves, then by 
 long practice in parsing and making Latine, because 
 then he is to attend many other things together with 
 them for the better observation whereof, these vt-ill 
 abundantly prepare him. 
 
 And because all children are not so quick- 
 witted, as fully to apprehend the various Repetition 
 alterations 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 
 who are less expert, as having perhaps come 
 from a Schoole wherein they were never 
 thus exercised) may be constantly employed 
 in this most profitable exercise.* And for 
 more ready dispatch, amongst a multitude, 
 it is not amiss if they repeat them thorow in 
 a round word by word, saying every one in 
 
 *Excepting in cases where a language is acquired 
 in a country where it is spoken, some such drill in 
 the elements, accompanying more "direct" or "nat- 
 ural" methods, is indispensable. So long as the 
 actual use of the cases and tenses is made to precede 
 their tabulation in the declension or conjugation, 
 the purposes of the direct method are served, and the 
 paradigm is merely a sumimary of what the child 
 has already acquired piecemeal.
 
 Pronouns 
 Participles 
 
 (98) 
 order after another, thus : i Sing. Norn Musa, 
 a Song. 2 Gen. Musae, of a Song. 3 Dat. 
 Musae, to a Song. 4 Accus. Musam, the 
 Song, &c. till they have gone thorow all the 
 Declensions, and Conjugations, and the 
 forementioned variety of practice upon them, 
 according as we may observe Corderius in 
 his Colloquies, to have given us a hint. And 
 to stirre them all up to more attentiveness, 
 The Master may (unexpectedly sometimes) 
 ask the case of a Noun, or the Mood and 
 Tense of a Verb, of one that he espieth more 
 negligent in minding, then the rest. 
 
 As a Help to the better performance of this neces- 
 sary task, I provided a little book of one sheet, con- 
 taining the Terminations and Examples of the Declen- 
 sions, 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 has not been unacceptable to 
 those of my profession, for the purpose whereto I 
 intended it; and I have som^etimes in one afternoon 
 made a thorow practice of all that hath been here 
 mentioned touching Nouns and Verbs, without any 
 wearisomness at all to my self, or irksomness to my 
 Scholars, who are generally impatient of any long 
 work, if it be not full of variety and easy to be per- 
 form.ed. 
 
 Some little pains would also be taken with the Pro- 
 nouns, so as to shew their number, distinction, manner, 
 of declining both in English and Latine, and their 
 persons; and then with the Participles to mind how 
 their four tenses are distinguished both by their
 
 (99) 
 
 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; The parts 
 and touching Prepositions, let them observe which of speech 
 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 The prin- 
 learning of every part of it, not by rote, but ciples of 
 by reason,* and to make children more cun- grammar 
 ning in the understanding of the things, then 
 in the rehearsing of the words, and to fasten 
 it well in their memories; I have found it 
 very profitable to set apart two afternoons 
 
 *Here Hoole suggests the second amendment which 
 is necessary in many of the forms which the "direct" 
 or "natural" method of language teaching has as- 
 sumed of recent years. The first was the use of 
 the paradigm, a tabulated summar^,^ of forms already 
 acquired; the second is the application of the prin- 
 ciples of language (or grammar) to f e study of lan- 
 guage. The former systematizes the effort of memory; 
 the latter reinforces memory by bringing into play 
 the understanding. [N. B. the distinction between 
 rational grammar and "technical grammar".] Through- 
 out Hoole has an ej'e to class-method, and to the 
 keeping up of the interest of the class, as here in sug- 
 gesting that some members of the class ("one side") 
 shall put questions to the others; and, again, where 
 he m.akes experience of the book an alternating sub- 
 stitute to pure memory effort. Ratich had already 
 made a great point of repeated experience of this 
 kind in place of rote-work; and he had a very impor- 
 tant influence upon Comenius.
 
 ( 100 ) 
 
 in a week (commonly Tuesdayes and Thurs- 
 dayes) for the examination of it all quite 
 thorow, causing one side of the Form to ask 
 the questions out of the examination of the 
 Accidents, and the other to answer accord- 
 ing 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 thereof, will be sure to 
 fix it after a little while in their understand- 
 ings and memories so fast, that they will have 
 it ready for use, against they come to the 
 second part of the Accidents, which con- 
 cerneth Concordance and Construction. 
 
 N. B. Vv'^hen children first begin their 
 Introduction, they may provide a little vo- 
 cabulary (if the Orbis Pictus be too dear) 
 out of which they should be made to read 
 the^Wea^of ^^^^ ^ Chapter every day, at one or four 
 Orbis Pictus ^ clock, and when it is read over you may 
 see who can give you the most names of 
 things under one head, both English and 
 Latine, and let him that tells you the most, 
 have some little reward for encouragement, 
 to draw on others in hope of the like, to do 
 as well as he. This profitable exercise was 
 often used by Corderius, and is an excellent 
 mean to help to store of words, which are in- 
 deed the subject about which Grammar is 
 conversant, so that to teach one Grammar 
 without giving him some knowledge of the
 
 (lOl) 
 
 words, is to teach him to tye a knot, that 
 hath not a string to tye it upon.* They may 
 say the Introduction for parts, and the Vo- 
 cabulary for lessons, (as you please) and 
 when ever they go out about neccesitous 
 business, be sure they say (at least) four 
 words of those which they have learnt, and 
 let them alwayes carry their Vocabulary 
 about with them, to be looking into it for 
 words. 
 
 Thus then I allow one half year for boyes 
 in the lowest form, that can read and write 
 before hand, to learn the first part of the 
 Accidents, and how to call things by their 
 Latine names making use of a Vocabulary. 
 
 And then I would have them divide the 
 whole Introduction into twelve parts, (as 
 they did at the first reading of it over) and 
 repeat constantly every morning one by 
 heart, to fix it w^ell in the memory; and for 
 fore-noon lessons (to be said about ten of 
 clock) they may proceed to the second part 
 of the Accidents, commonly called the Eng- 
 lish Rules, for the perfect knowledge and 
 exercise whereof, they may profitably spend 
 the succeeding halfe year. 
 
 *A happy plea for language before the rules of 
 language; concrete before abstract; or, to quote 
 another of Spencer's "laws of mental evolution", 
 empirical before rational.
 
 Rote-work 
 
 (102) 
 
 In getting whereof, because custume hath 
 every where carried it (contrary to those 
 excellent directions given in the Preface to 
 the Reader, of which Mf. Hayne mentioneth 
 Cardinal Wolsey to have been the Author) 
 for children first to read them over, and after- 
 wards to con them by heart as they stand in 
 the book (making it a work meerly for the 
 memory, which some children are good at, 
 notTnough though they understand nothing at all; and 
 therefore many unskilful Masters, not know- 
 ing how to do otherwise, especially with 
 boyes that cannot write, let them run on by 
 rote, presuming then when they have got 
 Rules thus, they may be afterward 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 
 schooles; and as they do this, I would have 
 them chiefly to take notice of the Titles or 
 Heads, and which are the general rules, and 
 which are the Observations, and Exceptions 
 made concerning it, that by this meanes 
 they may learn to turn readily to any one of 
 them that shall be called for. But that 
 children may best understand, and soonest 
 conceive the Reason of the Rules, and thereby 
 be made acquainted with the fashion of the 
 Latine Tongue (which is the main scope 
 that this part of the Accidents aimeth at) I
 
 (103) 
 would have them daily exercised in the prac- 
 tice of Concordance and Construction (which 
 will also confirm and ready them in the in- 
 troduction) after this manner. 
 
 1 Let them mark out the more generall 
 and necessary Rules (as they go along) with 
 their examples, and after they have got them 
 perfectly by heart, let them construe and 
 parse the words in the Example, and apply 
 the Rule to the words to w^hich it belongeth, 
 and wherein its force lyeth. 
 
 2 Let them have so many other examples 
 besides those that are in their book, as may 
 clearly illustrate and evidence the meaning 
 of the Rule, and let them make it wholly 
 their own by practising upon it, either in 
 imitating their present examples or pro- 
 pounding others as plain. Thus that ex- 
 ample 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 the 
 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 boyes will play. Thou 
 neglectest when I write. And these the chil- 
 dren should make out of English into Latine, 
 unto which you should still adde more till
 
 ( 104) 
 
 they be able by themselves to practise accord- 
 ing to the Rule. 
 
 3 After they have thus gone over the gen- 
 eral Rules, Let them together with one Rule 
 get its exceptions, and observations, as they 
 lie in order, and learn how they differ from 
 the Rule, and be sure that they construe and 
 parse every example, and imitate, and make 
 another agreeable to the Rule, observation 
 or exception, as is shewed before. 
 
 N. B. Now forasmuch as little ones are 
 too apt to forget any thing that has been told 
 them concerning the meaning of a rule and 
 the like, and some indeed are of more leasure- 
 ly apprehensions then others, that require a 
 little consideration of a thing before they can 
 conceive it rightly, they may be helped by 
 making use of the second part of the Acci- 
 dents examined; wherein, 
 
 1 The Rules are delivered by easie and 
 short questions and answers, and all the ex- 
 amples are Englished, and the words wherein 
 the force of the example lyeth are applyed 
 to the rule. 
 
 2 The examples are Grammatically con- 
 strued, and all the first words in them set 
 down in the margent, and referred to an 
 Index, which sheweth what part of Speech 
 they are, and how to be declined or congu- 
 gated. This I contrived at the first as a 
 means to prevent Childrens gadding out of
 
 (105) 
 
 their places, under the pretence of asking 
 abler boyes to help them in construing and Means of 
 parsing these examples, but upon tryal 1 self-help 
 found it a great ease to my self for telling the 
 same things often over, and a notable en- 
 couragement to my scholars to go about their 
 lessons, who alwayes go merrilier about their 
 task, when they know how to resolve them- 
 selves in any thing the doubt. 
 
 4* When they have got the second Part 
 of the Accidents well by heart, and under- 
 stand 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 Substan- 
 tives. 
 
 The third, concerning the Construction of 
 Adjectives, and of a Pronoune. 
 
 The fourth, concerning the construction 
 of Verbs with a Nominative, and Genitive 
 Case. 
 
 The fifth, concerning the construction of 
 Verbs with a Dative, Accusative and Abla- 
 tive Case. 
 
 ♦There is no thirdly.
 
 (io6) 
 
 The sixth, concerning the construction of 
 Passives, Gerunds and Supines. 
 
 The seventh, concerning time, space, place 
 and impersonals. 
 
 The eight concerning the Participle the Ad- 
 verb the Conjunction the Praeposition, and 
 the Interjection, which being added to the 
 foregoing twelve, the whole Accidents may 
 be easily passed over at twenty parts, and 
 kept surely in mind by repeating it once a 
 moneth for morning Parts, and examining 
 it every Tuesday and Thursday in the after- 
 noon. 
 
 As they make use of the Vocabulary, to- 
 gether with the first part of the Accidents, so 
 may they joyn Sententiae Pueriles, with the 
 second; which book I would have them to 
 provide both in English and Latine. 
 
 1 Because it renders the Book more grate- 
 Use of ful to children, who by reading their lessons 
 mother- in their Mother tongue, know better what to 
 tongue make of them. 
 
 2 Because they are apt to mistake what 
 they have been construed, especially in v/ords 
 that have various synifications. 
 
 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.
 
 (107) 
 
 As they learn this book, let them but take 
 three or four lines at once, which they should, The Latin 
 
 1. Construe out of Latine into English, ^^^^^^ 
 and then out of English into Latine. 
 
 2. DecHne the Nounes and form the Verbs 
 in it throughout, and give the rules for the 
 concordance and construction of the Words. 
 
 3. Bring their lessons fair writ out both 
 in English and Latine in a Httle paper book^ 
 which will exceedingly further them in spell- 
 ing and writing truly. 
 
 4. To fix their Lessons the better in their conversa- 
 memorie, you may ask them such plain ques- tion 
 tions, as they can easily answer by the words 
 
 of a Sentence. 
 
 5. Let them also imitate a Sentence some- 
 times by changing some of the words, and 
 sometimes altering their Accidents.* 
 
 6. Give them sometimes the English of a 
 Sentence to make into Latine of themselves, 
 and then let them compare it with the Latine 
 in the book, and see wherein they come short 
 of it, or in what Rule they faile. 
 
 For though the main end of this Book, 
 which is full of plain lessons, both of honesty 
 and Godliness, be to instill those grave say- 
 ings into childrens minds, (some of which 
 notwithstanding are too much beyond their 
 reach) and it be not perhaps so useful as 
 
 *Cf. the Prendergast method.
 
 (io8) 
 
 some others are for the speedy gaining of 
 Latine, yet by being thus made use of, it 
 may be very much improved to both pur- 
 poses. 
 
 Here I think it no digression to tell, how 
 I and some School-fellowes (yet living, and 
 eminent in their Scholar-like professions) 
 were misled 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 moribus,* we were put into this book, 
 and there made to construe and parse two 
 or three Sentences at once out of meer Latine, 
 and if any thing we missed, we were sure to 
 be whipt. It was well, if of i6 or 20 boyes 
 two at any time could say, and that they did 
 say right, was more by hap-hazard, then any 
 thing that they knew; For we knew not how 
 to apply one rule of Grammar to any word, 
 nor could we tell what part of Speech it was, 
 or what belonged to it; but if the Master told 
 us it was a Noun, to be sure we said it was 
 of the Nominative, case, and singular num- 
 ber, and if a Verb we presently guessed it to 
 be of the Indicative Mood, Present tense, 
 singular number, and third person; because 
 those coming so frequent, we erred the lesse 
 
 * There are some comparatively young men still 
 living who had to learn Propria quae manbus and 
 As in prcesenti -nhen at school.
 
 ( IC9) 
 in them. And an ignorant presumption that 
 we could easily say, made us spend our time 
 in idle chat, or worse employments, and we 
 thought it in vain for us to labour about get- 
 ting 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 un- 
 derstood then the rest, and with which I was 
 more affected, took such impression, as that 
 I still remember it, as, Gallus in suo stirquili- 
 nio plurimum potest. Ubi dolor, ibi digitus, 
 &c. 
 
 This I have related by the by to manifest 
 by mine own sense and experience what se- 
 verity children for the most part undergo, 
 and what loss of time befalls them in their 
 best age for learning, when they are meerly 
 driven on in the common rode, and are not 
 (rather) guided by a dexterous, diligent, and 
 discreet Teacher, to understand what they 
 learn in any book they are put into. 
 
 Now because all our teaching is but meer 
 trifling, unlesse withal we be carefuU to in- 
 struct children in the grounds of true Reli- 
 gion, let them be sure to get the Lords Prayer, 
 the Creed, and the ten Commandments; 
 First in English, and then in Latine, every 
 Saturday morning for Lessons, from their 
 first entrace to the Grammar Schoole; and 
 
 *The il! effects of a bad teaching-methocl.
 
 (no) 
 
 for their better understanding of these Fun- 
 damentals of Christianity, you may (accord- 
 ing to Mr. Bernards Httle Catechism) resolve 
 them in such easy questions, as they may be 
 able to answer of themselves, and give them 
 the Quotations, or Texts of Scriptures, w^hich 
 confirm or explain the doctrinal points con- 
 tained in them, to vvrite out the following 
 Lords day, and to show on Monday mornings, 
 when they come to Schoole. In short then, 
 I would have this lowest Form employed one 
 quarter or half a year in getting the Intro- 
 duction 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 
 the Fore-noon Lessons. The little Vocabu- 
 lary for Afternoon Parts; and Sententiae 
 Pueriles for Afternoon-Lessons, and the Prin- 
 ciples of Christianity for Saturday Lessons. 
 So that in one years time this work may be 
 fully compleat, of preparing them for the 
 Latine tongue, by teaching them the perfect 
 use of the Accidents, and helping them to 
 words, and how to vary them.
 
 CHAPTER III. 
 
 HOW TO MAKE CHILDREN OF THE SECOND 
 FORM PERFECT IN THE RULES OF THE 
 GENDERS OF NOUNS, AND OF THE PRE- 
 TERPEPFECT TENSES, AND SUPINES OF VERBS 
 CONTAINED IN PROPRIA QUAE MARIBUS* 
 QUAE GENUS, AND AS IN PRAESENTi; AND 
 HOW TO ENTER THEM IN WRITING, AND 
 SPEAKING FAMILIAR AND CONGRUOUS 
 LATIN E. 
 
 The general course taken in teaching the 
 Rules ot the Genders and Nouns, and Con- The 
 jugating Verbs, is to make children patter second 
 them over by heart, and sometimes also to "^ 
 construe and parse them; but seldom or 
 never are they taught the meaning of the 
 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 re- -vj . ,, 
 peatmg oi them; but others or more slow j^g^^.^ ^^ 
 pace (that learn by understanding what by heart 
 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 
 (111)
 
 In defence 
 of a faulty 
 method 
 
 (112) 
 
 pains about it, very little of what they are 
 to learn, will stick in their memories. 
 
 Some therefore have decryed this patch- 
 ing of Rules into a cobling verse; others have 
 thought it better to denote the Gender of 
 the Nouns, and the Preterperfect tenses of 
 Verbes by the Terminations of the first 
 words, and some have quite altered these 
 Rules by expunging some Vv^ords, and in- 
 serting others, which they thought might 
 better agree with them; But for my part, I 
 like this 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 M?'- Brinsley 
 saith of the Accidents) a wise Master is not 
 to stand with his children about mending 
 it, but only to make them understand the 
 RuleS; as they are set down in the Book, 
 which they may do welL T propound this 
 expedient. 
 
 1 Let them for Fore-noon Lessons begin with 
 Propria quae maribus, and then proceed to, As in 
 praesenti, leaving Quae genus to the last, because it is 
 of less use, and harder for children to understand. 
 
 2 In getting these Rules at first, let them read 
 them all distinctlj' 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 m-ay
 
 (113) 
 
 allow them an English Propria quse maribus, &c., 
 which they may compare all along with that in their 
 Grammar, and if at any time you perceive they do not 
 well apprehend the meaning of a Rule, do you illus- 
 trate it by instancing some words, that they have had 
 in their Vocabulary, or elsewhere. This will make 
 them somewhat ready to turn to any Rule. 
 
 3 At the next going them over, they will be able to 
 say four or six lines at a time, memoriter. And then 
 you may let them get all before them, and make them 
 after they have said a Lesson by heart, to construe it 
 by the help of a Construing book, and to decline every 
 Noun, and Conjugate every verb, by the help of the 
 Indexes annexed to the Propria quse maribus, &c. 
 Englished, and explained. 
 
 4 You may exercise them in this manner, by re- 
 peating more and more at a time, till they can decline 
 Nouns, and conjugate Verbs, and apply the Rules 
 readily to them, by dividing the whole into ten parts, 
 according to the Common place Heads; thus, the 
 First may be at Propria quae maribus &c., De Regulis 
 generalibus Propriorum, De Regulis generalibus Ap- 
 pellativorum, De prima speciali Regula, et ejus excep- 
 tionibus Masculinis, Neutris, Dubiis, et Comm^unibus. 
 The second at Nomen crescentis penultimse, &c., 
 Syllaba acuta sonat, &c., De secunda speciali Regula 
 et ejus exceptionibus Masculinis, Neutris, Dubiis et 
 Communibus. The third at Nomen crescentis, sit 
 gravis, &c., De tertia speciali Regula et ejus excep- 
 tionibus Fsemininis, Neutris, Dubiis, Communibus, 
 et de Regulis Adjectivorum generalibus. The Fourth 
 at Quse genus, de variantibus genus, defectivis casu, 
 Aptotis, Diptotis, Triptotis, et Vocativo carentibus. 
 The Fifth, at Propria cuncta notes, &c., de defectivis 
 numero, plurali et singulari. The sixth, at Haec 
 quasi luxuriant, &c., de Redundantibus. The Sev- 
 enth at As in prsesenti, De Simplicium verborum
 
 (114) 
 prseterito primse, secundse tertiae, et quartae conju- 
 gationis. The eighth at Prseteritum dat idem, et de 
 Compositorum verborum prseteritis. The ninth, at 
 Nunc ex prseterito, &c., De Simplicium verborum, et 
 Compositomm Supines. The tenth, De Prseteritis 
 verborum in or, De geminum prseteritum habentibus, 
 De neutro passivis, De verbis prseteritum mutantibus, 
 de prseterito carentibus, et de Supinum raro admit- 
 tentibus. If you adde these ten to the tAA'enty parts 
 in the Accidents, they maj^ run over the whole thirty 
 in six weeks; saying every morning one, except on 
 Saturdays, which are reserved for other occasions. 
 Their Noon- parts may be in the larger Vocabulary 
 (which is commonly) printed with the grounds of 
 Grammar, in an easie entrance to the Latine Tongue, 
 in which they may peruse a whole Chapter at once, 
 and afterwards strive who can tell you Latine for the 
 most things mentioned in it. And if at any time the 
 words be not so obvious to their understanding, be- 
 cause (perhaps) they know not the things which they 
 signify; do you tell them what the thing is, and ex- 
 plain the word by another that is moie familiar to 
 them. 
 
 Their After-noons Lessons on Monday es and Wed- 
 nesday es, may be in Qui mihi, which containeth pretty 
 Precepts of good manners, much befitting children to 
 observe, and which are so common in every Scholars 
 mouth, that a childe would blush to seem ignorant of 
 them. In getting this, 
 
 1 Let them repeat two distichs at once memoriter, 
 and if withall, you let them get the English verses 
 answerable to the Latine, and printed with the grounds 
 of Grammar, they will fix the Latine better in their 
 memories. 
 
 2 Letthem construe the Lesson Grammatically, and 
 to help themselves in that more difficult work, let
 
 (115) 
 
 them make use of the construction made them at the 
 end of their Construing Book. 
 
 3 Let them read the Latine in the Grammatical 
 order, and sometimes into meer English, and then let 
 them parse every word according to that order, giving 
 the Rules for the Genders of Nouns, and the Preter- 
 perfect tenses, and Supines of verbs; and applying 
 those of Concordance and Construction, as they come 
 in their way. 
 
 4 To exercise them in true writing, it were good if 
 they had a little paper-book, wherein to write first 
 the Latine, and then the English Distichs at full length, 
 which they may shew, when they say their Lesson. 
 
 5 To find them some employment after the Lesson, 
 you may give them some easie dictate out of it to turn 
 into Latine; sometimes by way of Question and An- 
 swer, and sometimes more positively; thus What shall 
 that Scholar do that desireth to be tauglit? He shall 
 conceive the Masters sayings in his minde. Quid 
 faciet ille discipulus, qui cupit doceri? dicta prsecep- 
 toris animo suo concipiet, or thus; A boy that is a 
 Scholar, and desireth to be taught, ought to conceive 
 the Masters sayings in his minde, and so as to under- 
 stand them well. Puer qui discipulus est, et cupit 
 doceri, dicta prseceptoris animo suo concipere debit, 
 atque ita ut eadem recte intelligat. And this you 
 may cause any of them to read, and let the rest correct 
 him in any word he hath m.ade amisse, and be sure 
 they can all give a rule for what they do. 
 
 After they have repeated these verses of Mr. Lilies 
 so often over, that they can say them all at once pretty 
 well by heart, they may continue their afternoons 
 Lessons in Cato, saying two or three Distichs at once, 
 according to the directions already g'iven in the Preface 
 to that Book in English and Latine verse; and when 
 they have gone thorow a book of it, let them try 
 amongst themselves who can repeat the most of it by
 
 Latin 
 speech 
 
 (ii6) 
 
 heart, as we see Corderius did sometimes exercise his 
 Scholars, as it appeareth by his Colloquies. 
 
 Now forasmuch as speaking Latine* is the main 
 end of Grammar, and there is no better expedient to 
 help children in the ready exercise thereof, then fre- 
 quent 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 Confabulatiunculse, both in 
 English and Latine, on Tuesdayes and Thursdayes in 
 the Afternoons instead of Lessons, thus, 
 
 1 Let them read a whole Coloquie (if it be not too 
 long) at once both in English and Latine, not minding 
 to construe it verbatim at the first going it over, but 
 to render the expressions Avholly 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 the second going over, let them construe it 
 Grammatically, and then take any phrase or sentence 
 in the present Lesson, and make such other by it, 
 changing either the words, or some of their Accidents, 
 as the present occasion requireth; ex. gr. As they say 
 in the singular Nvimber: God save you. Salve, Sis 
 salvus, Jubeo te salvere, or ave; so make them say in 
 the plural number, God save you, Salvete, sitis salvi, 
 o'^ubemus vos salvere, or avete. So likewise when 
 they can say, I thank you, Habeo tibi gratiam, or 
 habetur tibi a me gratia, let them im.itate, and alter it 
 by saj ing. We thank your Father. Habemus Patri 
 tuo gratiam. My Mother thanks you sir. Mater 
 
 * Even in 1660 in England to speak in Latin was the 
 aim of the study of the language; and Locke thirty 
 years later advocated the learning of Latin as a 
 spoken language, by means of conversations with a 
 tutor.
 
 (117) 
 
 habet tibi gratiam, Domine, or Habetur tibi, Domine, 
 a matre mea gratia. 
 
 When they have gone this book so often over, as to 
 be \N'ell acquainted with its phrases. Let them proceed 
 to Corderius Colloquies, which they have also in 
 English and Latine, and which they may construe 
 Grammatically, and cull the phrases out of it, to make 
 use of them in common speaking Latine. 
 
 Let them have a little paper-book, wherein to 
 gather the more familiar phrases, which they finde in 
 every Lesson printed in a different character, and let 
 them by often perusal at spare times, and bearing 
 them alwayes about them, get them so readily by 
 heart, as to be able to express themselves in Latine 
 by them upon any meet occasion. And this v/ay of 
 Exercising them to speak according to their Authors 
 expressions from their first entrance upon Latine, is 
 the best expedient that can be taken to avoyd Angli- 
 cismes, 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 
 commonl}'- they light upon that which is most improper. 
 
 And that they may now do something of themselves 
 bj^ way of night exercises, let them every evening 
 translate a verse at home out of the 119. Psalm, which 
 I conceive is the most easie for the purpose of making 
 the three Concords, and some of the more necessary 
 Rules of construction familiar to them. In making 
 their Translations, 
 
 1 Let them be sure to vv'rite the English very fair 
 and true, observing its just phrases, and let them also 
 make the like notes of distinction in their Latine. 
 
 2 When they come to shew their Latines 
 1st Let one read and construe a verse. 
 
 2nd Let another tell you what part of speech every 
 word is, as well English as Latine, and what the Eng- 
 lish Signes do note. 
 
 Following 
 the exam- 
 ple of Latin 
 authors
 
 (ii8) 
 
 3rd Let the rest in order give you the right Analysis 
 of every word one by one, and the Rules of Nouns 
 and Verbes, and of Concordance, and Construction, 
 
 And because these little boyes are too apt to blur 
 and spoyle their Bibles, and to make a wrong choyce 
 of words out of a Dictionary, which is a great maime 
 and hinderance to them in making Latine (and caused 
 Mr. Ascham to affirm, that making of Latines marreth 
 children) I think it not amisse to get that Psalm, and 
 some other Englishes printed by themselves, with an 
 Alphabeticall Index of every word which is proper for 
 its place. Right choyce of words being indeed the 
 foundation of all eloquence. 
 
 On Saturdayes, after they can say the Lords Prayer, 
 the Creed, and the ten Commandments in English and 
 Latine, they may proceed to the Assemblies Cate- 
 chisme, first in English, and then in Latine, or the like. 
 This second form then is to be exercised, 
 
 1 In repeating the accidents for morning parts. 
 
 2 In saying Propria quee maribus, Quse genus. 
 As in prsesenti, for Fore-noon Lessons. 
 
 3 In reading the larger Vocabulary for Noon parts. 
 
 4 In learning Qui mihi, and afterwards Cato, for 
 Afternoon Lessons on Mondayes and Wednesday es, 
 and Pueriles Confabulatiunculse, and afterwards 
 Corderii CoUoquia on Tuesdayes and Thursdayes 
 
 And 
 
 5 Translating a verse out of English into Latine 
 every evening at home, which they may bring to be 
 corrected on Fridayes, after all the weeks Repititions 
 ended, and return writen as fair as possibly they can 
 wite, on Saturday mornings, after examinations 
 ended.* And thus they may be made to know the 
 Genders of Nouns, and Preterperfect tenses, and 
 Supines of Verbes, and initiated to speak and write 
 
 * Latin constructions in Hoole's English style.
 
 (119) 
 
 true Latine in the compass-e of a second year. So 
 that to children betwixt seven and nine years of age, 
 in regard to their remedilesse inanimadvertency, I 
 allow two whole years to practise them well in the 
 Rudiments or Grounds of Grammar, in which I would 
 have the variation of Nouns and Verbes 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.
 
 form 
 
 CHAP. nil. 
 
 how to make children of the third 
 forme perfect in the latine syntaxis 
 commonly called verbum personale; 
 as also to acquaint them with proso- 
 die; and how to help them to con- 
 strue AND parse, and TO WRITE, AND 
 speak TRUE AND ELEGANT LATINE. 
 
 Children are commonly taught the Latine 
 Third Syntaxis before they be put to make use of 
 
 any Latine book besides it; and so they but 
 can say it readily by heart, construe it, and 
 give the force of its rules out of the examples, 
 they are thought to learn it well enought. 
 But the very doing thus much, is found to be 
 a Vv'ork too tedious with many, and there- 
 fore some have thought good to lessen the 
 number of the Rules, and others to dash out 
 many examples, as if more then 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 learnt the half of it, or 
 know at all what to do with any of it. 
 
 I think it not amisse therefore to shew, 
 how it may be all gotten understandingly by 
 
 (120)
 
 (121) 
 
 heart, and settled in the memory by continual 
 practise, which is the life of all learning: 
 
 1 Let those then of this third forme divide their 
 Accidents and Rules of Nounes and Verbs into ten 
 parts, whereof they may repeat one every Thursday 
 morning, and make way for the getting of the Syntaxe 
 on Mundaie , Tuesdaies, and Wednes. for morning 
 parts. 
 
 2 Let them repeat as many Rules memoriter, as 
 they are well able, together with all their examples; 
 and to help their understanding therein, you may 
 do well to shew the meaning of every lule and excep- 
 tion beforehand, and to make them compare them 
 with those in the English rules under the same head, 
 and to see which are contained in the Latine, which 
 are not in the English, and which are set down in the 
 English, which are left out in the Latine. 
 
 3 To help them to construe well before they come to 
 say, let them m.ake use of their construing books, and 
 that they may better mind what they construe, you 
 may cause them sometimes, when they come to say, 
 to read the part out of Latine into English. 
 
 4 In parsing, let them give you the word governing, 
 and apply the word governing according to the rule, 
 and tell you wherein the exceptions and observations 
 difler from the Geueral rule. 
 
 5 Let them have a paper book in Quarto, in the 
 margent whereof they may write the first words of 
 every rule, and exception; and let them have as many 
 familiar examples (some in English onely, and some 
 in Latine onely) as may suffice to illustrate the I'ule 
 more clearly to them, and do you help them extem- 
 pore, to turn their English ones into Latine, and their 
 Latine ones into English, and having a space left 
 under every head, let them fill it up with prsegnant 
 Examples, which they meet with as they read their
 
 (122) 
 
 Latine Authors, or as they Translate English Sen- 
 tences into Latine. 
 
 I observe Melancthon and Whittington of old, and 
 Mr. Clarke, Mr. Comenius and others of late, to have 
 made subsidiaries of this nature, which because they 
 seem to somewhat overshoot the capacities of children, 
 who (as Mr. Ascham observes) are ignorant what to 
 say properly and fitly to the matter, (as some Masters 
 are also many times) I have taken the paines to make 
 a praxis of all the English and Latine Rules of Con- 
 struction and Syntaxis, as they lie in order, and to 
 adde two Indexes; The first of English words, and 
 the Latine for them; The second, of Latine words and 
 the English for them, with figures directing to the 
 examples wherein thev 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 pushing young beginners in this 
 necessary and easie way of translating with the rule 
 in their eye, which doth best direct the weakest under- 
 standings- 
 
 Now forasmuch as the daily reading of Latine into 
 English is an especiall means to increase the knowledge 
 of the Tongues, and to cause more heed to be taken 
 to the Grammar Rules, as they are gotten by heart; 
 I would have those in this form to read every morning 
 after prayers, four or six verses out of the Latine 
 Testament, which they ^\i\\ easily do having before- 
 hand learned to construe them word by word, with 
 the help of their English Bible. In this exercise, 
 Let them be all well provided, and do you pick out 
 onely one boy to construe, and then ask any of the 
 others the Analysis of a Noune or Verb here or there, 
 or some rule of construction, which you think they 
 have not so well taken notice of as to understand it 
 fully. Hereby you may also acquaint them ^ith the
 
 (123) 
 rule and way of construing, as it is more largely 
 touched in the following part of this chapter. 
 
 A'. B. Those children that are more industriously 
 willing to thrive, may advantage themselves very 
 much by pei-usal of Gerards Meditations, Thomas de 
 Kempis, St. Augustins Soliloquies, or his Meditations, 
 or the like pious and profitable Books, which they 
 may buy both in English and Latine, and continually 
 bear about in their pockets, to read on at spare times. 
 
 Their forenoone lessons may be in ^sopes Fables, 
 which is indeed a book of great antiquity and of more 
 solid learning then most men think. For in it many 
 good lectures of morality, which would not (perhaps) 
 have been listened to, if they had been delivered in a 
 plain and naked manner, being handsomly made up 
 and vented in an Apologue, do insinuate themselves 
 into every mans minde. 
 
 And for this reason perhaps it is that I finde it, 
 and Gesta Romanorum (which is so generally pleas- 
 ing to our Countrey people) to have been printed and 
 bound up both together in Latine, even when the 
 Latine was yet in its drosse. And to let you see what 
 Latine ^sop was there translated into out of Greek 
 by one Rom.ulus, I will give you the first Fable in his 
 words ; 
 
 DE GALLO EX JASPIDE [iaSPIDE]. 
 
 In sterquilinio quidam pullus gallinatim, dum 
 qusereret escam, invenit margaritam in loco indigno 
 jacentem, quam cum videret jacentem., sic ait; O 
 bona res, in stercore hie jaces. Si te cupidus in- 
 venisset, cum quo gaudio rapuisset, ac in pristinum 
 decoris tui [s]tatum redisses! Ego frustra te in hoc 
 loco invenio jacentem. Ubi potius mihi escam qusero; 
 et nee ego tibi prosum, nee tu mihi. 
 
 Haec ^sopus illis narrat, qui ipsum legunt et non 
 intelligunt. *****
 
 (124) 
 
 No sooner did the Latine Tongue endeavor to re- 
 cover its pristine purity, by the help of Erasmus and 
 other eminent men of learning in his time, but the 
 Greek Coppy of ^sop is translated by him and his 
 Contemporaries, every one striving to outstrip another 
 in rendering it into good Latine; and it is observable 
 that the Stationers Coppy (which is generally used 
 in Schooles) is a meere Rapsodie of some fragments 
 of these several mens Translations; whence it is that 
 one and the same Fable is sometimes repeated thrice 
 over in several words, and that the stile of the Book 
 is generally too lofty in its self for Children to appre- 
 hend on a suddain; I have for their sakes therefore 
 turned the whole Book, such as I found it, into proper 
 English, answerable to the Latine, and divided both 
 into just periods, marked with figures, that they may 
 more distinctly appear, and be more easily found out 
 for use or imitation; and though I observed some 
 words and phrases scarce allowable in many places 
 of the book, yet I was loath to make any alteration, 
 except in a few grosse errors, and especially one that 
 quite perverted the sense of the Fable, and appeareth 
 to be a mistake in the Translator from the Greek 
 Coppy, which is thus: Movids kai QXcoTfrjz. Movioi 
 ayytoi £7Ci rivoi eiraii devdpov tov? oSovra? eSr/ysy, 
 which is well latinized by one thus. Aper et Vulpes 
 Aper quum cuidam adstaret arbori, dentes accuebat. 
 
 But the unknoAvn Translator of this Fable (and the 
 rest that yet passe sub incerto interprete) reading 
 perhaps Moros instead of uovioi, or finding that uovioi 
 doth sometimes signifie like an adjective solitaiius, 
 solitu dines captans, &c., renders it into pure non- 
 sence, and in other words also differing from the 
 Greek, thus Singulare animal, et 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
 
 (125) 
 
 a Rhinocerote to stand by a tree, and to whet his 
 teeth against it; whereas the Latine hath it, super 
 quadam sedens arbore, which is unpossible for such 
 an huge beast to do.* I have therefore put out the 
 Singularis, and made it, Aper agrestis, according to 
 an ancient Greek Coppy which I have, and I English 
 the clause thus; Lib. 2, Fab. 133. A wilde Boar 
 standing by a tree whetted his tuskes. 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 mean- 
 ing of them, seeing they passe yet uncorrected in the 
 Latine Book. 
 
 Let them procure ^sops Fables then in English 
 and Latine, and the rather because they will take de- 
 light in reading the Fables, and the moral in a Lan- 
 guage which they ah-eady understand, and will be 
 helped thereby to construe the Latine of themselves. 
 And herein I w^ould have them to take the whole Hoole's 
 Fable and its moral at one Lesson (so that it do not order in 
 exceed six periods) which they should first read translating 
 distinctly; secondly, construe Grammatically, and 
 then render the proper phrases; thirdly, passe accord- 
 ing to the Grammatical order as they construed, and 
 
 * Hoole here shows the difficulties teachers and 
 pupils had with some Latin "readers". A corrupt 
 Greek text taken in good faith was translated in this 
 instance into nonsensical Latine, and the absurdity 
 carried further when Mono? having the meaning 
 "solitary" was translated singularis; and singularis 
 taken in its secondary sense of remarkable, a rhin- 
 ocerus was pictured by one translator into English 
 verse sharpening his tusks against a tree, though 
 the fable describes him as "sitting on a certain tree". 
 Rhinocerote is an obsolete form found also in Ben 
 Jonson for rhinocerus. (Gk. pivokipoo<;, oort?)
 
 (126) 
 
 not as the words stand, And then be sure they can 
 decline all the Nounes, and conjugate the Verbes, 
 and give the Rules for the Genders of the one, and 
 the Preterperfect tenses and Supines of the other; 
 as also for the concordance and construction, either 
 out of the English Rules, or Latine Syntaxe, or both 
 as they can have learned them. 
 
 Let them sometimes write a Fable fair and truly 
 over, according to the printed Book, both in English 
 and Latine, and sometimes translate one, word by 
 word in that order, in which they construed it; and 
 this will inure them to Orthography. 
 
 That they may learn to observe and get the true 
 Latine order of placing words, and the puritj' of ex- 
 pression either in English or Latine Style, let them 
 imitate a period or more in a lesson, turning it out of 
 English into Latine, or out of Latine into English. 
 "Working A Cock, as he turned over a dunghill found a pearl, 
 from model saying, why do I find a thing so bright? And in 
 sentences Latine, Gallus gallinaceus, dum vertit stercorarium 
 ofifendit gemman; Quid, inquiens, rem sic nitidam 
 reperio? They may imitate it by this or the like 
 expression; As a beggar raked in a dunghill, he found 
 a purse, saying; why do I finde so much money here? 
 Mendicus dum vertit stercorarium, offendit cru- 
 menam; quid inquiens, tantum argenti hie reperio? 
 By thus doing, they m.ay learn to joyne Examples 
 out of their lessons to their Grammar Rules (which 
 is the most lively and perfect way of teaching them) 
 and to fetch a Rule out of their Grammar for every 
 example, using the Grammar to find Rules, as they 
 do the Dictionary for words, till they be very perfect 
 in them. 
 
 Their afternoons Parts may be to construe a Chap- 
 
 The Janua ^^^ ^^ Janua linguarum which -will instruct them in 
 
 TAiumarum *^^ nature, as well as in the Names of things; and 
 
 after they have construed, let them try who can tell
 
 ( 127) 
 
 you the most words, especially of those, that they 
 have not met with, or well observed in reading else- 
 where. For afternoons lessons on Mondayes, and 
 Wednesdayes, let them make use of Mantuanus, Virgil 
 which is a Poet both for stj le and matter, very fa- recom- 
 miliar and grateful! to children, and therefore read mended 
 in most Schooles. They may read over some of the 
 Eclogues, that are less offensive then the rest, taking 
 six lines at a lesson, which they should first commit 
 to memory, as they are able. Secondly, construe. 
 Thirdly, Parse. Then help them to pick out the 
 Phrases, and Sentences; which they may commit to 
 a paper-book; and afterwards resolve the m.atter of 
 their lessons in an English period or two, which they 
 may turn into proper and elegant Latine, observing 
 the placing of v.ords, according to prose. Thus out 
 of the first five verses in the first Eclogue, 
 
 Fauste, precor; gelida quando pecus omne sub umbra 
 Rum.inat, antiques paulum recitemus amores. 
 Ne si forte sopor nos occupet uUa ferarum. 
 Quae modo per segetes tacite insidiantur adultas 
 Sseviat in pecudes. Melior vigilantia somno. 
 
 One may make such a period as this; 
 
 Shepherds are wont sometim^es to talke of their 
 old loves, whilest the cattel chew the cud under the 
 shade; for fear, if they should fall asleep, some Fox 
 or Wolf, or such like beast of prey, which either lurk 
 in the thick woods, or lay wait in the grown corn, 
 should fall upon the cattel. And indeed, watching 
 is farre more commendable for a Prince, or Magis- 
 trate, then immoderate, or unseasonable sleep. 
 
 Pastores aliquando dum pecus sub umbra ruminat, 
 antiques suas amores recitare solent; ne, si sopor 
 ipsos occupet, vulpes, aut lupus, aut aliqua ejus 
 generis fera prsedabunda, quae vel in densis sylvis
 
 (128) 
 
 latitant, vel per adultas segetes insidiatur, in pecudes 
 sseviat; Imo [=immo] enimvero, Principi vel Magis- 
 tratui 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 re- 
 peat what they read in Poets by heart (as I should 
 have them translate into English what they read in 
 Prose) is, partly because the memory thrives best by 
 being often exercised, so it be not overcharged; and 
 partly because the roundnesse of the verses helpeth 
 much to the remembrance of them, wherein boyes at 
 once gain the quantity of syllables, and abundance 
 of matter for phansie, and the best choyce of words 
 and phrases, for expression of their minde. k 
 
 On Tuesday es and Thursday es 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 Coloquie, and examined some 
 of the hardest Grammar passages in it, let them all 
 lay aside their books, save one, and let him read the 
 Colloquie out of Latine into English, clause by clause, 
 and let the rest give it him again into Latine, every 
 man saying round as it comes to his turn.* 
 
 And this will make them to mind the words and 
 phrases before hand, and fasten many of them in their 
 memories. Help them afterwards to pick out the 
 phrases and let them write them (as they did others) 
 in a pocket paper book. Cause them sometimes to 
 imitate a whole Colloquie, or a piece of one; and let 
 
 * Hoole is thoroughly alive to methods of varying 
 the teaching.
 
 (129) 
 
 them often strive to make Colloquies amongst them- 
 selves, talking two or 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 the Authors; and these 
 they should shew you fair WTitten, with a note of the 
 page and line, where they borrowed any expression not 
 used before, set down in the margent of their exercise. 
 And this will make them industriously to labour every 
 day for variety of expressions, and encourage them 
 much to discourse, when they know themselves to be 
 certain in what thej' say, and that they can so easily 
 come by La tine, to speak their mindes upon any 
 occasion. 
 
 But if instead of Mantuan, you think good some- 
 times to make use of Castalions Dialogues, you may 
 first m.ake them read the history in the Bible by them- 
 selves apart, and then hear them construe it Dialogue- 
 wise, pronouncing every sentence as emphetically as 
 may be afterwards. One may read it in English, and 
 the rest answer him in Latine clause by clause, as is 
 already mentioned concerning the Colloquies. 
 
 And to help them somewhat the better to construe 
 for 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 Gram.mar School) to take 
 
 1 The Vocative Case, and that which depends 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
 
 ( 130) 
 
 go before all other words in construing; and that the 
 Adjective, and the Substantive, the Adverb, and the 
 Verb, the Preposition, and its casual* word, go for 
 the most part together. But be sure to teach them 
 often, to cast the words of a period into their natural 
 or Grammatical order; according to which they must 
 construe; and to know the signification of every word 
 and phrase proper for its place; and withall, let them 
 have in mind the chief matter, drift, and cricumstances 
 of a place, according to the verse 
 
 Quis,quid, cui, causae, 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 som.ething (besides the getting 
 of Gramm^ar parts) at home, let them every night 
 turn two verses out of the Proverbs of Solomon into 
 Latine, and write out two verses of the New Testament 
 Practice Grammatically construed; and let them ever more 
 
 better than *'^^^ heed to spell every word aright, and to marke 
 J the pauses, or notes of distinction in their due places, 
 
 for by this m.eanes they will profit more in Orthogra- 
 phy, then by all the Rules that can be given them; 
 and they will mand Etymologic, and Syntaxis, more 
 by their own daily practice, then by ten times repe- 
 tition without it. 
 
 On Saturday es, after they can say the Assemblies 
 Catechisme in English and Latine, you may let them 
 
 * Probably, in the sense of incidental, the word 
 happening to be joined v.ith it; elsewhere, Hoole uses 
 the same word.
 
 (131) 
 
 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, 
 your self ever and anon suggesting to them the pro- 
 priety of words and phrases, where they are at a losse, 
 and directing them, after they have once made it 
 Grammatically, to cast it into the artificiall order of 
 Latine style. And then let them go to their places, 
 and -RTite it fair and truly in a little paper book for 
 the purpose. 
 
 If out of every Lesson as they parse this little Cate- 
 chisnie, you extract the Doctrinall points, by way of 
 Propositions, and annex the Proofs of Scriptures to 
 them, which are quoted in the Margent, as you see 
 Mr. Perkins hath done in the beginning of the Book, 
 and cause your Scholars to write them out all fair and 
 at large, as they finde them in their Bibles; it will be 
 a profitable way of exercising them on the Lords day, 
 and a good means to improve them in the reall knowl- 
 edge 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 thej^ have gone over the plain 
 Syntaxis two or three times by morning parts, as is 
 
 Sunday 
 lessons 
 
 Latin for 
 children 
 nine years 
 of age* 
 
 * Hocle's scheme of schools would seem to have 
 made the three years under the usher in the lower 
 gramm.ar school to be those between eight and eleven. 
 He speaks again at the end of the present chapter of 
 the age of nine. This suggests that in actual practice 
 children began Latin often at seven, and that they 
 were able to finish the lower grammar course in their 
 tenth year.
 
 (132) 
 shewed, and have got it pretty well by heart (for 
 which I judge three quarters of a year will be time 
 sufficient) you may let them divide the whole Syntax 
 into 12 parts; reckoning them according to the sev- 
 erall heads of it; thus: The first, De Concordantia 
 Nomxinativi et Verbi Substantivi et Adjectivi, Relativi, 
 et Antecedentis. The second, de Constructione Sub- 
 stantivorum, et Adjectivorum cum Genitivo. The 
 third, de constructione Adjectivorum cum Dativo, 
 Accusative et Ablativo. The fourth, de constructione 
 Pronominum. The fifth, de constructione verborum 
 cum Nominative and Genitivo. The sixth, de con- 
 structione verborum cum Dativo, et Accusative. 
 The seventh, de constructione verborum cum Abla- 
 tivo. The eighth, de Gerundiis et Supinis, et de 
 Tempore et Loco. The ninth, de constructione Im- 
 personalium et Participiorum. The tenth, de con- 
 structione Adverbiorum. The eleventh, de construc- 
 tione Conjunctiorum. The twelfth, de constructione 
 Prepositionum, et Interjectionum. All which twelve 
 you may adde to the thirty parts in the Accidents, 
 and Propria quae maiibus, fee, and let your Scholars 
 bestow a moneths time together in repeating, and 
 examining the Accidents, and thus farre of the Gram- 
 mar, (both for Parts and Lessons) till they have 
 thorowly made it their own; and that they may be 
 better conceived how it hangeth together, and what 
 use they are to make of its several parts, you should 
 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 defini- 
 tions whereof, and their Examples they need onely 
 get by heart; and for that purpose do you note them 
 out with a pen, and in explaining of them, give as 
 many examples as m.ay make them fully to apprehend 
 their meaning. But when they have said the Defini-
 
 tion 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 other- 
 wise lesse able) may m.ake use of Mr. Stockwoods 
 little book or Figura construed. Then let them go on 
 to Prosodia; for their more easie understanding of 
 which, as they proceed in it: you may tell them the 
 meaning of it in brief, thus; 
 
 Prosodia, being the last part of Grammar, teacheth 
 the right pronunciation of words, or the tuning of 
 Syllables in words, as they are pronounced; and there- 
 fore it is divided into a Tone, or Accent, a Spirit, and 
 a Time, whereof a Tone ordereth the tune of the 
 voj'ce, shewing in what syllables it is to be lifted up, 
 and let down, and 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 ought to have had an Acute in the 
 last syllable and that in the contexture of the words 
 in this manner; Ne si forte sopor nos occupet. An 
 Acute, which is often used to difference some Vv'ords 
 from others, as una, together, sedulo diligently, 
 remain acuted at the end of a speech and in continu- 
 ation 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 amarunt, for amaverunt. 
 A spirit ordereth the breath in uttering syllables, 
 shewing where it is to be let out softly, and where 
 sharply; as, in ara an Altar, and hara a swine coate. 
 The milde spirit is not marked, but the weak letter 
 h being used as a note of aspiration only, and not 
 reckoned as a Consonant, serveth to express the sharp 
 spirit. Theie are three Rules of Accents, which are 
 changed by Difference, Transposition, Attraction, 
 Concision, and Idiome. Time sheweth the measure, 
 how long while a syllable is to be in pronouncing,
 
 034) 
 
 not at all regarding the Tone. A long sv liable Ls to 
 be a longer while, and a short, a shorter while in 
 pronouncing. Of long and short syllables, put to- 
 gether 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 m.inde in what part of a 
 word the syllable stands, he may easily find the Rule 
 of its quantity. 
 
 The summ.e of Prosodia being thus hinted to them, 
 they may get it by heart, at morning Parts; and if 
 they cannot construe it well by them.selves, they 
 m.aj' be helped by a little bock made by Barnaby 
 Ham^pton, called Prosodia construed, But be sure 
 that they can read you every part into English, and 
 tell j'ou the true m^eaning 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 Hexameter 
 verses onely, out of Cato or Mantuan, or such Authors 
 as they have read, thus: 
 
 1 Let them ^\Tite 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. 
 Hie tibi - prsecipu - e sit - pura - mente co - lendus. 
 
 2 Let them set the mark of the Time or Quantity 
 over everj' syllable in every foot, and give you the 
 reason (according to the Rules) why it is there noted 
 long, or short; as 
 
 Si Deus - est ani - mus no - bis ut - carm.ina - dicunt. 
 
 Hie tibi - praecipu - e sit - pura - mente co - lendus.
 
 (135) 
 
 Let them now divide Figura and Prosodia into six 
 parts: The first, de Figuris Dictionis, et Construc- 
 tionis, The second, de Tonis et Spiritibus. The third, 
 de Carminum ratione, et generibus. The fourth, de 
 quantitate primarum syllabarum; The fifth, de mediis 
 syllabis. And the sixth, de ultimis sjllabis; which 
 they may adde to the forty two parts afore mentioned, 
 and keep by constant repetition of one of them every 
 day, till they can say them all very well by heart, and 
 give a perfect account of any thing in them. 
 
 Then let them begin the Accidents, and go thorow 
 it, and the whole Latine Grammar at twelve parts, 
 onely construing and giving an account of the by- 
 Rules, but saying all the rest by heart; so that the 
 first part may be The Introduction, The Second, The 
 Construction of the eight parts of Speech. The third 
 Orthographia. The fourth Etymologia, so farre as 
 concerns the Species, Figure, Number, Case, and Gen- 
 der of Nounes. The fifth, concerning the Declensions 
 (including Quae genus) and the comparison of Nounes. 
 The sixth, concrening a Pronoun and a Verb. The 
 seventh, concerning a Participle, an Adverb, a Con- 
 junction, a Preposition, and an Interjection. The 
 eighth, Syntaxis, so far as concerns the Concords, 
 and the Construction of Nounes. The ninth, concern- 
 ing the Construction of Verbs. The tenth, concern- 
 ing the Construction of Participles, Adverbs, Con- 
 junctions, Praepositions, and Interjections. The 
 eleventh concerning Figures, Tones, and Spirits. The 
 twelfth, concerning the manner of Verses, and the 
 quantitj^ of Syllables. Now in repeating these parts, 
 I do not enjoyn that onely one boy should say all, 
 though I would have every one well prepared to do 
 so; but that one should say one piece, and another 
 another, as you please to appoint either orderly 
 throughout the Form, or picking out here and there 
 a boy at your own discretion. According to this
 
 ( 136 ) 
 
 division, the whole Accidents and Grammar maj- be 
 Constant j^jn over once in a moneths space, and continued in 
 repetition j^^e upper Formes, by repeating one part onely, and 
 of grammer constantly in a week, so as it may never be forgotten 
 
 at the Schoole. 
 
 This form in short, is to be employed about three 
 
 quarters of a year. 
 
 1 In reading four or six verses out of the La tine 
 Testament every miorning, immediately after Prayers. 
 
 2 In repeating Syntaxis on Mondayes, Tuesdayes, 
 and Wednesdayes, and the Accidents, and Propria 
 quae maribus, &c., on Thursdayes for miOrning parts. 
 
 3 In j^'sops Fables for fore-noone Lessons. 
 
 4 In Janua Linquarum for After-noons Parts. 
 
 5 In Mantuan for Afternoons Lessons on Mondayes 
 and Wednesdayes; and in Helvicus's Coloquies on 
 Tuesdayes, and Thursdayes. 
 
 6 In the Assemblies Catechisme, on Saturdayes for 
 Lessons. 
 
 7 In translating every night two verses out of the 
 Proverbs into Latine, and two out of the Latine 
 Testament into English, which (with other dictated 
 Exercises) are to be corrected on Fridayes, after 
 repetition ended, and shewed fair written on Saturday 
 mornings; but, because their v.its are now ripened 
 for the better understanding of Grammar, and it is 
 necessary for them to be made wholly acquainted 
 with it, before they proceed to the exact reading of 
 Authors, and making Schoole-exercises, I would have 
 them spend one quarter of a yeare, chiefly in getting 
 Figura, and Prosodia, and making daily repetition 
 of the whole Accidents and Common Grammar. So 
 that this third year will be well bestowed in teaching 
 children of betAvixt nine and ten yeares of age the 
 whole Grammar, and the right use of it in a method 
 answerable to their capacities, and not much differing 
 from the common rode of teaching.
 
 CHAP. V. 
 
 HOW TO TRY CHILDREN TO THE UTMOST, 
 WHETHER THEY BE WELL GROUNDED IN 
 THE grammar; and HOW TO GO MORE 
 EXPEDITIOUSLY TO WORK IN TEACHING 
 THE LATINE TONGUE, TO THOSE THAT 
 ARE AT YEARS OF DISCRETION, 
 
 It is an ordinary course in most of our -r, ,, . 
 
 J ^ xtGSUltS 01 
 
 Grammar Schooles, for the Usher to turn y^^^ ground- 
 over his Scholars to the higher Master, ing 
 after they have gone through the Grammar, 
 and (with som.e) been exercised in constru- 
 ing and parsing here and there a piece of 
 the forementioned lower Authors, and in 
 turning English Sentences or dictates into 
 La tine; but oftimes it cometh to passe, that 
 partly through the Ushers want of skill or 
 care to insist upon those things chiefly, and 
 most frequently, which are the most neces- 
 sary to be kept in minde, and partly through 
 childrens want of heed, who are apt to hud- 
 dle over all Parts and Lessons alike, not 
 observing what use they are to make of any 
 one in particular, more then another; there 
 is no sure foundation laid for the Master 
 to build safely upon, which causeth him 
 
 (137)
 
 (138) 
 (if he be not very discreet) to cast off many 
 boyes as unfit by him to be further wrought 
 upon, or continually to fret, and grieve him- 
 self to see his Scholars so often mistake 
 themselves in any Taske or Exercise that 
 he setteth them about. And the poor chil- 
 dren, being all this while sensible of their 
 own unperfectness 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 satisfac- 
 tion, which they would gladly do, if thev 
 did but a little understand how to go about 
 it. Some also preconceiting a greater diffi- 
 culty to be in learning, then they have hitherto 
 met withall, and not knowing how to en- 
 counter it, because utterly discouraged with 
 the thoughts of a new change, chuse rather 
 to forsake the School, then proceed to obtain 
 the Crown of their by-past labours; I mean 
 the sweetness of learning, which they are 
 now to gain under the Master; For after 
 children are once well grounded by the 
 Usher, thev will go on with ease and cheer- 
 fulness under the Master, delighting to read 
 pure Language, and variety of matter in 
 choyce Authours, and to exercise their wits 
 in curious phansies; and it will be an extra- 
 ordinary comfort to the Master, to see his 
 Scholars able to run on of themselves, if he 
 but once show them the w^ay to perform any
 
 (139) 
 Task that he propoundeth to them. It is 
 necessary therefore for the Master, before 
 he take Scholars to his onely charge, to see 
 first, that they understand the Rudiments, 
 or Grounds of Grammar, and then the 
 whole Grammar it self, and that they can 
 thorowly practise them, but especially to 
 help those in the understanding and exercise 
 thereof, that by reason of sickness, or the 
 like accident have bin oftener absent, or that 
 have not been so long at the School as their 
 fellowes, or who by reason of their age or 
 stature, will quickly think it a shame to be 
 left under the Usher behinde the rest. Now 
 to try whether a childe be well grounded or 
 not, this course may be taken; 
 
 1 Let him take some easie Fable in iEsop, or any 
 
 other piece of familiar Latine, and let him construe Test of 
 it of himself according to the directions given in my thorough 
 Grounds of Grammar L. 2, C. 13. grounding 
 
 2 Then let him write down the English alone, 
 leaving a large space betwixt every line, wherein he 
 should afterwards write the Latine words answerable 
 to the English; ex. gr. 
 
 DE SENE VOCANTE MORTEM 
 OF AN OLD MAN CALLING DEATH 
 
 Quidam senex portans fascem lignorum super 
 An old man carrying a bundle of sticks upon his 
 
 humeros, ex nemore cum defessus esset 
 shoulders, out of a Forest, when he was weary with the 
 
 longa via vocanit mortem fasce deposito 
 
 long way called death, the bundle being laid down
 
 ( ho) 
 
 humi. Ecce! mors advenit, et rogat 
 
 on the ground. Behold death cometh, and asked 
 
 causam quamobrem vocaverat se; Tunc sen ex 
 the cause why he had called him; Then the old man 
 
 ait ut imponeres hunc fascem lignorum 
 
 saith, that thou mightest lay this bundle of sticks 
 
 upon my shoulders, 
 super humeros. 
 
 3 Let him next tell you what part of speech every 
 word is as well English as Latine, and write them 
 down (as I have also shewed formerly) under so 
 many figures, joyning the English signes to the words 
 to which they belong; beginning to reckon, and pick 
 up first all the Nouns, and then the rest orderly, 
 after this manner. 
 
 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 
 
 Quidam 
 
 an or one 
 
 Se 
 
 him 
 
 Hunc 
 
 this
 
 ( 
 
 141 
 3. 
 
 ) 
 
 Defessus esset 
 
 "was weary 
 
 Vocavit 
 
 
 called 
 
 Advenit 
 
 
 cometh 
 
 Vocaverat 
 
 
 had called 
 
 Rogat 
 
 
 asked 
 
 Imponeres 
 
 
 thou mightest lay 
 
 Ait 
 
 
 saith 
 
 Portans 
 
 4. 
 
 carrying 
 
 Deposito 
 
 s 
 
 being laid 
 
 Cum 
 
 0. 
 
 when 
 
 Ecce 
 
 
 behold 
 
 Tunc 
 
 6. 
 
 then 
 
 Que 
 
 
 and 
 
 Quamobrem 
 
 I 
 
 wherefore 
 
 Ut 
 
 7. 
 
 that 
 
 Super 
 
 
 upon 
 
 Ex 
 
 
 out of 
 
 4 Let him decline any one of more Nounes, and 
 Conjugate any one or all the Verbs throughout; and 
 then write them down at large, according to what I 
 have formerly directed and is practised in part in the 
 Merchant-Tailors Schoole, as is to be seen in the 
 Probation Book lately printed by my noble friend, 
 and most actively able Schoole-master, Mr. W. Du- 
 gard; onely I would have him joyne the English 
 together with the Latine. 
 
 5 Let him give the Analysis of any word first at 
 large by way of question and answer, and then summe 
 it up in short as to say, or write it down thus. 
 
 Parsing of 
 all the 
 parts of 
 speech
 
 (142) 
 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 nam.e of a thing that 
 may be seen. 
 
 Whether is lignorum a noun Substantive, or a noun 
 Adjective? 
 
 Lignorum is a noun Substantive, because it can 
 stand by it self in signification, and requireth not 
 another word to be joyned with it, to shew its sig- 
 nification. 
 
 Whether is lignorum a noun Substantive proper, 
 or a noun Substantive common? 
 
 Lignorum is a noun Substantive common, because 
 it is common to more sticks then one. 
 
 Of what number is lignorum? 
 
 Lignorum is of the plurall number, because it 
 speaketh of more then one. 
 
 Of what case is lignorum? 
 
 Lignorum of sticks, is of the Genitive case, because 
 it hath the token of, and answereth to the whereof, 
 or of what? 
 
 Of what Gender is lignorum? 
 
 Lignorum is of the Neuter Gender, because it is 
 declined with this Article Hoc. 
 
 Why is Lignorum declined with this Article Hoc? 
 
 Because all nounes in um, are Neuters, according 
 to the Rule in Propria quse maribus, Omne quod exit 
 in um, &c., or Et quod in on vel in um fiunt, &c. 
 
 Of what Declension is lignorum? 
 
 Lignorum is of the second Declension, because its 
 Genitive case singular endeth in i. 
 
 How is lignorum declined? 
 
 Lignorum is declined like regnorum; thus Sing. 
 Nom. Hoc lignum. Gen. hujus ligni, &c. Lignorum
 
 (143) 
 is a noun substantive common, of the Plurall number, 
 Genitive case, Neuter Gender, and second Declen- 
 sion, like Regnorum. 
 
 The Analysis of a Noun Adjective 
 
 What part of speech is Lcnga long? 
 
 Longa is a Noun. Because it is the name of a thing 
 that m.ay be understood. 
 
 Whether is longa a noun Substantive or a noun 
 Adjective? 
 
 Longa is a Noun Adjective, because it cannot stand 
 by it self in signification, but requireth to be joyned 
 with another word, as, longa via T\ith the long way. 
 
 Of what number is longa? 
 
 Longa is of the singiilar number, because its Sub- 
 stantive via is of the singular number. 
 
 Of what case is longa? 
 
 Longa is of the Ablative case, because its Substan- 
 tive via is of the Ablative case. 
 
 Of what Gender is longa? 
 
 Longa is of the Feminine Gender, because its Sub- 
 stantive via is of the Feminine Gender. 
 
 Of what Declension is Longa? 
 
 Longa is of the first Declension. 
 
 How is Longa declined? 
 
 Longa is declined like Bona. Sing. Norn. Longus, 
 
 a, um.. 
 
 By what Rule can ycu tell that longa is of the 
 
 Femine Gender? 
 
 By the Rule of the Gender of Adjectives, At si tres 
 variant voces, &c. 
 
 Longa is a noun Adjective, of the singular number, 
 Ablative case, and Feminine Gender, declined like 
 Bona. 
 
 The Analysis of a Pronoun. 
 
 What part of speech is Se him? 
 
 Se is a Pronoun, because it is like a noun, or put 
 instead of the noun mortem death.
 
 (144) 
 
 What kind of a Pronoun is Se? 
 
 Se is a Pronoun Primitive, because it is not derived 
 of another. 
 
 Of what number is Se? 
 
 Se is of the singular number, because it speaketh 
 but of one. 
 
 Of what case is Se? 
 
 Se is of the Accusative case, because it followeth 
 a Verb, and answereth to the Question whom? 
 
 Of what Gender is se? 
 
 Se is of the Feminine Gender, because the noun 
 mortem, that it is put for, is of the Feminine Gender. 
 
 Of what Declension is se? 
 
 Se is of the first declension of Pronouns, and it is 
 thus declined Sing, et Plur. Nom. caret. Gen. sui, &c. 
 
 Of what person is se? 
 
 Se is of the third person, because it is spoken of. 
 Se is a Pronoun Primitive, of the Singular number, 
 the Accusative case, Feminine Gender, first declen- 
 sion, and third person. 
 
 The Analysis of a Verb. 
 
 What part of speech is imponeres, thou mightest 
 lay upon? 
 
 Imponeres is a verb, because it synifyeth to do. 
 
 What kind of a verb is imponeres? 
 
 Imponeres is a verb Personal, because it hath three 
 persons. 
 
 What kind of a verb Personal is imponeres? 
 
 Imponeres is a verb Personal Active, because it 
 endeth in o, and betokeneth to do, and by putting 
 to r it may be a Passive. 
 
 Of what Mood is imponeres? 
 
 Imponeres is of the Subjunctive Mood, because it 
 hath a Conjunction joyned with it, and dependeth 
 upon another verb going before it.
 
 ( 145 ) 
 
 Of what tense is imponeres? 
 
 Imponeres is of the Preterimperfect tense, because 
 it speaketh of the time not perfectly past. 
 
 Of what number is imponeres? 
 
 Imponeres is of the Singular number, because its 
 nominative case is of the singular number. 
 
 Of what person is imponeres? 
 
 Imponeres 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 has e short before re and ris. 
 
 How do you conjugate imponeres? 
 
 Impono, imponis, imposui, imponere; imponendi, 
 imponendo, imponendum; impositum, impositu; 
 imponens, impositurus. 
 
 Why doth impono make imposui? 
 
 Because Prseteritum dat idem, &c. 
 
 Why doth imposui make impositum? 
 
 Because Compositum ut simplex formatur, &c. 
 
 Imponeres is a verb Personal Active, of the Sub- 
 junctive Mood, Preterperfect 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 Masculine Gender. 
 
 By what Rule can you tell that deposito is of the 
 Masculine Gender? 
 
 At si tres variant voces, &c.
 
 (146) 
 
 Of what case is deposito? 
 
 Deposito is of the Ablative case, because its Sub- 
 stantive fasce is of the Ablative case. 
 
 How is deposito declined? 
 
 Like Bonus a Noun Adjective, of three diverse 
 endings; Sing. Nom. Depositus, deposita, depositum. 
 
 Of what Tense is deposito? 
 
 Of the Pretertense, because it hath its English end- 
 ing 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, 
 MascuUne Gender, Ablative case, and is declined like 
 Bonus, being of the Preter tense, and formed of the 
 La tine Supine, of the verb Depone. 
 
 The Analysis of an Adverb. 
 
 What part of Speech is Cum, when? 
 
 Ciim is an Adverb, because it is joyned to the verb 
 defessus esset, to declare its signification. 
 
 What signification hath Cum? 
 
 Cum hath the signification of Time. 
 
 But why is not dim a Preposition in this place? 
 
 Because it hath not a casuall word to serve unto. 
 
 Cftm is an Adverb of time. 
 
 The Analysis of a Conjunction, 
 
 What part of Speech is que and? 
 
 Que is a Conjunction, because it joyneth words 
 together. 
 
 What kinde of Conjunction is que? 
 
 Que is a Conjunctive Copulative, because it coupleth 
 both the words and sense. 
 
 Que is a Conjunctive Copulative. 
 
 The Analysis of a Proeposition. 
 
 What part of Speech is ex out of? 
 
 Ex is a Prseposition, because it is set before another 
 part of Speech in Apposition, as ex nemore out of a 
 Forest.
 
 (147) 
 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 m.ake 
 use of more, untill he can perfectly and readily give 
 you an account of any word) you may further make 
 triall, how he understandeth the Rules of Concor- 
 dance, 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 Substan- 
 tixe Senex, because the Adjective, whether it be a 
 Noun, Pronoun or Participle, agreeth with its Sub- 
 stantive, &c. 
 
 Senex is the Nominative case coming before vocavit, 
 (which is the Principal verb) because the word that 
 answereth to the question who, or what? shall be the 
 Nominative case to the verb, and shall be set before 
 the verb. 
 
 Portans is the Nominative case. Singular number, 
 and Masculine Gender, and agreeth with its Substan- 
 tive senex, because the Adjective, whether it be a 
 Noun, &c. 
 
 Fascem is of the Accusative case governed of Por- 
 tans, because Participles govern such cases, &c. 
 
 Lignorum is of the Genitive case, governed of 
 fascem, because when two Substantives come to- 
 gether, &c. 
 
 Super is a Preposition, which serveth to both the 
 Accusative and Ablative case; but here it serveth to 
 the Accusative.
 
 (148) 
 
 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. 
 
 Ciim is an Adverb of Time. 
 
 Defessus esset is of the Singular number, and third 
 person, and agreeth with its Nominative case ille 
 understood, because, A verb Personal agreeth with, &c. 
 
 Longa is of the Ablative case, Singular number, 
 and Feminine Gender, and agreeth with its Substan- 
 tive via, because the Adjective whether it be, &c. 
 
 Via is of the Ablative case governed of defessus 
 esset, because all verbs require an Ablative case of 
 the instrument, &c. 
 
 Vocavit is of the singular number, and third person, 
 and agreeth with its Nominative case senex, because 
 a verb Personal, &c. 
 
 Mortem is of the Accusative case, and followeth the 
 verb vocavit, because verbs transitives are all such, 
 &c. 
 
 Fasce is of the Ablative case absolute, because a 
 Noun or Pronoun Substantive joyned with a Parti- 
 ciple, &c. 
 
 Deposito is of the Ablative case. Singular number, 
 and Masculine Gender, and agreeth with its Substan- 
 tive fasce, because the Adjective whether it be, &c. 
 
 Humi is of the Genitive case, because These Nouns 
 Humi, domi, &c. 
 
 Ecce is an Adverb of shev.ing. 
 
 Mors is the Nominative case coming before the verb 
 advenit, because the word that answereth to the ques- 
 tion who or what? &c. 
 
 Advenit is of the singular number and third person, 
 and agreeth with its Nominative case m.ors, because 
 A verb Personal, &c.
 
 ( H9) 
 
 Que is a Conjunctive Copulative. 
 
 Rogat is of the Indicative Mood, and Present tense, 
 because Conjunctions Copulatives and Disjunctives 
 most commonly, &c. 
 
 Causam is of the Accusative case, and followeth the 
 verb rogat, because verbs Transitives are all such, &c. 
 
 Quamobrem is an Adverb of asking. 
 
 Vocaverat, is of the singular number, and third 
 person, and agreeth with its Nominative case ille 
 understood, because a verb Personal agreeth, &c. 
 
 Se is of the Accusative case, and followeth the verb 
 vocaverat, because verbs Transitives are all such, &c. 
 
 Tunc is an Adverb of Time. 
 
 Sen ex is the Nominative case coming before the verb 
 ait, because the word that answereth to the question 
 who or what? &c. 
 
 Ait is of the singular number, and the third person 
 and agreeth with its Nominative case senex, because 
 a verb Personal, &c. 
 
 Ut is a Conjunction casual. 
 
 Imponeres is of the singular number, and second 
 person, and agreeth with its Nominative case tu 
 understood, Because a verb Personal, &c. 
 
 Hunc is of the Accusative case. Singular number, 
 and Masculine Gender, and agreeth with its Substan- 
 tive fascem, because the Adjective whether it be, &c. 
 ' Fascem is of the Accusative case, and followeth 
 the verb imponeres, because verbs Transitives, &c. 
 
 Lignorum is of the Genitive case, governed of fascem, 
 because when two Substantives, &c. 
 
 Super is a Preposition, which here serveth to an 
 Accusative case. 
 
 Humeros is of the Accusative case, because super 
 is a Preposition serving to an Accusative case. 
 
 7 Try him a little further, by causing him to turn 
 an English into Latine in imitation of this Fable,
 
 (ISO) 
 
 and to observe the Artificial order in placing all the 
 words ex. gr. 
 
 A woman bearing a basket of plums upon her head 
 out of a garden, when she was weary with the heavie 
 burden, sate down, having set her basket upon a 
 bulke. Behold! a boy came to her, and asked her, 
 if she would give him any plums. Then the woman 
 said: I will give thee a few. if thou wilt help me to 
 set this basket upon my head. 
 
 Qusedam mulier prunorum calathum super caput 
 ex horto portans, cum gravi onere defessa esset, 
 calatho super scamnum posito, desedit. Ecce! Puer 
 advenit, numque daret sibi pruna rogavit. Tunc 
 mulier pauca tibi dabo, siquidem opem mihi feres, 
 ut hunc calathum super caput meum imponam, ait. 
 
 When you have found a childe sufficiently expert 
 in the Rudiments, go on also to try how far he under- 
 standest the whole Art of Grammar by this or the 
 like Praxis. 
 
 1 Let him take a piece of one of Castalions Dia- 
 logues, or the Hke easie piece of Latine, and vrrite it 
 down according to his book, but as he writeth it, let 
 him divide every word of more syllables, according 
 to the Rules of right spelling, and give you an account 
 of every letter, and syllable, and note of distinction, 
 according to the Rules of Orthography, and of every 
 Accent that he meeteth withall, as also of the Spirits 
 and Quantities of Syllables, according to the Rules 
 of Prosodia, ex. gr. 
 
 SERPENS. EVA. 
 
 S. Cur ve-tu-it vos De-us ve-sci ea o-mni-bus ar-bo- 
 ribus po-ma-ri-i? E. Li-cet-no-bis ve-sci fru-cti-bus 
 ar-bo-rum po-ma-ri-i; tan-tum De-us no-bis in-ter- 
 di-xit e-a ar-bo-re, quae est in me-dio po-ma-ri-o, ne 
 ve-sce-re-mur fru-ctu e-jus, ne-ve e-ti-am at-tin-ge- 
 re-mus, ni-si vel-le-mus mo-ri. S. Ne-qua-quam
 
 (151) 
 
 mo-ri-e-mi-ni pro-pte-re-a, sed scit De-us, si com-e- 
 de-ri-tis de e-o, turn o-cu-los vo-bis a-per-tum i-ri, 
 at-que i-ta vos fo-re tan-quam De-os, sci-en-tes boni, 
 at-que ma-li. I-ta pla-ne vi-de-tur, et fru-ctus i-pse 
 est pul-cer sa-ne vi-su; ne-sci-o an sit i-ta dul-cis 
 gu-sta-tu ; ve-rum-ta-men ex-pe-ri-ar. 
 
 Now if you ask him why he WTiteth Serpens, Eva, 
 Cur, Deus Nequaquam, and Ita with great letters, 
 and all the other words with little letters; he can tell 
 you (if he ever learned or minded his Rules) that 
 Proper names, beginnings of Sentences, and words 
 more eminent then others, are to begin with a great 
 letter, and in other places small letters are to be used. 
 
 If you ask him why he spelleth ve-tu-it and not 
 vet-u-it, he will say, because a consonant set be- 
 twixt two vowels, belongeth to the latter. 
 
 If you ask him why he spelleth ve-sci, and not 
 ves-ci; he will answer you, because consonants which 
 are joyned in the beginning of a word must not be 
 parted in the middle of it. 
 
 If you ask him why he spelleth ar-bo-ri-bus and 
 not a-rbo-ri-bus, he will tell you, because consonants 
 which cannot be joyned in the beginning of a word, 
 must be parted in the middle of it. 
 
 If you ask him why he spelleth vel-le-mus and not 
 ve-Ue-mus, nor vell-e-mus, 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 com-e-de-ri-tis, 
 and not co-me-de-ri-tis, he will tell you because in 
 words compounded, every part must be separated 
 from another; and if you again ask him concerning 
 the same syllable, why it is com and not con seeing 
 the verb is compounded of con and edo; he will answer 
 because in words compounded with a Preposition, we 
 must respect the ear, and good sound.
 
 (152) 
 
 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 (,) distin- 
 guisheth the shorter part of a sentence, and staj'eth 
 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 Sem.icolon (;) 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 m.ay give over reading, if he will; 
 and that an Interrogation (?) denoteth that there is 
 a question to be asked. 
 
 If you ask him touching the Accents why there is a 
 grave Accent in tantum, 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 
 ea, he will tell you, it is to denote that ea, is of the 
 Ablative case singular, which hath a long. 
 
 And if j^ou ask him why n6ve hath an acute accent< 
 he will tell you that n6 hath changed its grave accent 
 in an acute, because the Participle ve hath inclined 
 its own accent into it. 
 
 If you ask him whj'- omnibus arboribus are not 
 sharply uttered; he will tell you, because they do not 
 begin with h, which is the note or letter of Asperation. 
 
 He will quickly shew you whether he understandeth 
 his Rules touching the Quantities of Syllables, or not, 
 by writing out a sentence or two, and marking the 
 syllables of every word, in this manner. 
 
 Cur vetuit vos Deus vesci ea omnibus arboribus 
 pomarii ? licet nobis vesci fructibus arborum 
 pomarii tantum Deus nobis intetdixit ea ar-
 
 ( 153 ) 
 
 bore, quae est in medio pomario, ne ves- 
 ceremur fructu ejus, neve etiam attingeremus, 
 
 nisi vellemus mori. 
 
 2 Let him cast the words of his Authour into the 
 Grammatical order, and analyse every one of them 
 exactly according to Etymology, and Syntaxis (which 
 is the usuall way of parsing) after this manner. 
 
 Cur Deus vetuit vos vesci ex omnibus arboribus 
 pomarii? licet nobis vesci fructibus arborum pomarii; 
 tantum Deus interdixit nobis ea arbore, quae est in 
 medio pomario, ne vesceremur fructi ejus, neve etiam 
 attingeremus, nisi vellemus morti. 
 
 Cur is an Adverb of asking. 
 
 Deus is a Noun Substantive Common, of the Sin- 
 gular number, Nomunative case, Masculine gender 
 (because Mascula in er, &c.) of the second Declension, 
 Sing. Nom. hie Deus, Gen. hujus Dei, &c. It maketh 
 its Vocative case Deus, and wanteth 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 Nominative 
 case Deus, by the Rule, Verbum Personale cohferet, 
 &c. It is of the first Conjugation, veto, vetas, vetui; 
 (veto quod vetui dat) vetare; vetandi, vetando, vetan- 
 dum, vetitum, vetitu; (Quod dat ui dat itum) vetans, 
 vetiturus. 
 
 Vos is a Pronoun Primitive, of the Plurali number, 
 the Accusative case, the Masculine Gender, and the 
 first Declension. Sing. Nom. Tu, Gen. tui, &c. It 
 hath the Vocative case, Et Prsenomina praster, &c. 
 It is the Accusative case after vetuit, because verba 
 Transitiva, &c.
 
 (154) 
 
 Vesci is a verb Deponent like legi, veseor, vesceris 
 vel vescere, pastus sum vel fui, vesci, pastus, vescen- 
 dus; because Sic Poscunt veseor, medeor, &c. It is 
 of the Infinitive mood, and Present Tense, without 
 number and person, and is governed of vetuit, be- 
 cause Quibusdam turn verbis, &c. 
 
 Ex is a Preposition serving to the Ablative case. 
 
 Omnibus is a Noun Adjective of three Articles, like 
 Tristibus, Hie, et hsec omnis, et hoc omne, because 
 sub gemina, &c. It is of the plural number, the 
 Ablative case, and Feminine Gender, and agreeth 
 with its Substantive Arboribus, because Adjectivum 
 cum Substantive, &c. 
 
 Arboribus is a Noun Substantive Common, like 
 Lapidibus, Sing. Nom. hsec Arbor, Gen. hujus arboris, 
 &c. Grando, fides, &e. It is of the Ablative case. 
 Singular number, Feminine Gender, and third Declen- 
 sion, governed of ex the preposition, -v\hich requireth 
 an Ablative case. 
 
 Pomarii is a Noun Substantive Common, like 
 Regni. Sing. Nom. hoc Pomarium, Gen. hujus pomarii, 
 &c. Omne quod exit in um, &c. It is of the Singular 
 number, the Genitive case, the Neuter Gender, and 
 Second Declension, and is governed of the Substan- 
 tive Arboribus, because Quum duo Substantiva, &c. 
 
 Licet is a verb Impersonal declined in the third 
 person singular onely, Licet, licebat, et licitum. It 
 is of the Indicative mood, Present tense, singular 
 number, and third Person, and hath no Nominative 
 case, because Impersonalia prsecedentem, &c. 
 
 Nobis is a Pronoun Primitive, of the Plural number. 
 Dative case, Masculine Gender, and first Declension. 
 Sing. Nom. Ego, Gen. Mei. It wants the Vocative 
 case, because Et Pronomina, &c. and is governed of 
 licet, because In Dativum feruntur, &c. 
 
 Vesci, ut supra.
 
 (155) 
 
 Fructibus is a Noun Substantive Common, like 
 manibus. Sing. Nom. hie Fructus, Gen. hujus Fructus, 
 &c. Mascula in er, &c. It is of the Ablative case, 
 Plural number, Masculine Gender, and fourth Declen- 
 sion, governed of vesci, because Fungor fruor, utor, 
 &c. 
 
 Arborum ut supra in Arboribus. It is of the Geni- 
 tive case plural, governed of fructibus, because Quum 
 duo Substantiva, &c. 
 
 Pomarii ut supra. 
 
 Tantum is an Adverb of quantity, made of an 
 Adjective of the Neuter Gender, because Aliquando 
 neutra Adjectiva, &c. 
 
 Deus, ut supra, 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 Prseteritum dat idem, &c. interdixi, 
 interdictum, because Compositum ut simplex, &c. 
 It is of the Indicative mood, Preterperfect tense. 
 Singular number, and third person, and agreeth with 
 its Nominative case, Deus, because Verbum Personale, 
 &c.* 
 
 Nobis, ut supra, but here it is the Dative case, 
 governed of interdixit, because Dativum postulant, &c. 
 
 Ea is a Pronoun Primitive, of the second Declen- 
 sion, Sing. Nom. is, ea id. Gen. ejus, &c. It is of the 
 Singular number. Ablative case, and Feminine Gen- 
 der and agreeth with its Substantive Arbore, because 
 Ad eundem modum, &c. 
 
 Arbore ut supra, but here it is the Ablative case 
 singular governed by interdixit, which verb doth 
 
 * These model exercises for school-tests show the 
 thoroughness of the old grammar drill. In parsing 
 this one word "interdixit" no fewer than three rules 
 rules are quoted; and quoted in Latin,
 
 (156) 
 
 often govern a Dative case with an Ablative, though 
 we have no expresse Rule for it in our Grammar. 
 
 Quae is a Pronoun Relative of the second Declen- 
 sion. Sing. Nom. Qui, Quse, Quod. Gen. Cujus, &c. 
 It is of the singular number, Feminine Gender, and 
 third Person, and agreeth therein with its antecedent 
 arbore, because Relativum cum Antecedente, &c. 
 It is of the Nominative case, and cometh before the 
 verb est, because Quoties nullus Nominativus, &c. 
 
 Est is a verb Personal neuter Substantive, having 
 a proper manner of declining, Sum, es, fui, &c., be- 
 cause, Et k suo sum fui. It is of the Indicative mood. 
 Present tense, singular number, and third person, 
 and agreeth with its Nominative case Quae, because 
 Verbum Personale, &c. 
 
 In is a Praeposition serving to the Ablative case. 
 
 Medio is a Noun Adjective of three terminations 
 like Bono; Sing. Nom. Medius, Media, Medium. At si 
 tres variant voces, &c. It is of the Ablative case, 
 Neuter Gender, and Singular number, and agreeth 
 with its Substantive, Pomario, because Adjectivum 
 cum Substantivo. 
 
 Pomario ut supra, but here it is of the Ablative 
 case, because in is a preposition serving to the Abla- 
 tive case. 
 
 Ne is an Adverb of forbidding, and governeth a 
 Subjunctive mood. Ne prohibendi, &c. 
 
 Vesceremur ut supra in vesci; but here it is of the 
 Subjunctive mood, preterimperfect tense, plural num- 
 ber, and first person, like legeremus, and agreeth with 
 its nominative case nos, which is not expressed, be- 
 cause Nominativus primae vel secundae personae, &c. 
 
 Fructu, ut supra; but here it is of the Ablative 
 case singular, governed of vesceremur, because Fungor, 
 fruor, &c. 
 
 Ejus ut supra in ea; but here it is of the Genitive 
 case Singular, and Feminine Gender, governed of
 
 (157) 
 
 fructu, because Quum duo Substantiva, &c. Here 
 note that ejus is a Relative, and agreeth with its 
 Antecedent Arboris, understood. 
 
 N6ve consisteth of two words whereof, ne is an 
 Adverb for forbidding, and ve is an inclinative conjunc- 
 tion. 
 
 Etiani is a Conjunction copulative. 
 
 Attingeremus is a verb Personal Active, like leger- 
 emus. It is compounded of Ad and tango, and 
 maketh at for ad for better sound sake, and tingo for 
 tango, because Hsec habeo, lateo, &c. It maketh 
 the Preterperfect tense attigi and not attetigi because 
 Sed syllabla semper, &e. and the Supines attactum, 
 attactu, because Compositum ut simplex, &c. It is 
 of the Subjunctive mood, Preterperfect tense, plural 
 number, and first person, and agreeth with its Nom- 
 inative case nos, which is understood, because Nom- 
 inativus primae vel secundae personse, &c. 
 
 Nisi is a conjunction exceptive, and serveth to a 
 Subjunctive mood, Ni, nisi, si, siquidem, &c. 
 
 Vellemus is a verb Personal neuter irregular, volo, 
 vis, volui, because lo fit ui, &c. Supinis caret, be- 
 cause Psallo, volo, noto, &c. It is of the Subjunctive 
 mood, Preterimperfect tense, plural number, and first 
 person, and agreeth with its Nominative case Nos, 
 which is understood, because Nominativus primse, 
 &c. 
 
 Mori is a verb Personal Deponent of the third Con- 
 jugation, like legi. Morior, moreris vel morere, 
 mortuus sum vel fui (morior que mortuus) mori, 
 moriens, mortuus, moriturus. It is of the Infinitive 
 mood, having neither number, nor person, nor nom- 
 inative case, and is governed of Vellemus, because 
 Quibusdam tum verbis, &c. 
 
 Thus let every particular boy in a form, practise a 
 while by himself upon a several piece of La tine, and 
 it will shew you plainly what he is able to do, and
 
 The value 
 of some 
 such 
 
 searching 
 test 
 
 Arguments 
 for using 
 Lily's 
 Grammar 
 
 Convenience 
 
 Uniformity 
 
 Expedi- 
 ency 
 
 Example of 
 the great 
 schools 
 
 (■58) 
 
 make that the most negligent and heedlesse amongst 
 them, shall know how to make perfect use of his whole 
 Grammar, though (perhaps) for all you could do to 
 him, he never heeded it before. 
 
 What I have hitherto mentioned touching the well 
 grounding of children, hath chiefly respect unto Lillies 
 Grammar, which is yet constantly made use of in m-ost 
 Schools in England; and from which I think it not 
 good for any Master to decline, either in a private or 
 publique course of Teaching for these reasons following: 
 
 1 Because no man can be assured, that either his 
 Scholars will stick to him, or that he shall continue 
 with them, till he have perfectly trained them up by 
 another Grammar. 
 
 2 Because if children be made to change their 
 Grammars, as often as they use to change their Mas- 
 ters (especially in a place where many Schooles are) 
 they will be like those that runne from room to room 
 in a Labyrinth, who know not whether they go back- 
 ward or forward, nor which way to take towards the 
 door; I mean, they may be long conversant in Gram- 
 mar 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, then Lillies 
 is, have been quite decried by the generalitj- of them 
 that hold to the Common-Grammar, and have had 
 much adoe to bear up the credit of their School, 
 though their Scholars have been found to make very 
 good Proficiency, and more then others. 
 
 4 Because, when a Master hath grounded a Scholar 
 never so well, if he (in hopes of an exibition or Schol- 
 arship, or other preferment to be had) be removed 
 from him to one of our greater Schooles, he shall be 
 made pro formS. to get Lillies Grammar by heart, 
 and to neglect what he hath formerly learned, as 
 unnecessary and uselesse.
 
 (159) 
 
 5 Because children in their tender age are generally 
 like leaking vessels, and no sooner do they receive Familiarity 
 anj' instructions of Grammar, but they forget them 
 so quickly, till by frequent repetitions, and examina- 
 tions, they be riveted into them, and by assiduity of 
 long practice brought to a habit, which cannot be bred 
 in them under two or three yeares time, in which 
 space they may be well habituated and perfected by 
 Lillies Grammar as any other, according to the Plat- 
 form of teaching it, which I have already shewed, 
 and by means of those helps Avhich I have published 
 for the better exphcation of some parts of it. 
 
 Yet I do not deny, but a far easier way may be 
 taken to teach children; First the gi'ounds and Rudi- Hoole's 
 ments and afterwards the whole Systeme of Grammar, handbooks 
 then that which is generally now in use according to ^° ^^^y 
 Lilie, whom after I had observed many eminent 
 Schoolmasters (who had published Grammars of their 
 own) to condem-n of many Tautologies, defects, and 
 errours; and withall, to endeavoi'.r to retain the sub- 
 stance of his Gramm.ar, I essaj/ed my self to see what 
 might be done in that kinde, with an especiall eye 
 upon the slender capacities of children with whom 
 I had to do. And after triall made, that such instru- 
 ments would forward my work, I was told to publish 
 first, An easie entrance to the Latine tongue and then 
 The Latine Grammar fitted for the use of Schooles, 
 which, now I have for sundrj' yeares taught, together 
 with Lilies Grammar, I shall now brieflj' declare — 
 
 1 As children are going over the Accidents, and 
 that part of the Gram.mar which concerneth the 
 Genders of nuons and the Preterperfect tense, and 
 Supines of Verbs, I make them one day to peruse 
 that part of the Grounds of Gramm.ar, which con- 
 cerneth the eight parts of Speech severally handled, 
 and another day to read that which concerneth their 
 construction, and every Saturday morning to run over
 
 Hoole's 
 Grammar is 
 in English 
 
 Value of 
 good 
 grammar 
 method 
 
 (i6o) 
 
 their examination, which being but a task of about 
 half an hour, doth exceedingly help their understand- 
 ing and memory in getting their every dayes parts, 
 and keeping them in minde; especially if they be 
 made sometimes to look upon their Synopsis's and 
 thereby to take notice how handsomely and orderly 
 the Rules hang together. 
 
 2 Like"v\ise, as children proceed in Lilies Grammar 
 (which commonly is but very slowly, because it being 
 all in Latine is hard to be understood, and being 
 someT\hat long in learning, boyes are apt to forget one 
 end of it, before they can come to another) I cause 
 them to make use of the Latine Grammar, which I 
 fitted to the use of Schooles together with it This I 
 usually divide into t^velve or sixteen parts, (letting 
 the Appendix alone till they understand all the rest) 
 in reading of which I cause them to spend half an 
 hour for the most part every day, and by comparing 
 what they read with that in Lilies Grammar, I make 
 them to observe how what they learn in Lily, ought 
 rightly to be placed, according to the true method 
 of Grammar Art, which they see analysed in the 
 Synopsis. They may first read it over in English 
 only, and then in Latine and English together; and 
 afterwards only in Latine. And because frequent 
 examination is a main expedient to fasten what is 
 taught, I cause them every Saturday morning to 
 make use of Exarninatio Latinse Grammaticse, (which 
 is now lately printed) and let one boy ask the ques- 
 tions out of the Book, and the rest answer him orderlj^ 
 out of the Grammars in their hands. And this I 
 finde, that a natural and clear method of teaching 
 Grammar, is the best means that can be devised to 
 open the understanding for the receiving, or to 
 strengthing the memory for the retaining of any 
 instructions that can be given concerning it. And I 
 judge that method to be the most natural and easie.
 
 (i6i) 
 
 which doth at once lay open the subject that it treas- 
 ureth of, and enlighten a mean capacity to apprehend 
 it on a suddain; and which hath withall a power in 
 it self, that whether the discourse upon the matter 
 be more contracted or enlarged, it can bring all that 
 can be said of it under a few certain and general 
 Heads, by way of Common-place; which being surely 
 kept in minde, all other documents depending on 
 them, as particulars, will easily be remembered. 
 
 Thus have I freely imparted my thoughts touch- 
 ing the most familiar way that I have hitherto known 
 (either by my Masters, or my own practice, or any 
 thing that I have observed by reading, or converse 
 with experienced School-masters ) of teaching the 
 Common Grammar, and making use of these ordinary 
 School-books in every form, which are taught inmost 
 Schooles 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 and good phrases, that they may be able of 
 themselves to -UTite or speak true Latine, or trans- 
 late either way pretty elegantly, before they come 
 under the Master; I call this part of my discover}'' 
 The Ushers duty, wherein he m.ay plainly see how 
 he ought to respect the end, the means, and the 
 manner, how to use every help or means for the better 
 dispatch of that which he is continually imployed 
 about; viz. the well grounding of Children in Gram- 
 mar learning; which may be done in three years, 
 with the ordinary sort of boyes, even those of the 
 meanest capacity, if Discretion in every particular 
 be used, which is beyond any directions that can be 
 given. So that under the Usher I admit of three Three lower 
 forms: The first of Enterers, The second of Prac- "grammar" 
 titioners. The third of Proficients in the knowledge grades 
 of Grammar.
 
 (I62) 
 
 Having done therefore with grounding children 
 whose inanimadvertency is the Teachers daily trouble, 
 (and not to mention their other infirmities) requireth 
 that they be held long in one and the same work 
 and be made ever and anone to repeat again what 
 they formelrj^ learned, I shall next adde som.ewhat 
 concerning teaching men at spare hours in private,* 
 Adult "vv-ith whom (by reason of their stronger capacities, 
 
 private and more use of reason) a far speedier course may be 
 
 pupils 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 con- 
 firmed by that experiment which I have made with 
 many young Gentlemen, for these eleven or twelve 
 years together last past, in London; who being very 
 sensible of their own want of the Latine tongue and 
 desirous (if possibly) to attain it, have thought no 
 cost nor pains too little [great?] to be employed for 
 gaining of it, and yet in few months, they have 
 either been so grounded, as to be able to help them- 
 selves in a plain Authour, in case they knew nothing 
 before; or so perfected as to grapple with the most 
 difficult and exactest Authours, in case they had 
 formerly but a smattering of the Language; and this 
 they have obtained at leisure time, and at far lesse 
 expense, then they now prize the jewel at, which they 
 have. 
 
 In teaching of a man then, I require none of those 
 helps, which I have provided for childrens uses, 
 (though perhaps he may find benefit to himself by 
 perusing them in private) only I desire him at the 
 first to get an easie entrance to the Latine tongue, 
 and by it I shew him as briefly, orderly and plainly 
 as I can, 
 
 1 How he ought to distinguish words, so as to 
 know what part of Speech any word is. 
 
 *Cf. Coote's English Schoolmaster.
 
 (i63) 
 
 2 To tell what belongeth to everj' several Part of 
 Speech. 
 
 3 To get the Examples of the Declensions and Con- 
 jugations very exactly, so as to know what any Noun 
 or Verb signifieth, according to its Termination; and 
 to store him with words, I advise him to peruse a 
 Chapter in the Vocabulary (at least) once every day, 
 and to observe the Latine nam.es of things as are in 
 common 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 Col- 
 lectanea, and help him to construe, parse, imitate, 
 and alter them, untill he be able to adventure upon 
 some easy Authour. 
 
 After he be thus made well acquainted with the 
 Grounds of Grammar, I bid him to procure the Latine 
 Grammar fitted for his use, as well as for Schooles; 
 and together with it a Latine Testament, or Bible, 
 and then I cause him to read over his Grammar G^y 
 as much at once as he can well peruse in halfe an 
 houre) and be sure that he thorowly understand it; 
 and after every one of the foure Parts of Grammar, 
 I give him a Praxis of it; by exercising whereof, he 
 may easilj^ know how to use his Rules, and where to 
 find them. 
 
 When by this meanes he can tell what to do with 
 his Grammar, I turn him to the Latine Testament, 
 (beginning with the first Chapter of Saint Johns 
 Gospel, because it is most easy) and there I make 
 him (by giving him some few directions, which he 
 hath, together with his Grounds of Grammar) to 
 learn to construe of himselfe six, eight, or ten verses, 
 with the help of his English Bible; and to parse them 
 exactly according to his Grammar, and by going over
 
 (i64) 
 
 three or four Chapters, he will be able to proceed 
 understandingly in his Latine Bible without help. 
 
 Which when he can do,* I advise him to get Cor- 
 derius English and Latine, where he is chiefly to take 
 notice of the phrases, how they differ in both lan- 
 guages, and to imitate here and there a Colloquie, 
 to try what good Latine he can -write of speak of 
 himself. And now I commend to his own private 
 reading, Dialogi Gallico Anglo-Latini, by Dugres, 
 Dictionarium octo lingue, or the Schoolmaster, Printed 
 formerly by Michael Sparks, and Janua Linguarum, 
 or rather Janua Latinse linguae, and the like by perusal 
 of which, together with Corderius, he may be fur- 
 nished with copyt of words and phrases, for common 
 discourse in Latine. Afterwards I help him in read- 
 ing iEsop's Fables, to construe and parse, and imitate 
 a Period, or more in any of them, thereby to acquaint 
 himself with the artificial manner of placing words. 
 And when I see he dare adventure upon the Latine 
 alone, I make him read Terence over and over, and 
 to observe all the difficulties of Grammar that he 
 meets in him, and after he is once master of his stile, 
 he will be pretty well able for any Latine Book of 
 which I allow him to take his choice. 
 
 Whether he will read Tully, Pliny, Seneca, or 
 Lipsius for Epistles, Justin, Salust, Lucius Fionas, 
 or Csesar for Historj', Virgil, Ovid, Lucan or Horace 
 for Poetrj\ 
 
 And when I see he can read them understandingly, 
 I judge him able to peruse any Latine Authour of 
 himself, by the help of Coopers Dictionary, and good 
 Commentatiors, or Scholiasts. 
 
 * Another Latinism. 
 
 t Bacon uses "copie" in the same sense — Latin 
 copia.
 
 (i65) 
 
 These authors which I have mentioned, are most 
 of them in English; as also Livie, Plinies natural Use of 
 History, Tacitus, and other excellent Books, which translations 
 he may peruse together with the Latine, and by 
 comparing both Languages together, he may become 
 very expert in both. Yet I would advise him to 
 translate some little Books of himself; First out of 
 Latine into English, and then out of English into 
 Latine, which will at once furnish him with all points 
 of Grammar, and the right use and ordering of words, 
 and in a short time bring him to the like eloquence. 
 
 Mr. Ascham commendeth Tully de senectute, and 
 his Epistles, Ad Quintum Fratrem, et 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, . ^^^^^ y 
 whether it be not possible for men or children grammar 
 to learn Latine, as well as English, without 
 Grammar Rules. 
 
 1 answer. First, that it is hardly possible, 
 
 because the Latine tongue is not so familliarly for practical 
 spoken, as English; which is gotten only by purposes 
 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
 
 for under- 
 
 (i66) 
 
 Latine for good, be it ever so barbarous or 
 
 full of solaecismes, and partly, because they 
 
 that are skilful in Grammar, are able to do 
 
 something; in reading Authours, or trans- 
 lor unaer- , • ^ • • t- • i i t i i 
 
 standing latmg, or writmg bpistles, or the like by 
 
 themselves, whereas they that learne Latine 
 without any Rule, are able to do nothing 
 surely if their Teacher be away. Besides 
 if the Latine be once well gotten by Rule, it 
 is not so apt to be forgotten; as if it be learned 
 only by rote, because the learner is at any 
 time able to recover what he hath lost by the 
 help of his own intellect, having the habit of 
 Grammar in his mind. Yet (I conceive) it 
 is the readiest way to the gaining of this 
 Language; to joyn assiduity of speaking arid 
 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 a Habit in us, that v/e may 
 increase our ability to speak and under- 
 stand pure Latine, though (perhaps) the 
 Rules of Grammar be forgotten by us. 
 
 Having here done with the Ushers Duty, 
 I shall (God willing) go on to discover the 
 Masters Method in every particular, accord- 
 ing to what I have either practised my self, 
 or observe from others of my profession. 
 And I hope this my slender discovery will
 
 (i67) 
 excite some of greater practise and experi- 
 ence, to commit also to publick their own 
 observations; by whom if I may be con- 
 vinced, that I have any where gone in an 
 erroneous way, I shall willingly retract my 
 course, and endeavour to stere by any mans 
 Chart, that I find more easie 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 aspiration 
 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. 
 
 * Significant of Hoole's general attitude.
 
 THE 
 MASTER'S METHOD 
 
 OR THE 
 
 exercising of scholars in grammars, 
 authours, and exercises: greek 
 latin e and hebrew 
 
 By C. H. 
 
 LONDON 
 
 Printed by J. T., for Andrew Crook at the Green Dragon 
 
 in Paul's Church Yard, 1659. 
 
 (169)
 
 CHAP. I. 
 
 how to make the scholars of the 
 fourth form very perfect in the 
 art of grammar, and elements of 
 rhetorick; and how to enter them 
 upon greek in an easy way. how to 
 
 PRACTISE THEM (aS THEY READ TERENCE, 
 AND OVID DE TRISTIBUS, AND HIS META- 
 MORPHOSIS, AND JANUA LATINAE LINGUAE, 
 AND STURMIUS,* AND TEXTOr's EPlSTLES) 
 IN GETTING COPY OF WORDS, AND LEARN- 
 ING THEIR DERIVATIONS AND DIFFER- 
 ENCES, AND IN VARYING PHRASES. HOW 
 TO SHEW THEM THE RIGHT WAY TO DOUBLE 
 TRANSLATING, AND WRITING A MOST PURE 
 LATINE STYLE. f HOW TO ACQUAINT THEM 
 WITH ALL SORTS OF ENGLISH AND LATINE 
 VERSES AND TO ENABLE THEM TO WRITE 
 FAMILIAR AND ELEGANT EPISTLES IN ENG- 
 LISH OR LATINE UPON ALL OCCASIONS. 
 
 The Usher having throughly performed 
 
 * It is interesting to notice the name of Sturm, 
 whose influence has been so enduring in modern 
 secondary school education. 
 
 t The method of double translation was, of course, 
 Ascham's. Hoole's Latin method is, therefore, bor- 
 (171)
 
 Manuscript 
 common- 
 place 
 books for 
 grammar 
 
 ( 172) 
 his duty, so as to lay a sure foundation by 
 teaching Grammar, and lower Authours, 
 and using other helps formentioned, to ac- 
 quaint his Scholars with the words, and 
 order of the Latine tongue, as well for speak- 
 ing, as writing it; the Master may more 
 cheerfully proceed to build further, and in 
 so doing, he should be as carefuU to keep 
 what is well gotten, as diligent to adde there- 
 unto. I would advise therefore, that the 
 Scholars of his fourth form may, 
 
 1 Every morning read six or ten verses (as formerly) 
 out of the Latine Testament into English, that thus 
 they may 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 the same manner. 
 
 2 Every Thursday morning repeat a part out of 
 the Latine Grammar, according as it is last divided, 
 that by that means they may constantly say it over 
 once ever quarter. And because their wits are now 
 ripe for understanding Grammar notions, when ever 
 they meet with them, I would have them everj' one 
 to provide a Paper book of two quires of Quarto, in 
 the beginning whereof, they should "vvTite the Heads 
 of Grammar by way of common place, as they see it 
 in my Latine Grammar, and having noted the pages, 
 they should again wTite over the same Heads, (leav- 
 ing a larger or lesse distance betwixt them, as they 
 
 rowed from at least three of the most famous con- 
 tributors to theory of language teaching, Sturm, 
 Ascham and Comenius. Brinsley, too, is a notable 
 worker in this field, if not quite of the same fame as 
 these, and to him Hoole makes frequent reference.
 
 ( ^73) 
 
 conceive they may finde more or lesse matter to fill 
 them withall) in the leaves of their Book, and insert 
 all niceties of Grammar that they finde, either in 
 their daily lessons, or in perusing other Books at spare 
 houres, especially such as either methodically or 
 critically treat of Grammar; amongst which I com- 
 mend Mr. Brinsley's Posing of the Accidents. The 
 Animadversions upon Lilies Grammar; Stockw'ood's 
 disputations, Mr. Pooles English Accidents, Hermes 
 Anglo-Latinus, Phalerii Supplementa ad Grammati- 
 cam, Mr. Birds, Mr. Shirleyes, Mr. Burleyes, Mr. 
 Hawkins, Mr. Gregories, Mr. Haynes, Mr. Danes, Mr. 
 Farnabies, and other late printed new Grammars, 
 (which they may read in private one after another) 
 will afford them several observations. As for 
 Authores Grammaticse Antiqui, which are commonly 
 printed together; Dispauterius, Linacer, Melansthon, 
 Valerius, Alvarez, Rhemus, Sulpitius, Vussios, 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 with withall, and write 
 them in their Common-place-book. And because it 
 may seem a needlesse labour for every Scholar to be 
 thus imployed, and it is (almost) impossible for one 
 alone to procure so many Grammars, it were to be 
 wished that in every Schcole of note, there might be 
 a Library, wherein all the best Grammars that can be 
 gotten, might be kept, and lent to those boyes, that 
 are more industriously addicted to Grammar Art, 
 and which intend to be Scholars, that they may read 
 them over, and refer what they like in them to its 
 proper Head. And to encourage them in so doing, 
 the Master may do well at the first to direct them, 
 and afterwards at leisure tim.es to cast an eye upon 
 their Books, and see what they have collected of 
 themselves. But be sure they keep their Paper-book 
 
 Using 
 
 several 
 
 grammars 
 
 for 
 
 reference 
 
 Library 
 for the 
 purpose
 
 (174) 
 
 - fair, and that they write constantly in it, with a 
 legible and even hand. 
 
 3 Thus they may have liberty to learn Rhetorick 
 on Mondayes, Tuesdayes, and Wednesdayes, for 
 morning Parts, and to enter them in that art of fine 
 speaking, they may make use of Elementa Rhetorices, 
 lately printed by Mr. Dugard, and out of it learn the 
 Tropes and Figures, according to the definitions given 
 by Talaeus, and afterwards m.ore illustrated by Mr. 
 Butler. Out of either of which books, they may be 
 helped "with store of examples, to explain the Defini- 
 tions, so as they may know any Trope or Figure that 
 they meet with in their own Authours. When they 
 have thoroughly learnt that little book, they may 
 make a Synopsis of it, whereby to see its order, and 
 how every thing hands together, and then WTite the 
 The same Commonplace heads in a Paper-book (as I have men- 
 ■vyith tioned before concerning Grammar) unto which they 
 
 figures of niay referre whatever they like in the late English 
 speech Rhetorick, Mr. Farnabies Index Rhetoricus, Susen- 
 
 brotus, Mr. Homes Compendium Rhetorices, or the 
 like, till they be better able to peruse other Authours 
 that more fully treat of the Art; as Vossius's Parti- 
 tionee Oratorise, Orator extemporaneus, Tesm.ari 
 exercitationes Rhetoricse, Nic. Caussinus, Paiot de 
 eloquentiS. and many others; with which a School- 
 Librarj" should be very well furnished for the Scholars 
 to make use of, according as they increase in ability 
 of learning. 
 
 These Elementa Rhetorices in their first going 
 over, should be explained by the Master, and con- 
 strued by the Scholars, and every example compared 
 with its Definition. And the Scholars should now 
 be diligent of themselves to observe every Trope 
 and Figure, that occure in their present Authours,
 
 (175) 
 
 and when they say,* to render it with its full defini- 
 tion and if any be more eminent and worthy observa- 
 tion then others, to write it down in their Common- 
 place-book, and by this means they will come to the 
 perfect understanding of them in a quarter of a yeares 
 time and with more ease commit it all to memory 
 by constant parts, saying a whole Chapter together 
 at once; which afterwards they may keep by constant 
 Repetitions, as they do their Grammar. 
 
 4 When they have passed their Rhetorick, you 
 may let them bestow those hours, which they spent 
 about it, in getting the Greek Grammar for mornmg Greek 
 parts And because in learning this Language, as 
 well as the Latine, we are to proceed by one Rule, 
 which is most common and certain; I preferre Cam- 
 dens Greek Grammar before any I have yet seen 
 (though perhaps it be not so facile, or so compleat as 
 some latelier printed, especially those that are set 
 out by my worthy friends. Mr. Busbie of Westmmster, 
 and Mr Dugard of Merchant Taylors Schoole) in the 
 first going over of which I would have them to repeat 
 onely the Greek letters, and their divisions, the Ac- 
 cents and eight Parts of Speech, the Articles, De- 
 clensions, and Conjugations, and Prepositions by 
 several parts, as they are best able to get them, and 
 to v.Tite down so much as they say at once in a fair 
 Paper-book t very exactly observing and marking 
 every Acce'nt, and note of distinction, and this will 
 quickly enable them to \sTite or read Greek very 
 trulv, especially if they minde the abbreviated char- 
 acters 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. ^ 
 
 * "Say," evidently in the sense of "to say a lesson," 
 
 t Hoole believes strongly in the use of note-books 
 and in wTiting what is being learned.
 
 (176) 
 
 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 the Greek 
 Greek Testament everj' morning after prayers, in like man- 
 
 Testament Der as they formerly used their Latine one. They 
 may begin with the Gospel of St. John, which at the 
 first you may help them to construe and parse ver- 
 batim, but after a while when they have gathered 
 strength to do somewhat of themselves, you may let 
 them make use of Pasors Lexicon, which they will 
 better do, by help of the Themes, which I caused to 
 be printed in the Margent of the Greek Testament, 
 which will lead them to Pasor, to see the Analj'sis 
 of any word in the Testament. Mr. Dugard hath 
 lately compleated his Lexicon Graeci Testamenti 
 Alphabeticum, una cum explicatione Grammatics 
 vocum singularum in usum Tironum; nee non con- 
 cordantia singulis vocibus apposita, in usum Theo- 
 logiae canditatorum; which were it once comm.itted 
 to the presse, as it now lyeth ready in his hand, would 
 be most excellent help to young Scholars, to proceed 
 in the Greek Testament of themselves, in an under- 
 standing 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 ond Conjuga- 
 tions, and are able to write Greek in a very fair and 
 legible character, let them wTite out the Paradigmes 
 of every Declension and Conjugation and divide the 
 movable part of the words, from the Terminations, 
 as you may see it done in Mr. Dugards Rudimenta 
 Grammaticse Graecse. 
 
 After they are thus acquainted with every partic- 
 ular example, they may ^\Tite out all the Declensions 
 one by another, and the three voyces of the Verbs 
 throughout all moods and tenses in all Conjugations, 
 that so they may more readily compare them one by 
 another and see what Tenses are alike, or which are
 
 ( ^11) 
 
 wanting in every voyce. If these things were drawn 
 into Tables, to be hanged up in the Schoole, they 
 would help the weaker boyes. 
 
 And to supply them with store of Nouns andVerbs, A "vocab- 
 you may let them repeat as many nouns as thej' can ulary" 
 well at once out of Mr. Gregories Nomenclatura; and method 
 afterwards as many Sentences as they can well say at 
 once, out of Seidelius, or the latter end of Clavis 
 Graecse linguae, by the repeating, construing and 
 parsing, whereof they will learn all the Primitive 
 words of the Greek Tongue, and be able to decline 
 them, and thus they will be very well fitted to fall 
 upon any approved Greek Authour, when they come 
 into the next Form. But if you would have them 
 learne to speak Greek let them make use of Posselius's 
 Dialogues, or Mr. Shirleyes Introductorium, in Eng- 
 lish, Latine and Greek. I commonly appointed 
 Tuesday es and Thursday es afternoons for this em- 
 ployment, before or after the Scholars had performed 
 their other Tasks. 
 
 5 Terence,* of all the School- Auth ours that we 
 read, doth deservedly challenge the first place, not 
 onely because TuUy himself hath seemed to derive 
 his eloquence from him, and many noble Romans Terence 
 are reported to have assisted him in making his 
 Comedies; but also because that Book is the very 
 quintessence of familiar Latine, and very apt to 
 expresse the most of our Anglisicmes withall. The 
 matter of it is full of morality, and the several Actors 
 therein, most lively seem to personate the behaviour 
 and properties of sundry of the hke sort of people, 
 even in this age of ours. I would have the Scholars, 
 therefore of this form to read him so thorowly, as to 
 make him wholly their own. To help them in so do- 
 
 * Author of the famous words: "Homo sum; et 
 nihil humani a me alienum puto."
 
 Hoole's 
 
 translation 
 
 method 
 
 leading 
 up to 
 composition 
 
 (178) 
 
 ing, I have rendered a good part of it into English, 
 answerable to the Latine line by line, in the adverse 
 page, and I intend (God willing) ere long to compleat 
 the whole, according to what I have formerly under- 
 taken, and promised. 
 
 This Authour 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 exer- 
 cised in him in this manner. 
 
 1 Let them vrrite out every Lesson verj' fair and 
 exactly, as they see it printed before them both in 
 English and Latine. And this will be a means to 
 perfect them in Orthography, and to imprint what 
 they learn in that Authour in their mindes. They 
 should have a Quarto Paper-book for this purpose, 
 wherein nothing else should be -m-itten. 
 
 2 Let them translate about four or six lines Gram- 
 matically 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 Gram- 
 matically, and according to the phrase, and this will 
 acquaint them with the proprieties of both Tongues. 
 
 4 Let them parse it according to the Grammatical 
 order, examining every word to the utmust of what 
 Grammar teacheth concerning it, and this will make 
 them thorowly to understand Lilie, and sometimes 
 to consult other Gramm.ars, where he comes short 
 in a Rule. 
 
 5 Let them cull out the most significant words, 
 and phrases, and write them in a Pocket-book, with 
 figures referring where to finde them in their Authour; 
 and let them ever and anon be conning these by heart, 
 because these (of all others) will stand them in most 
 stead for speaking Latine, or writing Coloquies and 
 Epistles.
 
 (179) 
 
 In reading of this book it is not amisse for the 
 Master to minde his Scholars of the true decorum of The true 
 both things and words, and how fitting they are for spirit of 
 such persons to do or speak, as are there represented, style or 
 and upon such occasions as they did, and spake composi- 
 them.* As in Andria, they may observe not onely in ^jon 
 general!, how young men are to be enticed, old men 
 to chide, servants to deceive, &c., but more particu- 
 larlj' they may see how some men are more apt to 
 be carried away by passion then others are, and how 
 different their natures are sometimes, though their 
 age and breeding may be the same. Thus they 
 shall finde Simo and Chremes, two old citizens, the 
 one pettish and apt to overshoot himself in many 
 things, the other more ca'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 com- 
 pany, and thereby brought into much trouble of 
 mind, betwixt a fear to offend his Father, and a care 
 to make amends for his fault committed; but the 
 other being rash and childishly disposed, is set upon 
 what he desireth with such eagernesse, that he will 
 have it, though it be impossible for him to obtain it, 
 and he be utterly ignorant of using any meanes to 
 come by it. But above all, they will laugh at the 
 knave Davus, to read how he presuming up>on his 
 own cunning wit, displeaseth Simo and ensnareth 
 Pamphilus, and at last brings himself within the 
 compasse of the lash. And in this and other come- 
 dies, they may observe many remarkable things, 
 sayings and actions, which will hint much to abun- 
 dant matter of invention for future exercises. As 
 
 * The next few sentences show the spirit of the 
 humanist, and that Hoole was alive to the need for 
 thought and matter before written words.
 
 (i8o) 
 
 when they hear Davus cry, Hem Astutias! Fie upon 
 craft! they may take occasion to enlarge upon the 
 matter as to say: One may quickly, perceive by 
 Davus in Terence, what a mischievous wit will come 
 to, that doth alwayes busie it self to circumvent and 
 entrap others; for this fellow, after he had cozened 
 his old Master, and unhappily taught his Master's 
 son to tell his father a lie, and intangle himself in a 
 double m.arriage, 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 prettj' well 
 with his young Master, by condemning himself, and 
 asking forgivenesse, and promising to amend the 
 matter he had utterly spoyled; yet in the height of 
 his jolhty, the old man catcheth him at unawares, 
 and without hearing him to speak a word for himself, 
 calleth for Dromo, and makes him hoise him up, and 
 carry him away to the house of correction, and there 
 to tye him neck and heels together, and whip him 
 smartly for the roguery he had done. Such Dictates 
 as these, the Master m.ay give his Scholars sometimes 
 to turn into pure Latine, till they be able to make 
 the like of themselves. And this is indeed to make 
 a true use of this excellent Authour, according to 
 what Erasmus directs in his golden little book, de 
 Ratione instituendi Discipulos, which is worth ones 
 perusal, that is exercised in teaching j'outh. 
 
 When you meet with an Act or Scene that is full 
 of affection, and action, you may cause some of your 
 Scholars, after they have learned it to act it, first in 
 private amongst themselves, and afterwards in the 
 open Schoole before their fellowes; and therein 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, 
 
 * Mulcaster's boys had acted in Leicester's pageant 
 at Kenilworth in honor of Queen Elizabeth.
 
 (i8i) 
 
 will be an excellent means to prepare them to pro- 
 nounce orations with a Grace, and I have found it 
 an especiall remedy to expell the sub rustick bash- 
 fulnesse, and unresistable timorousnesse, which some 
 children are naturally possessed withall and which 
 is apt in riper yeares to drown many good parts in 
 men of singular endowments. 
 
 6 Their afternoon parts, on Mondays and Wednes- 
 days, may be in Janua Latinse linguse, 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 formerly; because 
 their present years do teach them to be more dis- 
 cursive in their understanding, as growing more 
 towards men. And therefore in this book they 
 should not onely first minde the signification, and 
 Grammatical construction of words, but secondly 
 endeavour to gain a Copy of good and proper words 
 for expression of one and the same thing, as that 
 they may not only tell you that domus but also a?des 
 is Latine for a house, and that decus, and pulchritudo 
 are Latine for beautj- 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 they 
 must now begin to use their judgement in the right 
 choyce of words, (when they find many heaped to- 
 gether) it were not amisse to let them enquire the 
 Original out of Rider's Latine Dictionary, or Beck- 
 man de Originibus Latinse 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 lingua Latin^, and the like books fit to be kept 
 in the School Library-.
 
 (I82) 
 
 7 On Tuesdaies and Thursdaies in the afternoons, 
 I ■would have the Form employed in some of Tullies 
 Epistles, (either those collected formerly by Sturmius, 
 or those of late made use of in Westminster Schoole) 
 but Sturmius's I rather prefer as more easie to begin 
 withall, the others may be used afterwards, together 
 with Textors Epistles. And 
 
 1 I would have them be exercised in double trans- 
 To acquire lating these Epistles, so as to render many of them 
 Ciceronian into good English, and after a while to turn the same 
 style again into Latine, and to try how near they can 
 
 come to their Authour in the right choice, and orderly 
 placing of words in every distinct period.* And 
 because the Authours style and expression will in 
 many particulars seem hard to those that have not 
 formerly read some of his Epistles, I have thought 
 good at first to give my Scholars a taste of an Epis- 
 tolary style, by translating a Century of selected 
 Epistles, out of Tully and other choice Authours, 
 making the English answer to the Latine, Period by 
 Period. And these I cause them to write over, and 
 in so doing, to take notice of the placing of every word, 
 and its manner of signification. By this means 
 they both better themselves in Orthography, and 
 easily become so acquainted with Tullies expressions, 
 that they can adventure to construe any of his Epis- 
 tles of themselves, and turn th<^m 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 wTiting down 
 both the English and Latine together, as they con- 
 
 * Cicero was Sturm's great model, and justly for 
 the charm of his style. The fault lay in the thinness 
 of his matter, and in the almost exclusive attention 
 to st>'le. Even Erasmus, long before Sturm, had 
 said that he did not recognize the duty of trying to 
 be more Ciceronian than Cicero himself.
 
 (i83) 
 
 strue it, (which some call Metaphrasis, an example 
 or two whereof you may see in Merchant Taylors 
 School Probation) and another while, and most 
 frequently, writing English out of the Latine by it 
 self, which within ten dayes after, they try how to 
 turn into the like good Latine again. 
 
 And this is the way Mr. Brinsley so much com- 
 mendeth, a-nd Mr. Ascham was m^oved to think to 
 be onely, or chiefly the fittest, for the speedy and 
 perfect attaining of the Tongue. 
 
 3 After they are grown pretty quick in translating 
 both wayes, you may write them down a little English 
 Epistle of like matter and words to that in their book, 
 directed to some of their own acquaintance, which 
 they may turn into Latine, Period after Period, by 
 themselves. 
 
 To begin therefore with the first Epislte in Stur- 
 mius, w^hich may be writ down translated thus: 
 
 M. T. C. Terentiffi, Salutem pluriniam dicit. 
 Mark TuUy Cicero, sendeth hearty commenda- 
 tions to (his wife) Terentia. 
 
 Si vales, bene est, ego valeo. 
 
 If you be in good health,";^it is well, I am in good 
 health. 
 
 Nos quotidie tabellarios vestros expectamus, qui 
 si venerint, fortasse erimus certiores, quid nobis 
 faciendum sit, faciemusque te statim certiorem. 
 
 We everyday expect your Letter-posts who if they 
 come, we shall be perhaps more certain, what we 
 are to do, and we will certifie you forthwith. 
 
 Valetudinem tuam cura diligenter, vale. 
 Look diligently to your health, farewell. 
 
 Calendis Septembris. 
 
 The first day of September.
 
 (i84) 
 
 And you may shew them how to imitate it, (ob- 
 serving our English manner of writing letters) thus; 
 
 To his very loving Friend Mr. Stephano Primate 
 at the Seven Stars neer Newgate London. 
 These 
 A Latin Amantissimo suo amico Domino Stephano Primate 
 
 epistle ad insigne Septentrionum Juxta novam Portam Lon- 
 
 doninensem, 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 be 
 praised. 
 Stephane mellitissime — 
 
 Si vos omnes Londini valetis, optime est: nos 
 quidem omnes Barnetae valemus; Laudetur Dominus 
 Deus. 
 
 I have every day expected a Letter from you, for 
 this Avhole week together, which if it come, is like to 
 be very welcome to me, I pray you therefore ^vrite 
 to me, and let m.e know what to do, and I will write 
 back again to you forthwith. 
 
 Ego quotidie literas tuas, per banc totam heb- 
 domadem expectavi; quae si venerint gratissimse 
 mihi futurse sunt; oro igitur ut ad me scribas, et 
 certiorem me facias, quid agis, and ego statim ad te 
 rescribam. 
 
 Give your mind diligently to learning: Farewell 
 heartily. 
 
 Studio literarum diligenter incumbe. Vale feliciter. 
 
 Your most loving friend, 
 Robert Burrows. 
 Barnetse, 
 
 Octob 4, Amantissimus tuus amicus, 
 
 1659. Robertus Burrow es.
 
 ('85) 
 
 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 composi- 
 tion, rather then the words. 
 
 To his very much respected friend Mr. Robert The reply 
 Burrows neere the Mitre at Barnet these deliver. 
 
 Observantissimo suo amico Roberto Burrows haud 
 ita procul a Mitra Barnetse, hasce dabis. 
 
 Deare Robert — 
 
 I am very glad, I am certified by your Letter, that 
 you and all our friends are in good health. Lo, I 
 have now at last sent you my letter, which I am sorrj% 
 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 books, insomuch that 
 I could willingly finde in my heart to die at my studies; 
 so true is that which we sometimes learned in our Acci- 
 dents. To know much is the most pleasant and 
 sweetest life of all. You need not therefore persuade 
 me further to give my mind to learning, which (truly 
 to speak plainly) I had much rather have then all, 
 even the most precious jewels in the world. Farewell, 
 and write as often as you can to 
 
 Your very loving friend, 
 
 Stephen Primate. 
 
 Charissime Roberte — 
 
 Quod ex tuis Uteris certior fiam, te, et omnes nostros 
 bene valere, magnopere gaudeo. Ecce, nostras Jam 
 tandem ad te misi. Quas, quoniam in causa fui, 
 ut diutius expectes, priusquam ad vos venerint, 
 vehementer doleo. Ciim autem quid ego agam, 
 scire cupias; certicrem te facere velim, me to turn in 
 libris esse occupatum; usque adeo, ut vel emori studiis 
 mihi dulce erit; Ita verum est, quod e Rudimentis 
 Grammatices olim ebribimus: Multum scire est vita
 
 (i86) 
 
 jucundissima. Non igitur opus est, ut ulterius mihi 
 suadeas, studio literarum et doctrinse incumbere, 
 quae quidem (ut plane loquar) omnibus gemmis, vel 
 pretiosissimis cupidissinie malim. Vale, et literas 
 quam ssepissime mitte ad 
 
 Amantissimum tui, 
 
 [Robertum Burrowes] 
 Stephanum Primate. (?) . 
 
 Thus you may help them to take so much as is 
 needfull and fit for their purpose out of any Epistle, 
 and to alter and apply it fitly to their several occa- 
 sions of writing to their several friends; and where 
 Tully's expressions will not serve them, let them 
 borrow words and phrases out of the books that they 
 have learnt, (but especially out of Terence) and take 
 care to place them so, that they may continually 
 seem to imitate Tullie's form of "WTiting Epistles, 
 though they be not altogether tj'ed to his ven,- words. 
 And this I give as a Caution both in speaking and 
 writing Latine, that they never utter or write any 
 words, or phrases, which they are not sure they have 
 read or heard used in the same sense, that they there 
 intend them. 
 
 It were necessary for them, as they proceed in read- 
 ing Epistles, to pick out all such familiar expressions 
 as are incident to be used in WTiting 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's Elegantisfi 
 Pueriles. And because the same phrase, is not often 
 to be repeated in the same words, they should now 
 strive to get more liberty of expressing their mindes 
 by learning to var>' one and the same phrase both in 
 English and Latine, sometimes ex tempore, before 
 the Master, and sometimes amongst themselves by 
 writing them down, and then appealing to the Master
 
 (i87) 
 
 to judge, who hath done the bast. To enter them 
 upon this work, you may first begin with Mr. Clarks 
 Dux oratx)rius, and then make use of that excellent 
 book of Erasmus de copia verborum, which Avas 
 purposely by him intended, and contrived for the 
 benefit of Pauls Schoole, and I am sorry to see it so 
 little made use of in most of our Grammar-Schooles 
 in England. 
 
 To encourage them to begin to wTite of themselves, A class 
 and to help their inventions somewhat for inditing method 
 Epistles, you may take this course at once with a 
 whole form together, which I have experienced to 
 be very easie, and generally pleasing to young Scholars. 
 
 1 Ask one of your boyes, to whom, and for what, 
 he is minded to write a letter; and, according as he 
 shall return you an answer, give him some general 
 instructions how to do it. 
 
 2 Then bid him and all his fellows let you see 
 which of them can best indite an English letter upon 
 that occasion, and in how short a time. 
 
 3 Let them every one bring his own letter fairly 
 written, that you may shew them how to amend 
 the imperfections you finde in it. 
 
 4 Take his that hath done the best, and let every 
 one give you an expression of his own gathering, 
 for every word and phrase that is in it, and let it be 
 different (if it may be) from that which another hath 
 given already before him. 
 
 5 As they give in their expressions, do you, or an 
 able Scholar for you, wTite 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 phrace, as is most agreeable to 
 the composition of an Epistolary style (so that he 
 take not the same that another useth) and bring the 
 letter writ fair, and turned out of English into Latine.
 
 (i88) 
 
 And thus you shall finde the same Epistle varied 
 so many several wayes, that every boy -will seem to 
 have an Epistle of his own, and quite differing in 
 words from all those of his fellowes, though the matter 
 be one and the same. 
 
 To help the young beginners to avoid Barbarismes, 
 and Anglicismes, (to which they will be verv subject 
 if not timely prevented) you may make use of a little 
 Dictionarj^ English and Latine in Octavo, which re- 
 solves the difficulties of Translating either way, and 
 Mr. Walkers useful Book of Particles, which is lately 
 printed; as also Mr. Willis Anglicismes Latinized, 
 and Mr. Clerks Phraseologia Puerilis; not to mention 
 Turselinus, or Doctor Hawkins particulse Latinse 
 orationis, which may afterwards be made use of, 
 when Scholars grow tOAvards more perfection in the 
 Latine Tongue, and can read them without your 
 help. But for their further assistance in this most 
 profitable and commendable kinde of exercise, I com- 
 mend unto you Mr. Clerks Epistolographia, and Eras- 
 mus de conscribendis Epistolis; to which you may 
 adde Buchleri Thesaurus conscribendarum Episto- 
 larum, Verepseus de conscribendis Epistolis, and 
 others, fitting to be reserved in the School Library, 
 for your Scholars to peruse, and collect notes out of 
 at their leasure hours. He that will be excellent 
 in any art, must not onely content himself with the 
 best Precedents.* which in many particulars may 
 (perhaps) exceed all others; but also now and then 
 take notice what others have attempted in that 
 kinde, and sometimes he shall finde the m.eanest to 
 afford him matter of good use. And therefore I 
 would advise that the Scholars in the upper Forms 
 
 * The spelling in the original is "presidents"; when- 
 ever the spelling can be retained it has been, but such 
 peculiar substitutions as this have been corrected. 
 Inconsistencies are frequent, as thereader has observed.
 
 (i89) 
 
 may often imploy themselves in perusal of all TuUies 
 Epistles, and sometim.es in those of Plinj% Seneca, 
 Erasmus, Lipsius, Manutius, Ascbam, Politianus, 
 and whatever they find in the Schoole Library, (which 
 should indeed be very well furnished with Epistolary 
 books) that out of them they may learn to expresse 
 their mindes to the full, upon any subject or occasion, 
 to whomsoever they write, and to use a stjie befitting 
 both the matter, and persons, be they ever so lofty 
 or mean. 
 
 After this Form is once well entered to vrrite Epistles 
 of themselves, they may make two Epistles every 
 week, (one in answer to the other) to be shewed fair 
 on Saturdaies, so they do not exceed a quarter of a 
 sheet on one side, because great heed should be taken 
 in the composing of them. 
 
 And let this Rule be observed in performing these 
 and all manner of exercises; that they never go about 
 a new one, till they have finished that they began 
 It were better for Scholars sometimes to do one and 
 the same exercise twice or thrice over again, that in 
 it they may see and correct their own errours, and 
 strive to out-doe themselves; then by slipping from 
 one work to another, and leaving that in their hands 
 incompleat, to get an ill habit of posting over busi- 
 nesse to little or no purpose. Non qu^m multum 
 sed quam bene, should be remiembered in Scholars 
 exercises. 
 
 8 Their afternoon Lessons on Monday es and Wed- 
 nesday es, for the first half year (at least) may be in 
 Ovids little book de tristibus, wherein they may 
 proceed by six or eight verses at a Lesson which they 
 should first repeat memoriter as perfectly as they 
 can possibly, because the very repetition of the verses, 
 and much miore the having of them by heart, will 
 imprint a lively pattern of Hexameters and Pen-
 
 ( 19°) 
 
 tameters in their minds, and furnish them with many 
 good Authorities. 
 
 2 Let them construe verbatim, and if their Lesson 
 be harder then ordinary, let them -ssTite it down 
 construed. 
 
 3 Let them parse 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 and the quantity 
 of each syllable, why it is long or short; the scanning 
 and proving verses, being the main end of reading 
 this Authour, should more than any thing be in- 
 sisted upon, whilst they read it. And now it will be 
 requisite to try what inclination your young Scholars 
 
 Verse have towards Poetry:* you may therefore let them 
 
 comnosition ^^^^^ to compose English verses, and inure them so 
 to do you should 
 
 1 Let them procure some pretty delightful and 
 honest English Poems, by perusal whereof they may 
 become acquainted with the Harmony of English 
 Poesie. Mr. Hardwicks late Translation of Mantuan, 
 Mr. Sandys of Ovid, Mr. Ogleby's of Virgil, will abun- 
 dantly .supply them with Heroiok Verses; which after 
 they can trul}' and readily make, they may converse 
 with others that take liberty to sport it in Lyrick 
 verses. Amongst all which Mr. Herberts Poemsf 
 are most worthy to be mentioned in the first place, 
 and next to them 'I conceive Mr. Quarles divine 
 
 * With Latin verse composition in view one cannot 
 but commend Hoole's preparatory^ steps: (1) familiar- 
 ity with and a taste for samples of English verse; and 
 (2) som.e practice in English verse. 
 
 t Herbert's Poems. Many of these poems are
 
 Poems,* and his divine Fansies; besides which, you 
 may allow many others full of wit and elegancie; but 
 
 still known and admired; e. g. that on "Man", con- 
 taining the verse: 
 
 More servants wait on man 
 Than he'll take notice of: in every path 
 
 He treads down that which doth befriend him 
 
 When sickness makes him pale and wan. 
 Oh mighty love! Man is one world, and hath 
 
 Another to attend him. 
 
 Then there is the well-known sonnet beginning: 
 Lord, with what care hast Thou begirt us round! 
 
 Parents first season us; then schoolmasters 
 Deliver us to laws; they send us bound 
 
 To rules of reason, holy messengers. 
 
 The poem on "The Flower", contains the lines: 
 The late-past frosts tributes of pleasure bring. 
 
 Grief melts away 
 
 Like snow in May 
 As if there were no such cold thing. 
 
 * Quarles' "Emblems, Divine and Moral", little 
 as they are suited to children, contain such lines as 
 the following: 
 
 What bitter pills. 
 Composed of real ills, 
 Men swallow down to purchase one false good! 
 Enough requires too much; too much craves more. 
 
 Be wisely worldly, be not worldly wise. 
 Fools only trade bj' th' eye. 
 
 Heaven finds an ear when sinners find a tongue. 
 It is the ship that moves and not the coast. 
 Be wisely proud, let thy ambitious eye 
 Read noble objects.
 
 ( 192) 
 be sure you admit of none which are stuff't with 
 drollary or ribauldry, which are fitter to be burnt, 
 then to be sent abroad to corrupt good manners in 
 youth. 
 
 2 After they are thus become acquainted with 
 variety of m.eeter, you can cause them to turn a Fable 
 of iS^sop into what kinde of verse you please to ap- 
 point them; and sometimes you may let them trans- 
 late some select Epigrams out of Owen, or those col- 
 lected by Mr. Farnaby or some Emblemes out of 
 Alciat, or the like Flourishes of wit which you think 
 will more delight them and help their fansies. And 
 when you see they begin to exercise their own wits 
 for enlargement, and invention, you may leave them 
 to themselves, to make verse on any occasion of 
 subject; yet to furnish them with Rhymes, Epith6tes, 
 and varietie of elegant expressions, you may let 
 them make use of the pleasant English Parnassus, 
 composed by the true lover of Muses, Mr. Josuah 
 Poole, my quondam School-fellow at Wakefield, 
 who like another Daphnis, may truly be said (what 
 I now sigh to write) to have been at the Blew* house 
 in Hadley Parish, now daily, in my sight, 
 
 Formosi pecoris custos, formosior ipse. 
 
 When you have taught them truly to scan and 
 prove any kinde of Latine verse, and made them to 
 taste the sweetnesse of poetizing in English; you may 
 prepare them further for making Latine verses out 
 of their present Authours, thus; 
 
 1 Take a Distick or two, which they know not 
 where to finde, and transpose the words, as different 
 as may be from a verse, and when you have made 
 one to construe them, dismisse them all to their 
 seates, to try who can return them first into true 
 verses, without one anothers suggesting. When 
 
 * An obsolete form of "blue".
 
 (193) 
 
 they have all dispatched, cause him whom you con- 
 ceive to be the weakest, to compare what he hath 
 done with his Authour, and to prove his verses by the 
 Rules of Prosodia. 
 
 2 You may sometimes set them to varie one and 
 the same verse, by transposing the same words, as 
 many several wayes as they can. Thus this verse 
 may be turned 104 waies. 
 
 Est mea spes Christus solus qui de cruce pendet. 
 
 And sometimes you may cause them to keep the 
 same sense and alter the words. Thus, this Distick 
 is found in Mr. Stock-woods Prog\-mnasma Scholas- 
 ticum to be varied 450 waies. 
 
 Linque cupido jecur, cordi quoque parcito, si vis 
 Figere, fige alio, tela cruenta loco. 
 
 To direct and encourage your young Scholars in 
 turning verses, you may make use of the book last 
 mentioned, and for further instructions concerning 
 making verses, I refer you to Mr. Clerks Dux Poeticus. 
 
 9 To enable your Scholars yet more to write good 
 Latine in prose, and to prepare them further for 
 verses by reading Poetical books, which abound with 
 rich expressions of fansie, I would have them spend 
 the next halfe year in Ovids Metamorphosis; out of 
 "which Authour you may make choice of the m.ost 
 pleasing and profitable Arguments, which it is best 
 for you yourself to construe and explain 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 verbatim, 
 minding the proprietie of the words, and the elegancie 
 of every phrase. 
 
 3 Let them parse every word Grammatically, as 
 they have used to do in other Authours.
 
 ( 194) 
 
 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 Dic- 
 tionarie. 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 adorn and amplifie it with 
 fit Epithetes, choice Phrases, acute Sentences, wittie 
 Apophthegmes, livelie similitudes, pat examples, 
 and Proverbial Speeches,* all agreeing to the matter 
 of moralitie therein couched; all which thej' should 
 divide into several Periods, and return into proper 
 Latine, rightlie placed according to the Rules of 
 Rhetorical com.po?ition. 
 
 6 Let them exercise their wits a little in trying 
 who can turn the same into most varietie of English 
 verse. 
 
 Mr. Sandy's Translation of this book, in Folio, 
 and Mr. Roffe's English Mythologist, will be very 
 delightfull helps to your Scholars for the better under- 
 standing thereof; and if to these you adde Sir Francis 
 Bacon's little book de Sapientia veterum, Natales 
 comes, and Verderius's Imagines Deorum, Lexicon 
 Geographicum, Poeticum, et Historicum; and the 
 like, fitting to he reserved for your Scholars use in 
 the Schoole-librarie, it will invite them like so many 
 bees to busie themselves sucking up matter and words 
 to quicken their invention and expression; and if 
 you would have those in this form acquainted "with 
 
 * The influence of the "stylists", Sturm and the 
 Jesuits, is clearly traceable in Hoole. Yet he has, 
 as shown in the next paragraph, implicit faith in the 
 direct and pleasurable interest which pupils ^villtake 
 in the work, they will be "like so many bees". Note 
 also the words at the end of the present chapter.
 
 ( 195 ) 
 
 variety of Latine verses, and how to change them 
 one into another, you may sometimes exercise them 
 in Buchanan's Psalms, and partlie out of Vossius's, 
 partlie out of Mr. Lloyd's Grammar latelie printed, 
 you shall find sufficient store, and several kinds of 
 verses to delight and profit them withall. 
 
 Whereas Wits Common-Wealth is generally im- 
 posed upon young Scholars to translate out of English 
 into Latine, and I observe it very difficult to be done 
 by reason of the many uncouth words and meere 
 Anglioismes that are in it, concerning Avhich thej' 
 cannot any way help themselves by common Dic- 
 tionaries or phrase-books; I have thought good to 
 frame an Alphabetical Index of every English vvord 
 and phrase therein contained, with figures pointing 
 to the Chapter and verse where it is used, and shew- 
 ing what Latine or Greek expression is most proper 
 to be made in that place. 
 
 And this I would have annexed to that useful 
 book, that by help thereof the Scholars may of them- 
 selves be able to translate those pretty Sentences 
 out of English into Latine orderly composed, and 
 afterwards with the same ease out of Latine into 
 Greek. If the Stationers do not accord, that they 
 may be printed together, know, that the Index may 
 be had single hy itself, as well as the book, and he that 
 buyeth one cannot well be without the other; they 
 are both so necessary and neerly related to one an- 
 other. 
 
 They in this Forme may learn the Assemblies lesser 
 Catechisme in Latine and Greek, which is elegantly 
 translated into those Languages, by Doctor Harmar. 
 
 Thus then in short, I would have tbem employed: 
 
 1 In reading out of the Latine Testament every rp, 
 morning, till they be able to go on with the Greek cQ„_gg «* 
 which may then take place. 2 In repeating a Gram- 
 mar part every Thursday niorning. 3 In learning 
 
 study
 
 (196) 
 
 the Rhetorick when they have done that. 4 Cam- 
 dens Greek Grammar on Mondaies, Tue'^daies, and 
 Wednesdaies for morning parts. .5 In using Terence 
 on Mondaies, though more then ordinary' care and 
 pains may seem to be required in the Master, and a 
 great deal of studie and diligence may be thought to 
 be exacted of the Scholars, above what is usual in 
 many Schools; Yet a little experience will evidence 
 that all things being orderly and seasonably done, 
 will become easie and pleasing to both after a very 
 little while. And if the Master do but consider with 
 himself, and inform his Scholars, that they shall all 
 ere long reap the sweet of their present labours, by a 
 delightful and profitable perusal of the choicest Authors 
 both Greek and Latine, whom as they must strive to 
 imitate, so they may hope to eequalize in the most 
 noble stile and lofty strains of Oratorie, and Poesie; 
 it will encourage them to proceed so cheerfully, that 
 they will not be sensible of any toil or difficultie, 
 whilest in a profiting way they pass this form, and 
 endeavour to come to the next, which we intend to 
 treat of in the following Chapter.
 
 CHAP. II. 
 
 HOW TO TEACH SCHOLARS IN THE FIFTH 
 FORM TO KEEP AND IMPROVE THE LATINE 
 AND GREEK GRAMMARS, AND RHETORICK. 
 HOW TO ACQUAINT THEM WITH AN ORA- 
 TORY, STILE AND PRONOUNCIATION. HOW 
 TO HELP THEM TO TRANSLATE LATINE 
 INTO GREEK, AND TO MAKE GREEK VERSES, 
 AS THEY READ ISOCRATES AND THEOGNIS. 
 HOW THEY MAY PROFIT WELL IN READING 
 VIRGIL, AND EASILY LEARN TO MAKE 
 GOOD THEAMS AND ELEGANT VERSE WITH 
 DELIGHT AND CERTAINTY, AND WHAT CATE- 
 CHISMES THEY MAY LEARN IN GREEK. 
 
 Though it may seem a needlesse labour 
 to prescribe directions for the teaching oi 
 the two upper forms, partly because I find 
 more written concerning them then the rest, 
 and partly because many very eminent and 
 able Schoole-Masters employ most of their 
 
 (197)
 
 (198) 
 
 pains in perfecting them, every one making 
 use of such Authors, and such a Method as 
 in his own discretion he judgeth meetest to 
 make them Scholars; not to say, that the 
 Scholars themselves (being now well ac- 
 quainted with the Latine and Greek Gram- 
 mar, and having gotten a good understand- 
 ing (at least) of the Latine Tongue, by the 
 frequent exercise of translating and speak- 
 ing Latine, and writing Colloquies, Epistles, 
 Historical and Fabulous narrations and the 
 like, besides reading some Schoole Authors, 
 and other helpful and profitable books, will 
 be a.ble in many things to proceed without 
 a guide, addicting their mindes chiefly to 
 those studies, which their natural Genius 
 doth most prompt them to, either concerning 
 Oratory or Poetry; yet I think it requisite 
 for me to go on as I have begun, and to shew 
 what course I have constantly kept with 
 these two forms, to make them exactly com- 
 pleat in the Greek and Latine Tongues, and 
 as perfect Orators, and Poets in both as 
 their young years and capacities will suffer; 
 and to enter them so in the Hebrew,* as 
 that they may be able to proceed themselves 
 in that holy Language, whether they go to 
 
 * Hoole's scheme, which is from the hand of a 
 practical schoolmaster, makes Milton's seem less 
 ambitious, the latter being intended for the years 
 of 12 to 21.
 
 (199) 
 the University or are otherwise disposed on 
 to some necessary calling, which their Pa- 
 rents or Friends think fitting for them. 
 
 And first, I most heartily intreat those 
 (especially that are my loving Friends and 
 acquaintance) of my profession whose years 
 and experience are far beyond mine, that 
 they w'ould candidly peruse and kindly in- 
 terpret 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 suffi- 
 ciently satisfie me) been importunately thus 
 haled to the press; and if in any particular 
 I seem to them to deviate from, or fall short 
 of what I aime at, viz., a facilitating the 
 good old way of teaching by Grammar 
 Authors, and exercises; I shall take it as a 
 singular token of love, that they acquaint 
 me with it, and if by this rush candle of 
 mine they please to set up their own Tapers, 
 I shall rejoyce to receive greater light by 
 them, and be ready to walk in it more vigor- 
 ously. In the interim, I go on with my 
 discovery, touching the fifth Forme, which 
 I would have employed in this manner: 
 
 1 Let them and the forme above them read daily 
 a dozen verses out of the Greek Testament before the 
 saying of parts.
 
 ( 200 ) 
 
 2 Let them reserve the Latine and Greek Grammars 
 and Elementa Rhetorices for weekly parts, to be said 
 only on Thursday mornings, and so divided that they 
 may be sure to go over them all once every quarter. 
 By this means they will keep them in constant memory, 
 and have more time allotted them for perusing Authors 
 and dispatch of exercises. You must not forget at 
 every part to let them have your help of explication 
 of the most obscure and difficult places before they 
 say, and after they have said to make such diUgent 
 examination, as 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 
 D6 OpdoToviaZ* w^hich is excellently helpful to 
 young Grsecians, and when they grow stronger, that 
 Appendix de Dialectis at the end of the Scapula, 
 will be worth their reading and observing. It would 
 be good sometimes to make them compare the Latine 
 and Greek Grammars together, and to see wherein 
 they agree, and wherein they differ, but especially 
 in the Rules of Syntaxis, and for this purpose Vech- 
 neri Hellonexiaf will be of excellent use. 
 
 And as I have directed before, how Scholars should 
 have a Common-place book for the Latine Grammar, 
 so do I here also for the Greek, desire, that after it 
 is learnt, it may be drawne into a Synopsis, and that 
 digested into Common place heads, to which they 
 may easily refer what ever they read worth noting, 
 out of any Greek Grammar thej' peruse. And that 
 
 * The Greeks had words, opQorovsoo, dpOorovo?, 
 whence the new Avord, OpS6^ovia?^ was formed. 
 
 t Hellenolexia by Vechner (16S0 is the date of 
 British Museum edition).
 
 (201 ) 
 they may more freely expatiate in such Book, it were Materials 
 good if they had Mr. Busbie's Grammar, Cleonard, for pupil's 
 Scotus, Chr-'solona. Ceporinus, Gaza, Urbanius, Cani- notes in 
 nius, Gretserus, Posselii Syntaxis, &c., as many as common- 
 can be gotten both ancient and modern, laid up in place books 
 the Schoole Librarie; to collect Annotations out of, 
 as their leisure will best permit, and you will scarce 
 imagine to what exactnesse a boy will attain, and 
 what a treasure of good notes he will have heaped 
 up in these two years time, if he be moderately in- 
 dustrious and now and then imploy himself in col- 
 lecting of his own accord; and I may adde, that 
 Scholars of any ordinarie ingenuitie, will delight more 
 to be doing something at their books, which they 
 well understand, then to be trifling and rambling 
 up and down about idle occasions. 
 
 3 Forasmuch as it is usual and comm.endable to 
 bring on children towards perfection in the Greek 
 Tongue, as they proceed in Oratorie and Pcetrie in 
 the Latine, I think it not amisse to exercise these 
 two Forms in such Authours as are commonly re- 
 ceived, and may prove most advantagious to them 
 in all 'these; yet herein I may seem to differ from 
 some others, that in stead of Grammar parts (which 
 I reserve to be constantly repeated every Thursday) 
 I would have this Form to learn some lively patterns 
 of Oratory, by the frequent and familiar use whereof 
 and the knowledge of the Histories themselves, to 
 which they relate; they may at last obtain the Arti- 
 fice of gallant expression, and some skil to mannage 
 future affairs. It being requisite for a Scholar more 
 than any man, j^ivOcSv npi pxrap ifineXcji nprjkrrfpa 
 re epyoov* to be expert in speaking and doing. 
 
 *A well nigh obliterated passage in the original; 
 the rescued words and parts of words are shown in 
 the text, Ei.Hi£^oj<i being a conjecture, itpy^kry^p is a 
 rare form of itpakxrio.
 
 ( 202 ) 
 
 At first therefore for morning parts on Mondaies, 
 Tuesdaies, and Wednesdaies, I would have them 
 exercised in Apththonius (if it can be gotten, as I 
 desire it may be reprinted) both in Greek and Latine. 
 Out of which book, I would have them translate the 
 Fables and Themes (so as to finish at least every week 
 one) into pure English, and to repeat them (being 
 translated) in both Languages, that by that means 
 they may gain the Method of these kinds of exercises, 
 and inure themselves to pronunciation. 
 
 When they have gone over them, they may next 
 translate TuUies six Paradoxes, and pronounce them 
 also in English and Latine as if they were their OAvn. 
 And afterwards they may proceed in those pithy 
 Orations which are purposely collected out of Sallust, 
 Livy, Tacitus, and Quintus Curtius, having the His- 
 tories of their occasions summarily set down before 
 them. 
 
 And of these I would have them constantly to 
 translate one every day into English, beginning with 
 those that are the shortest, and once a week to strive 
 amongst themselves, who can best pronounce them 
 both in English and Latine. I know not what others 
 may think of this Task, but I have experienced it 
 to be a most effectual means to draw on my Scholars 
 to emulate one another, who could make the best 
 exercises of their own in the most Rhetorical style, 
 and have often seen the most bashfull, and least 
 promising boyes, to out-sti'ip their fellowes in pro- 
 nouncing 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 
 Principle of advising me to set upon it. For I found nothing 
 emulation that I did formerly to put such spirit into my scholars, 
 and make them, like so many Nightingalas, to con- 
 tend, who could n(yXi6ta Xiyeooi most melodiously
 
 (203) 
 
 tune his voyce and frame style, to pronounce and 
 imitate the forementioned Orations. 
 
 4 Their forenoon Sessions on Mondays and Wed- 
 nesdays, may be in Isocrates, and to make them 
 more attend the Greek, 
 
 1 Let them (at first especially) translate every 
 Lesson by "vray of interlineary writing according to 
 the Grammaticall order. 
 
 2 Let them parse the whole Lesson in that order, 
 and give you the Variation and derivation of the 
 most difficult Nouns and Verbs throughout, and the 
 Rules of Syntaxe, and of the Accents. 
 
 3 Let them pick out the phrases, and most elegant 
 words as they are going along, and write them in a 
 Paper-book; and transcribe what sentences they 
 meet withall into their Common-place book. After 
 they are well entered, you may cause them to trans- 
 late the Greek into elegant Latine, and on Fridayes, 
 when they come to repeat, to render their own Latine 
 into Greek, which they should endeavour to write 
 down very true and fair without any help of their 
 Authour, who is then to be thrown aside, but after- 
 wards compared with what they have done. 
 
 Three quarters of a year (I conceive) will be suffi- 
 cient to exercise them in Isocrates, till they get a 
 perfect knowledge of Etymologie and Syntaxe in 
 Greek; which they will more easily attain to, if out 
 of this Authour (especially) you teach them to trans- 
 late such examples most frequently, as may serve 
 to explicate those Rules, which are not to be found 
 in their Latine Grammar, and very seldom occurre 
 in the Greek one, which they commonly read. 
 
 And then you may let them translate a Psalme out 
 of English into Latine, and out of Latine into Greek, 
 and compare them with the Septuagint Psalter. Af- 
 terwards you may give them some of Demosthenes's 
 Sentences and Similes (collected by Loinus) or of
 
 (204) 
 
 Posselius Apophthegmes in Latine only; and let 
 them turn them into Greek, which when they have 
 done, you may let them see the Authours, that by 
 them they may discover their own failings, and en- 
 deavour to amend them. 
 
 Their Lessons then for the fourth quarter on Mon- 
 daies and Vv'ednesdaies should be in Theognis, in 
 which most pleasing Poet, they may be taught not 
 onely to construe and parse, as formerly, but also 
 to minde the Dialects, and to prove and scan, and to 
 trie how to m.ake Hexameter, and Pentameter Greek 
 verses, as they form.erly did Latine ones, out of Ovid 
 de Tristibus. And here I must not forget to give 
 notice to all that are taken with this Authour, that 
 Mr. Castilion's Prselectiones (which he sometim.es 
 read at Oxford, in Magdalene Colledge; and Mr. 
 Langley late School Master of Pauls transcribed, 
 when he was Student there) are desirous to see the 
 light, were they but helped forward by somie Stationer, 
 or Printer, that would a little consider the Authours 
 paines. I need give the work no more commenda- 
 tions then to say, that (besides Mr. Langley that 
 writ it long ago) Mr. Busbie, Mr. Dugard, Mr. Single- 
 ton, and some others of note, have seen the Book, 
 and judge it a m.ost excellent piece, not onely to help 
 young Scholars in the understanding of Theognis, 
 but also to furnish them with abundant matter of 
 invention, and to be a Precedent to Students in the 
 Universities, whereby they m>ay learne to compose 
 such kind of Lectures upon other Poets, either for 
 their own private recreation, or more publick read- 
 ing. Screvelii Lexicon Manuale, will be very useful 
 to this Form for parsing their Lessons; and Garthii 
 Lexicon (which is annexed to it) Rulandi Synonymia, 
 Morellii Dictionarium, Billii Locutiones, Devarius 
 de Graecis particulis, Posselii Callagraphia, for trans- 
 lating Latine into Greek, but nothing is more avail-
 
 (205) 
 
 lable to gain a good style, then frequent imitation of 
 select pieces out of Isocrates and Demosthenes, and 
 translating one out of Latine into Greek, and another 
 while out of Greek into Latine. 
 
 5 For forenoon Lessons on Tuesdayes and Thurs- 
 dayes, I make choyce of Justin as a plain History, 
 and full of excellent examples, and m.orall observa- 
 tions, 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 A step 
 observable than the rest, you may cause every one of towards 
 them to write it down in English, as well as he can free Latin 
 possibly relate it without his book, and to return it composi- 
 again into good Latine. By this meanes they will tion 
 not onely well heed the matter, but also the words, 
 and phrases of this smooth Historian. And after 
 halfe, or three quarters of a yeare, you may make 
 use of Caesars Commentaries, or Lucius Floras, in 
 this manner; intermixing some of Erasmus Colloquies 
 now and then for varieties sake. 
 
 6 Their afternoones Parts on Monday es and Wed- 
 nesday's, may be in Janua Linguarum Grseca, trans- 
 lated out of Latine by Theodorus Simonius, which 
 they may use as they formerly did the Janua Latinse 
 Linguae; viz., after they have construed a Chapter, 
 and analysed some harder Nounes and Verbes, you 
 may let them try who can recite the most Greek names 
 of things, and tell you the most Greek words for one 
 Latine word, and shew their Derivations and differ- 
 ences, and the Rules of their severall Accents. And 
 to acquaint them the better with all the Greek and 
 Latine words, comprized in that Book, you may 
 cause them at every part to i^Tite out some of the 
 Latine Index into Greek, and some of the Greek 
 Index into Latine, and to note the manner of declin- 
 ing Nouns and Verbes, as the Dictionaries, and Lexi- 
 cons will shew them.
 
 (206) 
 
 7 Virgil the Prince and purest of all Latine Poets* 
 doth justly challenge a place in Schoole-teaching, 
 and therefore I would have him to be constantly and 
 thoroughly read by this form on Mondaies and Tues- 
 daies 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 parse, and scan and prove exactly. 
 
 3 Give the Tropes and Figures with their definitions. 
 
 4 Note out of the Phrases and Epithetes, 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 excel- 
 lent 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. Lang- 
 ley caused to be printed at the end of Lillies Grammar 
 by him corrected, and Mr. Clark hath worthily in- 
 serted in his Dux Gramm.aticus. 
 
 There are several Translations of Virgil into Eng- 
 
 Verse ^^^^ verse, by the reading whereof young Scholars 
 
 translations ^^y ^^ helped to understand the Latine better, but 
 
 of Virgil °^ ^*^ ^^^ ^^^ ^^- O^ilby hath done it most compleatly, 
 
 and if his larger book may be procured to the Schoole- 
 
 Library, the lively pictures will imprint the Histories 
 
 in Scholars Memories, and be a means to heighten 
 
 * It is interesting to note Hoole's reference to 
 Virgil in connection with the fact that it was from 
 the admiration of Virgil to which the great Italians, 
 Dante, Boccacio, and Petrarch, led their countrymen, 
 that the Revival of Learning in its earlier phases 
 was due.
 
 (207) 
 
 their phansies with conceits answerable to the Authours 
 gallant expressions.* 
 
 After they have passed the Georgicks by the Mas- 
 ters help, he may leave them to read the ^S^nead's by 
 themselves, having Cerda, or Servius at hand to re- 
 solve them in places more difficult for them to con- 
 strue; though Mr. Farnabies notes upon Virgil will 
 assist them ever and anon. 
 
 As they read this Author, you m.ay cause them 
 sometimes to relate a pleasing story in good English 
 prose, and to try who can soonest turn it into elegant 
 Latine, or into some other kinde of verses which you 
 please for the present to appoint them, either English 
 or Latine or both. 
 
 8 On Tuesdaies in the afternoones you may cause 
 them sometimes to translate one of ^Esops Fables, 
 and sometimes one of ^J^lians Histories, or a chapter 
 in Epictetus out of Greek into English, and then to 
 turn its English into Latine, and out of Latine, into 
 Greek, and on Thursdaies in the afternoons they may 
 turn some of Mr. Farnabies Epigrammata selecta out 
 of Greek into Latine and English verses, and some 
 of .iEsops Fables or TuUies Sentences into Latine and 
 afterwards into Greek verses. 
 
 You need not alway let your Scholars have these 
 Greek Books, but sometimes dictate to them what 
 you Avould have them write, and afterwards let them 
 compare their own doings with their Author, to espie 
 their own failings, and this will be a means to help Transla- 
 them to write Greek truly of themselves; you may tion of 
 sometimes dictate a Colloquie, or Epistle, or a Sen- dictated 
 tence, or a short History in English, and let them English 
 vrrite it in Latine or Greek as you spake it, and by 
 
 * Evidently an extension of the method of Orbis 
 Pictus, in the form of an illustrated version of a Latin 
 original.
 
 (208) 
 
 this you may trs- their strength at any time, and 
 ready them for extemporar\- exercises. 
 
 9 Now forasmuch as this form is to be employed 
 weekly in making Theams and Verses, which they 
 can never well do, except they be furnished with 
 matter aforehand; I would have them provide a 
 large Common-place-book in which they should -nTite 
 at least those heads which Mr. Farnabie hath set 
 down in his Index Rhetoricus, and then busie them- 
 selves (especially) on Tuesdaies and Thursdai^ in 
 the afternoons, after other tasks ended, to collect, 
 
 1 Short Histories out of Plutarch, Valerius Maxi- 
 mus, Justin, Csesar, Lucius Florus, Li\'ie, Plinie, 
 Parseus Medulla Historise, jElianus, &c. 
 
 2 Apologues and Fables out of ^op, Phsedrus, 
 Ovid, Natales Comes, &c. 
 
 3 Adagies out of Adagia Selecta, Erasmi Adagia, 
 Drax's Bibliotheca Scholastica, &c. 
 
 4 Hieroglyphicks out of Pierius and Causinusse. 
 
 5 Emblems and symbols out of Alciat, Beza, 
 Quarlas, Reusnerus, Chartarius, &c. 
 
 6 Ancient Laws and Customs out of Diodorus, 
 Siculus, Paulus Minutius, Plutarch, &c. 
 
 7 Witty Sentence out of Golden Grove, Moral 
 Philosophie, Sphinx Philosophica, Wits Common 
 Wealth, Flores Doctorum, Tullies Sentences, Demos- 
 thenis Sententiae, Enchiridion Morale, Stobseus, 
 Ethica Cireroniana, Gruteri Florilegium, &c. 
 
 S Rhetorical exornations out of Vossius, Farnaby, 
 Butler, &c. 
 
 9 Topical places, out of Caussinus, Tresmarus, 
 Orator Extemporaneus, &c. 
 
 10 Description of things natural and artificial, 
 out of Orbis Pictus, Caussinus, Plinius, &c. 
 
 That I may not forget Texors Officina Lycosthenes, 
 Erasmi Apophthegmata, Carolina Apophthegmata, 
 and Polyanthea, which, together with all that can
 
 ( 2093 
 
 be got of this nature, should be laied up in the Schoole 
 Library for Scholars to pick what thej' can out of; 
 besides what they read in their own Authours. 
 
 Now the manner I would have them u»e them, is 
 thus: 
 
 Having a Theme given them to treat of, as suppose 
 this; 
 
 Non aestas semper fuerit, componite nidos. 
 
 Let them first consult what they have read in their 
 own Authours, concerning, Tempus, ^stas, occasio, 
 or opportunitas, and then, 
 
 2 Let every one take one of these books foremen- 
 tioned, and see what he can finde in it for his purpose, 
 and vrc'ite it down under one of those heads in his 
 Common place book; but first let the Master see 
 whether it will suit the Theme. 
 
 3 Let them all read what they have written, before 
 the Master, and every one transcribe what others have 
 collected into his own book; and thus they may 
 alwayes have store of matter for invention ready at 
 hand, which is far beyond what their own wit is able 
 to conceive. 
 
 Now to furnish themselves also with copy of good 
 words and phrases, besides, what they have collected 
 weekly, and what hath been already said of varying 
 them; they should have these and the like Books 
 reserved in the Schoole-Library : viz., Sylva Sj-nonym- 
 orum, Calliepia, Huisse's phrases, Winchesters phrases, 
 Lloyds phrases, Farnabies phrases, Enchiridion 
 Oratorum, Clarkes Phraseologia, and his English 
 adagies; Willis Anglicismes, Barrets Dictionary, 
 Hulset or rather Higgins Dictionary'; Drax Biblio- 
 theca, Parei Calligraphia, Manutii phrases, A little 
 English Dictionary', 10° and Walkers Particles; and 
 if at any time they can wittily and pithily invent 
 any thing of their own brain; you may help them to 
 express it in good Latine, by making use of Cooper's
 
 (2I0) 
 
 Dictionary, either as himself directeth in his preface, 
 or Phalerius will more fully shew you, in his Supple- 
 menta ad Grammaticam. 
 
 And to draw their words and matter into the Form 
 of a Theme with ease, let them have sound Patterns 
 to imitate, because they in every thing prevaile to 
 do it soonest, and sureliest. First therefore let them 
 peruse that in Merchants Taylors School Probation 
 book, and then those at the end of Winchesters phrases, 
 and those in Mr. Clarks Formula? Oratorise; and after- 
 wards they may proceed to those in Aphthonius, 
 Rodulphus Agricola, Catineus, Lorichius, and the 
 like; and learne how to prosecute the severall parts 
 of a Theme more at large, by intermixing some of 
 those Formulae Oratorise, which Mr. Clark and Mr. 
 Farnaby have collected, which are proper to every 
 part: so as to bring their matter into handsome and 
 plain order; and to flourish and adorne it neatly with 
 Rhetorical Tropes and Figures, alwayes regarding 
 the composure of words, as to make them run in a 
 pure and even style, according to the best of their 
 Authours, which they must always observe, as Prece- 
 dents.* 
 
 But the best way (as I conceive) to encourage 
 children at the first, against any seeming difficulty 
 in the exenise of making Themes, is this; After you 
 have shewed them how to finde matter, and where 
 to help themselves with words, and phrases, and in 
 what order they are to dispose the parts, and w'hat 
 Formulae's they are to use in passing from one to 
 another; propound a Theme to them in English and 
 Latine, and let them strive who can soonest return 
 you the best Exordium in English, and then who can 
 render it into the best Latine, and so you may pro- 
 
 * The spelling here and elsewhere in Hoole's text 
 is "presidents", an obsolete form.
 
 (211) 
 
 ceede to the narration, and quite thorow every part 
 of a Theme, not tying them to the words of any 
 Authour, but giving them liberty to contract, or 
 enlarge, or alter them as they please; so that they 
 still contend to go beyond them in purity of expres- 
 sion. This being done, you may dismisse them to 
 adventure to make every one his own exercises in 
 English and Latine and to bring it fair written, and 
 be able to pronounce it distinctly memoriter at a 
 time appointed. And when once you see they have 
 gained a perfect way of making Themes of them- 
 selves, you may let them go on to attain the habit 
 by their own constant practice, ever and anon m.ind- 
 ing them Avhat places in their Authours (as they read) 
 are most worthy notice and imitation, and for Avhat 
 purposes they may serve them. 
 
 10 Touching learning to scan and prove, and 
 make all sorts of verses, I have spoken in the former 
 Chapter; now for diligent practise in this kind of 
 exercise, they may constantly comprise the sum of 
 their Themes in a Distich, Tetrastich, 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, and Sabinus de Carminibus ad 
 veterum imitationem artificiose eomponendis, at the 
 beginning of Textors Epistles, will further direct 
 them) and sometimes paraphrase or (as some term 
 metaphrase, upon a piece of an Historian or Oratour, 
 endeavouring more lively to express in verse what 
 the Authour hath -wTitten in prose, and for this Mr. 
 Home hath furnished you with two examiples in his 
 excellent XEipayooyia de usu Authoris. 
 
 For variety and copy or Poetical phrases, there are 
 many very good helps; viz., Phrases Poeticse, besides
 
 (212) 
 
 those of Mr. Farnabies, ^rarium Poeticum, Enchir- 
 idion Poeticum, Res Virgiliana, Artis Poeticse com- 
 pendium, Thesaurus Poeticus, and others, worthy 
 to be laid up in the Schoole-Library. 
 
 Textor will sufficiently supply choyce Epithetes, 
 and Sonetii Prosodia will afford Authorities (which 
 is lately comprized and printed at the end of Lilies 
 Grammar). But for gaining a smooth way of ver- 
 sifying, 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 after- 
 wards such kind of Poets, as they are themselves 
 delighted with all, either for more variety of verse, 
 or the wittinesse of conceit sake. And the Master 
 indeed should cause his Scholars to recite a piece of 
 Ovid or Virgil, in his hearing now and then, that the 
 very tune of these pleasant verses may be imprinted 
 in their mindes, so that when ever they are put to 
 compose a verse, they make it glide as even at those 
 in their Authours. Mr. Rosse his Virgilius Evan- 
 gelizans will easily shew how a young Scholar may 
 imitate Virgil to the life. 
 
 From this little that hath been said, they that 
 have a natural aptness and delight in Poetr>', may 
 proceed to more exquisite perfection in that Art, 
 then any rules of teaching can reach unto; and there 
 are very few so meanly witted, but by diligent use 
 of the directions now given, may attain to so much 
 skill, as to be able to judge of any verse, and upon 
 a fit occasion or subject, to compose a handsome 
 copy; though not so fluently or neatly as they that 
 have a natural sharpnesse and dexterity in the Art 
 of Poetr>'. 
 
 When they in this Form have gone thrice over the 
 Assemblies Catechisme in Greek and Latine, they
 
 (213) 
 may proceed in Nowels Catechisme, or the Palatinate 
 Catechisme in Greek. 
 
 And now to summe up all concerning the fifth 
 Form. 
 
 1 Let them read constantly twelve verses at least 
 in the Greek Testament, before parts. 
 
 2 Let them repeat the Latine and Greek Grammars, 
 and Elementa Rhetorices, on Thursday Mornings. 
 
 3 Let them pronounce Orations on Mondayes, 
 Tuesdayes, and Wednesdayes, in stead of parts, out 
 of Livie, &c. 
 
 4 Let their fore-noon Lessons on Mondayes and 
 Wednesdayes be in Isocrates, for three quarters of a 
 year spa'*e, and for the fourth quarter in Theognes. 
 
 ^ Let their fore-noon Lessons on Tuesdaies and 
 Thursdaies be in Justin's Histor>', and afterwards in 
 Caesars Commentaries, Lucius Florus, or Erasmus 
 Colloquies. 
 
 6 Let their afternoon parts on Mondayes and 
 Tuesdaies be in Janua linguarum Gra?ca, &c. 
 
 7 Their after-noons Lessons in Virgil. 
 
 8 Let them on Tuesdaies in the afternoons trans- 
 late out of Greek ^sops Fables, .S^lian'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 Nowels Catechisme, or the Pala- 
 tinate Catechisme on Saturdaies. 
 
 By this meanes they will become familiarly ac- 
 quainted with the Latine and Greek Tongues, and be 
 able to peruse any Orator or Poet in either Language; 
 and to imitate their expressions, and apply what 
 m.atter they find in them to their own occasions. 
 And then they may couragiously adventure to the 
 sixth and highest Forme.
 
 CHAP. III. 
 
 HOW TO ENTER THE SCHOLARS OF THE 
 SIXTH FORME INTO HEBREW; HOW TO 
 EMPLOY THEM IN READING THE BEST 
 AND MOST DIFFICULT AUTHOURS IN LATINE 
 AND GREEKE, AND HOW TO ACQUAINT 
 THEM WITH ALL MANNER OF SCHOOLE- 
 EXERCISES, LATINE, GREEK, OR HEBREW. 
 
 The sixth Forme is looked upon as the 
 main credit of a Schoole, and the Master 
 commonly delighteth most in teaching it, 
 because herein he seems to reap the fruit of 
 those labours, which he hath bestowed 
 formerly. His care therefore is to exercise 
 them in every thing that may compleat a 
 Scholar, that whether they be privately 
 examined, or upon any public solemnity 
 required to shew their parts, they may sat- 
 isfy 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 
 
 (214)
 
 (215) 
 Authours himselfe best liketh, I will not 
 much trouble my self to declare what others 
 do, but as plainly as I can discover what 
 course I have hitherto taken to enable these 
 highest Scholars to shift for themselves. 
 
 1 Make them read (at least) twelve verses out of 
 the Greek Testament, into Latine or English; or out 
 of the English, or Latine Testament into Greek every 
 morning before they say parts. 
 
 2 Let them repeat Parts (as they did before) out 
 of the Latine and Greek Grammar?^, and Elementa 
 Rhetorices, every Thursdaj^ morning, and give ac- 
 count -what Grammatical or Rhetorical notes, they 
 have collected and writ fair in their Common place 
 Bookes for those Arts. Besides the Bookes which I 
 formerly mentioned, I desire that Goclenii observa- 
 tionum linguae Latinse Analecta et Problemata 
 Grammatica, may be made use of for this purpose. 
 
 3 Their parts on Mondaies, Tuesdaies, and Wed- 
 nesdaies, may be to learn the Hebrew tongue, which 
 
 is very necessary for all such as would be acquainted Hpv,-pw 
 
 with the Original of the Bible, and is not very difficult 
 
 to attain to, because it goeth word for word with r^ 
 
 „ ,. , , . , . . , , Grammar 
 
 our English, and is not so copious m words as the u t 
 
 Greek and Latine. And whereas many defer the 
 
 Hebrew to be learned at the University, I may say 
 
 it is rarely attained there by an}- that have not gotten 
 
 (at least) the Rudiments of it before hand, at a 
 
 Grammar Schoole. 
 
 Now for the entering them upon this holy Language, 
 
 I conceive Buxtorf's Epitome is the best Introduction 
 
 of Hebrew Gramm.ars; partly because it is the most 
 
 used in Schooles, and partly because most easy for 
 
 young Scholars to apprehend. Though some prefer 
 
 Martinius, others Zellarmine, others Amoma, others 
 
 Buxtorfe, you may read your Scholars a part of it. 
 
 study
 
 (2l6) 
 
 Later 
 
 Hebrew 
 
 translation 
 
 and cause them againe to read it over perfectly in 
 your hearing and then let them get it by heart, as 
 they did other parts, and when they say, be sure to 
 examine how well they understand it. As they go 
 over this Grammar, they should write out the letters, 
 and chief est Rules; but especially the declining of 
 Nouns and Pronounes, and all the Paradigmes, of the 
 Conjugations both in Hebrew and Latine Characters, 
 with their proper significations, and this will cause 
 them to minde the different shapes 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 No- 
 menclator or Lexicon. 
 
 After they have learnt the Grammar, you may 
 exercise them in some Texts of Scripture annexed 
 as a Praxis at the end of it, which they must exactly 
 construe and parse, and ^Tite faire, by way of inter- 
 lineary. 
 
 As they go over the Psalter, they may sometimes 
 translate their lessons into Latine, and read them 
 out of Latine into Hebrew in a paper-book. Then 
 they may with facility run along the Psalter, having 
 Tossani syllabus geminus, to help them in every word. 
 Afterwards they may proceed in the Proverb es, Ec- 
 clesiastes. Job, of themselves; but be sure they be 
 well acquainted with the Rules of finding a Radix 
 in Buxtorfe, or Pagnine, or the like useful Lexicon, 
 which are fit to be reserved in the Schoole Library. 
 Though it be found a thing very rare, and is by some 
 adjudged to be of little use, for School-boyes to make 
 exercises in Hebrew; yet it is no small ornament, and 
 commendation to the Schoole,* (as Westminster 
 
 * The boy for the school, rather than the school 
 for the boy!
 
 (217) 
 Schoole at present can evidence) that Scholars are 
 able to make Orations and Verses in Hebrew, Arabick, 
 or other Oriental Tongues, to the amazement of most 
 of their hearers, who are angry at their own ignorance, 
 because they know not well what is then said or 
 -written. As for Orations, they may be translated 
 out of Latine into Hebrew by the help of Schindleri 
 Pentaglotten,* Buxtorfius, Pagnine Crinseius, or 
 Trostius's Lexicon; and for Verses Buxtorf's The- 
 saurus will afford some Rules and Precedents and 
 Aviani Clavis Poeseos Sacrse, all sorts of Rithm.es. 
 
 They that are more industriously studious in the 
 Hebrew, may profit themiselves very much by trans- 
 lating Janua Linguarum, into that language. 
 
 This that I have said may seem enough to be learnt 
 at Schoole, but if one desire to learne those Oriental 
 Tongues, in which the great Bible is now happily 
 printed (by the great vigilancie and Industrie of 
 Doctor Walton, who hath carried on the work to the 
 honour of his Nation, the comfort of the poor Church Christian^ 
 of England, and the encouragement of good litera- scholarship 
 ture, in the niidst of distracting times) he may make 
 use of Introductio ad lectionem Linguarum Orienta- 
 lium, and of the Lexicon (which I conceive ere this 
 tim.e is well nigh finished) made of purpose to expli- 
 cate the words of the Bible according to their several 
 Languages; viz., Hebrew, Chaldie, Samaritane, Syri- 
 ack, Arabick, Persian, .lEthiopick, Arm.enian. and 
 Coptick, which is a kinde of Egyptian Tongue. 
 
 4 Their afternoons Lessons on Mondaies and Wed- 
 nesdaies, may be in Resiods E'pya kai i^^epai ^f,hich 
 they may now construe and parse of them.selves, by 
 help of the Latine translation, and Pasor upon it; 
 
 * Lexicon Pentaglotton, Hebraicum, Chaldaicum, 
 Syraiacum, Talmudico-Rabbinicum et Arabicum, &c., 
 B. M. Edition, 1612.
 
 (2l8) 
 
 or Screvelii Lexicon. Onely your self may now and 
 then illustrate some harder places out of Cerapine 
 and Melancthon's Commentarie published by 
 Johannes Frisius Tigurinus. And cause them to 
 paraphrase in Greek upon such Lessons as are full 
 of excellent matter, and which are worth getting by 
 heart. 
 
 When they have gone this over they may proceed 
 in like manner to Homer, in which they may help 
 themselves out of Clavis Homerica, or Lexicon Ho- 
 mericum, or those Quorundem verborum Themata, 
 at the end of the Scapulse Lexicon. You may illus- 
 trate the difficult places in him out of Eustathius's 
 his Commentary, and let your Scholars write some 
 of his narrations in good Latine and Greek phrase. 
 Homer 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 dis- 
 courses. WTien they are well acquainted with this 
 Father of Poetr>', (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 
 tasted some of his Odas, by the help of Benedictus 
 his Commentary; you may at last let them make use 
 of Lycophron, which they will better do, having 
 Cauterus or Zetzius to unfold his dark meaning; and 
 Longolii Lexicon to interpret and analyse most of 
 his uncouth words. 
 
 5 These afternoone Lessons on Tuesdaies and 
 Thursdaies, may be in Zenophon Ttepi Kupov nateiai, 
 for the first quarter, or somewhat longer and after- 
 wards in some of Euripides, and Sophocles Tragedies, 
 which you please to pick out, to enable them for the 
 rest; and if to these you adde a few of Aristophanes 
 Comedies A\hich they may better understand by tbe 
 help of Bisetus upon him, I suppose, you may turn 
 them to any other Greek Authour, and they will give
 
 (219) 
 
 you a reasonable account thereof having but a little 
 time allowed them, to deliberate upon it, and neces- 
 sary Subsidiaries at hand to help themselves withall, 
 in case they be put to a stand, 
 
 6 Their afternoons parts on Mondayes and Wed- 
 nesdayes may be in Aut de Laubegeois Breviarium 
 Graecae Linguae, partly because the perusal of that 
 book will help them to retain all the Greek Vocabula's 
 in minde, and partly because those excellent Sen- 
 tences being pickt out of many Authours. will ac- 
 quaint 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 emploid. 
 
 1 In committing their Lessons to memory, as 
 affording a rich mine of invention. 
 
 2 In construing and parsing, and giving the Tropes 
 and Figures. 
 
 3 In scanning and proving verses. 
 
 4 Sometimes in turning an Ode, or Epistle, into 
 other kind of verses, English, Latine or Greek, some- 
 times in paraphrasing or enlarging the words in an 
 Oratorical style, as Mr. Home doth give some Ex- 
 amples in his little golden book De usu Authoris. 
 
 Mr. Farnabie or Mr. Bonds Notes upon this Poet 
 will encourage the Scholars to proceed in him and 
 after they have read what you best approve (for he Choice in 
 that feeds cleanly, will pare his apple) in this Authour, reading 
 you may let them proceed to Juvenall, and read some 
 select Satyres, by help of Farnabies notes, or Lubines 
 Commentarie, and then let them read Persius quite 
 through, which besides the notes upon him, Mr. 
 Holydaies English Translation will help them well to 
 understand. As for Lucan, Seneca's Tragedies, Mar- 
 tiall, and the rest of the finest Latine Poets, you may 
 do well to give them a taste of each, and show them 
 how and wherein they may imitate them, or borrow
 
 ( 220 ) 
 
 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 mortu- 
 orum dialogi, on Tuesdaies in the afternoons, and if 
 those printed at Paris by Sebastian and Gabriel 
 Cramoisy cum interpretatione Latina et Grammatica 
 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 themjselves 
 by reading Jacobi Pontani Progymnasmata Latini- 
 tatis, which will furnish them with good expressions 
 for speaking Latine, and acquaint them with some 
 patterns for exercises, which are not elsewhere usually 
 found. 
 
 9 On Thursdaies they may be employed in reading 
 some of Tullies Orations, especially those pro Archia 
 contra Catalinam, and Philippicae; and afterwards 
 they may peruse Pliny Paneg\^rica, and Quintilian's 
 Declamationes. After Lessons ended, they may 
 busie themselves in perusing Goodwin's Antiquities, 
 or the like. And here I do heartily wish, as Mr. 
 Home 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 and words, in all the 
 purest Orators that are extant, either ancient or 
 modern, and that those Authours might be reserved 
 in the Schoole Librarie, whereunto Scholars may have 
 recourse touching any subject, whereof they have 
 occasion to treat in their Schoole Exercises. 
 
 10 In the mean time this Forme should continue 
 to make Themes and Verses, one week in Greek, and 
 another in Latine; and ever and anon they may con-
 
 (221 ) 
 
 tend in making Orations and Declamations, for which 
 
 exercise they may find Helps and Patterns in Mr. 
 
 Clerks Formulae Oratorise, and Mr. Home de usu 
 
 Authoris. Likewise to bringing 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 Tiilly, Quintilian, 
 
 Livie, Sallust, Tacitus, Quintus Curtius, or the like 
 
 ancient Orations; and acquaint themselves with those 
 
 moderne Orators, whose eloquence we admire; viz., 
 
 Turnerus, Baudius, Muretus, Heinsius, Puteanus, 
 
 Rainoldus, Lipsius, Barclaius, Salmatius, and others, 
 
 to be laid up in the Schoole Library. Tesmarus, 
 
 and Orator extemporaneus, will shew them how to 
 
 dispose of matter so, as to make an Oration of any "Stvlist" 
 
 subject in Latine, ex tempore; and Aphthonius, and standards 
 
 Libanius Sophista, will furnish them with patterns 
 
 in Greek. For learning to "WTite Greek Epistles, they 
 
 may consult Isocrates' Epistles, and Symmachus. 
 
 They should often also vie wits amongst themselves, 
 and strive who can make the best Anagrams, Epi- 
 grams, Epitaphes, Epithalamia, Eclogues, Acrosticks, 
 and golden verses, English, Latine, Greek, and Hebrew; 
 which they will easily do after a ^^hile, having good 
 patterns before them to imitate, which they may 
 collect out of Authours, as they fansie them, for their 
 own use and delight. 
 
 11 When they have done with Nowell, they miay 
 proceed to Birkets Catechisme in Greek, or our com- 
 mon 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 Schoole 
 Discovery, in which I have proceeded so 
 far as to make any Authour seem easie to 
 young Scholars, in their future progresse at
 
 ( 222 ) 
 
 the Universities, where I would advise them 
 (that have purses especially) to provide 
 themselves of all the Latine and Greek Ora- 
 tors, and Poets, and what they cannot under- 
 stand without a Commentary or Scholiast, 
 to procure those whereby they may best help 
 themselves, and to have Shephani Thesaurus, 
 Greek and Latine; Suidas, Hesychius, 
 Budaeus Commentaries, and the like, ever 
 at hand; that they may be sure to improve 
 themselves in the Latine and Greek Tongues, 
 as well as to minde the daily study of Arts 
 and Sciences, which are delivered in them. 
 
 Hoole as ^ ^"^ would some able Tutour take the 
 
 for a paines to describe a Right method of study, 
 
 similar and in what Authours Students may best 
 
 discovery" bestow their time for the first four years; it 
 
 University would doubtlesse be a means to encourage 
 
 them to go on to that height of perfection; 
 
 which we see few attain to, and those not 
 
 untill they be ready to drop into their graves, 
 
 and then they wish tiiey could once run over 
 
 again their former Studies, and tell how 
 
 easily they could cope againe that little 
 
 measure of knowledge, which they have so 
 
 industriously sought for all their life. 
 
 The constant employment of this sixth 
 Form is. 
 
 * Probably cope against, i. e., cope with master.
 
 (223) 
 
 1 To read twelve verses out of the Greek Course of 
 
 Testament every morning before Parts. !,^*Y ^ 
 
 T • r-. 1 /^ Sixth form 
 
 2 To repeat Latine and Greek Grammar 
 
 Parts, and Elementa Rhetorices every Thurs- 
 day morning. 
 
 3 To learn the Hebrew Tongue on Mon- 
 daies, Tuesdaies, and Wednesdaies, for 
 morning Parts. 
 
 4 To read Hesiod, Homer, Pindar, and 
 Lycophron, for forenoon lessons on Mon- 
 daies, and Wednesdaies. 
 
 5 Zenophon, Sophocles, Euripides, and 
 Aristophanes, on Tuesdaies and Thursdaies. 
 
 6 Laubegeois's Breviarium Graecae lin- 
 guae, for afternoons Parts on Mondaies and 
 Wednesdaies. 
 
 7 Horace, Juvenal, Persius, Lucan, Sen- 
 eca's Tragedies, Martial, and Plautus, for 
 afternoons lessons on Mondaies, and Wed- 
 nesdaies. 
 
 8 Lucian's select Dialogues, and Pontani 
 Progymnamata Latinitatis, on Tuesday 
 afternoons, and 
 
 9 TuUies Orations, Plinies Panegyricks, 
 Quintilians Declamations, on Thursday 
 afternoons, and Goodwins Antiquities at 
 leisure times. 
 
 10 Their exercises for Oratory, should be 
 to make Themes, Orations, and Declama- 
 tions, Latine, Greek, and Hebrew; and for
 
 (224) 
 
 poetry., to make Verses upon such Themes, 
 as are appointed them every week. 
 
 11 And to exercise themselves in Ana- 
 grams, Epitaphs, Epithalamia's, Eclogues, 
 Acrosticks, English, Latine, Greek and He- 
 brev;^. 
 
 12 Their Catechismes are Nowell, and 
 Birket, in Greek, and the Church Catechisme 
 in Hebrew^. So that in six (or at the most 
 seven) yeares time, (which children commonly 
 squander away, if they be not continued at 
 the Schoole, after they can read English, and 
 write well) they may easily attain to such 
 knowledge in the Latine, Greek, and He- 
 brew Tongues, as is requisite to furnish them 
 for future studies at the Universities, or to 
 enable them for any ingenuous profession 
 or employment, which their friends shall 
 think fit to put them upon, in other places. 
 
 But having somewhat to say further, 
 touching the well ordering of a Grammar 
 Schoole, (for I have here insisted chiefly 
 concerning Teaching) I shall endeavour to 
 proceed in my next Treatise, with Schoole- 
 Discipline. 
 
 In the mean time you may observe, that 
 the Method which I have here discovered, 
 is for the most part contrived according to 
 what is commonly practised in England 
 and foreign countries; and is in sundry par-
 
 ( 225 ) 
 ticulars proportioned to the ordinary cap- 
 acities of children under fifteen years of age. 
 The subject matter which is taught, is the 
 same with that which is generally used by 
 Grammars, Authours, and Exercises ;Touch- 
 ing Grammars, I prefer Lilies for Latine, 
 Camdens for Greek, and Buxtorf's Epitome 
 for Hebrew, not excluding any other that 
 may conduce to the compleating of Grammar 
 Art. The Authours which I prescribe to 
 be used, are partly classical which every 
 Scholar should provide for himselfe; and 
 because they are constantly learnt in most 
 Grammar Schooles, I appoint them to be 
 read at such times as are usually spent at 
 Lessons. 
 
 The subsidiary Books are those which are A school 
 helpful to children in performing their tasks library for 
 with more ease and benefit; and, because ^^^^^^'^c® 
 all the Scholars will not have like need of 
 them, and they are more then any one will 
 desire to buy: these should be laid up in the 
 Schoole Library, for every Form to make 
 use on, as they shall have occassion. Some 
 of these serve chiefly to the explication of 
 Grammar, and are applyed to it; some are 
 needful for the better understanding of 
 classical authours, and are appropriated to ' 
 them; and others are very requisite for the 
 gaining of words, and phrases, and an ability
 
 (226) 
 
 for speaking or writing elegantly, and such 
 times are set apart for perusing of them as 
 are commonly truanted away in idleness, 
 or needlesse sport. Now by the joynt using 
 of these together, I endeavour that a Scholar 
 may have a pretty knowledge of the Lan- 
 guage which he learneth, as well as of his 
 bare Grammar Rules, which without it 
 signifie nothing. And therefore to help 
 children more easily to gain the Latine, I 
 Use of have translated such books as they learn 
 
 translations whilest they get the Grammar, into their 
 own mother tongue, that by comparing, and 
 using both together, they may be able after 
 good acquaintance with the Latine, to traine 
 themselves quite from the English. He 
 that desires further satisfaction concerning 
 the Translations which I have already made, 
 may peruse that Advertisement, that I 
 caused to be printed before Cato's Distichs 
 English and Latine. 
 
 And if any man shall think to tell me» 
 that I seem to trouble my Scholars with too 
 many books at once, because a few if well 
 learned, will suffice to make a Grammarian; 
 I will give him here to consider — 
 
 I That I have to deale with children who 
 are delighted and refreshed with variety of 
 books, as well as of sports and meats.
 
 (227) 
 
 2 That a Schoolmasters aim being to 
 teach these Languages, and Oratory, and 
 Poetry, as well as Grammar, he must neces- 
 sarily employ them in many Books which 
 tend thereunto. 
 
 3 That the classical Authours are the 
 same with other Schooles, and Subsidiaries 
 may be provided at a common charge, as I 
 shall afterwards shew. 
 
 The Scholars in a Grammar Schole may Classifica- 
 be fitly divided into six formes whereof the tion 
 three lowest, which are commonly under an 
 Usher, may be termed — 
 
 1 Rudimentaries, that learne the Grounds. 
 
 2 Practitioners, that exerqise the Rules. 
 
 3 Proficients, that can speak and write 
 true Latine. The three highest Formes, 
 are employed by the Master to learne the 
 Greek and Hebrew Tongues, together with 
 the Latine, and to gaine some skill in Oratory 
 and Poetry, and matters of humanity; and 
 of these I may name the lowest Tertiani, 
 the middlemost Secundani, and the highest 
 Primani, because they seem to differ one 
 from another in ability of learning, as these 
 Roman legionary souldiers did in strength 
 and use of Armes. 
 
 This division I have purposely made, that 
 whether one Master alone be put to teach the 
 whole, or have one, two, or more Ushers to
 
 (228) 
 
 assist him, he may constantly train up his 
 Scholars by one and the same way of teach- 
 ing, (altering now and then onely some cir- 
 cumstances, as his own Discretion shall 
 better direct him) and, that every Scholar 
 may from his first entrance to the Schoole, 
 proceed with cheerfulnesse in learning when 
 he seeth plainly what he is to do from year 
 to year, and how others before him in a play- 
 ing manner, overskip those seeming diffi- 
 culties, which he imagineth in his minde. 
 And I conceive it will be no small satisfac- 
 tion to Parents, and a mean to cease the 
 indiscreet clamors of some against School- 
 masters, to see what method they observe 
 in teaching, and how their children profit 
 by degrees, according to their present appre- 
 hensions, and growth in years. 
 
 And now the God of heaven and earth in 
 whose alone power it is to give increases, 
 vouchsafe to bestow such a blessing upon 
 our planting and watering, that our young 
 plants may grow up in all godlinesse and 
 good learning, and abound in the knowledge 
 of our Lord Jesus Christ, whom onely to 
 know, is eternal life. Amen.
 
 SCHOLASTICK 
 DISCIPLINE 
 
 OR 
 
 THE WAY OF ORDERING A GRAM- 
 MAR SCHOOLE 
 
 DIRECTING THE NOT EXPERIENCED, HOW 
 
 he may profit every particular 
 
 scholar, and avoyd confusion 
 
 amongst a multitude. 
 
 By C. H. 
 
 LONDON 
 
 Printed by J. T.Jor Atidrew Crook at the Green Dragon 
 
 in Paul's Church Yard, 1659. 
 
 (229)
 
 CHAP. I. 
 
 OF THE FOUNDING OF A GRAMMAR SCHOOLE 
 
 The most of the Grammar Schooles which '^^^ 
 
 I have yet taken notice of in England, are ^i'^"^™^^ 
 
 ^ ■' o ' Schools of 
 
 of two sorts; the period 
 
 The first I may call mixt Schooles, where (a) mixed 
 a structure is made, and an allowance given elementary 
 of ten, twenty, or thirty pounds per annum, ^"^ 
 onely to one man to teach children freely, ^^™™^^ 
 that inhabit within the precincts of one 
 Parish, or of tiiree or four neighbouring 
 Hamlets, adjoyning. And such Schooles 
 as these very seldom or ever 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 be- 
 cause many parents will not spare their 
 children to learne, if they can but find them 
 any employment about their domestick or 
 ruerall affairs, whereby they may save a 
 penny. 
 
 In some places more populous, an allow- 
 ance is made to a Master of about twenty 
 pounds per annum to attend Grammarians 
 
 (231)
 
 (b) purely 
 
 grammar 
 
 schools 
 
 (232) 
 onely, and ten pounds to an Usher, whose 
 work it is to teach the Petties: in such 
 Schooles as these, I have knowne some 
 boyes more pregnant witted then the rest, 
 to have proved very good Grammarians, 
 and to have profited so in the Latine and 
 Greek Tongues, as to come to good maturity 
 in University studies by a Tutors guidance. 
 But the Masters of such Schooles for the 
 most part, either weaken their bodies by 
 excessive toyle, and so shorten their dayes; 
 or (as soon as they can fit themselves for a 
 more easie profession, or obtain a more 
 profitable place) after a few years quit their 
 Schoole, and leave their Scholars to anothers 
 charge, that either hath his method to seek, 
 or else traines them up in another, quite 
 different from that which they had been 
 used to. And thus thorow the change of 
 Masters the Scholars are either dispersed, 
 or hindered from going on with that alacrity 
 and profit, which otherwise they might. 
 
 The second sort of Schooles are those 
 which are purely Grammatical, being es- 
 pecially conversant in teaching the Art of 
 Grammar. Now some of these have yearely 
 salaries for the Master and one Usher, where 
 the Master is employed in perfecting those 
 Scholars, which the Usher hath already 
 grounded. And many of these Schooles
 
 (233) 
 
 (especially if they be situate in places where Some of 
 
 accommodation is to be had for Tabling) ]^^^^^ 
 11-1 • oil 1 • i' having 
 
 do happily tram up many scholars which boarders 
 
 about sixteen or seventeen years age are fit 
 to be sent to the University. But in regard University 
 there is no preferment attending these 
 Schooles, the most pregnant witted children 
 are commonly taken thence, after they are 
 well grounded, and disposed on to other 
 places, where they may gain it. So that of 
 all others our collegiate Schooles or those 
 that come nearest them, have the greatest 
 advantage of making most Scholars. For 
 these having commonly large revenues be- 
 longing to them; do not onely provide suf- 
 ficiently for a Master and one Usher at least, 
 but also for a certain number of Scholars, and school 
 which being for the most part the choycest scholarships 
 wits, pickt out of other Schooles and such 
 as depend upon hopes of advancement, do 
 industriously bestirre themselves to attain 
 what learning they can, and submit them- 
 selves orderly to such DiscipHne as is there 
 exercised. 
 
 But forasmuch as these greater Schooles p . 
 rather intend the forwarding of such children boarding 
 as are already grounded, then busie them- schools 
 selves about meer 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
 
 (234) 
 few promiscuously hand-over-head, without 
 any setled Method, and these changing and 
 removing ever and anon, as cause is offered, 
 do seldome attain any stable proficiencie in 
 Grammar learning. Yet in some of these, 
 where an able Schoole-Master is well seated, 
 and provided with all fitting accommoda- 
 tions, so as to entertain many Gentlemens 
 sonnes of good quality, and an able Usher 
 to assist him in Teaching, I have observed 
 children to make double profiting, in respect 
 of other Schooles, because they have the 
 advantage to spend much of that time at 
 their bookes, which others trifle away, in 
 running up and dow^n at home; not to say, 
 that the constant eye of the Master is an 
 especiall means to regulate them in point of 
 behaviour. 
 
 Now comparing all the Schooles which 
 we have in England, with some that I read 
 of in other Countries (that I may speak 
 freely, and without offence to any man, sub- 
 mitting my self therein also to the judgement 
 of those of my profession) I do not know 
 one that is so compleated, as (perhaps) many 
 might easily be, with all necessary accommo- 
 dations, 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.
 
 ( 2.35 ) 
 And therefore trom what I have heretofore 
 read in Mr Mulcaster's Positions concern- 
 ing the training up of children, in Ch. 40 
 (which he writ when he had been twenty 
 years Schoole Master at Merchant Tailors 
 Schoole, which was erected 1561, being 
 afterwards head Master of Pauls, in 1600) 
 and what I have been informed touching 
 Mr. Farnabies improvement of a private 
 Grammar Schoole in Gold Smiths Alley, 
 now called New street, also Jewen street; 
 and what I myself have experienced for 
 about fourteen years together, both in that 
 place, and in Lothbury Garden, I am in- 
 duced to think, that it is a matter very 
 feaseable to raise many of our Grammar- 
 Schooles to a far higher pitch of learnings 
 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 the Master, imployed 
 in teaching the Latine and Greek Tongues^ 
 and some smattering of the Hebrew together 
 in one room, to six or seven Forms of schol- 
 ars, who by reason of the noise of one an- 
 other, (not to mention the clamour of chil- 
 dren) and the multiplicity of their work, 
 with several boyes in each Form, do both 
 over-tire themselves, and many times leave 
 things to the halves; I conceive a course may 
 be taken (especially) in Cities and Townes
 
 schools 
 
 (236) 
 
 Reformed of great concourse, to teach a great multi- 
 graminar j-^jg Qf Scholars (as Corderius professeth to 
 have taught 500, and I have been informed, 
 that in some places beyond Seas 2500 are 
 taught in one Schoole) without any noise, 
 in a pleasing and profiting manner, and in 
 their playing years; not onely the English, 
 Latine, and Greek Tongues (together with 
 the Duties of Piety, and civil behaviour) but 
 also the Easterne, and other needful forreign 
 Languages, besides fair writing, Arithmetick, 
 Musick, and other Preparatory Arts and 
 Sciences, which are most obvious to the 
 Senses;* and whereof their younger yeares 
 are very capable; that thereby they may be 
 throughly fitted for ingenuous Trades, or 
 to prosecute higher studies in the Univer- 
 sities, and so be able (when they come to 
 mans estate) to undertake the due manage- 
 ment of private or publick Affaires, either 
 at home, or in other countries. 
 
 He that shall but consider the low ebbe 
 that learning was brought to (by reason of 
 the Danish barbarisme) in England, in King 
 
 * An encyclopsedic education such as was commonly 
 advocated in the seventeenth century, and of which, 
 following Bacon, Comenius, Milton, and Dury are 
 the best known exponents (with, perhaps, Ratichius 
 who did not however act up to his theory when he 
 had the opportunity given him by the Prince of 
 Anhalt-Kothen.)
 
 Alfred's dayes, who could not find a Master 
 in all his dominions, to teach him the Latine 
 Tongue, (which he began to learn at thirty 
 six years of age, having begun to read Eng- 
 lish at twelve, which his elder brethren, be- 
 cause less studious, could not attain to) and 
 the paucity of them that understood Greek, 
 not much above threescore years agoe, when 
 a Scholar yet living of thirteen years old from 
 the Schoole, was owned as a better Grecian, 
 then most of the Fellowes of the Colledge to 
 which he went; he that, I say, shall consider 
 the former rareness of the Latine and Greek 
 Tongues in England, and now see how com- 
 mon they are (especially since Queen Eliza- 
 beths dayes, in whose time, more Schooles 
 were built, then there were before in all her 
 Realm) and withall, take notice what an 
 excellent improvement that noble-spirited 
 Mr. Busbie hath of late made at Westminster 
 Schoole, where the Easterne Languages are 
 now become familiar to the highest sort of 
 Scholars, will undoubtedly think (as I do) 
 that our children may be brought on to far 
 more knowledge of Language and things, 
 then hitherto they have been, and that also 
 in a more easy manner. 
 
 And forasmuch as I observe it as a great 
 act of Gods mercy towards his Church, that, 
 in this jangling age of ours, wherein too 
 many decry learning, he hath raised up the
 
 (238) 
 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 Honour- 
 able and Reverend Trustees for the main- 
 tenance 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 pub- 
 lish what I have often seriously thought, 
 and sometimes spoken with some mens ap- 
 probation, touching the most convenient 
 founding of a Grammar-Schoole; that if it 
 shall please God to stirre up mans spirit to 
 perform so pious a work, he may do it, to the 
 best advantage for the improvement of Piety 
 and learning. For when I see in many 
 places of this land, what vast summes have 
 been expended (even of late) in erecting 
 stately houses, and fencing large parcels ot 
 ground for Orchards and Gardens, and the 
 like; and how destitute for the most part 
 they stand, and remain without inhabitants; 
 Appeal to 1 am too apt to think, that those persons 
 founders which have undergone so great a charge, to 
 so little purpose, would willingly have dis- 
 bursed as much money upon a publick good, 
 did they but rightly know how to do it; since 
 thereby their name and memory will be more
 
 (239) 
 preserved; especially, if they have no children 
 or posterity of their ow^n to provide for. 
 
 But to return to the contrivance of a 
 Schoole, which is to be in many things (as 
 I have mentioned) above the ordinary way Hoole's 
 of Schooling, yet gradually distant from, scheme for 
 and subordinate to University Colledges, reformed 
 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 Encyclop<Tedia of 
 learning, to help him in all sorts of Books. 
 
 Such a Schoole then as may be fit for the 
 education of all sorts of children (for we have 
 seen the very poorest to have come to dig- 
 nities of preferment by being learned) should 
 be situated in a City or Town of great con- 
 course and trading, whose inhabitants are 
 generally addicted, and sufficiently accom- 
 modated to entertain Tablers, and are un- 
 animously well-affected towards Piety, 
 Learning, and Vertue. The place should be 
 healthfully and pleasantly seated in a plen-
 
 The site* 
 
 The school- 
 house and 
 playground 
 
 Arrange- 
 ment of 
 class-rooms 
 
 (240) 
 
 tifull country, where the wayes on all sides 
 are most commonly faire, and convenient 
 passage to be had from remote parts, both 
 by land and by water. 
 
 The Schoole-house should be a large and 
 stately building, placed by it selfe about the 
 middle of the outside of a Towne, as near as 
 may be to the Church, and not far from the 
 fields, where it may stand in a good aire, and 
 be free from all annoyances. It should have 
 a little piece of ground adjoyning to it, which 
 should be divided into a paved court to go 
 round about the Schoole, a fair Orchard and 
 Garden, with walks and Arbors, and a spa- 
 cious green close for Scholars recreations; 
 and to shelter the Scholars against rainy 
 weather, and that they may not injure the 
 Schoole in times of play it were good if some 
 part of the Court were sheded, or cloystered 
 over. This Schoole-house should be built 
 three stories high, whereof the middlemost, 
 for more freedome of the 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 be- 
 twixt every Form, as that upon occasion it 
 may be all laid open into one roome, or 
 
 * C. f. the situation of the great English Secondary 
 ("Public") Schools, e. g. Rugby, Eton, Harrow, 
 Uppingham.
 
 (241) 
 
 parted into six, for more privacie of hearing 
 every Form without noyse, or hindrance ore 
 ot another. There should be seats made in 
 the Schoole, with Deskes before them where- 
 upon every Scholar may write, and lay his 
 book, and these should be so placed, that a 
 good space may be left in the middle of the 
 Schoole, so as six men a breast may walk up 
 and down from Form to Form. The Ushers 
 Pues should be set at the head ends of every 
 Form, so as they may best see and hear every 
 particular boy. And the Masters Chaire 
 should be so raised at the upper end of the 
 Schoole, as that he may be able to have 
 every Scholar in his eye, and to be heard of 
 all, w^hen he hath occasion to give any com- 
 mon charge, or instruction. There may be 
 shelves made round about the Schoole, and 
 boxes for every Scholar to put his books in, 
 and pins w^hereon 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, w hereof 
 one should be for a writino;-Schoole, another _ 
 for such Languages as are to be taught at department 
 spare houres, and a third as a Petty-Schoole 
 for such children as cannot read English
 
 Apparatus 
 and library 
 
 Lighting 
 
 and 
 
 ventilation 
 
 Master's 
 house 
 
 (242) 
 
 perfectly, and are intended for the Grammar- 
 Schoole. A fourth room may be reserved 
 for laying in wood and coales, 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 further- 
 ance of his Schoole. In the uppermost story, 
 there should be a faire pleasant Gallery 
 wherein to hang Maps, and set Globes, and 
 to lay up such rarities as can be gotten in 
 presses, or drawers, that the Scholars may 
 know them. There should likewise be a 
 place provided for a School-Library, and the 
 rest may be made use of as Lodging roomes 
 for Ushers and Scholars. But the whole 
 Fabrick should be so contrived, that there 
 may be sufficient lights and chimneys to 
 every Form and roome. As for a house or 
 Office, it should be made a good distanse 
 from the Schoole, in some corner of the close, 
 where it may be most out of sight, and least 
 offensive. 
 
 The Masters dwelling-house should be 
 nigh the Schoole, and should contain in it 
 all sorts of roomes convenient for entertain- 
 ment and lodging and necessary offices that 
 pertain to a great family. It should have a 
 handsome Court before it, and a large yard 
 behind it, with an Orchard and Garden and 
 some inclosure of pasture ground. And 
 there should be two or three roomes made
 
 (243) 
 a little remote from the dwellino; house, to 
 which Scholars may be removed and kept infirmary 
 apart, in case they are sick, and have some 
 body there to look to them. 
 
 Nov^ that every Scholar may be improved 
 to the utmost of what he is capable, the whole ciassifica- 
 Grammar-Schoole should be divided into tion 
 six Forms, and those placed orderly in one 
 roome, which (as I have described) may be 
 so divided into six, that the noyse of one 
 form may not at all disturb or hinder another. 
 There should also be six able Ushers, for 
 every particular form one, whose work 
 should be to teach the Scholars according 
 to the method appointed by the Master, and 
 (that every one may profit in what he learn- 
 eth) to be sure to have respect to the weakest, 
 and afford them the most help. 
 
 The Master should not be tyed (as is 
 
 ordinary) to a double work, both to teach a '^,^® P"'^' 
 
 main part of the Schoole himselfe, and to ^'^ ^®® 
 , r . _ supervise 
 
 have the inspection and government over 
 
 all; but his chief care should be (and it will 
 
 be businesse enough for one) to prescribe 
 
 Taskes, and to examine the Scholars in 
 
 every form, how they profit, and to see that 
 
 all exercises be duely performed, and good 
 
 order constantly observed, and that every 
 
 Usher be dexterous and diligent in his charge, 
 
 and moderate in executing such corrections, 
 
 as is necessary at any time to be inflicted for
 
 Salaries 
 
 Boarders' 
 and other 
 fees 
 
 (244) 
 vicious enormities, but seldonie or never, 
 for errours committed at their Books. 
 
 As for the maintenance of such a School, 
 it should be so liberal, that both Master and 
 Ushers may think their places to be prefer- 
 ment sufficient and not to be enforced to look 
 for further elsewhere, or to direct their spare 
 houres studies towards other callings. It 
 were to be wished therefore, that a constant 
 Salary of (at least) looi^ per annum might 
 be allowed to the Master, and 30, 40, 50, 60, 
 70, 80, per annum to his six Ushers. The 
 raising of which maintenance (to use M' 
 Mulcasters words) as it will require a good 
 minde, and no meane purse; so it needs 
 neither the conference of a countrey, nor yet 
 the Revenue of a Romane Emperour. Be- 
 sides the Master for his encouragement, 
 should have liberty to make what benefit 
 he can by tabling the 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 chil- 
 dren should be taught gratis, on condition 
 they be sent constantly to the Schoole, and 
 that their Parents do engage they shall keep 
 good order, and be cleanly and neat in their 
 apparel; that they may not seem to disgrace 
 their fellowes, or to be disdained by them 
 for their poverty.
 
 (245) 
 It would withall be a great encouragement 
 to these poorer sort of children to learn, if 
 some whom God hath enriched with more 
 then enough, would spend the superrogation 
 of their wealth, (as Mr. Mulcaster terms it) Technical 
 in affording exhibitions of 8, or lO;^ per ^"^ 
 annum towards keeping them at the Schoole, training 
 or sending them abroad as they are fit, to for the 
 Trades, or Universities. They that go poorer 
 thither, should have larger exhibitions al- children 
 lowed them, upon condition that they em- 
 ploy more time then others in the study of 
 Tongues, and critical learning; for the pro- 
 moting whereof I shall onely propound M''- 
 Mulcaster's question in his own words, which 
 are these: If there were one Colledge, where 
 nothing should be professed but Languages 
 onely (as there will be some people which 
 will proceed no further) to serve the Realme 
 abroad, and studies in the Universitie, in 
 that point excellently and absolutely were 
 it not convenient ? nay were it not most 
 profitable, &c. As for what he writes fur- Mulcaster 
 ther (in Chap. 41 of his Positions touching ^"^ ^^^ 
 the division of Colledges by professions and ^"° 
 faculties; and M^. John Dury hath lately 
 published (in his reformed Schoole) and his 
 Supplement thereto, concerning the bringing 
 together into one society, such as are able to 
 exercise themselves in any, or all kinde of 
 Studies, that by their mutual association,
 
 Value of 
 trained and 
 experienced 
 teachers 
 
 Lost 
 
 ground to 
 be 
 recovered 
 
 (246) 
 
 communication, and assistance in reading, 
 meditating, and confering about profitable 
 matters, they may not onely profit their own 
 abilities, but advance the superstructures of 
 all learning to that perfection which by such 
 meanes is attainable; I refer the more judi- 
 cious to their Books, and leave it to the con- 
 sideration of those that endeavour to promote 
 Schoole-teaching, whether such a Schoole as 
 I have now delineated, would not be of great 
 concernment to the Church and Common- 
 wealth, where-out to pick more able Schoole- 
 Masters, that by degrees have been exercised 
 in teaching all sorts of Scholars, for (at least) 
 seven years together, then many men that 
 have scarce saluted, or are newly come from 
 the Universities can suddenly prove to be. 
 For I think it one thing to be a good Schoole- 
 master, and another thing to be a good 
 Scholar, though the former cannot well do 
 his duty as he ought, except he be also the 
 latter. 
 
 I might here bewayle the unhappy divert- 
 ment of Jesus Colledge in Rotherham, in 
 which Town, one Thomas Scot, alias Rother- 
 ham (a poor boy in Ecclesfield Parish) hav- 
 ing had his education, and being advanced 
 to the Arch-bishoprick of York, in the time 
 of Edward the fourth, did out of love to his 
 country and gratitude to the Town, erect a 
 Colledge as a Schoole, for a Provost who was
 
 ( 247 ) 
 to be a Divine, and to preach at Ecclesfield, 
 Laxton, and other places (where the Col- 
 ledge demeanes lay) and three Fellowes, 
 whereof one was to teach Grammar, another 
 Musick, and the third writing; besides a 
 number of Scholars; for some of whom he 
 also provided Fellowships in Lincoln Col- 
 ledge in Oxford. But in the time of Henry 
 the Eight, the Earle of Shrowesbury (who 
 as I have heard was the first Lord that gave 
 his vote for demolishing of Abbies) having 
 obtained Roughford Abbey in Nottingham- 
 shire (to the Prior whereof the Lordship of 
 the Town of Rotherham belonged) took ad- 
 vantage also to sweep away the Revenues 
 of Rotherham Colledge (which according 
 to a rentale that I have seen amounted to 
 about 200o£ per annum) and after a while 
 (having engratiated himself with some School 
 Townsmen, and Gentlemen there about bv replaced by 
 erecting a Cock-pit he removed the Schoole ^ cock-pit 
 out of the Colledge into a sorry house before 
 the gate, leaving it destitute ot any allowance, 
 till Mf. West (that writ the Presidents) in 
 the time of Queen Elizabeth, (and when Mr. 
 Snell was Schoolmaster) obtained a yearely 
 salary of tenne pounds per annum, which is 
 since Paid out of the Exchequer, by the 
 Auditor of Accounts. I remember how 
 often and ernestly M'^. Francis West, who 
 had been Clerk to his Uncle, would declaime
 
 (248) 
 
 against the injury done to that Schoole, 
 which indeed (as he said) ought still to have 
 been kept in the Colledge, and how when I 
 was a Schoole-master there, he gave me a 
 copy of the Foundation, and showed me 
 some rentalls of Lands, and told me w[h]ere 
 many Deeds and Evidences belonging there- 
 unto were then concealed, and other re- 
 markable passages, which he was loth to 
 have buried in silence. 
 
 But I onely mention thus much touching 
 that worthy Foundation, to shew how char- 
 itably some men have been addicted to cher- 
 ish the roots of learning, and how covetously 
 others have been bent to destroy the whole 
 body of it, even in former ages; And I hope 
 none will be discouraged from Pious under- 
 takings, for feare least his benevolences 
 should in these or after times be perverted, 
 when he considereth that God looketh upon 
 the sincerity of his ends, and will accordingly 
 reward him, though what he religiously in- 
 tended, may unhappily be abused by others, 
 contrary to his minde. 
 
 I shall now to end this chapter, recite 
 some remarkable passages of Mr. Mulcas- 
 ters out of his Positions (Ch. 40) which I 
 leave to the consideration of others, to think 
 how far they concurre with what I have said, 
 as well concerning the foundation of a Petty, 
 as a Grammar School.
 
 (249) 
 
 *If any welldisposed wealthy man, for the „ . 
 
 JuUlcsistGr s 
 honour that he beareth to the murthered appeal to 
 
 infants (as all our erections have some founders 
 respect that way) would begin some build- 
 ing, even for the little yong ones which were 
 no increase to Schooles, but an help to the 
 elementary degree, all they would pray for 
 him, and he himself should be bound to the 
 memory of the young infants, which put him 
 in remembrance of so vertuous an act.' 
 
 'The opportunity of the place, and the 
 commodity oi the Trainers, where of a small 
 time will bring forth a great many, will draw 
 many on, and procure good Exhibitours, to 
 have the thing go forward. 
 
 T could wish we had fewer Schooles, so 
 they were more sufficient, and that upon 
 consideration of the most convenient seats 
 for the Countries and Shires, there were many 
 put together, to make some few good.'* 
 
 'The use of under-teachers is not, as we 
 now practise it in Schooles, where indeed 
 Ushers be Masters of themselves, but to 
 assist the Master in the easier points of his 
 charge, which ought to have all under his 
 
 * Mulcaster believed and pleaded for education for 
 
 all, the poor man's child as well as the rich man's. 
 
 Yet, here, so anxious is he that education itself shall 
 
 be improved that he is even willing to see fewer schools, 
 
 f they might only be better. See Mulcaster, p. 230.
 
 (250) 
 
 own teaching, for the chief points, and the 
 same under the Ushers, for the more usual 
 and easie.
 
 CHAP. II. 
 
 HOW THE MASTER SHOULD MAINTAIN HIS 
 AUTHORITY AMONGST HIS SCHOLARS 
 
 Authority is the true mother of all due 
 order, which the Master must be careful in Directed 
 every thing to maintain, otherwise he may freedom, 
 command w^hat he pleaseth, but withall, he ^^® ^]^ o^ 
 must give the Scholars liberty to do what ^^^^^Pl'^^ 
 they list. Which what an horrible confu- 
 sion in their places, what insufferable neg- 
 lect of their tasks, w^hat unrulinesse in point 
 of behaviour, what perpetual torment to the 
 painful Master, and his Ushers, and what 
 unavoydable disgrace it bringeth upon a 
 Schoole, let them that are Actors or Specta- 
 tors thereof give testimony. i That there- 
 fore 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, 
 
 I He be sure in all things to behave as a 
 Master over himself, not only by refraining „ j, . 
 
 those enormities and grosser faults, which ^f ^.^^g 
 may render him scandalous to every one, but teacher 
 checking his own passions, especially that of 
 Anger; and if at anytime he seem to have 
 
 (251)
 
 (252) 
 
 cause to be provoked to it, and feel it to come 
 too violently upon him, let him rather walk 
 aside aw^hile out of the Schoole to divert it, 
 then express it openly amongst his Scholars 
 by unseemly veords or gestures. He should 
 indeed endeavour to behave himself un- 
 to Avin the blameably in all Christian-like conversation 
 
 pupils before all men, but so amongst his Scholars, 
 
 imitation , , , , » . . . 
 
 and esteem ^"^^ ^"^7 ^^Y have much wherein to imitate 
 him, but nothing whereby to disgrace him. 
 And towards his neighbours, his affabiUty 
 should be such, as to win their love and respect 
 so that they may be ready at all times to 
 countenance the Masters 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 
 Discipline thing to be done, he should acquaint his 
 to be Scholars with the end intended, and the 
 
 rational, not benefits or inconveniences which attend such, 
 1 raiy ^^ such a course. For children have so 
 much use of reason as to delight to heare 
 perswasive arguments of reason, though the 
 declivity of corrupt nature makes, that they 
 do not much mind them, where there is no 
 feare of a rod for doing amisse. Yet some- 
 times it may be best to say onely, Do this, or 
 do it not, where you think it of no concern- 
 ment to them to know the reason, and would 
 make trial of their readinesse to obey, with- 
 out asking why or wherefore.
 
 (253) 
 3 One main way to bring Scholars to a 
 loving and awfull respect of their Master, is Watchful- 
 for him to shew himself at all times pleasmg ^^^^^^^^ 
 and cheerful towards them, and unwiUing 
 to punish them for every error; but withall 
 to carry so close an eye upon all their be- 
 haviour, 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 oflFences when they presume 
 to commit them again, and especially if they 
 behave themselves stubbornly before their 
 fellowes. Yet to win a boy of a more stub- 
 borne spirit, it is better sometimes to forbeare 
 blowes, when you have him submit to the 
 rod, then to punish him so for a fault, as to 
 make him hate you, and out of despite to 
 you to do the like, or a worse mischiete. And 
 when any general misdemeanor is com- 
 mitted, the Master should shew himselfe 
 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 feele the most smart; but 
 beware he deal not rigorously, much less 
 cruelly with any; for that will cause an utter 
 dislike in all the Scholars towards the Mas- 
 ter, fearing he will deale so with them, in 
 case they so offend, and thinking it to be no
 
 (254) 
 
 argument of love, where severity of correction 
 is used. 
 
 4 But nothing works more upon good 
 Praise of natured children, then frequent encourage- 
 those who ments and commendations for well doine; 
 
 J roll . 
 
 well ^^^ therefore, when any taske is performed, or 
 
 order observed according to his mind, the 
 Master should commend all his Scholars, 
 and especially the most observant, and en- 
 courage the weak, and timerous, and ad- 
 monish 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 have. 
 
 5 In some places a Master is apt to be 
 Interfering molested with the reproachfull clamours of 
 parents the meaner sort of people, that cannot (for 
 
 the most part) endure to have their children 
 corrected, be the fault ever so heinous, but 
 presently they must come to the Schoole to 
 brave it out with him; which if they do, the 
 Master should there in a calme manner ad- 
 monish them before all his Scholars, to cease 
 their clamour, and to consider how" rash they 
 are to interrupt his businesse, and to blame 
 him for doing that duty to which he is en- 
 trusted by themselves, and others, their 
 A wise betters: But if they go about to raise scan- 
 
 suggestion dalous reports upon him, he may do well to 
 get two or three judicious neighbours to 
 examine the matter, and to rebuke the par-
 
 (255) 
 ties for making so much adoe upon little or 
 no occasion. Thus we shall see Scholars 
 abundantly more to respect the Master, 
 when they know how grossely he is apt to 
 be wronged by inconsiderate persons, and 
 that wise men are ready to vindicate his 
 cause. 
 
 Whereas if they once see their Master 
 liable to every bodies censure, and no man 
 take his part whatever is said of him, they 
 themselves will not care what tales they 
 make to his utter disgrace, or ruine; espec- 
 ially, if he have been any whit harsh towards 
 them, and they be desirous to out slip the 
 reines of his Teachino; and Government.
 
 CHAP. III. 
 
 OF SCHOOLE-TIMES. OF SCHOLARS GOING 
 FORTH OF THE SCHOOLE, AND OF PLAY 
 DAYES. 
 
 Though in many Schooles I observe six 
 School- a clock in the morning to be the hour for 
 
 hours children to be fast at their Book, yet in most, 
 
 seven is the constant time, both in Winter 
 and Summer, against vv^hich houre, it is fit 
 every Scholar should be ready at the Schoole. 
 And all they that come before seven, should 
 be permitted to play about the Schoole, till 
 the clock strike, on condition they can say 
 their parts at the Masters coming in; else, 
 they are not to play at all, but to settle to 
 their books, as soon as they come. 
 
 But here the Master is to take heed, that 
 Tardiness he be neither to rigorous with those of weaker 
 age or constitution for coming somewat tardy; 
 nor indulgent towards those, who through 
 manifest sloth, and frequent loytering, neg- 
 lect the houre. For in the one it will breed 
 a daily timerousnesse, and in the other it will 
 make way to licentiousnesse; and on the one 
 side Parents will clamour, on the other side 
 
 (256)
 
 (257) 
 the Schoole will receive disgrace. However 
 the best is to be as strict as possibly may be, 
 in seeing that every Scholar come at the just 
 houre, and note it as a punishable tault in 
 him that cometh late; except he bring a note 
 of excuse from his Parents, or Hosts hand, 
 and a promise withall, that he shall not offend 
 often in that kind. 
 
 It is not amisse for every Scholar in every 
 Form to put down his name in a book (^kept 
 conmion for that purpose) so soon as he 
 comes to Schoole every day, that it may be 
 upon record, whether he used to come with 
 the foremost or the hindmost, and how often 
 he was absent from the Schoole; likewise 
 every Scholars name should be called over Marking 
 according to the Bill every Schoole hour, attendance 
 and they that are present should answer for 
 themselves, by saying Adsum, and his next 
 fellow should give notice of him that is ab- 
 sent, by saying, Abest. 
 
 The common time of dismissing Scholars 
 from Schoole in the fore-noons, is eleven Dismissal 
 a clock every day, and in the afternoons, on 
 Mondaies, Wcdnesdaies, and Fridaies, five 
 a clock, but on Tuesday afternoons, foure; 
 and on Thursdayes, three. Touching which, 
 a care would be taken that the taskes of 
 every Form may be fully dispatched rather 
 a little before these houres then after; that 
 then the Scholars which intend writing or
 
 Intervals 
 
 for 
 
 recreation 
 
 (258) 
 cyphering, or the like, may go to the Writing- 
 Schoole as they yet use to doe about London. 
 Neither would I have the Scholars to be pre- 
 cisely observant of the clock, as just upon the 
 first stroke of it to rush out of Schoole; but 
 notice being given to the Master that it is 
 stricken, and he having given the word for 
 dismissing the Schoole, all the Scholars should 
 come one by one orderly out of their seats 
 according to their Forms (the lowest beginning 
 first, because they are commonly next the 
 doore) and salute him with their hat in their 
 hands, and so quietly depart out of the 
 Schoole without thrusting, or striving one 
 to get out before another. It were good if 
 there were hour-glasses in the Schoole, to 
 give notice how the time goes on. 
 
 And for their ready going home, or to the 
 Writing Schoole, there should be private 
 Monitors* appointed to inform the Master 
 so soon as they return to the Schoole again, 
 who they are that neglected their duty therein. 
 
 That space of intermission about nine 
 and three a clock, which is used at Westmin- 
 ster Schoole, and some others, and is so much 
 commended by Mf. Brinsley) Chap. ^;^ of 
 his Grammar Schoole) cannot so well be 
 observed, nor is it so requisite in those 
 Schooles, in which Scholars meet not till 
 
 *Cf. Dury's monitors in the "Reformed School.'
 
 (259) 
 seven in the morning; for the variety of their 
 several tasks, will take away that tedious- 
 nesse that seems to accurre by the length of 
 time,* and those Subsidiary Books provided 
 for the lower Formes, will prevent the over 
 toyling of themselves by their present work. 
 And that those disorders which usually be- 
 fall in Scholars running forth in Schoole 
 time, may be some-what remedied, this or 
 the like course may be taken. 
 
 1 Let it not be lawful for above one boy 
 in twenty to go forth at once; and at his going 
 forth, let every one come to the Master, or 
 that Usher to whose charge he belongs, and 
 in his hearing repeat four or six vocabula's 
 or phrases, which he hath not said before, 
 and then lay down his book, with his name 
 writ in it in a place appointed within the 
 Masters view, that so it may be knowne at 
 once, both how^ many, and who are out of 
 doores, and how long they tarry abroad. 
 At their coming in, they should again repeat 
 the like number of Vocabula's and Phrases, 
 as they did at their going forth, 
 
 2 The Master should do well now and 
 then to send a privie spie,t who may truly 
 observe and certifie him, how every scholar 
 spendeth his time abroad, and if any be found 
 
 * Hoole was evidently aware of the value of the 
 alternation of studies. 
 
 t C. f. again Dury and the Jesuits.
 
 The grant- 
 ing of 
 special 
 holidays 
 
 Visits from 
 friends 
 
 (260) 
 
 to go forth upon no occasion, or to truant it 
 without doors, let him be censured or re- 
 proved, according to his demerits. 
 
 3 The granting of a Play-day is to be re- 
 ferred wholly to the discretion of the Master, 
 who must in this be as feartull to work his 
 Scholars hinderance, and the Schooles dis- 
 credit, as willing by such a courtesie to grat- 
 ify his deserving friends; who if they be any 
 whit reasonable, will be easily satisfied with 
 a just excuse oi denial; but if they be unrea- 
 sonably importunate, they ought to be served 
 with as unreasonable a nay say; so that Play- 
 dayes should be rarely granted, except to 
 such as may seem to claime more then or- 
 dinary intrest in the Schoole, and to whom 
 the Master is bound to shew his due respects, 
 especially before his Scholars. 
 
 In places of great resort, and where often 
 sol li citation is used to be made for play 
 (especially by mothers that come to visit 
 their children which are tabled at Schoole) 
 it were good that a piece of an afternoon 
 were designed constantly afore-hand, on 
 which (in case any suit should be made) the 
 Scholars might have leave to play; but if not, 
 that they be held to their books. Yet if 
 there have not a Play-day been granted, nor 
 a Holy day intervened for some weeks to- 
 gether, the Master may himself propound 
 to his Scholars, that in case they performe all
 
 (26l) 
 
 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 
 and then (as at other times also when a Play- 
 day is intended) one 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. 
 
 When both Thursdayes and Saturdayes in 
 the afternoons are halfe Holy-dayes, I think 
 Tuesdayes the fittest, on which to grant play; 
 in other places, Thursdayes may seem the 
 best. But this I leave to the discreetion of 
 the Master, who knoweth what is most con- 
 venient for his own Schoole. 
 
 Now in granting a Play-day, these direc- 
 tions may be useful. 
 
 1 That there be never more then one Play- 
 day granted in one week, and that onely when 
 there is no Holy-day in that week, and when 
 the weather also is clear and open, and the 
 ground somewhat dry. 
 
 2 That no Play be granted till one a clock 
 (at the soonest) when all the Scholars are 
 met, and Orations have been said. 
 
 3 That all the Scholars be dismissed or- 
 derly into some close (or other place appointed Supervision 
 for such a purpose) near the Schoole where of the 
 they may play together, and use such honest playinsj- 
 and harmlesse recreations, as may moderately
 
 (262) 
 
 exercise their bodies, and not at all endanger 
 the health. 
 
 And because some boyes are apt to sneak 
 home, or straggle from the rest of their fel- 
 lowes out of their bounds, prescribed them 
 to play in; you may do well to give order to 
 him that hath the Bill of all their names, to 
 call it over at any time amid their sport, and 
 to take notice of all such as have absented 
 themselves, and to give you an account of 
 them v^hen they return into the Schoole; 
 v^hich should be upon Play-daies before five 
 of the clock, that they may blesse God for 
 his provident hand over them that day, and 
 so go home. And that the Master may 
 sometimes see into the various disposition of 
 children, which doth freely discover it self 
 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 admon- 
 ish them in private to behave, or speak 
 otherwise.* But an especial care must be 
 
 ♦The master's practice of playing with the boys, 
 which has been for many years common in English 
 schools of the character Hoole is describing, is prefer- 
 able to the method here suggested.
 
 (263) 
 
 taken, and a charge accordingly often given, 
 that your Scholars do at no time play with 
 any but their own Schoole-fellowes, or other 
 ingenuous children about home; which their 
 Parents or Friends know and whom they are 
 willing should be admitted into their com- 
 pany; for besides the evil which may be con- 
 tracted by learning corrupt discourse, and 
 imitating them in many shrewd turns; boyes 
 that are under little or no command, will be 
 very subject to brabble and fight with Schol- 
 ars, and the rather because they know the 
 Master will not allow^ his Scholars at all to 
 quarel, and if they can do them maime, they 
 will attempt it, that the Master may have 
 occasion to call them to account for it. So 
 perverse is our corrupt nature (especially) 
 where education hath not sway.
 
 CHAP. IV 
 
 OF ADMISSION OF SCHOLARS; OF ELECTION 
 
 OF forms; and of scholars orderly 
 
 SITTING, AND DEMEANOUR IN THEIR SEATS, 
 WHEN THEY ARE AT SCHOOLE. 
 
 I No children should (as I have formerly 
 The admis- said) be admitted into a Grammar Schoole, 
 sion of new j^m gu^.}^ ^g ^^^ readily read English, and 
 sc oars write a legible hand or at least be willing to 
 learn to write, and to proceed in learning 
 Latine. And it is therefore best to try, in 
 the presence of their parents or friends that 
 bring them, what they can do, by causing 
 them to read and write (if they can) before 
 them, that themselves may be judges of 
 their present strength or weaknesse, and ex- 
 pect proficiencie from them according as 
 they see their capacity, not hastening them 
 on to 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 
 onely once every year, and then to take in 
 all that can be gotten from the Petty-schooles; 
 for company will encourage children to ad- 
 
 (264)
 
 (265) 
 
 venture upon an uncouth course of learning, 
 seeing the more the merrier;* and any dis- 
 creet Parent will be easily persuaded to 
 forbear his son a while when he considereth 
 it will be more for his profiting to have com- 
 pany along with him, as he learneth, and he 
 may be daily bettered in reading English, 
 and forwarded by learning to write, before 
 he came from the Pette-Schoole. 
 
 The fittest season of the year for such a 
 general admission of little ones in the Gram- Annual 
 mar Schoole, doth seem to be about Easter; Pr«"^otions 
 partly because the higher boyes are usually 
 then disposed of to Trades, or the Univer- 
 sities, and partly, because most children are 
 then removed from one Schoole to another, 
 as having the Summer coming on for their 
 encouragement. 
 
 When you thus have admitted a company ^, .^ 
 of boyes together, you may let those that can jjon ^y 
 read best, obtain the higher places, till they reading 
 come to get the Rudiments of La tine without 
 book, and then you may rank them into a later by 
 Form, Because, ^^^'" 
 
 2 It is a main help to the Master, and a 
 furtherance to all the Scholars, that the Principles 
 whole Schoole be reduced into Formes, and of grading 
 those also as few as may be, respecting the 
 
 * An original use of a popular saying, showing the 
 heartiness of feeling -with which Hoole broached his 
 subject.
 
 (266) 
 
 different years, and capacity of each Scholar. 
 And if there were six hundred Scholars or 
 more in a Schoole, they might all fitly be 
 ranked into six Forms,* by putting those of 
 equal age and abilities together, and the 
 toyle in hearing Parts, or Lessons, and per- 
 using Exercises, (as I will show anon) would 
 not be much more with an hundred orderly 
 placed, and well behaved in a room to them- 
 selves apart, then with three or foure single 
 boyes in several employments. Not onely 
 because the Master or Ushers do thus at once 
 impart themselves to all alike, and may be- 
 stow more time amongst them in examining 
 any Task; but also because by this means 
 Emulation emulation (as a main quickener of diligence) 
 will be wrought amongst them, insomuch as 
 the weakest Scholar amongst them will be 
 loth to lagge alway behinde the rest; and 
 there is none so stupidly blockish, but by 
 
 * Comenius also speaks of classes of one hundred 
 scholars, but with some reservation. He falls back 
 upon a system of monitors or "decurions" (each boy 
 having charge of ten) in order that all may have some 
 attention. This granted by way of organization, 
 Comenius claims that his method stands to existing 
 school methods as the art of printing to the old method 
 of producing individual copies by hand. Hoole's 
 plan is different, and copied rather from the Jesuits 
 and their system of class contests. There is little 
 doubt that Hoole overestimates the power of emula- 
 tion as an incentive to the "weakest scholars" in a 
 class of one hundred.
 
 (267) 
 
 help of company will learn that which he 
 
 would not obtain being alone, and I have 
 
 seen the very hindmost oftentimes to help 
 
 all his fellowes at a dead lift. The Teachers 
 
 constant care should be in every Form, as to 
 
 direct and examine every particular boy, so Individual 
 
 to help forward the weakest, that in every- attention 
 
 thing he doth, he may understand himself, 
 
 and it is not to be said, with what alacrity 
 
 they will all strive to out-doe one another, 
 
 so that sometimes he that cometh behinde 
 
 all the rest, will be as fit to make a leader of 
 
 the Form, as those that are the foremost in 
 
 it. 
 
 To provoke them all therefore to emula- 
 tion, and that none mav complain, or think 
 himself injured by being left behinde; use 
 constantly once at the end of a moneth, and 
 when all your Scholars are together to make 
 a free new choyce in every Forme, after this 
 manner. 
 
 1 Let every Scholar in the Forme give his 
 
 own voyce, concernino; which bov he thinketh ., , 
 to be the best prohcient, and ablest tor the 
 present to lead the company; and having set 
 him aside, let them all passe their voyces 
 again concerning whom they judge fitest to 
 stand the next to him. 
 
 2 Then set these two opposite one to an- 
 other, so as the better Scholar may take the class- 
 leading of the upper side, on your right hand, contests
 
 (268) 
 
 and the other, the leading of the lower side, 
 on your left hand.* 
 
 3 And that there may not be much in- 
 equality in the sides, let the lower leader have 
 the first call, and liberty to take what boy 
 he thinketh the strongest, out of all the rest, 
 and then let the higher leader have the next 
 call, and liberty to take whom he liketh; and 
 so let them proceed to call by course, till they 
 have (like ball players) ranked all their 
 fellowes to their sides, and so strongly and 
 evenly set themselves in a posture one side 
 against another, that it may be hard for any 
 one to judge, whether is the stronger. 
 
 By thus choosing amongst themselves they 
 will be all so well pleased, that the Master 
 
 * Compare the practice of the Jesuits, see Quick's 
 Educational Reformers, Appendix, p. 529. The editor 
 saw this method at work in a class-room at the George 
 Junior Republic. By its means a very real interest 
 was being aroused in a formal geography lesson upon 
 names of states, towns, and rivers. The striving for 
 the success of one's side was very manifest, even 
 amongst these neglected and backward children. 
 Professor Laurie summarizes the ideas of Comenius 
 upon this point; "The word school, schola or Indus, 
 indicates an institution where many are assembled 
 together to strive for some end, but to strive under 
 the conditions of play, and these conditions are 
 movement, spontaneit\^ society, rivalry, order, [could 
 any one but an educational genius have ranged 
 "spontaneity" and "order" side by side?] and pleas- 
 urable exercise. The school will thus truly become 
 a ludus literarius.
 
 (269) 
 
 shall never be blamed for endeavouring to 
 preferre one boy before another or keeping 
 of any back, that would seem to go faster 
 then his fellowes at his Book. And indeed 
 I have sometimes admired to observe the 
 impartiality and judgement of children in 
 placing one another according to their abili- 
 ties and parts, w^aying [waiving] 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 par- 
 tial against any other upon some general 
 splene, which is but very rare; The discreet The master's 
 Master may after the election, correct the control 
 error by giving such a one a place to his own 
 liking, which he may keep till the next 
 choyce, except some of his inferiours have a 
 list to dispute with him for his place, and then 
 he must put it to the hazard, having a lawful 
 time given him to provide before-hand for 
 the contest. 
 
 3 Let all the Scholars take their places in 
 the Schoole, according to their several Formes Arrange- 
 and let every one sit in his Form in that "^^"^ ^^ 
 order in which he was elected. It were good ^^^^^^ 
 that the seates were so equally set on both 
 sides the Schoole, as that the higher side of 
 each Form, might keep the higher side of the 
 School, I mean, that on the Masters right
 
 (270) 
 
 hand; and the lower side of the Form, the 
 lower side of the Schoole, which is that on 
 the Masters left hand. However, let the 
 upper side take alwayes the upper, and the 
 lower the lower seats. 
 
 This placing of Scholars in an opposite 
 manner, side against side, is good in many- 
 respects, as 
 
 1 To know on a suddain who is unruly in 
 or absent out of his place. 
 
 2 To have them ready paired at all times 
 for Examinations, Disputations, or Orations, 
 or the like. 
 
 3 To keep order in going in and out of 
 their seats to say, or in going home from 
 Schoole, or the like. 
 
 4 To increase courage in the Scholars, 
 who are delighted to let their friends see, 
 what place they keep amongst the rest, when 
 they come to visit them. 
 
 As they sit in their seats, be sure to keep 
 them continually imployed, by proportion- 
 ating every taske to the time and their 
 strength, with respect to the capacity of the 
 weakest; for by this means, the strongest 
 boyes will have more leisure to help, and see 
 the weakest can do their work, for which 
 purpose they should be appointed sometimes 
 to sit in the middle amongst the rest, that 
 they may more readily be consulted with and 
 heard of all. These should sometimes con-
 
 (271) 
 
 strue, and sometimes examine over their 
 Lessons, having their Grammers, and Dic- 
 tionaries, and other subsidiary books to help 
 them out of which they should appoint others 
 to find what they enquire after; and this will 
 be so far from hindering their own progresse 
 that it will encourage them to go faster on- 
 ward, when they see how readily they can 
 lead the way, and incite their fellowes to 
 follow after them.* 
 
 When in getting Lessons, the whole Form 
 shall be at a non-plus, let one of the leaders 
 have recourse to the Master or Ushers, or to 
 whom they shall appoint him to go for reso- 
 lution. But I have found it a continual pro- 
 voking of Scholars, to strive who should 
 learn the fastest, to let both the sides of one 
 Form, as they sit apart, so to look to provide 
 their Lessons apart; and when they come to 
 say parts and lessons, or to perform exercises, 
 to bicker one with another, and propound 
 those things to be resolved in by their oppo- 
 sites, which they observe the Master to have 
 
 * The appeal to the spirit of service is a valuable 
 supplement and qualification to what Hoole has been 
 saying about emulation. Here the boys are tempted 
 to strive for the sake of the twofold pleasure of knowing 
 and helping. But one fears that the method, resem- 
 bling probably the decurion system of Comenius, 
 would as here described lead to considerable noise 
 and confusion.
 
 (272) 
 
 omitted; and they think they cannot tell, 
 and let it be constantly noted which side hath 
 the better all the week, that when afterwards 
 they come to a general dispute at the weeks 
 end for places or sides, it may be considered.
 
 CHAP. V 
 
 OF SAYING PARTS AND LESSONS; AND OF 
 PERUSING TRANSLATIONS, AND ALL OTHER 
 KIND OF EXERCISES. 
 
 I The best time for saying Grammar 
 Parts, or the like, is the morning, partly be- , ^ sa>ing 
 cause the memory is then the freshest; and 
 partly, because children may take the oppor- 
 tunity over night to get them perfectly at 
 home. 
 
 But forasmuch as Vocabula's are more 
 easie to be impressed in the mind, and re- 
 quire less paines in getting, I conceive it not 
 amisse, that children be continually exercised 
 in saying them for afternoons parts at one 
 a clock before which hour they may prepare 
 themselves aforehand (even) amid their play. 
 
 After parts said, the Master or his Ushers 
 should immediately give Lessons to every preparation 
 Form or appoint a boy out of an upper Form of new 
 to give Lessons to that which is next below work* 
 
 * This is a valuable practice "more honoured in 
 the breach than the observance". It was recom- 
 mended and used by Ascham (tutor to Queen Eliza- 
 beth) as part of his "Ready way to the Latin tongue". 
 
 ( 273 )
 
 (274) 
 him, in his hearing; which he should dis- 
 tinctly construe once or twice over, and note 
 out all the words, wherein the most difficulty 
 of parsing seems to lye, and name the Tropes 
 and Figures and Phrases, and other elegan- 
 cies that are to be found (especially) in higher 
 Authours. 
 
 The lessons should be got ready to be said 
 
 against ten a clock in the forenoon, and four 
 
 in the afternoon; at which time the Scholars 
 
 should come all orderly and quietly out of 
 
 Various their Form, and taking their places where 
 
 bints upon they ought to stand, (so as one side may be 
 
 ctess-man- opposite to another) they should all make 
 
 agemen ^j^^j^. salutes, and then say one after another, 
 
 except they be appointed otherwn'se. 
 
 For sometimes when you have occasion to 
 make more hastie dispatch VNith a Form, you 
 may cause any one or more to say the whole 
 Lesson, or by pieces; but be sure that they 
 all come very well provided, and that every 
 one be intent upon what another is saying, 
 for which purpose you may note him that 
 hath been most negligent in his seat, and ask 
 him ever and anon, what it was that his 
 fellow said last. 
 
 To save your own lungs in asking many 
 questions, and telling Rules, or the like, you 
 may let every two boyes examine one another, 
 and yourself onely help them, when they are 
 both at a mistake.
 
 (275) 
 
 You may easily amend that common and 
 troublesome fault of indistinct and mutter- 
 ing speaking, by calling out a bold spirited 
 little boy, that can speak with a grace, and 
 encourage him to give the other an higher 
 note for the elevation of his voyce; for this 
 will at last enforce the boy you are troubled 
 with, to speak louder, and with a better 
 grace; and to strive to pronounce his words 
 more distinctly, then the other did before 
 him.* 
 
 After lessons are ended, you may let every 
 one propound what questions he pleaseth, 
 for his opposite to answer, and this will be a 
 means to whet them on to more diligence in 
 getting them, before they come to say. 
 
 In the three lowest Forms, or in others, 
 where all have the same Translations, or 
 Dictates, you may cause onely him whose 
 performance you most doubt of, to read what 
 he hath written both in English and Latine 
 and help him, as you find his errour, to 
 correct it, and see that all the rest amend 
 their own faults accordingly. Afterwards 
 you may let one parse it both in English and 
 Latine, and order them all to write it over 
 
 * One of the good points in the "stjiist" phase of 
 the Renascence movement as propounded and prac- 
 tised by Sturm and the Jesuits ( and of. Rabelais's 
 Gargantua), was the attention paid to graceful and 
 effective speech.
 
 A time- 
 saving 
 expedient 
 
 (276) 
 
 again fair in a Paper-book for themselves, 
 and to give you also a copy of it neatly written 
 in a loose paper, every Saturday. And thus 
 you shall have every one begin to leane to 
 his own strength, a thing very necessary in 
 all kinde of Exercises, though they doe the 
 lesse. 
 
 If you once take notice of any boyes strength 
 you may easily judge of what he bringeth, 
 whether it be his own, or anothers doings. 
 
 But in the upper Formes, and where they 
 have all several Exercises, it is necessary that 
 you peruse what every Scholar hath done. 
 And for this work, you may set apart Satur- 
 day fore-noons, after Grammatical Exam- 
 inations are ended, and before they say their 
 Catechismes. And that they may write 
 them fair, you should sometimes compare 
 them with their Copy-Books, or such pieces 
 as they writ last, at the Writing-Schoole. 
 Before they bring them to you to read, let 
 them peruse one anothers Exercises amongst 
 themselves, and try what faults they can finde 
 in it; and as you read them over, where you 
 see a grosse mistake, explode it; where you 
 espie any over-sight, note it with a dash that 
 they may amend it; but where you see any 
 fault, which is beyond their power to avoyd, 
 or remedy, do you mildely correct it for them, 
 and advise them to observe it for the future. 
 However, forget not to commend him most
 
 (277) 
 that hath done the best, and for his encour- 
 agement to make him read his exercise aloud, 
 that others may heare it, and then to hang it 
 up in an eminent place, that they may imi- 
 tate it; and if any one can afterwards outdo 
 it, let his exercise he hung up in its stead.* 
 
 But if any one hath lazily performed his 
 exercise, so that it be worse then all the rest, 
 let it be cut in fashion of a leg, and be hanged 
 up by the heel, till he make a better, and 
 deserve that that mav be taken down. It 
 is not amisse also, to stirre them up to more 
 dihgence, to have a common paper book, 
 wherein the names of all in every Form that 
 have optime and pessime performed their 
 weekly exercises may be written, and that 
 the one may have the priviledge to beg a 
 Play-day once a moneth, or to obtain pardon 
 for some of his fellowes; and the other may 
 be confined to some task, when a Play-day 
 is granted. 
 
 * A better practice is that of the American teachers 
 ■who exhibit all exercises showing excellence; and 
 better still the practice of those who hang up some 
 work by every member of the class, the only condition 
 being, that it does the individual credit and represents 
 his best. Hoole's ridicule of the worst exercise is a 
 less effective plan than this. Indeed, for the worst 
 boy to forfeit his half-holiday would sometimes be 
 cruel.
 
 CHAP. VI 
 
 or WEEKLY REPETITIONS; OF GRAMMATICALL 
 EXAMINATIONS AND DISPUTATIONS; OF 
 COLLECTING PHRASES, AND GATHERING 
 INTO COMMONPLACE BOOKES; OF PRO- 
 NOUNCING ORATIONS, AND DECLAMATIONS. 
 
 I have not in either of the foregoing 
 Friday for Treatises made mention of any thing to be 
 recapitula- done on Fridaies, because that day is com- 
 ^^^^ monly spent in most Schooles, in repeating 
 
 what hath been learned in the foregoing 
 part of the week; which custome, because it 
 is a mean to confirm childrens memories in 
 what they learn, I willingly conform there- 
 unto. 
 
 After Chapter's therefore read in the morn- 
 ing, let them repeat their wonted Parts, and 
 afterAvards their Lessons, all which they will 
 be able to say together, out of their several 
 Authours, so that some be made to repeat 
 out of one book, and some out of another. 
 
 For if due care be but had aforehand, that 
 Scholars be very ready and perfect in their 
 daily taskes, it will take away all toyle and 
 
 (278)
 
 (279) 
 timerousnesse, which usually attends these 
 Repetitions, and make that this day will 
 become the veryest play-day in all the week; 
 when boyes shall see that they have nothing 
 to do, but what they can do already, (at 
 least) with a little looking of it over on Thurs- 
 daies towards evening at home, what they 
 have translated out of any Authour in Prose, 
 should be read out of English into Latine, 
 and what they learn in Poets, should be said 
 (as well as can be) by heart, both for the 
 verse and the matter sake, which will furnish 
 them with Authorities, and sharpen their 
 invention of versifying. 
 
 After Repetitions ended, the Master should 
 note all the Phrases and Sentences, and other Acquiring 
 things observable in their Lessons, which "^^t^^-./.^J 
 they should transcribe into Phrase-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 amisse 
 about three a clock to let every Form to dis- 
 pute side with side, one after another, after 
 this manner. 
 
 I Let every one propound to his opposite 
 two or three questions, which he thinks most 
 difficult out of his weeks work, which if the 
 other cannot answer readily before he count 
 six or ten in Latine, let him be Captus, and 
 
 composition
 
 (280) 
 
 the questions be propounded to his next 
 fellow. The lowest in the Form may begin 
 the dispute, and so go on to the highest in 
 either side, who should keep reckoning of 
 those that are capt, and how often. 
 
 2 Besides their weeks work they may try, 
 who can most perfectly repeat memoriter, 
 a part of the Grammar, or any Authour 
 which they read, or who can recite the most 
 Vocabula's under one head, or who can vary 
 a phrase the best, or imitate any piece of an 
 Oratour or Poet. 
 
 3 Some time should also be spent in 
 Capping* Latine verses amongst the lower 
 Forms, and Greek verses amongst the high- 
 est; for which they may provide themselves 
 out of a Capping book, which seems to be 
 made on purpose by Bartholomaeus Schon- 
 born or Gnomologicon Poeticum, made lately 
 by Mr. Rosse, besides which, they may con- 
 trive a little Book of their own, wherein to 
 
 * The same word as to cap, i. e., to provide with a 
 cap; metaphorically, to overtop, outdo, excel, (e. g., 
 "that caps all"); hence to cap a story or quotation 
 with another, bringing in the idea of emulation or 
 contest which the word here has. To cap verses 
 was to follow up one quoted verse with another be- 
 ginning with the initial or final letter of the former, 
 rhyming with it, or corresponding with it in some other 
 arbitrary way. The scholar's own book of alphabeti- 
 cal selections would evidently serve their turn excel- 
 lently in such a contest.
 
 (28l) 
 
 write verses Alphabetically out of the best 
 Poets. 
 
 Let that side which appeareth to be the 
 victor have the upper seat in the Schoole, 
 till a new choice be made, except the other 
 can win it from them before, and bring them 
 back with a hissing disgrace. [!] 
 
 Amid these disputes, the Master must have 
 a great care to suppresse noise and tumul- 
 tuous clamour, and see that no boy stirre out 
 of his appointed place. For thev are apt to 
 heighten their spirits beyond moderation, if 
 the Masters discretion doe not settle them. 
 
 Let it be now lawful for any low^er boy in a 
 Form, to dispute with one above him for his 
 place. M'^ Stockwoods Disputations* will 
 be helpfull to the upper Scholars. 
 
 Now, that all your Scholars mav be thorow- 
 ly grounded in their Grammar, so as not to 
 be apt to forget what they have learnt in it; 
 
 * The term disputations refers to the graduating 
 exercises required by the universities in their early 
 days. The exercises consisted in maintaining a 
 thesis against opponents, or challenging the thesis 
 of another. As has been pointed out, the Cambridge 
 term Wramjler is derived from this old practice. The 
 exercise was largely a formal one, and stood for two 
 of the subjects of the mediaeval Trivium, rhetoric 
 and dialectics or logic. As Hoole suggests the exer- 
 cises in connection with gi-ammar, all three of the sub- 
 jects of the Trivium were included in the school 
 disputations.
 
 ( 282 ) 
 
 let them all be exercised in the examination 
 Recapitula- of a part of it every Saturday morning thus; 
 
 tion of J Let the first and lowest Form examine 
 
 grammar on , , , ^ , 
 
 Saturday ^"^ *^° "^^^ above them out of the examma- 
 mornings tio^i of the Accidents, asking them the Ques- 
 tions 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 Con- 
 jugations, as I formerly shewed, and try, who 
 can push one another in declining any hard 
 Noun or Conjugating and Forming any 
 Verb, and give the Rule of the Gender 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 Gram- 
 maticae, and sometimes in Elementa Rhetor- 
 ices, and then 
 
 4 Let these three Forms run over the Para- 
 digmes of the Greek Declensions and Con- 
 jugations. 
 
 5 Afterwards the two upper Forms may 
 bicker with one another touching Grammar 
 niceties either Latine or Greek, which they 
 have taken notice of, and collected into a 
 Common-place-book, as I mentioned before. 
 
 Latin to be But a principal care must be had to bringing 
 
 spoken in ^^ ^^^^ Scholars to an habit of speaking 
 
 Latine, and therefore a strict Law should be
 
 (283) 
 
 made and observed, that every Scholar (es- 
 pecially after he hath been one quarter of a 
 year at Schoole) should either learn to speak 
 in La tine, or be enforced to hold his tongue.* 
 And to help the little ones in so doing, be- 
 sides those Phrasiuncula at the end of the 
 Grounds of Grammar, they should have 
 Formulae loquendi quotidianae, such expres- 
 sions as are every day used (especially about 
 the Schoole) w^rit down in a little book, that 
 they may get them by heart at by-times. 
 As for the other boyes, they will be better 
 guided how to speak by the Rules of Gram- 
 mar, and the constant use and imitation of 
 approved Authours. 
 
 I conceive the penury of proper words and 
 good phrases, with many Teachers, is a main 
 reason why children are not as well trained 
 up to speak Latine in England, as they are 
 in many places beyond the Seas, and the 
 ready and frequent use of their Mother 
 tongue causeth that they are hardly reclaimed 
 from it to make use of another Language. 
 Whereas, if whilest they are at Schoole, they 
 
 ♦This, in spite of protests 200 years before in the 
 time of Richard II. favoring the use of the mother- 
 tongue in learning. Even in Germany, which lagged 
 far behind England in this respect, Ratichius had 
 urged the same plea. Hoole quotes the example of 
 French boys rapidly acquiring English by attending 
 English schools; but the cases are evidently not par- 
 allel.
 
 (284) 
 
 might hear little or no English spoken, nor 
 be suffered to speak it, they would quickly 
 conforme themselves to discourse in Latine. 
 As I have known French boyes that under- 
 stood not a word in English, to be able in 
 two or three months to talk it as readily, as 
 they that were English borne. Onely at the 
 first, one must wink at their improprieties, 
 and harshnesse ot pronunciation of some 
 words and phrases, and take their meaning 
 by what they speak. And after a while by 
 custome and imitation of others, they will 
 will speak in Latine, as properly as the best; 
 especially after they have gained the knowl- 
 edge of Grammar, accustomed themselves 
 to observe the style of Latine Authours. 
 No day in the week should passe on which 
 Daily some Declamation, Oration, or Theme 
 
 practice in should not be pronounced, about a quarter 
 *^ ® of an hour before the Schoole be broken up, 
 
 and after Lessons are ended in the forenoon. 
 That by assiduity in these exercises, the 
 Scholars may be emboldened to perform 
 them with a grace before whomsoever, and 
 upon occasion of any solemnity, or coming 
 of Friends into the Schoole. There should 
 be two standing desks set opposite in the 
 midst ot the Schoole, for boyes to stand at 
 when they pronounce.
 
 CHAP. VII 
 
 of exercising scholars in the scriptures; 
 of using daily prayers, and singing 
 psalms; of taking notes of sermons, 
 and examination after sermons. 
 
 I Besides that course which we have pre- 
 scribed afore to every Forme of reading part opening 
 of a Latine or Greek Chapter before parts; exercises 
 it is necessary for childrens more profiting 
 in the Scriptures, to cause that an English 
 Chapter be read every morning at the be- 
 ginning, and every night at the giving over 
 teaching. And in this, every boy through- 
 out the Schoole should take his turn, that it 
 may be known how perfect he is in reading 
 Engh'sh readily, and distinctly. Let him Bible- 
 that is to read, take his place at a desk in the reading 
 middle of the Schoole, and be sure he speak 
 aloud, and let every one reverently attend to 
 what is read, and lower boyes looking upon 
 their English, and the higher upon their 
 Latine Bibles.* 
 
 * Several of the matters referred to in this chapter 
 formed part of the editor's own school-experience; 
 for example: reading in turn at evening prayers 
 
 ( 285 )
 
 with 
 comments 
 
 Singing 
 
 (286) 
 
 Those also that are able to make use of 
 the Septuagint in Greek, may doe well to 
 procure them to look upon, especially seeing 
 they are now to be had at a far cheaper rate 
 then formerly, being 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 con- 
 cerning some passage in it. Mr. Pagets 
 History of the Bible will assist them herein, 
 so they look upon it, before the Chapter be 
 read; you your self may do well sometimes 
 to tell them what things are most remarkable 
 in that present Chapter. The Scholars of 
 the upper Formes may do well to carry Mem- 
 oriale Biblicum constantly in their pocket, 
 by which they may be put in minde at all 
 times, what passages they may finde in any 
 chapter. 
 
 2 After the Chapter is ended they may 
 sing the first, threescore and second, the 
 hundred, or hundreth and thirteenth Psalm 
 in La tine out of a little book formerly printed 
 
 (6 o'clock p. m.); wTiting sermon notes on Sunday 
 afternoons; walking in line two abreast to and from 
 church; sitting with the masters in church. We 
 did not, however, observe Hoole's injunction that 
 "there should be no stirre made in the church, upon 
 pretence of getting notes there"; as notes were sup- 
 posed to be taken during the delivery of the sermon.
 
 (287) 
 
 at Oxford, which one of the head Scholars 
 should distinctly read unto them. 
 
 3 When the Psalm is done, the same 
 Scholar should repeat those admonitions at 
 the end of Nowels Catechisme, and then the 
 whole Schoole should rehearse those Hymnes, 
 which are there, the higher side of the Schoole Responses 
 saying one verse, and the lower the next 
 alternatum and conjunctis vocibus; and at 
 last conclude with one of those prayers for a 
 blessing on your endeavours. 
 
 These Prayers and Psalmes would be all 
 writ together both in English and Latine in a 
 little book, which would be necessary to be 
 kept in the Schoole, for continuall and daily 
 use. 
 
 Some course would be taken that the 
 Master may have notice what Scholars omit Home and 
 the reading of a Chapter at home every night school 
 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 Sunday 
 Church (who have both entrusted him with morning 
 the education of their children) to nurture talks 
 and bring them up in the fear of the Lord; 
 it were expedient if a course could be taken, that 
 he might meet them all at the Schoole every
 
 (288) 
 
 Ix)rds day in the morning, about an hour 
 afore Church-time, when he may take the 
 opportunity, to instruct them in Catecheticall 
 doctrines, according to what he may read in 
 many excellent Books, that are as Exposi- 
 tions of the Lords prayer, the Creed, and the 
 ten commandments, and not wilde [wile it 
 away] it in a tedious, unmethodized dis- 
 course, concerning things unnecessary to be 
 taken notice of, and unmeet for children to 
 be pusled with. And after a Psalme sung 
 and a Prayer said, he may see them go all 
 before him orderly by two and two to the 
 church, where it is requisite that they should 
 have a convenient place appointed to sit in 
 together by themselves, and all with in the 
 Masters view. This would be an especiall 
 means to prevent that unreverent behaviour 
 in the church, which is too usuall amongst 
 Scholars, when they are glad to wander into 
 by-corners to sit down to rest (or rather chat) 
 in, or are ever and anon molested with quar- 
 relsome lads, or unmannerly fellowes, that 
 are apt to disquiet them, and thrust them 
 out of their places. I have heretofore ob- 
 served how the ninth canon of our Church 
 religiously enjoynes every Schoole-Master to 
 see his Scholars quietly and soberly behave 
 themselves in the Church, and examine them 
 at times convenient after their return, what 
 they have borne away of any Sermon, which
 
 (289) 
 
 he cannot well doe, except he have them all 
 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 Schoole, 
 where he should examine them, what they 
 have heard or writ at the Sermon. Now in 
 repeating Sermons, this course may be taken: 
 
 1 Let every one of the lower Scholars re- 
 peat the Text, or a Proof or some little pious 
 sentence which was there delivered. And 
 these he should get either by his own atten- 
 tion at the Church, or by the help of his 
 fellowes afterwards. For there should be 
 no stirre made in the Church, upon pretence 
 of getting notes there. 
 
 2 Those in the four middlemost Forms 
 should mind to write the Text, Doctrines, 
 Reasons, Uses, Motives, and Directions, 
 with the Quotations of Scripture-places, as 
 they are best able. 
 
 3 These in the highest Form should strive 
 to write as much, and in as good order as 
 possibly may be; your self now and then 
 hinting to them some directions, 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 respit amongst 
 themselves, to compare their notes one with
 
 (290) 
 
 another, and to supply their defects, and 
 amend what they have mistaken. 
 
 4 Then, 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 w^hat he hath observed of the 
 Sermon. 
 
 These things being orderly done, you may 
 enlarge a little upon what point you think 
 most necessary for them to remember, and 
 practise, and conclude this holy dayes exer- 
 cise, with singing of a Psalm and devout 
 prayers, and charging your Scholars to spend 
 the rest of the time in reading the Scriptures, 
 and such religious books as tend to their 
 farther profiting in Christian piety, you may 
 comfortably dismisse them to there several 
 homes, and expect Gods blessing upon your 
 endevours for the week following.
 
 CHAP. VIII 
 
 OF THE MONITORS BILL; AND OF REWARDS 
 AND PUNISHMENTS IN A GRAMMAR SCHOOLE. 
 
 That no disorder or vice committed either 
 at Schoole, Church, or elsewhere, may passe 
 unnoted 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 take one Bill to serve for all the 
 week proportionable to the number of Schol- Registers 
 ars of every Form, after this manner. 
 
 
 Nov. 1659 
 
 F. 
 
 S. 
 
 S. 
 
 M. 
 
 T. 
 
 W. 
 
 Th. 
 
 1 
 
 G. E. 
 J. 0. 
 T. P. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 R. B. 
 
 T. S. 
 R. M. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 
 
 C.N. 
 T. C. 
 R. W. 
 J. C. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 \ 
 
 
 
 
 
 (291)
 
 (292) 
 
 Record of 
 behavior 
 
 
 Nov. 1659 
 
 F. 
 
 S. 
 
 S. M. 
 
 T. 
 
 W. 
 
 Th. 
 
 4 
 
 R. B. 
 L. S. 
 N.R. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 
 
 H. L. 
 S. S. 
 R. H. 
 P. B. 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ........ 
 
 
 
 
 
 
 
 
 
 
 
 
 6 
 
 C.S. 
 W. T. 
 S. D. 
 H. R. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ! 
 
 
 
 
 Wherein you see the letters above denoting 
 the dayes of the week, the letters on the side 
 shew the place where every Scholars name 
 should be written and the pricks within the 
 lines, how every default may easily be marked 
 with a pin, or a pen. So that 
 
 1 This Bill may serve as a Catalogue to be 
 called over every day at Schoole-hours to 
 know who is absent, and may save a deale of 
 trouble in making little notes of Scholars 
 frequent misdemeanours. 
 
 2 If you cause every Bill to be dated, and 
 keep them by you, you may know at any 
 time who is the shrewdest, or most orderly 
 boy amongst the rest, and give publick notice 
 accordingly, that the one may be admonished
 
 (293) 
 to amend his manners, and the other encour- 
 aged 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 
 Schoole will be open record, though the Mas- 
 ter doth never punish it. 
 
 4 You shall find it a meanes of much ease 
 
 to your self, when you shall need onely to ^ monitor's 
 
 bid the Monitor take notice of a neglect, or 
 
 fault committed and let it so remaine, till 
 
 some fitter opportunity or just occasion in- 
 
 ^ite or (rather) enforce you to call to a 
 
 reckoning. 
 
 5 For when you perceive any generall dis- 
 order, or some grosse thing is done, which 
 ought not to escape correction, you may call 
 for the Bill, and then censure those onely 
 for example, whom you finde to be most often 
 and notoriously peccant, suffering the rest 
 (that you called forth) to escape with an 
 admonition to beware for the future. 
 
 Thus you shall gain your Scholars affec- rj,^^ 
 tions, when they shall see you unwilling to master's 
 punish any without a cause; and avoid that clemency- 
 common out-crv which is wont to he made 
 against a Schoole-master upon report of a 
 multitude of boyes being whipt at once. 
 
 6 So many pricks as are found upon any g^^ marks 
 boyes name, may be said to deserve so many ^nd pun- 
 jerks; but herein much discretion is to be ishments
 
 (294) 
 used that you seem not too severe, nor prove 
 too partial. You may sometimes tell your 
 Scholars v^'hat faults deserve more or fewer 
 pricks; as idlenesse one, wandering forth 
 one, fighting three, swearing four, or the like: 
 which are to be noted in the Bill more or 
 lesse, according to the nature of the faults 
 themselves. 
 
 He that is publick Monitor in one of the 
 tv\'o highest Forms may appoint two private 
 Monitors to himself in every other Form, 
 which may give him secret information of 
 every misdemeanour committed in any place; 
 and this will be a especial meanes to keep all 
 in very good order, with seldome and mod- 
 erate correction; a thing to be desired by 
 every Schoole-Master for his own ease, and 
 his Scholars better encouragement. 
 
 Those Scholars in every Form, which are 
 indeed the most studious and diligent in their 
 taskes and constantly observant to keep good 
 order, should often be commended to their 
 fellows, as patterns for them to imitate;* and 
 when any one hath performed any task or 
 exercise better then ordinary, he should 
 receive some small gift at his Masters hand, 
 as a new pen-knife or a paper-book, or the 
 like signal Testimony of the Masters appro- 
 bation of what he hath done. Those parents 
 which are of more ability, may do well to 
 
 * Few, if any, would agree with Hoole in this.
 
 (295) 
 allow the Master a small sum of money to 
 reward their sonnes diligence now and then, 
 and to excite them to the better performances 
 of their taskes and exercises, which will in- 
 vite them to go faster on in learning, then a 
 rod can drive them. 
 
 As for inflicting punishments even upon 
 the meanest and 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 praemon- 
 ished 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 (and as I have 
 already done) for many reasons, which it is 
 needless to commit to paper that it might be 
 utterly banished out of the Schooles. A good 
 sharp birchen rod, free from knots; (for 
 willow wands are unsuflFerable, and fitter for 
 a Bedlam then a Schoole) as it will break no 
 bones, nor endanger any limbs, so it will be 
 
 * Latin, ferire, to strike. The ferula is mentioned 
 by the Roman satirists, Horace and Juvenal. As 
 used in more recent times, the ferule was "a flat piece 
 of wood, narrow at the handle, generally with a small 
 hole in the middle of its broad part, for the purpose 
 of raising a blister on the offender's hand". Some- 
 times it was a broad leather strap. The Scotch 
 ferule, or taws, was a leather strap cut into thongs 
 and hardened in the fire. 
 
 Reward 
 preferred to 
 punishment 
 
 On methods 
 of corporal 
 punishment
 
 (296) 
 
 sufficient wherewith to correct those that 
 shall deserve it in the lower forms, and for 
 the higher Scholars, that will not behave as 
 they ought to do, without blowes; a good 
 switch about their shoulders would (in 
 Quintilian's judgement) seem fitter then a 
 rod elsewhere; and his reason is so modestly 
 agreeable to nature, that as I am loth to 
 mention it, so I wonder that it hath not more 
 prevailed with many discreet Schoole-Mas- 
 ters, who (I perswade myself) have often 
 read it, and cannot but approve of it as most 
 Christian, however it dropt from a Heathens 
 pen. But nohilis equus umbra virga regiiur. 
 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 out-cry, or mut- 
 tering to himselfe; all which may be easily 
 taken off with another smart jerk or two;* 
 
 * Either Hoole is, at least in part, mistaken, or the 
 nineteenth century difTers widely from the seventeenth.
 
 (297) 
 but you should rather let him stand aside a 
 little, and see how his stomach will settle. 
 
 That a boy may at once know you dare 
 adventure to whip him and withall, how 
 little you delight in his skin; you may at 
 some time, when he hath cause to think that 
 he hath well deserved a whipping, and when 
 you have him ready for the rod, pass him 
 over with an admonition to beware another 
 time; and if he again be peccant in the same 
 kind, you may give him more cause at pres- 
 ent to remember both his faults together; 
 and for the future to avoid them. 
 
 This even and indifferent carriage in re- 
 wards and punishments, will make those 
 Scholars that have any ingenuity in them, 
 less willing to offend, and incline the rest to 
 behave more dutifully, because they see their 
 Master beare such a loving minde towards 
 them all, and to be sharp in punishing none, 
 but those that know they well deserved what 
 blowes thev had. 
 
 As for those boyes that do slight good or- 
 der, and are apt to stirre up others to reject 
 them [s.c. rules or orders] (which are usually 
 those of bigger stature) that perhaps, have 
 not been acquainted with your Teachings or 
 government or know they shall shortly re- 
 move from under your command) or those 
 
 Hoole's whole theory of discipline is a peculiar mixing 
 of old and new.
 
 (298) 
 
 that without any cause love to truant it 
 
 abroad, or by other licentious demeanor 
 
 bring disgrace to your Schoole, or offer any 
 
 affronts to your self; I conceive your best 
 
 Shrewd y^^y jg /^^ ^ fitting opportunity) to send for 
 
 advice with ^ < ^ ^ r-j -u -j-- 
 
 regard to ^^^ parents, or friends, with i or 2 judicious 
 
 refractory neighbors to be by (where there are no Gov- 
 pupils ernours of the Schoole) and to let them justly 
 
 know the fault, and adjudge what punish- 
 ment such a boy deserveth; but if the Parents 
 be unwilling to have him corrected for his 
 peremptory disorders, choose rather to send 
 him home with them, then retain him any 
 longer to the disturbance of the Schoole or 
 your own unquiet. This you shall finde as 
 an especial remedy to prevent such clamorous 
 out-cries of supposed Tyranny, when every 
 jerk that is given to a notorious unhappy 
 boy for his insolent misbehaviour, shall 
 chance to be multiplyed in the relating, (like 
 Scoggins Crowes) from three to thirty. Which 
 base obloquie and mis-report what hinder- 
 ance it bringeth to the flourishing of a Schoole, 
 and what unseemly disgrace to a worthy 
 Master, I need not mention. 
 
 But because such boyes as these sometimes 
 are apt to take it as an argument of the Mas- 
 ters pusillanimity, thus to send for their 
 Parents, who generally do not love to heare 
 of their childrens faults; the Master may 
 take an occasion, where he sees admonitions
 
 (299) 
 
 will not prevaile, to watch them more strictly 
 
 at every turn, and having found them to have 
 
 committed some grosse enormity, to chastise 
 
 them more smartly than ordinarily, yet so 
 
 as to shew no rigour. And if after that he „^ 
 
 1 -ir 11 1 • 1 When to 
 
 perceive them wiltuUy to rush mto the same g^ j 
 
 acts of lewdnesse, let him fairly turne them 
 out of his Schoole, and signify the cause to 
 their friends; at whose entreaties he should 
 never take them again, except they will en- 
 gage to forfeit a sum of money to be bestowed 
 in publick Books, in case they offend in that 
 nature again. 
 
 As for the lessor 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 com- 
 monly then they will do, fearing lest their 
 punishment should be tripled) you should School- 
 
 >. 1 ^ ^u ^ '^u ' fellows aa 
 
 not let them pass, except they can procure ^. 
 
 two of your more orderly boys, or one that 
 
 is in your favour for his constant well-doing, 
 
 to give their words for them, and to engage 
 
 to be whipt for them, if ever they do the like. 
 
 If you see they get sureties to your likeing, 
 
 you may let them escape so; but if they can-
 
 ( 300 ) 
 not, 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 ever do 
 the like afterwards. 
 
 Such faults as are vitiously enormous, are 
 to be duely punished with a rod, according 
 as the obliquity of the will appeareth in them, 
 more or less; as for such as are committed 
 for want of understanding they are to be 
 remedied by due instruction, but those that 
 seem to offend through laziness, and careless 
 neglect should be abridged of desired liberty, 
 when others have leave to play. 
 
 The shutting of children up for a while in 
 a dark room, and depriving them of a meals 
 meat, or the like (which are used in some 
 Tabling Schools) as they are not of good 
 report, so they cannot be commendably or 
 conveniently used in our greater Schooles. 
 
 But these things I leave to the discretion 
 of every prudent Master, who is able to judge 
 of every particular action by its several cir- 
 cumstances and to take such course as he 
 sees best available for the orderly manage- 
 ment of his own Schoole, especially where 
 he is not tied to any Rules of Government.
 
 CHAP. IX 
 
 OF SCHOLARS WRITING THIilR EXERCISES 
 FAIR, AND OF KEEPING THEIR BOOKS 
 HANDSOME, AND OF ERECTING A SCHOOL- 
 LIBRARY FOR THE MASTERS RECREATION 
 THEREIN, AT VACATION HOURES. 
 
 Though the teaching of children to write 
 a fair hand, doth properly belong to writing 
 Masters, as professors of that Art; yet the 
 care of seeing that all they write in Paper- 
 books, and loose papers, by vvay of Exercises 
 be neatly done, doth pertain to every Schoole- 
 Master; and therefore we shall here touch 
 a little concerning that, and also shew what 
 heed is to be taken about keeping their 
 Books. 
 
 The usual way for scholars learning to 
 write at the Country Grammar-Schooles, is g^j^p 
 to entertain an honest and skilful Penman, 
 that he may constantly come and continue 
 with them about a monthe or six weeks to- 
 gether every year, in which time commonly 
 every one may learn to write legibly. The 
 best season for such a mans coming is about 
 May-day, partly because the days are then 
 
 (301)
 
 (302) 
 pretty long, and partly because it will be 
 requisite for such as are then getting their 
 Grammar Rudiments, to learn to write be- 
 fore they come to Translations. The Pa- 
 rents of all other children would be advised 
 to let them take that opportunity to improve 
 their hands, for as much as the benefit there- 
 of will far exceed the charge, and it will be a 
 means of better order to have all employed 
 together about a thing so necessary. The 
 Master of the Schoole should often have an 
 eye upon them, to see what they do, and how 
 they profit, and that they may not slack in 
 their other learning he may hear them a part 
 at morn, and a lesson at noon before their 
 Copies be .set, or their books can be provided 
 for them; and proportion their weekly exer- 
 cises 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 t%vo before he leave 
 them, as fair as they can, vv'ith the date above 
 it, and their names subscribed underneath, 
 which the Schoolmaster may safely keep by 
 him as a Testimony of what the/ can per- 
 form, and take care to see that their writing 
 for the future be not much M^orse. This 
 Pattern or Copy I formerly received from 
 that industrious pen-man M- Roger Evans, 
 who had sometimes taught me to write; being 
 a Scholar at Wakefield, and afterwards
 
 (303) 
 yearly taught my Scholars, whilest I was 
 School-Master at Rotherham. 
 June I, 1635 
 A 7uan cannot any way enter into the can- 
 onized rule, to cojne to Gods holv will and 
 kingdome^ except he reform, and become 
 acquainted with virtuous manners, in most 
 prudent sort that may he, i^c. 
 
 Roger Evans. 
 
 But in London, (which of all places I 
 know in England, is the best for the full im- 
 provement 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 w^alking to M- John 
 Tra descants, or the like houses or gardens, 
 where rarities are kept, a Book of all which 
 might deserve to be printed,* as that ingenu- 
 ous Gentleman hath lately done his by the 
 name of Musaeum Tradescantianum, a Col- 
 lection of Rarities; could Parents at home 
 but halfe so well look to their behaviour, as 
 the Masters do to their learning at Schoole) 
 
 * Educators are only just beginning to recognize 
 the higher value of natural scenes and of objects 
 observed in situ as a means of education. Cf. Report 
 of the Committee of Tu elve on Rural Schools, Chicago, 
 1897; Appendix G, on Enrichment of Rural School 
 Courses; Appendix H, on The Farm as a center of 
 interest; and also Circular 435, Code of the Board of 
 Education of England and Wales, for 1900, on The 
 Curriculum of the Rural School.
 
 (304) 
 it is ordinary for Scholars at eleven and five 
 a clock to go to the Writing Schooles, and 
 their to benefit themselves in writina;. In 
 that city, therefore, having the opportunity 
 of the neighborhood of my singular loving 
 friend MF; James Hodder, (v^^hose Coppy 
 bookes of late printed, do sufficiently testify 
 his ability for the profession he hath under- 
 taken, and of whose care and pains I have 
 had abundant triall by his profiting of mv 
 Scholars for (at least) tv^^elve years together; 
 who had most of them learned of him to 
 write a very fair hand; not to speak of Arith- 
 metick, or Merchants Accounts, which they 
 gained also by his teaching at spare times) 
 in the Token house garden in Lothbury 
 somewhat near the Old Exchange; I so or- 
 dered the busir.ess 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 Ex- 
 ercises in loose papers in his sight, untill 
 they were able to do everything themselves 
 in a handsome manner. And afterwards it 
 is not to be expressed, what pleasure they 
 took in writing and flourishing their Exer- 
 cises, all the while they continued with me 
 at the Schoole. This or a better course 
 (perhaps) may be taken at other Schooles, 
 where they have a Writing Master constant 
 and ready to attend them every day through
 
 (305) 
 
 out the year, as I have heard Mr. Farnaby 
 
 made use of Mr- Taylor a famous Pen-man, 
 
 for the teaching his Scholars to write. If ^^^ P^P"'" 
 
 „<^, , J , • 1 • T? exercises 
 
 at anv tmie a Scholar doth not write his bx- ^^ ^^ ^^ j^j^ 
 
 ercises in the fairest manner that he is able, best writing 
 his punishment may be to write them over 
 again, whilest others play. I have been 
 told of a Porter, that could neither w rite nor 
 read, who if at any time he had seen his son 
 write his Exercises at home, in a worse hand 
 then he thought he w^as able to do, would 
 teare them to pieces, and thus at last en- 
 forced the young Scholar upon a very good 
 hand writing; which rude kinde of dealing 
 with a childe, though I would have no Pa- 
 rents to imitate, yet I w^ould advise them 
 sometimes to look upon their childrens writ- 
 ing at home, and to encourage them to do it 
 in the neatest fashion. For as it will be an 
 ornament to them in their learning, and an 
 especiall furtherance of their Studies, or 
 future employments elsewhere, so it will be a 
 great ease to the Master in the perusal of 
 what they have written; I, with some others, 
 ha^e bin sorry to see some of that reverend 
 and learned M- Hookers Sermons come in 
 manuscript to the presse, and not to have 
 been possible to be printed, because they 
 were so scriblingly written, that no body 
 could read three words together in them. 
 It is commonly objected to the best Scholars
 
 (3o6) 
 
 in any of the three Professions, that they 
 write the worst hands, and therefore I wish 
 that care may be taken to prevent that ob- 
 jection at the Schoole, to a future generation. 
 Now to train up Scholars as well in Calli- 
 graphy as Orthography, whilst they write 
 their Translations in a Paper-book they 
 should often be admonished, 
 
 1 To keep a large Margent on both sides, 
 Margin and ^^id to leave the space of a long letters length 
 spaces betwixt every line, and of a small letters 
 
 breadth, betwixt every word, and to regard 
 the proportion of every particular letter, and 
 the difference betwixt j and i and v and w, 
 and above all to beware of blotting or soyling 
 their books. 
 
 2 To make every Comma, Colon, Semi- 
 colon, Period, notes of Interrogation, Paren- 
 thesis, and notes of Admiration, &c., in 
 their due places. 
 
 '^ 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 
 occasion to divide any word, to part it by 
 its just syllables, making this mark Hyphen 
 (-) at the end of the line. And 
 
 4 In Latine to give an Adverb, or other 
 word its note of difference, and the like, as 
 the Grammar will further direct them. But 
 for directions in fair writing, I refer him to 
 that sheet which M*^^ Hodder hath caused 
 
 Punctua- 
 tion 
 
 To \vrite 
 evenly
 
 (30?) 
 
 to be printed before his Copy-book, which 
 
 will sufficiently commend its Authour. 
 
 After they have once got an habit of these _ , 
 , . 1 MI -1 u u • Bad writing 
 
 thmgs they will more easily observe them in ^^ ^^^^ 
 
 future Exercises, the neglect whereof will scholars 
 be harder to remedie afterwards, which I 
 have seen too grosse in some mens letters 
 that have come from the Universities. 
 
 As for Books; a care should be first had to 
 procure those of a faire print in good paper, care of 
 and strongly bound; then the Master may books 
 more easily see that his Scholars keep them 
 all safe and cleanly, and free from scribbling 
 or rending, by causing them at a time un- 
 expected to bring all their books before him, 
 and to shew their names, together with a 
 note of the price, fairly writ in the middle of 
 every one of them, as well as at the beginning 
 and end. And that none may squander his 
 own or pilfer away anothers 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 moneth and his name subscribed, 
 which he may lay by him, so as at any time 
 to call him whom he suspected to be negligent 
 of his books, to a private and particular ac- 
 count of them. That the Schoole may be School 
 furnished with all kind of Subsidiary books ''^'^"^ 
 for the general use of all the Scholars (to be
 
 (3o8) 
 
 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 dehver them out, and see they are 
 brought in every night v^^ithout being abused; 
 it would not be amisse, that every Scholar 
 which is admitted to the Schoole, should give 
 12 pence (besides what is accustomed to be 
 paid to the Master) and every one at his re- 
 moveal into a new Form should give I2 
 pence likewise, towards the procuring of 
 common Books. The Master may do well 
 to stir up his friends that come to visit the 
 Schoole, or especially such as prevaile with 
 him for a Play-day, to contribute somewhat 
 towards the furtherance of childrens learn- 
 ing, as well as to be earnestly importunate 
 for that which may hinder it. But where a 
 Schoole is liberally endowed, it would be 
 good that a considerable stock of mony were 
 appointed to be laid out yearly in all kinde of 
 Free books Schoole-books, whereby the poorer sort of 
 to poor children may have whereon to learn, and 
 
 pupils ^Y^^^ ^^^ ^ij j^^-j^gj. Scholars, wherewith to 
 
 help themselves in their Lessons and Exer- 
 cises. 
 
 And might I become a Petitioner to the 
 forementioned Trustees, for the maintenance 
 of Students, or any that are both willing and 
 able to promote the growth of good learning.
 
 (309) 
 I should desire, that towards the better corn- 
 pleating 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, Ant- 
 quaries, Criticks, and some of the succinctest 
 and choycest Authours of Matters of Human- 
 ity, Divinity, Medicine, and Laws; besides 
 those which treat of every Art and Science, 
 whether Liberal or Mechanical, that he that 
 is employed as a professed School-Master 
 may thoroughly stock himself with all kinds 
 of learning, and be able to inform his Schol- 
 ars in any thing that shall be necessary for 
 them to know. For every new Master can- 
 not at the first be provided of a good study 
 of books, for his own private use, and his 
 Scholars benefit, neither indeed at any time 
 can he procure them, without great trouble 
 and charge, especially, if he live at a place Appeal to 
 far distant from London. I have observed school- 
 it therefore as a great point of discretion, as ^^^ ^"^^ 
 well as a matter of charity, in Mr- Calfe, that 
 in founding his Grammar-Schoole at Lewin- 
 ham, he provided a Library for the Masters 
 use, as well as a house for him to dwell in. 
 
 And I took notice of that charitably dis- 
 posed Gentleman, and Citizen Deputy 
 Adams; that when he went about to erect a 
 School in his native county of Shropshire (if
 
 (310) 
 I mistake not) he consulted with M- Lang- 
 ley, and brought him along with him to Sion 
 Colledge, to see what books he judged most 
 convenient to furnish a Library withall for 
 a School-Masters use, and I heard since he 
 bestowed (at lest) ioo;{^ in choice books for 
 that purpose. 1 only mention these two 
 worthy persons (the former whereof is dead, 
 and the latter living in Lawrence Lane Lon- 
 don) 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 distrib- 
 ute and do good to this kind, even now whilest 
 they live, in their generation. 
 
 1 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 40s. per annum, towards 
 buying English Bibles, which were to be 
 given to those children in the Parish, that 
 were best able to read them; and I do verily 
 believe, that were an annuall summe laid 
 out in procuring a certain number of books, 
 for such as should best deserve them in every 
 Form at a Free Schoole, it would be a greater 
 incitement to provoke children to learn, then 
 any perswasions or enforcements which are 
 commonly yet used.
 
 CHAP. X 
 
 OF EXCLUSION, AND BREAKING UP SCHOOLE, 
 AND OF PETITIONS. 
 
 I should here add something touching 
 those usual customes which are yet on foot A remarka- 
 in most places, of Scholars excluding, or ^^® school 
 shutting out the Master once a year, and ^"^^^"^ 
 capitulating with him about orders to be 
 observed,* or the like; but forasmuch as I 
 see thev differ very much, and are of late 
 discontinued in many Schooles, I will oneiy 
 mention how they may be carried on, where 
 they yet remain, without any contest, or dis- 
 turbance, till at last they dye of themselves. 
 
 I Therefore there should be no Exclusion 
 till after Saint Andrews day, and that the 
 Master know of it beforehand, that all things 
 
 * In an address at the Leys School, Cambridge 
 (England), on Speech-Day in June, 1899, the Right 
 Hon. A. J. Balfour said: "I do not believe that any 
 one knows what the origin of the 'public school' 
 system in England is. It is a very remarkable sys- 
 tem. It flourishes, so far as I know, nowhere except 
 upon Anglo-Saxon soil, or except among those who 
 speak the English tongue * * * * jt would be 
 hard I think, to say, whether the English school 
 system has been made by the masters for the boys, 
 or by the boys for the masters." 
 
 (311)
 
 (312) 
 
 may be ordered handsomely to the credit of 
 the Schoole. 
 
 2 That at the time of Exclusion, the Schol- 
 ars behave themselves merrily and civilly 
 about the Schoole, without injuring one an- 
 other, or making use of any weapons, 
 whereby to endanger themselves, or doe 
 harm to any thing in the Schoole. 
 
 3 That the Head of each Form consults 
 W'ith his fellowes, what things they should 
 desire of the Master, and that they bring 
 their suites to the highest Scholar in the 
 Schoole, that he may prefer them to the Mas- 
 ter writ fairly in La tine, to receive his appro- 
 bation or dislike of them, in a mild way of 
 arguing. 
 
 4 That the Master doe not molest, or 
 A step in come amongst his Scholars, all the while they 
 
 are drawing up their Petition about Schoole- 
 
 orders, nor trouble himself concerning them, 
 
 nient more then to hear that they keep good rule. 
 
 5 That every Scholar prepare all his Exer- 
 cises, according to his Form, to be ready to 
 
 Exhibition be hanged out before the Schoole doors, or 
 of pupils' windowes (or rather to be hanged over his 
 place within the Schoole) against the Mas- 
 ters coming. 
 
 6 That the Master upon notice that all 
 things are prepared for his coming, goe 
 quietly to the Schoole, being accompanied 
 with some of the Scholars Parents, and after 
 
 the direction 
 of pupil 
 govern- 
 
 work
 
 he have before witnesse subscribed to their 
 Petition at the door, to enter into the School 
 in a peaceable and loving manner, and re- 
 ceive from his Scholars, (and also make to 
 them) a short congratulatory Oration, and 
 so dismisse them to play. 
 
 By thus doing, a Master shall both prevent 
 his Scholars, behaving themselves against 
 him, in such rude and tumultuous manner, 
 as hath formerly been used; and give them 
 and their Parents no occasion to grudge at 
 him, for seeming to take upon himself too 
 abruptly to break old use and custome 
 which so long as it becometh an encourage- 
 ment to their learning, may the better be 
 indulged to young Scholars, whilest no evill 
 consequences attend it. It is yet a custome 
 retained in some Schooles in the Countrey, . 
 for Scholars to make a Potation or generall school- 
 Feast once a yeare; (and that commonly feasts 
 before Shrovetide) towards defraying the 
 charge whereof, every one bringeth so much 
 money, as his Parents think good to allow 
 him, and give it to the Master to be expended 
 in a dinner orderly provided for them, or in 
 some kind of banquetting manner, which 
 children are commonly more delighted with- 
 all; and for this there needeth no further The master 
 direction then to say, that it concerneth the at ease 
 Master at such times to be cheerfull and free ^^^'^" ^'^^ 
 in entertainment of his Scholars (whether at P'P'^
 
 (3H) 
 
 his own house of elsewhere) and to see that 
 they keep such order and moderation (espec- 
 ially in drinking) that it may rather be a re- 
 freshment and encouragement to them (as 
 it is indeed intended) then any occasion of 
 distemper or debauched behaviour amongst 
 them. And after thanks given to God for 
 his mercy towards them, in that particular 
 expression of joy and rejoycing one with 
 another, the Scholars should all goe together 
 into the fields to take a little more liberty of 
 Recreation, then ordinary; yet with an especial 
 regard, that they catch no cold, or otherwise 
 endanger their bodies. 
 
 In London, and most other places, the 
 usuall manner remaineth of Breaking up 
 jT i-j Schooles (for a time of intermission of Studies, 
 
 and visiting of friends) about a week before 
 Christmas, Easter and Whitsuntide, till the 
 week following those holy dayes begin, at 
 which time every scholar bringeth something 
 to the Master as a token of his own and his 
 Parents gratitude, for his care and love 
 towards him. 
 
 Now that the Master may also then testify 
 his forwardnesse to requite their courtesies, 
 Friendlv ^^'^ encourage his Scholars, he should every 
 interchange Breaking up day, 
 
 between i Provide some fitting Collation to be im- 
 
 master and p^i-fed and distributed by himselfe to his 
 ^^^^^ Scholars, who will thankfully take a small
 
 (315) 
 gift, as a token of more singular favour at his 
 hands, then anothers, 
 
 2 Invite his Scholars Parents, together 
 with such Gentlemen and Ministers, as he 
 is better acquainted withall, as well to take 
 notice of what his Scholars in every Form are 
 able to doe, as to grace him with their com- 
 pany. 
 
 3 Let the Scholars in each Form be fur- 
 nished with such Exercises as belong to them, 
 in loose papers, and have all their Transla- 
 tions writ fairly in their books, to be ready 
 to shew to any one that shall desire to look 
 upon them. The higher Forms should en- 
 tertain the Company with some elegant 
 La tine Comedy out of Terence or Plautus, 
 and part of a Greek one out of Aristophanes, 
 as also with such Orations, and Declama- 
 tions, and Coppies of several sorts of verses, 
 as are most proper for celebrating the sol- 
 emnity of the time at hand, and to give satis- 
 faction to the present meeting. The lesser 
 boyes should remain orderly in their formes, 
 to be ready to give answer to any one that 
 shall examine them in what they have learnt, 
 or would know what they are able to per- 
 form. 
 
 This, as it will be an encouragement to the 
 Scholars to go on cheerfully at their books, 
 so will it be an endearment of their friends 
 to the Master, and a meanes to preserve the
 
 (3i6) 
 
 credit of the Schoole 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 
 Fines would have your Scholars duely to observe, 
 
 and the mulct to be undergone for every 
 particular default, were fairely written in a 
 Table, and hanged up in some eminent place 
 in the Schoole, that every one may at any 
 time take notice of them, and learn more 
 readily to conform to your DiscipHne. I 
 had thought here to have added another 
 sheet or two concerning School-orders, and 
 Scholars more decent Behaviour; but con- 
 sidering the present haste of the press in 
 finishing the work, and fearing lest this little 
 Book should swell to too great a Bulke, I 
 choose rather to deferre them till another 
 opportunity. For whitest I intend onely to 
 give a few directions to the lesse experienced 
 for the better ordering of Grammar Scholars; 
 I have run over most of the most consider- 
 able matters which concern the managing 
 of a Schoole. Which a man that is constant 
 to his employment, loving towards children, 
 discreet in his behaviour, a well grounded 
 Scholar, and an honest Christian, desirous 
 to serve God cheerfully in the calling of a 
 Schoole Master, may undoubtedly perform 
 without any extraordinary toyle or disturb-
 
 (317) 
 ance, either of mind or body. God in his 
 mercy enable me, and all that labour in this 
 necessary profession to presevere in our duty, 
 what-ever discouragements may seem to 
 attend it.
 
 CHAP. XI 
 
 OF THE METHOD OF TEACHING, WHICH WAS 
 USED IN ROTHERHAM SCHOOLE BY MR. 
 BONNER, AN EXPERIENCED SCHOOLE MAS- 
 TER THERE, WHO WAS THENCE CHOSEN 
 TO CHESTERFIELD, WHERE HE DIED. 
 
 Hoole has 
 been show- 
 ing the 
 common 
 practice, 
 
 e. g., of his 
 own pred- 
 ecessor 
 
 That none may sensure the Discovery 
 which I have made to be an uncouth way of 
 Teaching, or contrary to what had been 
 aforetime observed by my predecessors at 
 Rotherham Schoole (which is the same that 
 most Schoole-Masters yet use) I have hereto 
 annexed their method, just at I received it 
 from the mouth of some Scholars, who had 
 been trained up therein all their time at that 
 Schoole, and thence sent to the University; 
 before I came thither to be Master. 
 
 The custome was 
 
 I To enter boyes to the Schoole one by 
 one, as they were fit for the Accidents, and 
 to let them proceed therein severally, till so 
 many others came to them, as were fit to be 
 ranked with them in the form. These were 
 first put to read the Accidents and afterwards 
 made to commit it to memory; which when 
 
 (318)
 
 (319) 
 
 they had done, they were exercised in con- 
 struing and parsing the examples in the Eng- - ^^^ 
 hsh 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 of a 
 Lesson in the forenoon, and a Lesson onely 
 in the after. 
 
 2 The second form was. 
 
 First, To repeat the Accidents for Parts, ^^^nd 
 
 Second, To say fore-noons Lessons in 
 Propria quae maribus; Quae genus, and As in 
 praesenti, which they repeated memoriter, 
 construed and parsed. 
 
 Third, To say an after-noons Lesson in 
 Sententiae Pueriles, which they repeated by 
 heart, and construed and parsed. 
 
 Fourth, They repeated their tasks every 
 Friday memoriter, and parsed their Sentences 
 out of the English. 
 
 3 The third form was enjoyned first to 
 repeat tw'o 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. 
 
 Second, Their fore-noons Lessons were in 
 Syntaxis which they used to say memoriter, 
 then to construe it, and parse onely the 
 words which contain the force of the Rule. 
 
 Third 
 form
 
 (32o) 
 
 Third, Their forenoons Lessons were two 
 dayes in iEsops Fahles and other two dayes 
 in Cato; both which they construed and 
 parsed, and said Cato memoriter. 
 
 Fourth, These Lessons they translated 
 into English, and repeated all on Fridayes, 
 construing out of their Translations into 
 La tine. 
 
 4 The fourth forme having ended Syn- 
 Fourth taxis, first repeated it, and Propria quae 
 form maribus, &zc., together for parts, and formed 
 
 a person of a verb Passive, as they did the 
 the Active before. 
 
 Second, For Lessons, they proceeded to 
 the by-rules, and so to Figura and Prosodia. 
 
 Third, For afternoon Lessons they read 
 Terence two dayes, and Mantua n two dayes, 
 which they translated into English, and re- 
 peated on Fridayes *as before. 
 
 5 The fifth forme said on part in the 
 Fifth Latine and another in the Greek Grammar 
 
 together. 
 
 Second, There fore noons Lessons were 
 in Butler's Rhetorick, which they said mem- 
 oriter, and then construded, and applyed the 
 example to the definition. 
 
 Third, There after-noons Lessons were 
 2 days in Ovids Metamorphosis, and 2 days 
 in TuUies Offices, both which they translated 
 into Enjjlish. 
 
 form
 
 (321) 
 
 Fourth, They learned to scan and prove 
 verse in Flores Poetarum, and repeated their 
 weeks work on Fridayes, as before. 
 
 6 The sixth forme continued their parts 
 
 in the Greek Grammar, and formed a verb ^^^^^ 
 active at every part. °^™ 
 
 Second, They read the Greek Testament 
 for forenoones Lessons, beginning with saint 
 Johns Gospel. 
 
 Third, Their afternoones Lessons were two 
 days in Virgil, and two dayes in Tullies Ora- 
 tions. They construed the Greek Testament 
 into Latine, and the rest into Englith. 
 
 7 The seventh forme went on with the 
 Greek Grammar, forming a [at] every part fo^j-m'^ 
 a Verb Passive, or Medium. 
 
 Second, They had their fore-noones Les- 
 sons in Isocrates, which they translated into 
 Latine. 
 
 Third, Their after noon Lessons were 2 
 dayes in Horace and 2 days in Seneca's 
 Tragedies; both which they translated into 
 Enghsh. 
 
 8 The eight forme still continue their parts 
 
 in the Greek Grammar. Eighth 
 
 Second, They said fore-noones Lessons in 
 Hesiod; which they translate in to Latine, and 
 afternoones Lessons in Juvenal, and after- 
 wards in Persius, which they translated into 
 English,
 
 Ninth 
 form 
 
 Hoole 
 criticises 
 what he 
 found 
 
 led to his 
 writing 
 his book 
 
 (322) 
 9 The ninth and highest forme said morn- 
 ing parts in the Hebrew Grammar, afternoons 
 Lessons in Homer, and afternoons lessons 
 in some Comical Authour. 
 
 Thus when I came to Rotherham I found 
 two or three sorts of boyes in the Accidents, 
 and nine or ten several formes, where of 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 boyes, as might enable 
 them to go with the stronger. 
 
 Besides, observing how barren the Schol- 
 ars were of proper words and good phrases, 
 with which their present Authours did not 
 sufficientl}^ furnish them for speaking or 
 writing Latine, I was enforced to make use 
 of such books amongst the rest, as were pur- 
 posely made for that end, and having at last 
 brought the whole Schoole into a good method 
 and order, so that 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 ground work of my Discovery. 
 
 The manner of giving Lectures before I 
 came was
 
 (323) 
 
 1 For the highest boyes in the eighth 
 
 forme, to give Lectures to all the lower formes, monitorial 
 each his week by tiirnes. system 
 
 2 The highest Scholar in the Schoole, 
 gave Lectures to the Second form. 
 
 3 Those in the highest form were com- 
 monly left to shift for themselves. 
 
 The manner of the Masters hearing Les- 
 sons was this 
 
 1 The highest boy in the form at their 
 
 1 1 • T The rla^"?- 
 
 commg to say, construed his Lesson two or Ih T 
 three times over, till he was perfect in it, that 
 his fellowes might all learn by him, to con- 
 strue as well as he; then every one construed 
 according to the order in which he stood. 
 
 2 They parsed their Lessons in that order, 
 that they had construed it in. 
 
 3 They translated every day after the 
 Lesson and shewed it altogether fair written 
 on Fridays. 
 
 Their exercises were these : 
 
 1 The four lowest formes translated at 
 vacant times, out of some English book.* 
 
 2 The higher formes, having a subject 
 given them every Saturday, made Themes 
 and Verses upon it, against that day seven 
 night.* 
 
 * Difficult exercises, and showing how much in- 
 fluence the classical standards of education had ob- 
 tained in secondary schools.
 
 Hoole's 
 amend- 
 ments 
 
 (324) 
 
 The manner of collecting phrases was that 
 every Friday in the afternoon, the boyes in 
 the highest form collected phrases for the 
 lowest formes, out of their severall Authours, 
 which they writ, and committed to memory 
 against Saturday morning. 
 
 The set times for Disputations,* were 
 Fridayes, and Saturdayes at noon, and the 
 manner thus; one boy answered his day by 
 course, and all his fellowes posed him out of 
 any Authour, which he had read before. 
 
 A part of Thursday in the afternoon, was 
 spent in getting the Church Catechisme, and 
 the the fixed principles of Christianity made 
 by M^.- Perkins. 
 
 Finding this method (which is used also in 
 most Grammar Schooles) to concurre in the 
 main grounds with that which I had been 
 taught at Wakefield, but not to be so plain 
 an[d] easie, as that was to children of meaner 
 capacities; I began to seek (not so much to 
 alter any thing as) to supply what I saw de- 
 fective in it; having these and such like con- 
 siderations often in my mind. 
 
 1 Though every man liketh his own meth- 
 od 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 dili- 
 gently be observed, yet triall may be made 
 
 * See note, p. 281.
 
 Reforms 
 
 (325) 
 of another at fit times, so it be done without 
 an/ distraction to the Master, or hinderance 
 to his Scholars. 
 
 3 A new course of teaching must not be 
 brought in suddenly upon Scholars, that have 
 been long trained in a worse, but by degrees. 
 
 4 Some modern Schoole-masters seem to 
 have gained a far more easie, and nearer way 
 of teaching then many of the more ancient 
 seemed to have. 
 
 5 Mr. Brinsley seemeth to have made a 
 Discovery of a more perfect method, then ^j^eady' 
 was in his time used, or is yet generally re- proposed 
 ceived. Mr.- Farnaby, M"".- John Gierke 
 
 and some others; but M^.- John Conienius 
 hath lately contrived a shorter course of 
 teaching, which many of late endeavour to 
 follow; and others have more contemplatively 
 writen what they have thought of learning 
 the Latine tongue in the easiest manner. 
 
 6 That for me it would not be amisse, by 
 imitating these and others, of whose learning Hoole adds 
 and dexterity in teaching I had got some ^^^ fruits of 
 little experience, and observing the severall P^^^^"^^' 
 tempers and capacities of those I taught, to 
 endeavour to find out, and continue such 
 
 helps, as might make the most generally re- 
 ceived method of teaching by Grammar, 
 Authours, and Exercises, more briefe in 
 itself, and more easie and delightfuU to the 
 Teacher and Scholar, And for what I have
 
 Understand- 
 ing in 
 children 
 
 A sure 
 foundation 
 
 "Simple 
 
 before 
 
 complex" 
 
 Words and 
 
 rules by 
 experience 
 
 Empirical 
 
 before 
 
 "rational" 
 
 (326) 
 
 done in this kinde these Arguments were 
 especiall inducements. That 
 
 1 It is not onely possible, but necessary to 
 make children understand their tasks, from 
 their very first entrance into learning; seeing 
 they must every one bear his own burden, 
 and not rely upon their fellowes altogether 
 in what thev doe. 
 
 2 It is possible and meet for every teacher 
 so to ground his Scholars, as that change of 
 Master may not much hinder their progress 
 in learning. 
 
 3 Things most familiar and obvious to 
 the senses are first to be learned, and such 
 as may be an easie step towards those which 
 are next to be attained. 
 
 4 The most vocabula's and phrases of 
 ordinary discourse, n'lay and ought to be 
 taught together with the La tine Grammar, 
 and the lowest sort of Schoole-Authours, 
 
 5 Boyes ought to know the meaning and 
 how to make use of each Rule, as they learne, 
 yet so as not they be forced upon under- 
 standing of it.* 
 
 * Note the similarity' of these principles to those 
 announced by Herbert Spencer as the laws of mental 
 evolution. The editor has elsewhere shown that 
 Mulcaster, the first Englishman who consciously 
 applied psychological principles to education, an- 
 nounces similar laws. Educational Theories in Eng- 
 land, p. 31-3. See also pp. 35, 39, 40, 132.
 
 (327) 
 
 6 The most useful books ought to be read, 
 and may be taught after one manner in 
 every Grammar Schoole. 
 
 7 Children must be furnished with store 
 of matter and able to write a good style, and 
 shewed how to imitate their Authours for 
 making Exercises before they be put to use 
 their own inventions. 
 
 8 It is tyranny in the Master to beat a 
 Scholar for not doing that which he knoweth 
 not how to goe about; so that he must first 
 know him to be well able, and then he may 
 more justly punish his neglect. 
 
 9 Many young Schoole-Masters are more 
 pusled about frameing to themselves a good 
 method, then toyled in the exercise of teach- 
 ing Schoole. 
 
 10 No man ever had such an acute and 
 direct method, but another able Scholar 
 might observe and follow it. 
 
 11 Many Masters that are excellent in 
 perfecting Scholars, have not the patience to 
 ground them, and many that have the skill 
 to ground a Scholar well in his Rudiments 
 are not of ability to bring him on to perfec- 
 tion in Grammatical Exercises. 
 
 12 In man/ Schooles one Master alone 
 beareth the whole burden of teaching with- 
 out any help of an Usher. 
 
 13 Every one that teacheth a Grammar 
 Schoole, is not able to make a right choyce, 
 
 Uniformity 
 of practice 
 
 Matter 
 before form 
 
 The place of 
 "method" 
 
 Diversities 
 of gifts
 
 training 
 
 (328) 
 
 nor knoweth he the true use of our best 
 classical Authours. 
 P . . 14 It is a prime part of a Schoole-Master 
 
 to instruct his Scholars well in the principles 
 of Christian Religion, and to make them 
 acquainted with the holy Scriptures. 
 
 15 It is an utter undoing of many Scholars, 
 to be sent ungrounded to the Universities; 
 and Parents are generally unwilling to have 
 their children tarry long at the Schoole, and 
 therefore it is good fur Masters to make use 
 of the shortest and surest way ot teachino-.* 
 
 16 It is very necessary, and hath been ever 
 wished that some of our most famous and 
 best Schoole-Masters would for the benefit 
 of others set themselves on work to finde out, 
 and publish the exactest method of teaching, 
 which might be generally received, till a 
 better were knowne; for by that meanes they 
 should doe much good to the Church and 
 Commonwealth, and somewhat herein ad- 
 vantage themselves, seeing every Parent will 
 be willing to have his son taught, by one 
 whom he knoweth to be constantly dilligent 
 in a good way of teaching. 
 
 And the hopes that I conceived hereby to 
 provoke my betters, hath especially encour- 
 aged me (at last) to yield to my friends im- 
 
 *Hoole has won his spurs, and his evident earnest- 
 ness altogether countervails the slight traces of self- 
 advertisement in some of these "arguments".
 
 (329) 
 portunity in setting down this method of 
 Teaching, and writing down also this forme 
 of Schoole Government, which I heartily 
 commend to Gods heavenly blessing, and 
 the candid censure of the more judicious, 
 hoping that as I intend chiefly the generall 
 good, so none will requite me with malicious 
 obtrectation which if any shall doe I charitably 
 pray for them before hand that God would 
 for Christs sake forgive them, and grant that 
 I may not heed what they write or say con- 
 cerning me, or my labours so as to be dis- 
 couraged in my honest endeavours for the 
 publick service. 
 
 Ao^a iv vy}riaoi<; dew, kuI eVt yij^ elprjvrj, iv 
 av6pQ)7roi<; evhoKia' Xovk, /S. l8.
 
 INDEX 
 
 Note — Hoole was a poor speller; he mentions Melanchthon four times and 
 spells the name in three different ways, all wrong. So the names of authors and 
 text-books, while given in the text as he printed them, are given here as spelled by 
 the best authorities, including the 11th edition of the Encyclopaedia Britannica, 
 Watts's fine "Bibliotheka Britannica" (1824), and especially Foster Watson's "The 
 English grammar schools to 1660" (1908), noted for its descriptions of text-books. 
 The dates after an author's name are those of his birth and death; the date after a 
 book is that of the earliest known edition. 
 
 A New Discovery 1 
 a-b-c method 34, 50 
 Abecedarium (1552) 209 
 Abelard, Peter (1079-1142) xiii 
 abbeys demoloshed 247 
 abbreviations in Accidents 77-9 
 abest 257 
 
 Accidents (1513) 16, 56, 58. 61, 76, 
 86, 282, 318, 319, 322 
 
 and children 83 
 
 first half-year's work 101 
 
 full of abbreviations 77-9 
 
 how taught 88 
 
 moral purpose 107 
 
 Posing of, Brinsley 112, 173 
 
 time required 110 
 acoustics 221 
 acted plays 315 
 acting 180 
 Adages, English 23, 209 
 
 Erasmus (1599) 22, 208 
 Adagia Selecta (1616) 22, 208 
 Adams, gift to grammar school 
 
 309 
 adjective analysis 143 
 
 comparison 92 
 admission of pupils 264 
 
 adsum 257 
 
 adult pupils 81, 162 
 
 adverb analysis 146 
 
 Aeliani (160-222) Historiae Varx- 
 
 ae (1545) 21, 207, 208, 213 
 aequis passibus 82 
 Aerarium Poeticum (1647) 23, 212 
 Aesop (600-560), Fables 18, 136, 
 
 164, 208, 320 
 
 aper et vulpes 124 
 
 from the Greek 207, 213 
 
 Hoole's Translation 124 
 
 how taught 139 
 
 into verse 192 
 
 solid learning 123 
 
 specimen translations 123-7 
 Aetheopic language 217 
 affability 252 
 age of pupils xxvii, 29, 30, 43, 53, 
 
 87, 101, 131 
 Agricola, Rodulphus (1443-85) 
 
 210 
 Alciati, Andrae (1492-1550), Ent- 
 
 blemata (1535) 20, 22, 192, 208 
 Alcuin (735-804) xiii 
 Alexander the Great (356-23) 
 xiii, 237 
 
 (331)
 
 (332) 
 
 Alfred the Great (848-900) 7 
 all sorts of children 239 
 alliterative method 39 
 alphabet 31, 33 
 
 method 51 
 
 wheel 38 
 alphabetical selections 280-1 
 alternatim 287 
 alternation of studies 259 
 Alvarez, Emanuel (1526-82) 25, 
 
 173 
 American exhibits 277 
 
 system viii 
 Amoma 215 
 anagrams 221 
 analysis of adjectives 143 
 
 of adverbs 146 
 
 of grammar 172 
 
 of parts of speech 142 
 ancient languages xxiv 
 anger repressed 251 
 anglicisms 195 
 
 avoided 117 
 
 Willis (1655) 20, 23, 188, 195, 
 209 
 Anglo-Latin 19, 23, 164, 173, 209, 
 
 212 
 Anhalt-Kothen, Prince 236 
 Anisse's Phrases 23 
 annual school feasts 313 
 Ansonius Popma 25 
 antiquaries 309 
 
 Apophthegmata Carolina 208 
 
 Erasmus (1532) 23, 208 
 
 Lycosthenes (1555) 23 
 
 Posselius (1595) 22, 204 
 Arabic, orations in 217 
 arbitrary discipline 252 
 Aristophanes (448-385) 24, 218, 
 
 223, 315 
 Aristotle (384-322) 7 
 
 q 42, 82 
 arithmetic xxvi, xxxiii, 56, 61, 
 
 236, 258, 304 
 Armenian language 217 
 arrangement of classes 269 
 
 of rooms 240 
 art of poetry 212 
 Artis Poeticae Compendium (1647) 
 
 23, 212 
 arts 309 
 
 As in presenti 108, 112-9, 319 
 Ascham, Roger (1515-68) The 
 
 Scholemaster (1570) xx, 16, 84, 
 183, 273 
 
 double translation 171 
 
 emulation 66 
 
 letters 25, 189 
 
 q 118, 122 
 Assembly's Catechism (1654) 17, 
 18, 19, 118 
 
 in Latin and Greek 195, 212 
 attendance 256-7 
 
 Aphthonius, Aelius Festus (3d attention to one another 274 
 century A. D.) Progymnasmata Audoeni, Joannis Epigrammaium 
 (1508) 21, 202, 210, 221 (1606) 192 
 
 apparatus 242 Augustine, St. (354-430) Medita- 
 
 apparel, pupils 244 tions 123 
 
 appeal to founders 237, 249, 309 Soliloquies (1484) 18, 123
 
 (333) 
 
 Authores Grammaticale Antiqui Bible read after six weeks 43 
 
 25, 173 Bibliotheca Scholastica (1633) 22, 
 
 authority 251 208, 209 
 
 average children 29 bill, monitor's 291-4 
 
 Aviani Clavis Poeseos Sacrae 217 BilHi [Jacques de Billy] (1535- 
 
 Bacon, Francis (1561-1626) xx, 81) Locutionum Graecarum 
 
 xxiv, xxix, 164, 236 (1578) 22, 204 
 
 de Sapientia Veterum 20, 194 Biographical Account of Educa- 
 
 q 42 tion in England 16 
 
 Balfour, A. J. (1848-) q 311 birchen rod preferred 295 
 
 Barclaii Orationes 26, 221 Bird, John Groimds of Grammar 
 
 Bardeen, C. W. 45, 79 (1639) 19, 173 
 
 Barnard, Henry (1811-1900) 13 Birket, Catechism 24, 221. 224 
 
 Baret, John, An Alverie or Triple Bisetus, on Aristophanes 218 
 
 Dictionarie (1573) 23, 209 blister on the hand 295 
 
 bashfulness 181 Blount, Thomas The Academic 
 
 Bathurst, Dr. 62 of Eloquence (1654) 19, 174 
 
 Baudius, Dominic (1561-1613) Board of education, England 303 
 
 Orationes 26, 221 boarding-pupils 233, 244 
 
 Beckman, de Originibus Latinae Boccacio, Giovanni (1313-75) 
 
 Linguae 25, 181 206 
 
 behavior recorded 292 Bond, John Annotationes in Poe- 
 
 bend to child's capacity 83 mata Quinti Horatii (1606) 219 
 
 Benedictus, on Pindar 218 Bonner Mr 318 
 
 Bernard, John, The Independanfs bookcases 241, 308 
 
 Catechism (1645) 110 . i r o^i o^t 
 
 ^ ' . ^ books, care of 241, 307 
 
 best scholars, worst writmg 306 ^^^^ ^^^ 299 
 
 Beza, Theodore (1519-1605) Em- „ , , ^ 
 
 blems (1599) 208 Boothby-Pagnall 3 
 
 Bible 16, 51-2, 64, 67. 76. 118, ^°^^^ ^°^ ^^°^^ "^^ 
 
 119, 122, 129, 136, 163, 172, ^oy for the school 216 
 
 216, 285-90 breaking-up day 314 
 
 at home 287 Breviarum Graecae Linguae 24 
 
 EngHsh, Latin, Greek 285 Brinsley, John (1600-65) xxxvii, 
 given away 310 172, 183, 325 
 
 history of 286 Consolation for Grammar 
 
 Memorale Biblicum 286 Schools (1622) 34, 129, 258 
 
 Paget's History of (1613) 286 Ludus Liter arius (1612) 34,268
 
 (334) 
 
 Brinsleyjohn Pueriles Confahula- 
 tionculae (1617) 17, 116, 118 
 Posing of the Accidents 112, 
 173 
 Brownelwoe, Sir Wm. 4 
 Buchanan, George (1506-82) Para- 
 phrasis Psalmorum (1567) 19, 
 165, 195 
 Buchlerus, John Thesaurus Cons- 
 cribendarum (1636) 
 Laconicus Epistolarum Thesau- 
 rus (1623) 20, 188 
 Synonyma Virgiliana 23, 212 
 Budaeus [Bude, Guillaume] (1467- 
 
 1540) 222 
 building for schools 240 
 Bureau of education, U. S. xxxi, 
 Burley, Grammar 19, 173 
 Busby, Richard (1606-95) 204, 
 237 
 Greek Grammar (1647) 20, 21, 
 175, 201 
 Butler, Charles (1559-1647) 174, 
 208 
 Rhetoric (1600) 320 
 Buxtorf, Johannes (1564-1629), 
 Hebrew Epitome (1600) 24, 25, 
 
 215, 216, 217 
 Lexicon (1607) 216, 217, 225 
 Thesaurus (1609) 26, 217 
 Caesar, Gaius Julius (102-44) 164, 
 208 
 Commentaries (51-48 B.C.) 21, 
 205, 213 
 Calfe grammar school 309 
 Callibepeia (1613) 23, 209 
 calligraphy 306. See penman- 
 ship 
 
 Cambridge wranglers 281 
 Camden, William (1551-1623) 
 Greek Grammar (1597) 18, 21, 
 
 24, 175, 196, 225 
 capacity of pupil xviii, 82, 270 
 capitalization 151 
 
 capping books 280 
 
 Captus 279 
 
 Carolina Apophthegmata 208 
 
 Castillion, Sebastion (1515-63) 
 
 Dialogi Sacri (1543) 18, 129, 
 150 
 Castilion, Praelectiones 204 
 casual 130 
 
 catechetical doctrines 288 
 catechism 57, 324 
 
 Assembly (1647) 17, 18, 19, 118 
 in Latin and Greek 195, 212 
 
 Bernard 110 
 
 Birket 24, 221, 224 
 
 church (1549) in Hebrew 224 
 
 Harmar's translation 195 
 
 in Greek 221 
 
 in Hebrew 221, 224 
 
 Novell (1570) 21,213,221,224, 
 287 
 
 on Saturday 276 
 
 Palatinate (1563) 213 
 
 Parvxts Hebraicus (1574) 24 
 Catineus 210 
 
 Cato, Marcus Porcius (234-149) 
 17, 118, 320 
 
 Distichs (1483) xxxvi, 115, 226 
 Caussin, Nicholas (1580-1651) 22, 
 
 25, 174, 201, 208 
 Grantmatica 22 
 
 Symbolic a Aegyptioruni Sapien- 
 tia (1618) 208
 
 (335) 
 
 Cauterus 218 
 
 Ceporinus, Jacobus Grammatica 
 
 (1541) 22, 201 
 Cerapline 218 
 Cerda, John Lewis (1621-4) on 
 
 Virgil 207 
 Chaldean language 217 
 Chapman, George (1559-1634) 
 
 Homer 218 
 Charlemagne (742-814) xiii 
 Chartarius, Imagines Deorum 
 
 (1581) 208 
 cheerful learning 33 
 cheerfulness 253, 313 
 Cbeiragogia 211 
 children and Accidents 83 
 capacity xviii, 82, 83 
 compared with adults 33, 81 
 imperfections 13 
 study of 33, 83, 217 
 choosing sides 268 
 Christ-cross-row 33 
 Christian-like conversation 252 
 Christians and Heathen 296 
 Christmas holidays 314 
 Chrysoloras, Manuel (1355-1415) 
 
 Erotomata (1480) 22, 201 
 church catechism 224 
 near school 240 
 pupils seated together 288 
 Cicero, Marcus TuIIius (106-43) 
 XX, 164, 177, 186, 221 
 Calliepeia (1613) 23, 209 
 de Senectute 165 
 Erasmus's opinion of 182 
 Ethic a 23, 208 
 letters 25, 165, 182, 183, 189 
 translation 183 
 
 Cicero, offices 320 
 
 orations 24, 220, 223, 321 
 q 42, 82 
 
 sentences (1614) 207, 208 
 six paradoxes 201 
 Sturm's model 182 
 style 182 
 ciphering 258 
 
 city suitable for school 239 
 civil behavior 236 
 Clarke, John 122 
 
 Dux Grammattcus (1633) 206 
 Dux Oratorius 20, 187 
 Dux Poeticus 20, 193 
 English Adagies 23, 209 
 Epistolographia 20, 188 
 Formula Oratoriae (4th ed. 
 
 1632) 210, 221 
 Phraseologia Puerilis (1638) 23, 
 188, 209 
 class-contests 266-7 
 in letter-writing 187 
 management 274 
 method 65, 99, 323 
 vote 267 
 class preparation 76 
 reading 192 
 rooms 240 
 teaching 65 
 classes arranged 269 
 
 size should be 40 69, 266 
 classics xxii, xxiv, xxix, 328 
 classification 227, 243 
 
 by reading 265 
 Clavis Graecae Linguae (1620) 20 
 177 
 
 Homerica (1638) 26, 218 
 Poeseos Sacrae 217
 
 cleanliness 244 Common Rudiments of Latin 
 
 clemency 296 Grammar 16 
 
 Gierke, John 325 company in learning 265-7 
 
 close of school 240 comparison of adjectives 92 
 
 cockpit from school 247 Compendium Rhetortcae 19 
 
 colleges, kinds of 245 composition 179 
 
 colloquies 128 material 279 
 Corderius (1564) 17, 98, 100, concordance 103 
 
 117, 118, 128, 164 concrete methods xxiii 
 Erasmus(15l9) 21, 128, 205,213 conjugations 94-6, 282 
 
 Helvicus 18, 128, 136 conjunctis vocibus 287 
 
 Scottenius 128 conservatives xxxv 
 
 Vives (1539) 128 Consolation for Grammar Schools 
 
 Comenius, Johann Amos (1592- (1622) 34, 129, 258 
 
 1671) iii, vi, xi, xx, xxiii, xxiv, consonants 32, 35, 41, 43-5 
 xxxv, 55, 99, 122, 172, 236, 325 construction 103, 107, 129, 269- 
 
 class emulation 268 70, 323 
 
 classes 266 construing-book 7, 18 
 
 Didactica Magna (1632) xv est mea spes 193 
 
 first great realist xxviii conversational Latin 107 
 
 /a«MaLtng«amw (1631) 18, 19, Cooper, Thomas (1517-94) The- 
 
 21, 55, 126, 136, 164, 171, saurus Linguae Romanae (1548) 
 
 181, 205, 213, 219 23, 210 
 
 nature goes step by step 86 Coote, Edmund, The English 
 
 Orbis Pictus (1658) xvi, xvii. Schoolmaster (1596) 43, 162 
 
 xix, 16, 55, 79, 100. 207, 208 Coptic language 217 
 
 q 84 copied work detected 276 
 
 comical authors 322 copy-books 276, 304, 306 
 
 commendation vs. reproof 66, 254, Cordier, Mathurin (1480-1564) 
 
 276 Colloquia ( 1564) 17, 89, 100. 117, 
 
 Commentaries, Caesar's 21, 205, 118, 128, 164, 236 
 
 213 corporal pvmishment xxiv, 13, 69, 
 
 commentators 309 108, 253, 293, 295-300 
 
 comments on scriptures 286 correction 243 
 
 common-place books 172, 173, counting xxvi, 279 
 
 200, 208, 209, 215. 282 course of study 195 
 
 vs. "paper-book" 203 Cramoisy, S.& G. 220 
 
 See also "construing-book" 7. 18 Creed 288
 
 (337) 
 
 Crinesius, Christopher (1584- 
 1629) Lexicon 26 
 
 critics 309 
 
 cruel punishment 253 
 
 curiosities 242 
 
 curriculum xxiv, 195, 213, 223, 
 236, 303 
 
 customs, peculiar 311 
 
 Danes, John, A Light to Lillie, or 
 the better Teaching and Learn- 
 ing of the Latin tongue (1631) 
 19, 173, 206 
 
 Danish barbarism 236 
 
 Dante, Alghieri (1265-1321) 206 
 
 dark room punishment 300 
 
 de Senectute, Cicero 165 
 
 declamations xxxiv, 284, 315 
 
 declensions 90, 282 
 
 decurion system 271 
 
 Demosthenes (384-322) 205 
 Sententiae 22, 203, 208 
 
 desks and seats 241 
 for declamations 284 
 
 Despauterius,[Van Pauteren,John] 
 (14??- 1 520) , Commentarn 
 Grammatici (1537) 25 
 
 detecting stolen work 276 
 
 Devarius, Matthew de Graecis 
 Particulis (1588) 22, 204 
 
 devices in teaching 35-8 
 
 dialectics, or logic xiv, xxvii, 281 
 
 dialogues, Lucian 24, 220, 223 
 Dialogi Castalionis ( 1 557) 18, 1 29 
 
 150 
 Gallico Anglo- Latini 164 
 Sacri (1543) 18, 129, 150 
 
 dictated English translated 207 
 
 dictates 275 
 
 dictionaries 118, 181, 271, 309 
 
 Barret 23, 209 
 
 Buxtorf (1607) 25, 216, 217 
 
 Cooper (1548) 23, 210 
 
 Crinesius 26 
 
 Dugard(1661) 176 
 
 English 209 
 
 English and Latin 20, 188 
 
 Forestii 26 
 
 Garthius 22, 204 
 
 Higins 209 
 
 Holyoke (1617) 21 
 
 Hulaet (1659) 209 
 
 Longolin 218 
 
 Morellii 22, 204 
 
 Paguine 216, 217 
 
 Pasor (1644) 19, 176 
 
 Rider 181 
 
 Schlinder (1635) 25, 217 
 
 Schrevelius (1663) 21, 204, 218 
 
 Trostini 217 
 
 Vechner (1680) 21, 200 
 
 Withals (1554) 20, 188 
 Dictionarium Otto Lingue 164 
 Didactica Magna (1632) xv 
 Diodorus Siculus (1st cent. A.D.) 
 
 22, 208 
 diphthongs 46 
 direct methods 85, 97, 99 
 directed freedom 251 
 discipline xxxiv, 13, 69, 108, 243, 
 293 
 
 to be rational 252 
 dismissal 67, 257 
 disputations xxxiv, 173, 270, 
 279-81, 324 
 
 defined 281 
 
 Stockwood (1607) 19, 173, 281
 
 (338) 
 
 distichs of Cato (1483) xxxvi, 115, 
 
 226 
 distinguishing letters 35 
 divinity 309 
 
 division into syllables 47 
 Doctorum Flores 208 
 double translation 171, 182 
 Doughty, Robert 7 
 Drax, Thomas, BibliothecaScholas- 
 ttca (1633) 22, 208, 209 
 Calliopeia (1613) 23, 209 
 Drummond, Henry (1851-97) 
 
 Ascent of Man iv 
 Dugard, W.( 1605-22) EngUsh ru- 
 diments of the Latin Tongue 
 (1656) 204 
 Elementa Rhetoris 174 
 Greek Grammar (1656) 175 
 Lexicon Graeci Testamenti 
 
 (1660) 176 
 Lucian's Dialogues (1685) 220 
 Probation Book 141, 183, 210 
 Dugres, Dialogi Gallico Anglo- 
 
 Lattni 164 
 dunces 41 
 
 Dury, John (1596-1680) iii, v, vi, 
 xi, xxiii, XXXV, 72, 236, 259 
 Exercitatio of Schooling vii 
 Reformed School (1650) viii, 
 245, 258 
 Dux Grammaticus (1633) 206 
 Oratorius (1633) 20, 187 
 Poeticus 20, 193 
 ear-mindedness xxiv 
 early schooling 30 
 Easter hohdays 265, 314 
 Eastern languages 237 
 Ecclesfield parish 246 
 
 eclogues 221 
 
 of Mantuanus 127 
 
 of Virgil 206 
 economics xxv 
 education and religion 7 
 Edward IV (1442-83) 246 
 Educational Review, Lon. xxxi 
 
 N. Y. xxi 
 educational toys 36 
 effective speech 275 
 Egyptian language 217 
 Elegantiae Pueriles 20, 186 
 elementary degree 249 
 Elementa Rhetorices 18, 21, 24, 
 
 174, 180, 200, 215, 223 
 EHzabeth, Queen (1533-1603) 180, 
 
 237, 247, 273 
 emblems, Alciati (1535) 20, 22, 
 192, 208 
 
 Beza (1599) 208 
 
 Chartarius 208 
 
 Rensuerus 208 
 empirical before rational 326 
 emulation 66, 202, 277 
 
 Ascham on 66 
 
 overestimated 266 
 Enchiridion Morale 208 
 
 Oratorium (1633) 23, 209 
 
 Poeticum 23, 212 
 encourage the timid 254 
 encyclopaedic learning 236, 239 
 England and Wales 303 
 English Dictionary 209 
 
 into Latin 183, 323 
 
 Pedagogy 13 
 
 perfected 75 
 
 reading 241, 264, 265 
 
 rhetoric 19, 174
 
 (339) 
 
 English Dictiodary rules 101 
 
 Schoolmaster, Cootes 43, 162 
 
 schools inferior 234-6 
 
 verse before Latin 190 
 enterers 161 
 entertainment 242 
 Epictetus (60 A.D.— ) 21, 213 
 epigrams 221 
 
 Famaby (1629) 20, 21, 192. 207, 
 213 
 epistles 171, 178 
 
 Ascham 25, 189 
 
 Cicero 25, 165, 182, 183 
 
 de Conscribendis 20, 188 
 
 Erasmus 25, 189 
 
 in Latin 184-6 
 
 Lipsius 25, 189 
 
 PUny 25, 189 
 
 Politian 25, 189 
 
 Seneca 25, 164, 189 
 
 Symmachus 26, 221 
 
 Textor 19, 171, 211 
 
 Turner 25 
 Epistotographia, Clark 20. 188 
 epithalamia 221 
 Epithets, Testor 212 
 epitomes, Buxtorf 24, 215, 216, 217 
 Erasmus, Desiderius (1466-1536) 
 XX, 124, 206 
 
 Adagia (1500) 22, 208 
 
 and Cicero 182 
 
 Apophthegmata (1532) 23, 208 
 
 Colloquies (1519) 21, 128, 205, 
 213 
 
 de Conscribendis Epistolis 20, 
 188 
 
 de duplici Copia Verborum 
 (1511) 20. 187 
 
 Erasmus, de Moribus (1532) 63 
 
 de Ratione Institttendi Disci- 
 pulos 180 
 
 letters 25, 189 
 
 q 42 
 errors in recitation 244 
 est mea spes 104 ways 193 
 Ethiopic language 217 
 Ethica Ciceronia 23, 208 
 Eton school 240 
 etymology 80 
 
 Euripides (480-406) 24, 223 
 Eustathius (12th century A.D.) 
 
 on Homer 26, 218 
 Evans, Roger 302-3 
 exaggerations of punishment 298 
 Examinatio Latinae Grammaticae 
 
 160, 282 
 examinations xxxiv, 243 
 
 paired for 270 
 exclusion day 311-3 
 excuses, from parents 257 
 Exercitatio of Schooling vii 
 exercises 268 
 
 displayed 315 
 
 penmanship 300, 304 
 exhibits of pupils work 245, 277, 
 
 312 
 experienced teachers 246 
 experiments in method 324-5 
 expulsion 298-9 
 extempore Latin orations 221 
 eye-authority 241 
 
 mindedness xxiv 
 fables see Aesop, Phaedrus 
 Fabritius, Elegantiae Pueriles 20, 
 186
 
 (340) 
 
 Famaby, Thomas (1575-1647) 208 
 
 235, 325 
 
 employed writing master 305 
 
 EpigrammaUim Graecorum 
 
 (1629) 20, 21, 192, 207, 213 
 
 Florilegium Phrasicon (1659) 
 
 23, 209, 212 
 Formulae Oratoriae (1633) 210 
 Systema gramntaticum (1641) 
 
 19, 173 
 Index Poeticus 211 
 
 Rhetoricus (1633) 174, 208 
 Notes in Horace 219 
 Juvenal (1612) 219 
 Lucan (1618) 220 
 Martial (1615) 220 
 Virgil (1634) 207 
 Phraseologia Anglo- Latina 23, 
 209, 212 
 ferula 69 
 
 birchen rod better 295 
 fewer schools but better 249 
 figures of speech 174, 190, 210, 
 
 274, 320 
 fighting among boys 294 
 fines 299, 316 
 finish what is begun 189 
 fitness of teachers 59 
 five organs of speech 3 1 
 Flares Doctorum 208 
 
 Poetarum (1480) 23, 211, 321 
 Florilegium Phrascion (1629) 
 
 23, 209, 212 
 fluency, Erasmus on 187 
 folding-doors 240 
 follow nature 84 
 Forestii Lexicon 26 
 form a centre of interest 303 
 
 forms 214, 235, 243, 265, 319-22 
 formulae loquendi quotidianae 283 
 foimdation to be guarded 246-8 
 
 to build on 137, 326 
 founders, appeal to 237, 240, 249, 
 
 309 
 founding of schools xxxiv, 59, 231 
 France xiv 
 Franklin, Richard Orthotonia 
 
 (1630) 21, 200 
 free scholars 60, 62 
 
 schools xxxiv 
 
 text-books to poor 308 
 freedom to leave the room 68, 101, 
 
 259-60 
 French ix 
 
 boys in English schools 283, 284 
 Friday disputations 279 
 
 reviews 278, 319, 320 
 
 to Friday 291 
 Froebel xxvi, 13, 30, 31 
 Fronte, Cornelius 181 
 fuel 242 
 
 Gallico Anglo Latini Dialogi 164 
 garden, orchard and 240 
 Gargantua 275 
 Garthii Lexicon 22, 204 
 Gaza, Theodorus (1400-75) Gram- 
 
 matica (1495) 22, 201 
 gender 111 
 geography xxv 
 geometry xxv 
 George Junior Republic 268 
 Gerard, John (1582-1637) Medi- 
 tations (1633) 18, 123 
 Germany xiv 
 Gesta Romanorum 123 
 Gietseri Grammaticae 22
 
 (341) 
 
 globes 242 
 
 Gnomologie (1551) 22, 203, 208 
 Gochenii Analecta et Problemata 
 25 
 
 Observationes 215 
 going out of school 259 
 Golden Grove (1608) 208 
 
 verses 221 
 Goldsmiths alley 235 
 Goodwin, Antiquities 26, 220, 223 
 Gospel of St. John 176 
 Gouge, William, Of domesticall 
 
 Duties (1634) 62 
 graceful speech 275 
 graded schools 70 
 grading of pupils 64, 265 
 graduating exercises 281 
 grammar xxxvi, 169, 171, 247 
 
 abstract 83 
 
 analysis of 172 
 
 and language 85, 87, 101 
 
 at nine 131 
 
 difficult 85 
 
 drill 155 
 
 grounded 281 
 
 memoriter 280 
 
 necessity 185 
 
 rational vs. technical 99 
 
 reviewed 282 
 
 teaching 81 
 grammars 271, 309 
 
 Author es Antiquae 25, 173 
 
 Bird (1639) 19, 173 
 
 Burley 19, 173 
 
 Busby (1647) 20, 21, 175, 201 
 
 Camden (1597) 18, 21, 24, 175, 
 196, 225 
 
 Caninii 22, 201 
 
 grammars, Caussin 22 ■ 
 Ceporini 22, 201 
 Chrysolonae (1480) 22, 201 
 Cleonardi 21, 200, 201 
 Common Rudiments 16 
 Danes (1631) 19, 173, 206 
 Despauterius (1537) 25 
 Devarius (1588) 22, 204 
 Dugard (1656), 175, 176 
 Dux Grammaticus 206 
 Examinatio Latinae 160, 282 
 Farnaby (1641) 19, 173 
 Gaza (1495) 22, 201 
 Gretseri 22, 201 
 Gregory 19, 173 
 Grounds of 283 
 Hampton 18 
 Hawkins 19, 25, 173 
 Hayne (1637) 102, 173 
 Hermes (1639) 19, 173 
 Hoole 16, 19, 139, 159, 160 
 Hulaet 209 
 
 Laubegeois 24, 219, 223 
 Lily, XXX, 17, 18, 21, 24, 72-167, 
 115, 158, 173, 178, 206, 225 
 Lloyd (1653) 195 
 manuscript 172 
 Phalerius 173, 210 
 Posselii Syntaxis 22, 20 1 
 Scotus 22, 201, 246 
 Seidelius (1653) 18. 177 
 Shirley (1649) 19, 173, 177 
 Stephanus (1531) 222 
 Supplementa 19 
 Turselin (1599) 25, 188 
 Urbanius 22, 201 
 Varro 181 
 Voss (1665) 195
 
 (342) 
 
 grammars, Wharton (1653) 80 
 
 Whittinton (1522) 122 
 
 Willis (1655) 20, 23, 188, 209 
 
 Woodward (1641) 79 
 grammar schools xxxiv 
 
 Brinsley 
 
 defined 232 
 
 Dury 34, 129 
 
 founding 231, 237 
 
 reformed 236 
 gratulatory speech 261 
 Greek ix, xxx, 1, 21, 169, 171, 214, 
 233, 235, 237 
 
 Aesop's Fables 207, 213 
 
 Assembly's Catechism 195, 197, 
 212 
 
 Clavis Linguae 20, 177 
 
 grammar 175, 197, 200, 320, 321 
 Busby (1647) 20, 21, 175, 201 
 Camden (1597) 18, 21, 24, 
 
 175, 196, 225 
 Caporinus (1541) 22, 201, 
 Devarius, de Particulis(1588) 
 
 22, 204 
 Dugard (1656) 175 
 Laubegeois 24, 219, 223 
 Linacre (1524) 25, 173 
 Posselius (1561) 22, 101 
 Rtidimenta 20 
 Seidelius (1653) 18, 177 
 Stephanus (1572) 
 
 into Latin 203, 205 
 
 Locutionum 22, 209 
 
 niceties 282 
 
 Posselius (1561) 22, 101 
 
 Septuagint 286 
 
 spoken 177 
 
 Greek Testament 18, 24, 172, 176, 
 199, 213, 215, 223, 321 
 Vechner (1680) 21, 200 
 verse-making 197 
 written 207 
 Gregory, Francis Etymologicon 
 Mikron (1654) 173 
 Nomenclatura (1675) 177 
 Gretser, James (1561-1635) Insti- 
 tutiones Graeciae Linguae {l&Zb) 
 201 
 grounded for Latin 137-8 
 guessing 108 
 gymnasium xxvii 
 half -holidays 261 
 
 taken away 277 
 Hampton, Barnaby, Prosodia 18 
 Hardwick, Virgil Translated 20, 
 
 190 
 Harmar, John (1594-1670) Cate- 
 chism Translated 195 
 Harris, Wm. T. (1835-1909) xxiv, 
 
 59, q 65 
 Harrow School 240 
 Hartlib, Samuel (1599-1670) iii, 
 
 V, vi, XXXV 
 hats to be hung up 24 1 
 Hawkins, Francis Youth's Be- 
 haviore (4th ed. 1646) 63 
 Grammar 19, 173 
 Particulae Latinae Orationis 
 (1655) 25, 188 
 Hayne, Thomas (1581-1645) 
 Grammatices Latinae Compen- 
 dtum (1637) 102, 173 
 healthful location 239 
 Hebrew ix, xxx, 1, 169, 198, 214, 
 223
 
 (343) 
 
 Hebrew as grammar school study 
 215 
 Buxtorf, Epitome (1600) 24, 25, 
 215, 216, 217 
 
 Lexicon (1607) 25, 216, 217 
 Catechism in 221, 224 
 grammar 322 
 Martinius (1593) 215 
 Psalter 24 
 Heinsius, Daniel (1580-1665), 
 
 Orationes 26, 221 
 Helvicus, Christopher (1581-1616) 
 
 Colloquies 18, 128, 136 
 Henry VIII (1491-1547) 247 
 herbals 309 
 
 Herbart, J. F. (1776-1841) 86 
 Herbert, George (1593-1633) 
 Poems xxxiii, 20, 190 
 on Man 191 
 Hermes, Anglo-Latinus (1639) 19, 
 
 173 
 Hesiod (8th century B.C.) 217, 
 
 223, 321 
 Hesychius (5th century A.D.) 222 
 heuristic xxiii 
 hieroglyphics 39, 208 
 Higins, John (1511-75) The No- 
 
 menclator (1567) 209 
 hissing disgrace 281 
 history xxv 
 
 Aelian (1545) 21, 207, 208 
 Education in England 16 
 Medulla Historiae 22 
 of Queen Elizabeth 57 
 Hodder, James, Penman's Recrea- 
 tion (1660) 304, 306 
 holidays 260, 314 
 Holland xiv 
 
 Holiday, Barten (1593-1661) 
 
 Persius Translated (1616) 219 
 Holyoke, Thomas Dictionary Ety- 
 
 mologicall (1617) 21 
 home and school 287 
 
 from school, on the way 67 
 Homer (about 10th cent. B.C.) 24, 
 218, 223 
 Chapman, Translation 218 
 Clavis Homerica (1647) 26, 218 
 Lexicon 26, 218 
 Hooker, Richard (1553-1600) 
 
 Sermons illegible 305 
 Hoole, Charles (1610-66) xxiii 
 Accidence Examined and Ex- 
 plained (1702) 
 Aesop Translated (1700) 124 
 An easie Entrance to the Latine 
 
 Tongue (1651) 159 
 and Comenius xxix, xxxii 
 Cato's Distichs (1659) xxxvi, 
 
 226 
 Centuria Epistolarum (1660) 182 
 Children's Talks (1659) 
 Colloquies of Carderius (1657) 
 educational ideas xvii 
 Examinatio Grammaticae La- 
 
 tinae (1660) 
 Grounds of Grammar 139 
 Handbooks to Lily 159 
 Index to Wits Commonwealth 
 
 195 
 Interlinear Terence 178 
 Latin and English Grammar 
 
 (1651) 16, 19, 159, 160 
 Latinisms 164 
 
 New Discovery (1660) xv, xxxi, 
 71
 
 (344) 
 
 Hoole, New Primer 39, 48, 67 humanism 17, 179 
 
 New Testament (1653) humanity 309 
 
 Orbis Pictus (1659) 30 hundred to a class 266 
 
 practical schoolmaster xxxv Huxley, Thos. H. (1825-95) 59 
 
 pupil at Wakefield 7, 302, 324 hymns rehearsed 287 
 
 Praxis of Construction 122 idleness 294 
 
 Propria Quae Maribus (1650) illustrations of rules 103 
 
 Pueriles Confabulatinuculae imagination 85 
 
 (1652) 17, 116, 118 imitation of style 210, 280 
 
 Rotherham, school at 248 impartiality 253, 294 
 Rudiments of the Latin Gram- of pupils 269 
 
 mar (1659) imperfections of children 13 
 
 Sentences for children (1658) indecency 192 
 
 16, 105, 106, 110, 319 Index Poeticus 211 
 Terence's Comedies (1663) Rhetoricus 19, 174, 208 
 
 Terminations and Examples to Wits Commonwealth 195 
 
 (1650) 98 indistinct speech 32 
 
 individual attention 267 
 teaching 65 
 
 uses Latin constructions 118 
 
 V ocabularium Anglo - Latinum 
 
 (1657) infant schools xxix, 29, 31 
 
 Wakefield, pupils at 302 infirmary 243 
 
 Horace (65-8) 24, 164, 165, 219, interest in education 8 
 
 219, 223, 321 interfering parents 254 
 
 notes on. Bond, Famaby 219 interUnear translations 178, 183, 
 
 on the ferule 295 203 
 
 Home, Thomas (1610-54) Cheira- intervals in school time 258 
 
 gogia 211 irreverent behavior 288 
 
 Compendium Rhetoricis (1651) Isocrates (436-388) 21, 197, 203, 
 
 174 205, 213, 221 
 
 de Usu Authoris 219, 221 Epistles 221 
 
 Index Oratorius 220 Italy ix, xiv 
 
 hornbook 33, 41, 50, 51 ivory letters 36 
 
 hour-glasses 258 Janua Linguarum (1631) 18, 19, 
 
 hours of school 256 21, 55, 126, 136, 164 
 
 Hughes, James L. (1846- ) q 30 Greek 205, 213 
 
 Huise, John Florilegium Phrasi- Hebrew 219 
 
 con (1659) 209 Latin 171, 181, 205 
 
 Hulaet, Abecedarium (1552) 209 jerks in punishment 293, 296, 298
 
 (345) 
 
 Jesuits 275 
 
 class emulation 268 
 
 influence on Hoole 194 
 Jesus College 246, 266 
 jurisprudence xxviii 
 Justin (about 150 B.C.) History 
 
 164, 205, 208, 213 
 Juvenal (60-140) 21, 24, 219, 223, 
 321 
 
 notes on, Famaby 219 
 
 on the ferule 295 
 keeping in 300 
 
 knowledge too common xxxvi 
 Lancasterian method 65 
 Langley, Lily's grammar 206 
 
 Castilionis Praelectiones 204 
 language and grammar 85, 87, 101 
 language above other studies 237, 
 
 245 
 Latin ix, xi, xxx, xxxiii, 1, 53, 61, 
 169, 214, 223, 235, 236, 264 
 
 and English 275 
 
 Anglo-Latin 19, 164, 173 
 
 begun at 8 53 
 
 catechism in 195, 212 
 
 composition 205 
 
 constructions 118 
 
 Danes (1631) 19, 173, 206 
 
 de Lingua Latina 181 
 
 de Originibus 25, 181 
 
 dictionary 20, 188 
 
 Easy Entrance to (1651) 159 
 
 English into 183, 207 
 
 grammar 16, 159, 165, 172, 173, 
 197, 200, 320 
 
 interlinear 178, 183, 203 
 
 into English 139-65 
 
 into Greek 195, 197, 203, 205 
 
 Latin into Hebrew 216 
 
 King Alfred 237 
 
 lesson, specimen 139-47 
 
 letter, specimen 184 
 
 Manutius (1599) 23, 25, 184, 
 209 
 
 method 16, 107 
 
 Morel (1583) 22, 204 
 
 not below grammar school 56-8 
 
 Particular 25 
 
 Phraseologia Anglo- Latina 23, 
 209, 212 
 
 Puerilis (1638) 20, 23, 188 
 
 Principae Latinae 55 
 
 Progymnasmata 26, 220, 223 
 
 reaction against xx 
 
 school xxvii, 75 
 
 spoken 107, 116, 176, 282, 283, 
 312 
 
 style 171 
 
 Testament 18, 122, 163, 172, 
 195, 215 
 
 usefulness 54-6 
 
 verse-making 192 
 
 vocabulary 178 
 
 without grammar 165 
 Latinisms 164 
 Latinists xxx 
 Laubegeois, Aut. de 24 
 
 Graecae Linguae Epitome (1626) 
 219, 223 
 Laurie, S. S. q xxvi, xxviii, 268 
 laws 309 
 Laxton 247 
 learning by heart 111 
 
 by play 36, 46, 79, 99 
 
 cheerful 33 
 
 one's letters 33
 
 (346) 
 
 lectures 322-4 
 letter-sport 46 
 letter- writing 187 
 letters 171 
 
 Ascham 25, 189 
 
 Cicero 25, 165, 182, 183 
 
 de Conscrihendis Epistolis 20, 
 188 
 
 Erasmus 25, 189 
 
 in Latin 184-6 
 
 Lipsius 25, 189 
 
 Pliny 25, 189 
 
 Politian 25, 189 
 
 Seneca 25, 164, 189 
 
 Symmachi Epistolae 26, 221 
 
 Textoris Epistolae 19, 171, 211 
 
 Turner 25 
 Lewinham grammar school 309 
 lexicons 309 
 
 Buxtorf (1607) 25, 216, 217 
 
 Crinesii 26 
 
 Dugard (1660) 176 
 
 Forestii 26 
 
 Garthii 22, 204 
 
 Geographicum 21, 194 
 
 Homericum 26, 218 
 
 Longolii 218 
 
 Paguine 216, 217 
 
 Pasor (1644) 19, 176 
 
 Schlinder (1635) 25, 217 
 
 Schrevelii (1663) 21, 204, 218 
 
 Trostini 217 
 Libanius (314-93) Sophista (1612) 
 
 26, 221 
 liberal arts 309 
 libraries xxxiv, 173, 309 
 licentiousness 256 
 lighting of school 242 
 
 Lilye, William, (1468-1522) Latin 
 Grammar (1515) xxx, 17, 18, 
 21, 24, 72-167, 115, 158, 173, 
 178, 206, 225 
 Danes 19, 173, 206 
 Langley 206 
 Linacre, Thomas de Emendata 
 structura Latini (1524) 25, 173 
 Lincoln College 247 
 Ling, Nicholas, Wits Common- 
 wealth (1597) 20, 195, 208 
 linqtie cupidor jecur 450 ways 193 
 Lipsius Justus (1547-1606) 221 
 Letters 25, 189 
 Orations 26 
 Little Humbie 3 
 
 Livy (59 B.C.-17 A.D.) 165, 208, 
 213, 221 
 Orations 21, 202 
 Lloyd, Richard, The Latine Gram- 
 mar (1653) 195 
 Phrases in Usum Scholae 
 (1654) 23, 209 
 location of school 239 
 Locke (1632-1704) q 116 
 lodgings 242 
 
 Loinus, L Gnontologie, sententiae 
 ex Detnosthenis orationibus 
 (1551) 22, 203, 208 
 London xvi, 1, 27, 169, 229, 258, 
 303 
 pupils 4 
 Longolii (Longueil, Christopher de 
 
 1490-1522) Lexicon 218 
 Lord's Prayer 288 
 Lorichius 210 
 Lothbury Garden 1, 70, 235, 304
 
 (347) 
 
 Lubin Eilhard (1556-1621) Com- 
 mentaria (1599) 219 
 
 Clavis Linguae Graecae (1620) 
 20, 177 
 Lucan (39-65) 24, 164, 219, 220, 
 
 223 
 Lucian (120-80) Selecti Mortuo- 
 
 rum Dialogi (1685) 24, 220, 223 
 Lucius Florus 21, 164, 205, 208, 
 
 213 
 Ludus Literariiis (1612) 34, 268 
 lungs of teacher saved 275 
 Lycophron (about 304 B.C.) 24, 
 
 218, 223 
 Lycosthenes, Conrad 23 
 
 Apophthegmata (1555) 30 
 Magdalen college 204 
 manners 236 
 
 schools of 52 
 
 Youth's Behavior 63 
 Mantuan 18, 127, 136, 
 
 Eclogues 127 
 manuscript grammar 172 
 Manutius, Aldus, Phrases Lin- 
 guae Latinae (1599), 23, 25, 184, 
 209 
 maps 242 
 
 margin and spaces 306 
 Mark, Thiselton vi, 80 
 Martial (38 B.C.—) 24, 219, 223 
 Martinius, P. M. Key of the Holy 
 
 Tongue (1593) 215 
 Masson, David (1822-1907) q xi 
 master at ease with pupils 313 
 
 authority 251 
 
 broadly informed 309 
 
 censure of 254-5 
 
 chair 241 
 
 master clemency 293 
 
 control of pupils' chioce 269 
 
 diversity of gifts 327 
 
 dwelling 242 
 
 excluded 311 
 
 free to supervise 243 
 
 friendly relations 314 
 
 himself at play 262 
 
 library 309 
 
 method xxx, 1, 169-228 
 
 of petty school 60 
 
 overworked 232 
 
 presents to 314 
 
 profits of boarding 244 
 
 qualifications 316, 327 
 
 salary 10-100 pounds 231-3. 244 
 247 
 
 self-control 251 
 
 tuition 244 
 mathematics xxiv 
 matter before form 327 
 May-day 301 
 mechanical arts 309 
 medicine xxviii, 309 
 Meditations of St. Augustine 123 
 Medulla Historiae 22 
 Melanchthon, Philipp (1497-1560) 
 
 25, 122, 173, 218 
 Memoriale Biblicum 286 
 memorizing 280 
 memory 85 
 
 and understanding 79, 99 
 
 confirmed 278 
 mental philosophy xxviii 
 Merchant Taylor's school 59, 141, 
 175, 235 
 
 probation book 141, 183, 210 
 merchants accounts 304
 
 (348) 
 
 metaphysics xxv, 183 
 method 14 
 
 class 65, 99 
 
 concrete xxiii 
 
 Erasmus 180 
 
 place of 327 
 Milton, John (1608-74) 198, 236 
 mixed schools 231 
 model exercises 155 
 monitorial system 323 
 monitors 68, 258 
 
 bill 291 
 
 public and private 294 
 
 record 292-3 
 Montaigne, Michel de (1533-92) 
 
 xxiii 
 moral education in America 13 
 
 philosophy 208 
 
 purpose 107 
 morality xxxvi 
 moralizing tendencies 57 
 morals, Erasmus 63 
 
 Enchiridion Morale 208 
 more the merrier 265 
 Morel, John, Verborunt Latinorum 
 Commentarii (1583) 22, 204 
 morning recitations 273 
 mother-school xxv, xxvii 
 
 -tongue 106 
 movement 268 
 
 Mulcaster, R. (1532-1611) xxiii, 
 45, 59, 180 
 
 education for all 249 
 
 Positions, The First Part of the 
 Elementarie (1581) 235 
 
 psychological principles 326 
 
 q 82, 96, 87, 244, 245, 248-50 
 mumbling 32, 275 
 
 Muret, Marc Antonia Orationes 
 
 (1526-85) 26, 221 
 Musaeunt Tradescantianum 303 
 music 236, 247 
 muttering corrected 275 
 
 to himself 296 
 mutual assistance 270-1 
 
 correction 276 
 
 questioning 274, 282 
 Nansen, Fridtjof (1861- ) 42 
 Natalis Comes, Mythologiae (1551) 
 
 20, 22, 194, 208 
 National Education Ass'n U. S. 
 
 303 
 natural method 85, 97, 99 
 nature xxviii, 84 
 
 goes step by step 86 
 
 study xxv 
 neatness 63, 244 
 necessitious business 68, 101, 259- 
 
 60 
 necessity of teaching 10, 13 
 neighbors, affability to 252 
 New Discovery (1660) xv, xxxi, 71, 
 
 1-235 
 new learning xiv 
 
 scholars 264 
 non quam multutn 189 
 note books 175 
 Nottinghamshire 247 
 noiin analysis 142 
 Nowell, Alexander (1507-1602), 
 
 Catechismus (1570) 21, 213, 221, 
 224, 287 
 number of pupils 236, 240 
 object perception xvii 
 
 teaching xxiii 
 office for necessitous use 242
 
 (349) 
 
 Ogleby, Virgil translated 190, 206 
 old education xiv 
 
 masters xxxvii 
 opening exercises 64, 285 
 optics XXV 
 
 optime and pesshne 277 
 orations xxxiv, 261, 270, 284, 315 
 
 Baiidius 26, 221 
 
 by the master 313 
 
 Cicero 24, 220. 223 
 
 Clarke 210, 221 
 
 Dux Oratorius (1633) 20, 187 
 
 Encheiridion (1633) 23, 209 
 
 Formula Oratoriae (1633) 210 
 
 Hawkins Dux Oratorius (1633) 
 20. 187 
 
 Heinsius 26. 221 
 
 in Arabic 217 
 
 in Hebrew 217 
 
 Index Oratorius 220 
 
 Lipsii Orationes 26 
 
 Livy 21, 202 
 
 Loinus (1551) 22, 203, 208 
 
 Mureti Orationes 26, 221 
 
 Orator Extemporaneus 23, 174, 
 208, 221 
 
 Paiot 25. 174 
 
 Particulae Latinae Orationis 
 188 
 
 Partitiones Oratoriae 174 
 
 Puteani Orationes 26, 221 
 
 Quintilian 24, 220 
 
 Quintus Curtius 202, 221, 223 
 
 Radan 174 
 
 Rainoldi Orationes 26, 221 
 
 Sallust 202 
 
 Salmatii Orationes 26, 221 
 
 Tacitus 202 
 
 orations, Turner (1615) 26 
 
 Voss (1621) 23, 174 
 
 weekly 202 
 orators 221, 309 
 
 pronunciation 32 
 oratory 197, 201 
 
 Dux Oratorius 187 
 
 Encheridion Oratorum 23, 209 
 
 exercises in 223 
 
 Formulae Oratoriae 210, 221 
 
 imitated 280 
 Orbis Pictus (1658) xvi, xvii, xix, 
 16, 55, 79, 208 
 
 expensive 80 
 
 Hoole's preface 30 
 
 imitated 100 
 
 method extended 207 
 orchards and gardens 237, 240, 
 
 242 
 order 64, 258, 268 
 organs of speech 31 
 oriental tongues 217 
 orthography 80 
 Orthotonia 21, 200 
 Ovid (43 B.C. -17 A.D.) 164. 208, 
 212 
 de Tristibus 19, 171, 189 
 
 Metamorphoses 19, 171. 193, 
 320 
 
 Sandys Translation 190 
 Owen, John (1616-83) Epigram- 
 
 mata 20, 192 
 Oxford 204, 247 
 Pagit. Eugenius History of the 
 
 Bible (1613) 286 
 Pagninus, Sanctus (1466-1536) 
 
 Lexicon (1529) 216. 217 
 Paiot, de Eloqiientia 25, 174
 
 (350) 
 
 pairing of pupils 270 
 Palatinate catechism (1563) 213 
 paper-book 19, 107, 115, 117, 121, 
 172, 174, 203, 216, 275, 277, 
 283, 287 
 
 ruled for penmanship 304 
 
 writing must be fair 301 
 paradigms 97, 99, 176 
 paradoxes, Cicero's six 201 
 paraphrasing 218 
 Parens, Phillippus Calligraphta 
 
 Romana (1616) 23, 209 
 
 Medulla Historiae 208 
 
 on Plautus 220 
 parents. Christian duty 287 
 
 consulted 298 
 
 interfering 254, 256 
 
 on exclusion day 312 
 
 provide rewards 294 
 parsing 153-7 
 
 Partitiones Scientiarum xxiv 
 participles 98, 145 
 parts of speech 78, 88, 175 
 
 analysis 142 
 Pasor, George ( -1637) 
 
 Hesiod (1621) 217 
 
 Lexicon (1644) 19, 176 
 passing out in order 68 
 pattern reading 76 
 Paulus Minutius 208 
 payment of teachers 60 
 Payne, W. H. (1836-1907) 37 
 pedagogue xxx 
 Pedagogy, English 13 
 Pelegromius, Simon, Synonymo- 
 riimSylva{\m'd) 209, 247, 264 
 Pemble, William, Encheiridion 
 
 Oratorium (1633) 33, 209 
 
 penmanship 174, 301-7 
 
 by careful exercises 178 
 
 calligraphy 306 
 
 dated specimens 302 
 
 extra charge for 302 
 
 Hodder (1660) 304, 306 
 
 margin and spaces 307 
 
 poor repeated 305 
 
 taught six weeks a year 301 
 periods of education xxvii 
 Perkins, William (1538-1602) 202 
 
 Clavis Homerica (1638) 26, 218 
 
 The Foundation of Christian 
 Religion (1591) 131, 324 
 Persian language 217 
 Persius (Aulus Persius Flaccus 
 34-62) 24, 223, 321 
 
 Holidaie's translation (1616) 
 219 
 petitory orations 164 
 Petrarch, Francesco (1304-74) 206 
 petties 75 
 petty school xvi, xxii, xxix, xxxii, 
 
 xxxiii, 1, 27-71, 241, 264, 
 
 discipline of 63 
 
 erection 238 
 
 founding 59-62 
 
 Latin not to be taught in 56-8 
 pews for ushers 241 
 Phaedrus (about 40 B.C.) Fables 
 
 22, 208 
 
 Phalerii Supplementa ad Gram- 
 
 maticatn 173, 210 
 Phihp of Macedon (382-36) 7 
 phonics 31 
 
 phrase-books 279, 309 
 Phraseohgia Ptierihs (1638) 20, 
 
 23, 188
 
 (350 
 
 phrases 274, 279, 322, 324 
 Anisse 23 
 
 Clarke (1638) 23, 188, 209 
 Famaby (1659) 23, 209, 212 
 Huisse (1659) 209 
 Lloyd (1654) 23, 209 
 Manutti (1599) 23, 25, 184, 209 
 Poeticae 23, 211 
 Winchester (1658) 23, 209, 210 
 Phrasiuncula 283 
 physics XXV, xxviii 
 pictures 37 
 
 Pierius, Hieroglyphics 22, 208 
 piety 236, 239 
 Pindar (522-443) 24, 218, 223 
 
 Benedictus on 218 
 play 35-8, 268 
 acted 180, 315 
 before school 256 
 capping verses 280 
 days 260-2, 277 
 educational toys 36 
 ground 63, 240, 261 
 learning through 36, 46, 79, 99 
 vocabularies amid 273 
 place by disputation 281 
 pleasing toward pupils 253 
 pleasurable exercise 268 
 pleasures of teaching 8 
 Pliny (61-113) 164, 165, 208 
 Letters 25, 189 
 Panegyrica 24, 220, 223 
 Plutarch (46-120) 22, 24, 208, 
 
 223, 315 
 poetry, art of 212 
 
 Aerarium Poeticum 23, 212 
 Artis Poeticae Compendium 23, 
 212 
 
 poetry, Clavis Poseos Sacrae 217 
 Dux Poeticus 20, 193 
 Enchiridion Poeticum 23, 212 
 Index Poeticus 211 
 imitated 280 
 memorized 279 
 Voss (1647) 23, 212 
 Weinrichius (1647) 23, 212 
 poets 309 
 
 Flares Poetarum 23, 211 
 Herbert xxxiii, 20, 57, 190, 191 
 Quarles xxxiii, 20, 57, 208 
 politics XXV 
 Politian, Angelo Ambrogini (1454- 
 
 94) Letters 25, 189 
 Polyanthea 23, 208 
 Pontanus, Jovianus (1426-1503) 
 Progymnastica (1590) 26, 220, 
 223 
 Poole, Joseph English Accidence 
 (1655) 19, 80, 173 
 — Joshua English Parnassus 
 (1657) 20, 173, 192 
 Popoma, Ansonius 25, 181 
 posing of the Accidents 19 
 Posselius, John Apophthegmata 
 (1595) 22, 204 
 Calligraphia aratoria linguae 
 
 Graecae (1513) 22, 204 
 Dialogi 18. 177 
 
 Syntaxis Graeca (1561) 22, 201 
 poverty no bar to learning 239, 
 
 244 
 practice better than rules 130 
 of Piety 57 
 of Quietness 57 
 practitioners 161, 227 
 praecognition 79
 
 (352) 
 
 Praelectiones, Castilion 204 
 Praxis of grammar schools 18 
 prayers in school 287 
 praise for well-doing 254 
 pre-university education xxvii 
 precedents 210 
 precocity 66 
 
 Prendergast method 107 
 preparation of new work 273 
 
 class 76 
 preparatory arts 236 
 
 department 241 
 preposition analysis 146 
 pricks in the register 292 
 pride of position 270 
 primani 227 
 
 Primar, Hoole's 39, 43, 67 
 primary teachers xxxiii, 52 
 
 should be the best 59 
 primitive Greek words 177 
 Principae Latinae 55 
 
 Psalms 76 
 
 Buchani Psalmi 19, 165, 195 
 
 in Latin I, LXII, CXIII 286 
 CXIX 117 
 
 translated 203 
 public schools of England 240, 311 
 Pueriles Confabulatinuculae 
 
 (1617) 17, 116, 118 
 
 Elegantiae 20, 186 
 
 Sententiae 16, 105, 106, 110, 319 
 punctuality 63 
 punctuation 152, 306 
 punishment xxxiv, 243, 253, 293 
 
 corporal 13, 69, 108, 253. 295- 
 300 
 
 for ignorance 327 
 pupil government 267, 312 
 pupils as teachers 273 
 Puteanus, Erycius (1574-1646) 
 
 Orationes 26, 221 
 Quae genus 112, 319 
 
 Principle, of Christianity 16, 110 qualifications of teacher xxxiii. 61 
 
 private libraries 222 
 
 pupils 162 
 privies 242 
 
 Probation Book 141, 183, 210 
 profanity 294 
 proficients 161, 227 
 programme 67 
 pronoun analysis 98, 143 
 pronunciation 29, 48, 197 
 Propria quae maribus 17, 108, 112, 
 
 319, 320 
 prosody 133, 189, 192, 204. 320 
 
 Hampton, Prosodia 18 
 
 Sonetii Prosodia 212 
 Psalter translated 216 
 
 Quarles. Francis (1592-1644) 
 
 Emblems xxxiii, 20, 57, 208 
 
 specimens 191 
 questions encouraged 275 
 
 mutual 274 
 
 on reading 53 
 Quick, R. H. (1831-91) 16. 45, 268 
 Quintilian (35-95) xx, 221 
 
 Declatnationes 24, 220 
 
 device in reading 36 
 
 on corporal punishment 296 
 
 q 66. 86 
 Quintus Curtius (3d century. A. 
 
 D.) Orationes et Condones 202, 
 221, 223
 
 (353) 
 
 Rabelais, Francois (1490-1553) 
 
 xxiii, 275 
 Radan, Michael Orator Extempo- 
 
 raneus (1657) 174 
 radicals xxxv 
 Rainolds, John (1549-1607) 
 
 Orationes 26, 221 
 rarities 242 
 Ratich, Wolfgang (1571-1635) 
 
 xxiii, xxiv, 99, 236, 283 
 rational vs. technical grammar 99 
 reading 27-40, 50, 53, 76, 192, 285 
 real studies xxii, xxiii, xxvi, xxviii 
 realschulen xxii 
 realists, verbal 17 
 reason not always given 252 
 recapitulation 278 
 recitation 65, 67, 273-7 
 record of behavior 292 
 recreation 258 
 reference books xxxv 
 reformed grammar school viii, 236 
 refractory pupils 297-8 
 register 257, 291 
 religious xxvi, 7, 57, 59, 109, 236, 
 
 285-90, 324, 327 
 exercises xxxiv 
 instruction 50 
 renascence 275 
 Rensueri Symbola 22, 208 
 repetitions 89 
 
 reproof vs. commendation 66 
 reprints xxxvi 
 Res Virgiliana 23, 212 
 retranslation 16 
 reviews 89, 278 
 rewards xxxiv 
 
 by praise and gifts 294 
 
 rewards vs. punishment 295 
 rhetoric xxvi, 25, 171, 174, 196, 
 197, 281 
 
 Butler (1600) 320 
 
 Compendium Rhetoricae 19 
 
 Dugard 174 
 
 Eletnenta Rhetoricis 18, 21, 24, 
 174, 180, 200, 215, 223 
 
 exercises 202 
 
 Famaby, Index 19, 174, 208 
 
 Home 174 
 
 Tesmari Exercitationes 1 74 
 Rhenius 25, 173 
 Rhodes*, Hugh The booke of 
 
 Nurture, or Schoole of good 
 
 manners (1577) 52 
 ribaldry 192 
 
 Richard II (1367-1400) 277 
 Rider, John (1562-1632) Biblioth- 
 
 eca Scholastica, a double Dic- 
 
 tionarie (1589) 181 
 ridicule of poor work 277 
 rivalry 268 
 Robinson, Hugh Scholae IVin- 
 
 tiomensis Phrases Latinae ( 1658) 
 23, 209, 210 
 rod 69, 252, 253, 7 
 
 birchen preferred 295 
 
 for enormities 300 
 
 * Watson says in his "English 
 Grammar Schools" (p. 102), 
 "Charles Hoole in 1660, also ad- 
 vises the use of School of Good 
 Manners as a reading book," but 
 adds in a foot-note, "I have failed 
 to trace a text-book bearing this 
 name." It seems to be the latter 
 part of this title.
 
 (354) 
 
 Roe, Mr. 42 
 
 roll-call on playground 262 
 Roman emperor 244 
 Rosimini-Serbati, Antoine (1797- 
 
 1855) 13, 31 
 Ross, Capping Book 280 
 
 English Mythologist 20, 194 
 Virgilius Evangelizans (1634) 
 
 212 
 rotework insufficient 102 
 Rotherham school xvi, 1, 3, 246- 
 
 7, 303 
 Roughford abbey 247 
 Rousseau, Jean Jacques (1711-58) 
 
 30, 37 
 Rudimenta Grammaticae Graecae 
 
 20 
 rudimentaries 227 
 Rugby school 240 
 Ruland, Martin Synonomia (1563) 
 
 22, 204 
 rules, English 101 
 
 of Latin 103 
 rural school courses 303 
 Sabinus Georgius (1508-60) de 
 
 Carmimbus (1580) 211 
 St. Andrews day 311 
 St. Louis, Mo. 65 
 St. Paul's school 59, 187, 235 
 salaries 60, 231-3, 244 
 Sallust, (Gaius Sallustius Crispus 
 
 86-34) 164, 202, 221 
 Salmatius (Saumaise, Claude 
 1588-1653) Orationes 26, 221 
 salutes 274 
 Samaritan 217 
 Sandy, Ovid Translated 20, 190, 
 
 194 
 
 Sapientia Veterum 20, 194 
 Saturday work 276, 282 
 
 half -holiday 261 
 Saunderson, Robert 3 
 scandalous reports 254 
 scanning 211 
 Scapula, John, 21, 200 
 Schindler, Valen Lexicon Penta- 
 
 glotten (1635) 25, 217 
 schola or Indus 268 
 scholar vs. schoolmaster 246 
 scholarships 233 
 Scholastic Discipline xxxii, 1, 229- 
 
 329 
 scholiasts 309 
 
 Schonbom, Bartholomaeus Cap- 
 ping Book 280 
 school, meaning 268 
 discipline 224 
 feasts 313 
 hours 256 
 
 library 173, 181, 188, 189, 194, 
 201, 207, 212, 220, 225, 242, 
 307 
 
 books needed 308 
 funds for 308 
 times 256 
 Schoole of Good Manners (1577) 
 
 52 
 schoolfellows as sureties 299 
 schoolhouse 240 
 schoolmaster, English 43, 162 
 Sparks 164 
 vs. scholar 246 
 schools, English inferior 234 
 Schrevelius, Cornelius, Lexicon 
 Graeco-Latimim (1663) 21, 204, 
 218
 
 (355) 
 
 sciences xxvii, xxix, 236, 309 
 Scroggins's crows 298 
 Scot, Thomas 201, 246 
 
 Grammatica 22 
 Scottenius, Colloquies 128 
 Screvelii Lexicon (1663) 21, 204, 
 
 218 
 scripture before recitations 285 
 Seasonable Discourse iv, v 
 seats and desks 241 
 secundani 227 
 Seidelius, Gasp. Encheiridion 
 
 sive Manuale Luiguae Graecae 
 (1653) 18, 177 
 self-acting 86 
 self-control of teacher 251 
 Seneca, Lucius Annaeus (3 B.C.- 
 65 A.D.) 
 
 Letters 25, 164, 189 
 
 Tragedies 24, 219, 223, 321 
 Senectute, Cicero de 165 
 senses xvii 
 sentence method 51 
 sentences 279 
 
 Cicero (1614) 207, 208 
 
 Demosthenes 22, 203, 208 
 
 Talii Sententiae 22 
 Sententiae Pueriles (1543) 16, 105, 
 
 106, 110, 319 
 Septuagint 203, 286 
 sermons, questions on 286, 288-90 
 service, spirit of 271 
 Servius Honoratus, Maurus (4th 
 
 century A.D.) 207 
 seventh and eighth grades xxvii 
 severity avoided 294 
 shadow of the rod 296 
 Shephani Thesaurus 222 
 
 Shirley, James, Via ad Latinam 
 (1649) 19, 173 
 
 Introductorium 18, 177 
 shrewdest boy 292 
 Shrewsbury, Earl 247 
 Shropshire grammar school 309 
 Shrovetide 313 
 shutting out the master 311 
 Siculus, Diodorus (1st century, 
 
 A.D.) 22, 208 
 sight reading 50 
 silent letters 45 
 similes, Demosthenes 203 
 Simonius, Theodorus 205 
 simple before complex 326 
 singing 286 
 Single Psalter 64 
 Singleton 204 
 site of school 239 
 sixth form 214 
 size of classes 69 
 Snell, schoolmaster 247 
 society 268 
 Soliloquies, St. Augustine (1484) 
 
 123 
 Sonetii Prosodia 212 
 Sonnenschein 45 
 
 Sophocles (495-406) 24, 218, 223 
 SpagnoH, Baptist (1448-1516) 
 
 Bucolica seu Adolescentia (1502) 
 18, 127, 206 
 Spanish ix 
 spare hours 241 
 
 Sparks, The Schoolmaster 164 
 speaking Greek 177 
 
 Latin 107, 116, 178, 282, 283, 
 312 
 
 or nothing 283
 
 (356) 
 
 Special holidays 260 
 
 specimens 242 
 
 speech graceful and effective 275 
 
 day 315 
 
 end of grammar 116 
 speeches by pupils 261 
 spelling 41-9, 51, 178 
 Spencer, Herbert (1820-1903) xx, 
 326 
 
 empirical before rational 101 
 Spenser, Edmund (1552-99) 59 
 Sphinx Philosophica 208 
 spies recommended 259, 294 
 spirit of service 271 
 spontaneity 268 
 standing desks 284 
 Stephanus, Henry Thesaurus 
 
 Graecae Linguae (1572) 
 — Robert, Thesaurus Linguae 
 
 Latinae (1531) 222 
 Stobaeus, Joannes (5th cent. A. 
 
 D.) 208 
 Stockwood , John Disputatium- 
 
 cularum (1607) 19, 173, 281 
 
 Figura 18, 133 
 
 Progyntnasma Scholasticum 
 (1597) 193 
 stories, English into Latin 207 
 strangers not playfellows 263 
 Strasburg xv 
 stubborn looks 296 
 study, child 13, 81-3, 217 
 Sturm, John (1507-89) xv, xix, 
 17, 171, 172, 275 
 
 Cicero's Letters (1539) 19, 182 
 
 influence on Hoole 194 
 style 197 
 
 Ciceronian 182 
 
 style, daily practice 284 
 stylists 16, 194, 275 
 
 standards 221 
 subsidiary books 241, 259, 307 
 
 defined 307 
 successive clearness 86 
 Suidas (10th cent. A.D.) 222 
 Sulpicius Rufus Servius (106-43) 
 25, 173 
 
 Opus Grammaticunt (1454) 
 Sunday, how spent 287-90 
 
 morning talks 287 
 supervision of master 70, 243 
 
 of playground 261 
 Supplementa ad Grammaticam. 19 
 sureties for good conduct 299 
 Susentrotus, Epitome Troporum 
 
 (1540) 19, 174 
 swearing 294 
 syllabic method 41 
 syllables 43-5, 47 
 syllabic quantity 152 
 Sylva Synonymorum (1609) 209 
 S3rmmachus, Quintus Aurelius 
 
 (345-410) Epistolae 26, 221 
 synonyms 181, 209 
 syntax 120, 147-9, 319 
 Syriac language 217 
 tablers 239, 287 
 tables of parsing 177, 233, 300 
 tabling schools 
 
 Tacitus, (55-120) Orations 202 
 Talaeus 174 
 Talii Sententiae 22 
 Talmudico Rabbinicum 217 
 tardiness 256 
 
 Taubman, Friedrich (1565- 1613), 
 on Plautus 220
 
 X357) 
 
 taws, Scotch 295 
 Taylor, Mr. penman 305 
 teacher's difficulties 9 
 teaching as an avocation 43 
 
 class 65 
 technical training 245 
 Ten commandments 288 
 Terence (185 B.C.- ) 19. 164, 
 171, 186, 196, 315, 320 
 
 Audria 179 
 
 deserves first place 177 
 tertiani 227 
 Tesmarus, John Exercitationum 
 
 Rhetoricutn 174, 221 
 text-books xxiii, xxxii, xxxv, 16- 
 
 28 
 Textor, John Ravisius, 
 
 Epistles (1559) 19, 171, 211 
 
 Epithets (1518) 212 
 
 Officina Lycosthenes (1522) 23, 
 208 
 themes 176, 197, 209, 284, 323 
 
 writing 213 
 Theognis (6th cent. B.C.) 21, 197, 
 
 204 
 theology xxviii 
 Thesaurus, Buxtorf (1609) 26, 217 
 
 Conscribendarum (1636) 20, 188 
 
 Cooper (1565) 23, 210 
 
 Poeticus 23, 212 
 
 Stephani (1531) 222 
 theses maintained 281 
 three lashes 296 
 
 R's XX vi 
 Thomas a Kempis (1380-1471) 
 
 18, 123 
 Thomas Dictionarium (1587) 21 
 Thursday half-holiday 26 
 
 Thursday review 279 
 Tigurinus, J. P. 218 
 time required xxvii, 29, 30, 53, 
 87, 101, 175, 203, 224 
 
 Bible reading after six weeks 43 
 time-saving expedients 276 
 timorousness 181, 256 
 Token-house school 70, 304 
 Tossanus, [Toussain, Daniel] (1541- 
 
 1602), Syllabus Germinus 25, 
 216 
 town suitable for school 239 
 toys, educational 36 
 trades 236, 265 
 
 or universities 245 
 Tradescant, John Musaeum 
 
 Tradescantianum (1656) 303 
 trained teachers246 
 translating dictated English 207 
 
 Greek into English 207, 213 
 
 into Latin 149-53 
 translation, Cicero's letter 183 
 
 corrected 275 
 
 displayed 315 
 
 double 171, 182 
 
 interlinear 178, 183, 203 
 
 method 178 
 
 penmanship important 302, 304 
 translations, use of 165, 226 
 Tresmari Exercitationes (1657) 25, 
 
 208 
 triviura 281 
 tropes and figures 19, 174, 190, 
 
 210, 274, 320 
 Trostius, Lexicon 217 
 truants 260 
 
 tuition 40 shillings a year 244 
 Tully. See Cicero
 
 (358) 
 
 Turner, Robert, Letters 25, 221 
 
 Orations (1615) 26 
 Turselin, Horace (1545-99) De 
 
 Particulis Latinae (1599) 25, 188 
 twelve pence for books 308 
 tyranny 298 
 unanimous piety 239 
 under-teachers 249 
 understanding 85, 326 
 uniformity of practice 327 
 tmiversities 265 
 university education xxviii 
 
 plan for work at 222 
 
 preparedness for 328 
 Uppingham 240 
 Urbanus, Belsanius, Institutiones 
 
 Graecae Grammatices (1497) 22, 
 201 
 usher xxix, 171, 227, 249, 259, 
 271, 327 
 
 and master xxxiv 
 
 lodges in school 242 
 
 number 235, 243 
 
 pew 241 
 
 salary, 30-80 pounds 244 
 Usher's Duty xxx, xxxii, 1, 73- 
 
 167 
 utterance 31 
 vacant times 323 
 vacations 314 
 Valerius Maximus (about 30 A. 
 
 D.) 22, 25, 173 
 Valla, Lorenzo (1406-57) 181 
 variety of books 226 
 
 of methods 128 
 
 of verse 194 
 Varro, Marcus Terentius (116-27) 
 
 de Lingua Latina 181 
 
 Vaughan, W. Golden Grove (1608'' 
 
 208, 211 
 Vechner, Daniel Hellenolexia 
 
 (1680) 21, 200 
 verbal realists 17 
 verbs 94-6, 144 
 Verderius [Verdier, Anthony] 
 
 (1544-1600) Imagines Deorum 
 (1581) 20, 194 
 Verepaeus, Simon, de Epistolis 
 
 Latine Conscribendis (1592) 20, 
 188 
 vernacular school xxvii 
 verse-making 190 
 
 Aesop's Fables 192 
 
 Arabic 217 
 
 English before Latin 190 
 
 Greek 197 
 
 Hebrew 217 
 
 Latin 192 
 
 versification of rules 111 
 verses 171, 315, 323 
 
 capping 280 
 
 golden 221 
 vicious encounters 244 
 Virgil [Publius Vergilius Maro] 
 
 (70-21) 164, 165, 213, 320, 321 
 
 Aeneid 207 
 
 Cerda 207 
 
 Eclogues 206 
 
 Georgics 207 
 
 Hardwick's translation 20, 190 
 
 imitated to life 212 
 
 notes by Farnaby 207 
 
 Ogleby, translation 190, 206 
 
 prince and purest 206 
 
 Res Virgiliana 23, 212 
 
 Synonyma 23, 212
 
 (359) 
 
 Virgil translations 206 
 
 Virgilius Evangelizans 212 
 virtue 239 
 visitors 260, 284 
 Vives, Juan Luis (1492-1540) 
 
 Exercitatio (1539) 128 
 vocabulary in constant use 101 
 Latin 178 
 method 177 
 vocabulas 259, 273, 280, 326 
 vocalization 31 
 vocational education ix, 236 
 Voss, Gerhard Johann (1577-1649) 
 25, 173, 208 
 de Artis Poeticae natura (1647) 
 
 23, 212 
 in Supplementum Vulgaris 
 
 Grammatices (1665) 195 
 Rhetorices Contractae sine Par- 
 titionum Oratoriarum (1621) 
 23, 174 
 voting by class 267 
 vowels 31, 35, 41, 43 
 Wakefield school 7, 302, 324 
 Walker, William (1623-82) A 
 Treatise of English Particles 
 (1655) 20, 23, 188, 209 
 walking by two's 286 
 Walton, Brian (1600-61) Bible in 
 
 oriental tongues (1657) 219 
 wandering forth from school 294 
 warning sometimes enough 297 
 Watson, Foster xxxi, 16 
 Webster, John, Examination of 
 
 Academies (1653) 80 
 weekly orations 202 
 Weinrichius, Melchior Aerarium 
 Poeticum (1647) 23, 212 
 
 West, Francis 247 
 
 that writ the Presidents 247 
 Westminister school 181, 217, 237, 
 
 258 
 Wharton, J. English Grammar 
 
 (1653) 80 
 what and why xxvii 
 wheel alphabet 38 
 whipping doubled 299 
 Whitsuntide holidays 314 
 Whittinton, Robert Grammaticis 
 
 Primae Partis (1522) 122 
 Whole Duty of Man 57 
 why so many books 226 
 will, education of xxviii 
 Willis, Thomas (1621-75) Proteus 
 Vinctus. Anglicisms Latinized 
 (1655) 20, 23, 188, 209 
 willow wands condemned 295 
 Winchester, Phrases (1658) 23, 
 
 209, 210 
 Withals, John, Dictionary in 
 English and Latine (1554) 20, 
 188 
 Wit's Commonwealth (1597) 20, 
 208 
 Hoole's Index to 195 
 Wolsey, Thomas (1475-1530) 102 
 wonder the seed of knowledge 42 
 wood and coal 242 
 Woodward, Hezekiah, A Light to 
 
 Grammar (1641) 79 
 word-building 46 
 words taught 17 
 wrangler at Cambridge 281 
 writing 174, 247, 264, 301-7 
 Greek 207 
 maketh an exact man 216
 
 (36o) 
 
 writing what is learned 94, 175 
 writing school 56, 241, 258, 276, 
 
 304 
 written work 94 
 Wurtemburg code xv 
 Xenophon (430-355) 24, 218, 223 
 yearly admission 264 
 
 York, Archbishop of 246 
 Youth's Behaviour (4th ed. 1646) 
 
 63 
 Zellermine 215 
 Zetsius 218 
 Zion college 310
 
 THE UBRARY
 
 UNIVERSITY OF CALIFORNIA LIBRARY 
 
 Los Angeles 
 
 This book is DUE on the last date stamped below. 
 
 
 ite^<. 
 
 eC 151950 
 
 J/^N2 3 1951 
 MAY 1 1 195, i 
 
 JUN2 1951 
 
 NOV 5 1953 
 
 " NOV 2-^R€fO 
 
 DEC lb i^^ 
 
 JUN 1 3 1951 
 IIP 2 9 195S 
 
 Form L9-42m-8,'49(B5573)444 
 
 t::. 
 
 •i^\',l!P 
 
 W DEC 1 
 
 aV' 
 
 75 
 
 'I'M 1 619^
 
 3 1158 00135 88e 
 
 UC SOUTHERN REGIONAL LI 
 
 AA 000 952 8