A 
 
 UNIVERSITY OF CALIFORNIA 
 LOS ANGELES
 
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 V t 
 
 ANEW 
 
 DISCOVERY 
 
 Of the old Art of 
 TEACHING SCHOOLS, 
 
 In four small 
 
 By Charles Hook Master of Arts, and 
 
 Teacher of a Private Grammar School 
 
 in Lothbury Garden, London. 
 
 Edited with Bibliographical Index by 
 . T. Campagnac 
 
 LIVERPOOL 
 The University Press 
 
 v LONDON 
 
 Constable & Company Ltd. 
 19'S
 
 Printed by BALLANTYNB, HANSON * Co. 
 At the Ballantyne Press, Edinburgh
 
 iorary 
 
 INTRODUCTORY NOTE 
 
 THE history of education may be 
 justly called the record of the 
 ideals men have formed of human 
 life, whether for the individual 
 or for society, and of the means they have 
 adopted for attaining their ideals. But 
 this definition, though just, is, if not too 
 I generous, yet too complete, to be useful, 
 for it makes the history of education one 
 5 with the history of human progress. Pro- 
 ^ gress might perhaps be shown, if its causes 
 ^ were traced out, to be due to the 
 ~" deliberate enterprise of men ; but the 
 causes are so remote, so manifold, so 
 bewildering in their variety, that in fact 
 they baffle analysis and defy descrip- 
 tion. Purpose has conflicted with pur- 
 pose, effort has smitten effort, and the 
 resultant has been a thing not intended 
 nor sought, yet welcomed as the fruit of 
 toil, and the promise of an incalculable 
 reward to be won by a continuance of 
 
 labour 
 
 437238
 
 4 An of 'Teaching School 
 
 labour, certainly unremitting, apparently 
 fragmentary and disconnected, but none 
 the less confessedly concerted and tending 
 to a single and a common end. For the 
 idea of Destiny has ever held the minds of 
 men, with a grip terrifying for some, con- 
 soling for others, according to their quality, 
 but for all irresistible : for all, whether 
 by fear or by comfort, it has provided the 
 source of reason, as it has been the revela- 
 tion of that unity without which reason 
 could not be. Incomprehensible, it has 
 challenged the human intellect to inquiry ; 
 inexorable, it has quickened the spirit to 
 revolt or to acquiescence ; immutable, it 
 has offered a clue to the riddling vicissi- 
 tudes of fortune, as men have tried to 
 review the past or to guess what years to 
 come might hold in hidden store. Not 
 backwards only, but forwards, men have 
 turned their gaze. To await the end, to 
 count no man happy till he shall have 
 reached the term of life, is the counsel of 
 those who wish both to estimate truly 
 what has been achieved and to direct 
 their efforts wisely to fresh achievements 
 fitly planned. 
 
 Universal in its range, ordering and 
 controlling the operations of men at all 
 
 times,
 
 Introductory Note 5 
 
 times and in all places, Destiny has found 
 a general recognition. But its constraint 
 has also been intimate and personal. A 
 whole people has been arrested by the 
 thought, and even by the vivid spectacle 
 of a power overmastering or inscrutable, 
 with its potency of dreadful compulsion 
 or of benevolent rule. So at its highest 
 intensity of consciousness, what is called 
 a national sentiment has sprung into 
 being, and has been maintained while that 
 thought held its place, while that spectacle 
 remained vivid in the imagination ; and 
 many men have acted with the decision 
 and the sustained purpose of a single 
 spirit. So, as we can more easily see, the 
 odd farrago of deeds, mistakes, fears, and 
 hopes, which make the sum of an in- 
 dividual life, has been fashioned to an 
 intelligible scheme, and become the con- 
 sistent fabric of a great career as its con- 
 stituents have revealed themselves the 
 consonant though varied expressions of a 
 single character. A nation has won and 
 kept personality ; and the personality of an 
 individual has taken on a larger nature, 
 and reflected and interpreted the character 
 of a people or a nation of which it became, 
 in that strange regeneration, the protago- 
 nist,
 
 6 Art of Teaching School 
 
 nist, the martyr, the saint, the hero, or, 
 in whatever form, the exemplar. And in 
 these moments, when personality is alert 
 and sensitive, it finds itself in communica- 
 tion no longer with a force dimly, if fear- 
 fully, felt, but distinct and vehement as 
 itself. The language of that colloquy is 
 poetry: "I will hear what God the Lord 
 will speak " ; "I will stand upon my 
 watch, and set me upon the tower, and 
 will watch to see what he will say unto 
 me, and what I shall answer when I am 
 argued with." Circumstances, the dull 
 pressure of events, may beat out the form 
 of the commonplace beliefs which give 
 mechanical energy to routine ; it is the 
 passionate beliefs, wrought by men from 
 Destiny in answer to insistent question, 
 that turn practice into new channels of 
 enlarged and vitalising activity. 
 
 The history of education is the broken 
 record of these rare moments in the life 
 of men : it is the record, ampler in volume 
 but less satisfactory, of the institutions in 
 which they have sought to prolong for 
 themselves and convey to others the inspira- 
 tion of which the breath has touched them. 
 The student, to borrow Plato's image, 
 stands, at best, at three removes from the 
 
 truth ;
 
 Introductory Note j 
 
 truth ; often he is more distant. For as 
 a creed cramps belief, so every form belies 
 and belittles the idea it should embody ; 
 and inspiration carries a divine frenzy, and 
 the responses of the gods, always true, are 
 always ambiguous. Yet much remains 
 that may be used : it is for the student 
 to collect, to reinterpret, perhaps to correct 
 and augment what he inherits. He has 
 been apt to look to the writings of authors 
 who have marked out the boundaries, laid 
 the foundations, and framed the laws of 
 ideal commonwealths, or of those others 
 who have sketched in outline or elaborately 
 drawn the character of ideal citizens of a 
 commonwealth which they should con- 
 stitute, and which awaits their creation ; or 
 yet again, of those who, with a more realistic 
 fiction, have set forth the curriculum of 
 studies and described the training by which 
 such citizens should be produced. He is 
 well advised who reads those books ; but 
 the history of education is not complete 
 when the splendid dreams of immortal 
 visionaries have been chronicled. The 
 student must turn when he can, and with 
 the more studious zeal, for his opportunities 
 are few, to the plainer records of what 
 men have actually done in obedience to 
 
 their
 
 8 Art of Teaching School 
 
 their visions. It must be confessed that 
 while books of each kind are dangerous, 
 those of the second are the more perilous 
 stuff. The idealist and the practical 
 man are both beset by imitators and 
 copyists ; one attracts the adulation of 
 those who suppose that to repeat large 
 words is to give proof of originality ; the 
 other wins the honest but embarrassing 
 allegiance of those who would fain do what 
 they have seen him do, and instead of 
 letting him be a master, as he deserves, 
 turn him into a sorry example ; and 
 the crowd that follows the practical man 
 is larger than the other. It has often 
 been the horror of this untoward popularity 
 which has kept men successful in various 
 professions from giving an account of 
 their methods. Sometimes an ox has 
 stepped upon their tongues and, safeguard- 
 ing their secret like a patented invention, 
 they have held fast the secret of their 
 triumph and their profit. Sometimes they 
 have even rejoiced in ignorance of their 
 own processes, and, shunning self-conscious 
 affectation or what they would regard as 
 morbid self-scrutiny, have concealed their 
 art, not only from others, but from them- 
 selves. But others few indeed, but still 
 
 some
 
 Introductory Note 9 
 
 some even though engaged in the subtle 
 craft of teaching, have been bolder and 
 more generous. Amateurs of their profes- 
 sion, they have recalled and reconsidered 
 their ambitions and retraced the steps they 
 took to their desired goal ; and thus have 
 been enabled both to reinterpret achieve- 
 ment and to identify the end of their 
 endeavours with the successive stages of 
 their journey. And they have done more 
 than this. This patient and exquisite work- 
 manship, this fearless but loving examina- 
 tion, conducted with serene detachment 
 and perfect knowledge of the work done, 
 have carried them beyond what might 
 have seemed the narrow limits of their 
 business. They have, for instance, taught 
 Latin grammar for the benefit of " Church 
 and Commonwealth," and serving those 
 societies as they knew them, fashioned for 
 other men and later generations an ideal 
 towards which those others in their turn 
 may make their pilgrimage. 
 
 It is sometimes urged in a jest, which 
 has its point, that critics are not prac- 
 titioners ; and the stricture has been used 
 with effect against those who atempt to 
 review methods of teaching or principles 
 of education. But the jest is double- 
 edged :
 
 I o Art of Teaching School 
 
 edged-: if critics are not practitioners, 
 practitioners here, as elsewhere, are too 
 little apt to be critics of themselves. 
 " Lorde God," exclaimed Sir Thomas 
 Elyot, appealing in his vexation from earth 
 to heaven, " Lorde God, howe many good 
 and clene wittes of children be now-a- 
 dayes perished by ignorant schole maisters. 
 How little substancial doctrine is appre- 
 hended by the fewnesse of good gram- 
 marians ! " It is true the " Boke named 
 the Governour " was first published nearly 
 four hundred years ago (in 1531); and 
 the author would hold a different language 
 if he were writing now ; but grammar was 
 not a new and untried subject in the 
 sixteenth century. 
 
 This divorce of criticism from practice, 
 this suspicion felt by the practitioner for 
 the critic, have done harm enough, and as 
 much good as they could do in creating 
 and fostering a much- worn jest ; but it is 
 time they were forgotten. 
 
 In the book which is now freshly pre- 
 sented to students of English education 
 we see a master of his art, acknowledged 
 by his contemporaries and his rivals, criticis- 
 ing himself. He puts his experience at 
 the disposal of those who may care to use 
 
 it;
 
 Introductory Note 1 1 
 
 it ; he tells us what he wished to do, and 
 he tells us how he proceeded in doing it. 
 Hoole needs no commentary or exposition 
 when he is himself accessible. One of the 
 main authorities, and one of the richest 
 sources for the history of education in 
 this country, he has, however, been hither- 
 to practically inaccessible. He is referred 
 to and quoted, but seldom read. It may 
 be hoped that, read now, he will be as 
 much valued as he was in his own day. 
 Indeed, he deserves attention. Apart 
 from the historical and antiquarian interest 
 with which his work is invested, it may 
 still be found of practical utility no 
 record, so detailed and so faithful, of 
 work done should be unheeded by those 
 whose work lies in the same or in ad- 
 jacent fields. Whether his methods com- 
 mend themselves or not to teachers of our 
 own time, it is clear that they were 
 carefully devised, and that they had the 
 effect of giving to his pupils a freedom in 
 the use of Greek and Latin, and an 
 acquaintance with classical authors which 
 we may properly admire and may be for- 
 given for envying. It is clear also that 
 Hoole expected teachers of classics to 
 have read widely in the literatures which 
 
 it
 
 1 2 Art of leaching School 
 
 it was their business to illustrate or 
 expound. 
 
 The text has been reproduced from the 
 edition of 1660 in the Bodleian Library. 
 I am indebted to the Bodley's Librarian 
 for granting me leave to have this copy 
 rotographed, and to the Controller of the 
 Oxford Unversity Press for his goodness 
 in having this work done for me. 
 
 I have not scrupled, where an obvious 
 misprint had been made in the first edition, 
 to correct it in mine. 
 
 Thus at the foot of the second page of 
 the Epistle "To all favourers of good 
 learning . . ." for"Et veniam per laude 
 peto," I have put " Et veniam pro laude 
 peto" (Ovid Tristia, vii. 31). 
 
 But with very few exceptions of this kind, 
 the text of the present edition is identical 
 with that of the original. 
 
 I trust that the index of authors and 
 titles, and the bibliographical notes which 
 I have made, will be of interest to the 
 student of this period. 
 
 Until the documents are collected and 
 presented in a convenient form, it will be 
 impossible to write and idle to guess at 
 
 the
 
 Introductory Note 13 
 
 the history of teaching. Much has 
 already been done by Mr. W. H. 
 Woodward, formerly Professor of Educa- 
 tion in the University of Liverpool, and 
 also by Professor Foster Watson of 
 Aberystwyth. They will permit me, as a 
 beginner in a field where they have been 
 pioneers, to acknowledge my debt to their 
 wide and accurate learning. But they 
 know how much is yet to be done. To 
 Professor Watson I owe a special ac- 
 knowledgment of the aid and encourage- 
 ment which he has given me in the pre- 
 paration of this volume. 
 
 Mr. P. S. Allen, of Merton College, 
 Oxford, Dr. G. Buchanan Gray, Mr. L. C. 
 Wharton, of the British Museum, and the 
 Librarian of the John Rylands Library, 
 Manchester, have kindly helped me in 
 tracing books which I should have hardly 
 found without their assistance. 
 
 To Dr. J. P. Postgate I have often 
 gone for guidance, and never in vain. 
 Miss Dorothy Allmand, of the University 
 Library, Liverpool, has worked with equal 
 enthusiasm and skill upon the index. 
 
 I desire to express my gratitude to the 
 Committee of the University Press of Liver- 
 pool for undertaking the publication of this 
 
 volume,
 
 14 Art of Teaching School 
 
 volume, and particularly to the Chairman, 
 Professor Newberry, for the interest he has 
 taken in the work since its inception, and 
 to Miss Millett, Assistant Secretary, for 
 her admirable patience and generous co- 
 operation in its progress. 
 
 Upon every page I had almost said 
 every line I have been able to consult 
 Dr. John Sampson, whose erudition is 
 matched by his unfailing kindness. 
 
 E. T. CAMPAGNAC. 
 
 LIVERPOOL, August 1913.
 
 LIST OF CHIEF CATALOGUES AND 
 OTHER WORKS CONSULTED 
 
 Allgemeine Deutsche Bibliographic. 
 
 Bayle, Dictionnaire historique et critique, 1820. 
 
 Biographie universelle, ancienne et moderne, 1843. 
 
 Bodleian Library Catalogue. 
 
 British Museum Catalogue. 
 
 Brunet, Manuel du Libraire, i86o-8o. 
 
 Dictionary of National Biography, 1885-1900. 
 
 Diestiel (Ludwig), Geschichte des Alten Testa- 
 
 mentes in der christ lichen Kirche, 1869. 
 Eckstein (Friedrich August), Nomenclator Philo- 
 
 logorum, 1871. 
 
 Encyclopaedia Britannica, nth edition. 
 Graesse, Tresor de Livres rares et pre'deux, 1859 
 
 1869. 
 Graesse, Lehrbuch einer Literargeschichte der 
 
 beruhmtesten V'olker der alien Welt, 1837- 
 
 1859. 
 Halkett & Laing, Dictionary of Anonymous and 
 
 Pseudonymous Literature, 1882. 
 Jocher (Christian Gottlieb), Allgemeines Gelehrten- 
 
 Lexicon, 1750. 
 
 Keatinge (M. W.), The Great Didactic. 
 Panzer, Annales Typographic}, 1793-1803. 
 Rashdall (Hastings), The Universities of Europe 
 
 in the Middle Ages, 1895.
 
 1 6 List of Catalogues and Works consulted 
 
 Sandys (John Edwin), History of Classical Scholar- 
 ship, 1903-8. 
 
 Stationers 1 Registers, ed. Arber. 
 
 Watson (Foster), The English Grammar Schools 
 to 1660, 1908 
 
 Watt, Bibliotheca Britannica, 1824. 
 
 Woodward (William Harrison), Erasmus, 1904. 
 
 Zedler, Universal Lexikon.
 
 ANEW 
 
 DISCOVERY 
 
 Of the old Art of 
 TEACHING SCHOOLE, 
 
 In four small 
 
 i. 
 
 2. 
 
 3- 
 
 4- 
 
 A Petty-Schoole. 
 
 The Ushers Duty \ In a 
 
 The Masters Method V Grammar 
 
 Scholastick Discipline ) Schoole. 
 
 Shewing how Children in their playing 
 years may Grammatically attain to a 
 firm groundedness in and exercise of 
 the Latine, Greek and Hebrew Tongues. 
 
 Written about Twenty three yeares a- 
 go, for the Benefit of Rotherham School, 
 where it was first used ; and after 14. 
 years trial by diligent practise in London 
 in many particulars enlarged, and now 
 at last published for the general profit, 
 especially of young Schoole-Masters. 
 
 By Charles Boole Master of Arts, and 
 
 Teacher of a Private Grammar School 
 
 in Lothbury Garden, London. 
 
 London^ Printed by J. T. for Andrew Crook 
 at the Green Dragon in Pauls Church-yard, 1 660. 
 b
 
 To the Right Worshipfull, his most 
 
 Reverend, constant, & truly loving Friend 
 
 Robert Saundenon D. D. and Rector 
 
 of Boothby-Pagnell. C. H. wisheth 
 
 increase of Grace, and perfection 
 
 of GLORY 
 SI R, 
 
 \0w I have by Gods blessing 
 obtained (that which you 
 can witnesse I have seriously 
 laboured after) a thrice se- 
 ven yeares experience in this despicable, 
 but comfortable employment of teaching 
 Schoole ; I think it not amisse to disco- 
 ver 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 School- 
 Master, which at first I undertook, and 
 have ever since persisted in, by your 
 encouragement. 
 
 How far this New Discovery is 
 improved, since I made it at Rother- 
 ham, and afterwards writ it out at lit- 
 tle Humbie, whitest I lived more reti- 
 redly in the house of that Noble Knight, 
 Sir William Brownelwoc, (whom I 
 
 think
 
 The Epistle. 
 
 think my self ever bound to honour 
 for his singular and undeserved favours 
 to me in many -particulars'] I refer it to 
 you to consider. For as you sometimes 
 then -perused it in Manuscript, so I hope 
 you will (at your leisure] look upon it 
 now in print, and not like it much worse, 
 then formerly . 
 
 For I may truly say, that besides what 
 I have observed by reading sundry Au- 
 thours treating of this subject, or gained 
 by frequent and familiar converse with 
 men of known abilities, both in City 
 and Country. I have profited most in this 
 Art of teaching, by my Scholars ; who 
 have been my daily instructers, how to 
 suit my method to their several capaci- 
 ties. And of all that ever I have taught 
 either in publick Schoole, or in my own, 
 or others houses, in more private manner, 
 I have been beholding most to my Lon- 
 don Scholars, who as they are generally 
 quick-spirited, and forward to learn, 
 where the way is easy to them ; so are 
 they soon apt to flag and be discouraged, 
 when any difficulties appeare in their 
 
 way.
 
 The Epistle. 
 
 way. For their sakes therefore, (who by 
 reason of many Schooles were sometimes 
 occasioned to remove from one to ano- 
 ther] I was enforced to facilitate the 
 most common way of teaching, according 
 to what you see, I have here endeavoured 
 in these small Treatises. 
 
 In the publishing whereof I beseech 
 you, that I may not offend in making use 
 of your name, as well as my Masters ;for 
 as I was instructed by him at the School, 
 so I was by your means sent, and -provi- 
 ded for in the University ; and though I 
 can never-be able to requite your care and 
 -pains on my behalf, yetlhavelongdesired, 
 even whitest you are both living, to testify 
 to the world, that I am not forgetful al- 
 together of your great benefits. If what I 
 have here done be liking to your selfe, I 
 shall lesse need to care how others censure 
 me, or it ; Forasmuch as you have known 
 me since my first studies, and are suffici- 
 ently able to judge of a way to come by 
 learning, as having been your self well 
 methodized in your youth, and attained 
 to that -perfection in all kinde of know- 
 ledge
 
 The Epistle. 
 
 ledge, which many do much admire , but 
 few can hope to exceed. But I know to 
 whom I write, and therefore I will not 
 adventure into an Ocean of what may be 
 said of your demerits, especially to mee 
 wards, onely I commend this little work 
 to your acceptance, as a Testimony of 
 that unfeigned respect, which 1 think my 
 self ever bound, to shew towards you and 
 yours; And I beseech God (that hathheen 
 pleased to exercise me in School-teach- 
 ing, whilst you have been put upon exer- 
 cises in School-Divinity, and so order- 
 ed that something of what we have each 
 done, is now labouring at the presse ;) to 
 continue our earnest endeavours to serve 
 him whilst we live, that when we dye, 
 we may partake of that blessed reward, 
 which is reserved in heaven for all those 
 that attend the coming of our Lord and 
 Saviour Jesus Christ ; to whose Grace I 
 commend you and all yours, and rest 
 
 London, Your humbly observant 
 Dec. 24. Kinsman, 
 
 1659. CHARLES HOOLE. 
 
 To
 
 To his most Experienced, and truly 
 
 Honoured Master, Mr. ROBERT 
 
 DOUGHTT, Head Schoole-M aster 
 
 at Wakefield, C. H. wisheth 
 
 all health and happiness. 
 
 SIR, 
 
 is yet a question amongst 
 Schoole-boyes, and not 
 likely to be hastily by 
 them decided, whether K. 
 Alexander was more bound 
 to Philip his Father, that begat him, or 
 his Master Aristotle that instructed 
 him? for of both he had received 
 unrequitable Benefits. Should I 
 therefore not acknowledge that la- 
 sting good, which with many co- 
 partners I obtained by your care 
 and industry, I should indeed be 
 worse than ungrate full. And what 
 token of thankfulnesse can I tender, 
 more welcome to your self, then this 
 small Manual, which most nearly 
 concernes the profession of a Schoole- 
 Master ; a calling which hath all kinde 
 of good attending it, to make it com- 
 mendable, as well as others. 
 
 For
 
 An Epistle. 
 
 For I. If we look at the benefit- 
 ting of Church and Common- 
 wealth ; wherein can we better im- 
 ploy our time and study, then in 
 training up of children to become ser- 
 viceable instruments of much good 
 in both ? Nay, should a man but bare- 
 ly respect himself, he may finde 
 it very profitable to augment his 
 learning, and not a little advanta- 
 gious to the increase of his yearely 
 Revenues. 
 
 2. What more pleasing variety 
 can there be, then that of childrens 
 dispositions and fansies ? what better 
 Recreation, then to read and dis- 
 course of so many sundry subjects, 
 as we meet with in ordinary Au- 
 thours? Besides, the delight which 
 is to be taken by our Scholars ready 
 progresse in a constant even way, 
 will far exceed all care and toyle 
 that can be bestowed in helping 
 them to profit. 
 
 3. Should I goe about by those 
 millions of Arguments that con- 
 
 curre
 
 An Epistle. 
 
 curre (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, maintain- 
 ed and encouraged by most noble 
 Princes, and religiously disposed 
 people ; opposed onely by the ene- 
 mies of Gods truth, and most dise- 
 steemed by persons that are altoge- 
 ther (for want of breeding) either 
 debauched, or ignorant. I might 
 write a larger Volume, and to lesser 
 purpose. 
 
 Ob. But alas, we that wholly un- 
 dergoe the burden of School-teach- 
 ing, can tell by our own experience, 
 how laborious it is both to minde 
 and body, to be continually intent 
 upon the work, and how irksome it 
 is (especially to a man of a quiet 
 temper) to have so many unwilling 
 provocations unto passion ; what 
 good parts for learning, and right 
 qualification in all points of beha- 
 viour
 
 An Epistle. 
 
 viour is required of us ; how small 
 our yearly stipend is, and how un- 
 certain all our other incomes are. 
 Again, we call to minde the too 
 much indulgency of some Parents, 
 who neither love to blame their 
 childrens untowardnesse, nor suffer 
 the Master to correct it ; we remem- 
 ber their generall ingratitude for 
 the Masters well-doing, and their 
 open clamour for his least doing 
 amisse ; we observe their common 
 indiscretion in wholly imputing the 
 Scholars lesse profiting to the Ma- 
 sters more neglect, and their happy 
 thriving to their own onely toward- 
 linesse ; not to mention their fond 
 Ambition, in hastening them too 
 fast. Besides, the small account 
 which the vulgar have, the too cen- 
 sorious eye which the more judici- 
 ous cast, and the slight regard 
 which our young Academians (for 
 the most part) carry towards a -poor 
 Schools-Master^ make us sometimes 
 judge our calling (as many do) too 
 
 mean
 
 An Epistle. 
 
 mean for a Scholar to undertake, 
 or desire to stick too many yeares. 
 We let passe childrens imperfections 
 and untowardnesse, which are in- 
 deed our daily torture ; so that we 
 could rather wish, our selves might 
 leave our charge, then advise any 
 friends we have to undertake it. 
 
 Answ. These we must acknow- 
 ledge are very great discourage- 
 ments, yet such as attend a most ne- 
 cessary calling, and therefore must 
 with Fortitude be conquered, or re- 
 solutely undergone. Should the 
 Mariner, because of danger, the 
 Husband-man because of toyle, the 
 Souldier because of hardship, the 
 Magistrate because of interruption, 
 the Minister, because of many mens 
 disordered conversations, abandon 
 their professions; it would then 
 fare with a State, as (the Tale saith) 
 it did once with the body, when 
 the whole pin'd away, because no 
 member would discharge its proper 
 function. 
 
 Neither
 
 An Epistle. 
 
 Neither can I say to whom I 
 should more properly dedicate this 
 Subject, then to your selfe, who have 
 now (as I suppose) for at least fifty 
 yeares together, and with general 
 applause, performed the Taske of a 
 Schoole - Master, notwithstanding 
 much opposition, and many discou- 
 ragements of every kinde ; who 
 have had continually in your charge 
 many scores of Scholars, and have 
 yearly sent abroad, both to Trades, 
 and Universities, great store of such 
 as have been thorowly accomplished 
 in their places. Nay, (give me leave 
 to speak it) to commend your 
 knowne Dexterity in this excellent 
 calling, there have been (I think) 
 as many, and those, as well-ap- 
 proved Schoole-Masters your quon- 
 dam Scholars, as have been trained 
 up by any one man in England. 
 Amongst others I help onely to fill 
 up the number, who have some- 
 times in publick, and sometimes in 
 private, for nigh thirty years toge- 
 ther,
 
 An Epistle. 
 
 ther, been exercised in teach- 
 ing Scholars, and have at last for 
 mine own ease, and the satisfaction 
 of some friends, printed what Me- 
 thod and Order you once saw I had 
 writ out, and which upon your ap- 
 probation, and my own further ex- 
 periment, I have thought meet to 
 observe constantly, reserving ever 
 the liberty of varying in matters of 
 circumstance, as occasion shall re- 
 quire. And for some things (it may 
 be) you may rightly say (as I am 
 ever bound most thankfully to ac- 
 knowledge,) that I was your Scholar, 
 seeing in them I have so nearly 
 seemed to track that method, ac- 
 cording to which I was instructed by 
 your self. 
 
 Daigne (I beseech you) to accept 
 this small offer of a willing minde, 
 and if you finde it helpful to you or 
 yours, in any kinde, to use it freely ; 
 where you shall espie the least de- 
 fect, I hope you will please to cen- 
 sure it with impartial mildenesse. 
 
 This
 
 An Epistle. 
 
 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 fini- 
 shed your course, you may receive 
 at Gods hands an immortal Crown, 
 through Jesus Christ our Saviour, 
 in whom I rest. 
 
 Tours, in all observancy, 
 
 Dec. 24. Charles Hoole. 
 
 1659. 
 
 To 
 
 Xiv
 
 To all favourers of good learning, but 
 more especially, to the Teachers of 
 
 GRAMMAR. 
 
 p ^Here is no calling more ser- 
 viceable to Church and Com- 
 mon-wealth^ then this of a 
 Schoole-M aster ; none then it \ 
 more perplexingly toylesome, where Art 
 and Discretion, the two essentials of 
 a Schoole-Master, are wanting. Seeing 
 we have especially to deale with chil- 
 drens imperfections, which are wari- 
 ly to be observed and helped, not 
 strictly to be censured. 
 
 That Constancy in a good Method 
 is the mean to make a Scholar is by 
 all affirmed ; but which Method, of ma- 
 ny that are used, is the best, is not easily 
 determined. Sure we are, that the nea- 
 rest, easiest, and plainest is most grate- 
 ful, and the ratherifit 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
 
 The Epistle. 
 
 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 change- 
 ing Masters, they may not sustain such 
 discouragement and loss of time, as usu- 
 ally betides, when children are not 
 grounded in what they learn. 
 
 This I submit to more gentle cen- 
 sures, requesting where I mistake to re- 
 ceive some better directions, not enjoyn- 
 ing any man to tread in my steps, though 
 possibly some may like to follow me in 
 this way, which I am resolved to keep 
 (whether in more publick, or my private 
 course of teaching) till I know a readier', 
 which who so hath gone it, may do well 
 to describe. Now the Lord of heaven 
 give a blessing to these weak endeavours, 
 which if any man profit by, let him give 
 God the Glory, whose alone power it is, 
 that hath thus far enabled me to perform, 
 (what from a child) 1 have seriously de- 
 sired. Et veniam pro laude peto, &c. 
 
 A 
 
 XTi
 
 A note of Schoole-Authours, most 
 
 proper for every Form of Scholars in 
 
 a Grammar-Schoole, wch are 
 
 mentioned in this Book. 
 
 I. Authours useful for the first 
 
 Form. 
 
 Classical. Subsidiary. 
 
 A N English Bi- f\Rbis Pictus. 
 ^^ble, or Testa- ^^ The common Rudi- 
 ment. mentsofLatineGram- 
 
 The Accidents. mar. 
 
 Sententiae Pueriles. A little Vocabulary Eng- 
 The principles of lish and Latine by C. H. 
 Christianity. 
 
 2. Authours for the second Form. 
 
 I. Classical. 
 
 Lilies Grammar. 
 
 Cato. 
 
 Pueriles Confabula- 
 
 tiunculee. 
 Corderii Collo- 
 
 quia. 
 The Assemblies 
 
 Catechisme. 
 
 Subsidiary. 
 
 A Construing book. 
 
 Propria quae maribus, 
 &c. Englished and ex- 
 plained. 
 
 An easie entrance to the 
 Latins Tongue, common- 
 ly called the Grounds 
 of Grammar, by C. H. 
 
 Englishes to be translated. 
 
 A little Paper book. 8. 
 3. Authours
 
 A Note of Schoole-Authours, 
 3. Authors useful for the third Form. 
 
 Classical. 
 
 Lilies Grammar. 
 
 The Latine Testa- 
 ment. 
 
 ^Esopi Fabulae. 
 
 Janua Linguarum. 
 
 Castalionis Dialogi. 
 
 Mantuanus. 
 
 Helvid Colloquia. 
 
 The Assemblies Ca- 
 techism in Latine, 
 
 Perkins six princi- 
 ples. 
 
 Subsidiary. 
 
 A construing-book. 
 
 A Paper-book in quarto. 
 
 A praxis of the Grammar 
 Rules. 
 
 Gerards Meditations. 
 
 Thomas de Kempis. 
 
 Sancti Augustini Solilo- 
 quia. 
 
 Stockwoods Figura con- 
 strued. 
 
 Hamptons Prosodia con- 
 strued. 
 
 4. Authours useful for the fourth Form. 
 
 Subsidiary. 
 
 The Latine Grammar by 
 C. H. 
 
 The posing of the Acci- 
 dents. 
 
 Animadversions upon Li- 
 lies Grammar. 
 
 Stockwoods Disputations. 
 
 Mr. Pooles English Acci- 
 dents. 
 
 Hermes Anglo-Latinus. 
 Seidelius. 
 
 Classical. 
 
 The Latine Testa- 
 ment. 
 
 Lilies Grammar. 
 
 Elementa Rheto- 
 rices. 
 
 Camdeni Gram- 
 matica. 
 
 Graecum Testa- 
 mentum. 
 
 Nomenclatura.
 
 in a Grammar-Schoole 
 
 Seidelius. 
 
 Posselii Dlalogi. 
 
 Shirley's Introdu- 
 ctorium. 
 
 Terentius. 
 
 Janua Latinae Lin- 
 guae. 
 
 Sturmii 
 
 Textoris 
 
 Ovidius de Tristi- 
 bus. 
 
 Ovidii Metamor- 
 phosis. 
 
 Buck anani Psalmi. 
 The Assemblies 
 
 Catechisme, La- 
 tine and Greek. 
 
 Supplementa ad Gram- 
 maticam 
 
 Mr. Birds Gram- 
 
 Mr. Shirleys mar. 
 
 Mr. Burleys 
 
 Mr. Haw kins 
 
 Mr. Gregories 
 
 Mr. Danes. 
 
 Mr. Farnabies 
 
 A Paper-book in quarto. 
 
 An English Rhetorick. 
 
 Index Rhetoricus. 
 
 Susenbrotus. 
 
 Compendium Rhetorices. 
 
 Passoris Lexicon. 
 
 Rudimenta Grammatics 
 Greecee. 
 
 Busbeei Grammatica 
 Graca. 
 
 Clavis., & fundamentum 
 Graces Linguee. 
 
 Fabritii elegantite Pueri- 
 les. 
 
 Dux Oratorius. 
 
 Erasmus de copiaverboru. 
 
 A little Dictionary Eng- 
 lish and Latine in 80. 
 
 Walkers Particles. 
 
 Willis Anglicismes. 
 
 Phraseologia Puerilis. 
 
 Epistolographia by Mr. 
 
 Clerk. Eras-
 
 A Note of Schoole-Authours, 
 
 Erasmus de conscribendis 
 
 Epistolis. 
 Buchleri Thesaurus con- 
 
 scribenda ru Epistola ru . 
 Vereptsus de conscriben- 
 dis Epistolis. 
 Hardwicks Mantuan. 
 Sandys Ovid. 
 Herberts Poems. 
 
 guarles's Poems, 
 went Epigrammata. 
 Farnabii Epigrammata. 
 Alciati Emblemata. 
 Pools English Parnassus. 
 Clarks Dux Poeticus. 
 Wits Common-wealth. 
 Rosses EnglishMythologist. 
 Lord Bacon de Sapientia 
 
 veterum. 
 Natalis Comes. 
 Verderii imagines Deoru. 
 Lexicon Geographic^ &c. 
 Holy-oakes Dictionary. 
 Thomas Thomasius. 
 
 5. Authours useful for the fifth Form. 
 
 Classical. Subsidiary. 
 
 Lilii Grammatica. Franklin de Orthotonia. 
 Camdeni Gram- Scapula. 
 
 matica. Screvelii Lexicon. 
 
 Elementa
 
 in a Grammar-Schoole. 
 
 Elementa Rheto- 
 rices. 
 
 Aphthonius. 
 
 Livii Orationes. 
 
 Isocrates. 
 
 Theognis. 
 
 Justinus. 
 
 Cessaris Commenta- 
 rii. 
 
 Lucius Florus. 
 
 Erasmi Colloquia. 
 
 Janua Linguarum 
 Graeca. 
 
 Virgilius. 
 
 jEliani Histories va- 
 ries. 
 
 Epictetus. 
 
 Farnabii Epigram- 
 mata. 
 
 Nowelli Catechis- 
 mus. 
 
 Vechneri Hellonexia. 
 
 Busbai 
 
 Cleonardi 
 
 Scoti 
 
 Chrysolora Gramma- 
 
 Ceporini tica. 
 
 Gazes 
 
 Urbanii 
 
 Caninii 
 
 Gretseri 
 
 Posselii Syntaxis. 
 
 Demosthenis Sententia. 
 
 Posselii Apophthegmata, 
 
 Garthii Lexicon. 
 
 Rulandi Synonymia. 
 
 Morelii Dictionarium. 
 
 Billii locutiones. 
 
 Devarius de Greeds par- 
 
 ticulis. 
 
 Posselii calligraphia. 
 Plutarchus. 
 Valerius Maximus. 
 Plinii Histories. 
 Medulla Histories. 
 Phcedri Fabules. 
 Natales Comes. 
 Adagia Selecta. 
 Erasmi Adagia. 
 Bibliotheca Scholastica. 
 Pierus. 
 Causinus. 
 
 Alciati 
 
 ixi
 
 A Note of Schoole-Authours, 
 
 Alciati Emblemata. 
 
 Reusneri Symbola. 
 
 Diodorus Siculus. 
 
 Tullii Sententits. 
 
 Ethica Ciceroniana. 
 
 Gruteri Florilegium. 
 
 Orator extemporaneus. 
 
 yossiipartitiones oratories 
 
 Textoris officina. 
 
 Lycosthenes. 
 
 Erasmi Apophthegmata. 
 
 Polyanthea. 
 
 Sylva Synonymorum. 
 
 Calliepia. 
 
 Huisse's 
 
 Winchester's 
 
 Lloyd: 
 
 Farnabie's 
 
 Manutii 
 
 Encheiridion Oratorium. 
 
 Phrases. 
 
 Clarks 
 
 Phraseologia. 
 
 English Adagies. 
 Anglicismes. 
 Barrets Dictionary. 
 Parei calligraphic. 
 Walker's particles. 
 Cooperi Dictionarium. 
 Flares Poetarum. 
 Phrases Poeticte. 
 JErarium Poeticum. 
 Encheiridion Poeticum. 
 Res 
 
 zxii
 
 in a Grammar-Schoole. 
 
 Res Virgiliana. 
 
 Artis Poeticce compendiu. 
 
 Thesaurus Poeticus. 
 
 Authours useful for the sixth Form. 
 
 Classical. 
 
 Lilii Grammatica. 
 
 Camdeni Gram- 
 matica. 
 
 Elementa Rheto- 
 rices. 
 
 Graecum Testamentu 
 
 Buxtorfii Epitome. 
 
 Psalterium Hebra- 
 icum. 
 
 Homerus. 
 
 Pindarus. 
 
 Lycophron. 
 
 Xenophon. 
 
 Euripides. 
 
 Sophocles. 
 
 Aristophanes. 
 
 Ant. de Laubegeois 
 breviarium 
 
 Grtscte Lingues. 
 
 Horatius. 
 
 Juvenalis. 
 
 Persius. 
 
 Lucanus. 
 
 Seneces Tragoedies. 
 
 Subsidiary. 
 Authores Grammatica 
 
 antiqui. 
 Despauterius. 
 Linacer. 
 Melancthon. 
 Valerius. 
 Alvarez. 
 Rhenius. 
 Sulpitius. 
 Vossius. 
 
 Tresmari exercitationes. 
 Rhetorics. 
 Nic. Causinus. 
 Paiot de Eloquentia. 
 Turselinus. 
 HawkinsparticulasLati- 
 
 n<e Lingua. 
 Tullii 
 
 Plinii 
 
 Erasmi 
 
 Lipsii 
 
 Manutii 
 
 Aschami 
 
 Politiani 
 
 Turneri 
 
 Epistolce. 
 
 Martialis
 
 Note of Schoole-Authours, &c. 
 
 Martialh. 
 
 Plautus. 
 
 Luciani selecti Dia- 
 
 logi. 
 
 Tullii Orationes. 
 Plinii Panegyrica, 
 Quintiliani Decla- 
 
 mationes. 
 Birketi Catechis- 
 
 mus. 
 Catechismus parvus 
 
 Hebraicus. 
 
 Goclenii Analecta^ 
 
 blemata. 
 
 Ausonius Popma. 
 Becman de Originibus. 
 Tossani Syllabus geminus. 
 Buxtorfii Lexicon. 
 Schindleri Pentaglotton. 
 Buxtorfii Thesaurus. 
 Pagnini 
 
 Crinesii Lexicon. 
 Torstii 
 
 C/avis Homerica. 
 Lexicon Homericum. 
 Eustathius. 
 
 PontaniProgymnasmata. 
 Goodwin's Antiquities. 
 Symmachi Epistola. 
 Libanius Sophista. 
 Turneri. O 
 Baudii. ^) 
 Mureti. fc^ 
 Heinsii. KO 
 Puteani. ; KH 
 Rainoldi. O 
 Lipsii. ^j 
 Barclaii. tq 
 Salmatii. Co 
 
 THE 
 
 xxiv
 
 THE 
 
 Petty-Schoole. 
 
 SHEWING 
 
 A way to teach little 
 
 Children to read English with 
 
 delight and profit, (espe- 
 
 cially) according to 
 
 the New Primar. 
 
 By C- 
 
 LONDON, 
 
 Printed by J. T. for Andrew Crook y 
 
 at the Green Dragon in Pauls 
 
 Church Yard, 1659.
 
 THE 
 
 Petty-Schoole. 
 
 CHAP. I. 
 
 How a childe may be helped in the first pro- 
 nounciation of his Letters. 
 
 , Y aim being to discover the old 
 Art of teaching Schoole, and 
 how it may be improved in 
 every part suteable to the 
 years and capacities of such 
 children as are now commonly taught ; 
 I shall first begin my discourse concern- 
 ing a petty-Schoole, & here or else where 
 I shall not busie my self or Reader about 
 what a childe of an extraordinary to- 
 wardliness, and having a teacher at 
 home, may attain unto, and in how 
 short a space, but onely shew how a mul- 
 titude of various wits may be taught all 
 together with abundance of profit and 
 delight to every one, w ch is the proper 
 and main work of our ordinary Schooles. 
 Whereas then, it is usual in Cities and 
 
 greater
 
 2 The Petty-School. 
 
 greater Towns to put children to Schoole 
 about four or five years of age, and in 
 Country villages, because of further di- 
 stance, not till about six or seven ; I con- 
 ceive, The sooner a child is put to School, the 
 better it /'*, 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 un- 
 certainty of parents lives, should make 
 them careful of their Childrens early e- 
 ducation, which is like to be the best 
 part of their patrimony, what ever good 
 thing else they may leave them in this 
 World. 
 
 I observe that betwixt three and four 
 years of age a childe hath great pro- 
 pensity to peep into a book, and then 
 is the most seasonable time (if conve- 
 niences may be had otherwise) for him 
 to begin to learn ; and though per- 
 haps then he cannot speak so very di- 
 stinctly, yet the often pronouncia- 
 tion of his letters, will be a means to 
 help his speech, especially if one take no- 
 tice in what organ or instrument he is 
 most defective, and exercise him chie- 
 fly in those letters which belong unto it. 
 
 Now there are five organs or instru- 
 ments of speech, in the right hitting of 
 which, as the breath moveth from with- 
 in.
 
 The Petty-School. 3 
 
 in, through the mouth, a true pro- 
 nunciation of every letter is made, viz. 
 the lips, the teeth, the tongue, the roof 
 of the mouth, and the throat ; Accord- 
 ing to which if one rank the twenty four 
 letters of our English Alphabet, he shall 
 find that A^ E, /, O, 7, proceed by degrees 
 from the throat, along betwixt the 
 tongue and the roof of the mouth to the 
 lips contracted, and that Y is somewhat 
 like /, being pronounced with other let- 
 ters, but if it be named by it self, it re- 
 quireth some motion of the lips. B, F, M y 
 P, W, and V consonant, belong to 
 the lips. C, S y X, Z, to the teeth. Z), Z,, 
 N, T, R, to the tongue. , H, K, Q, 
 to the roof of the mouth. But the sweet 
 and natural pronunciation of them is 
 gotten rather by imitation then precept, 
 and therefore the teacher must be care- 
 ful to give every letter its distinct and 
 clear sound, that the childe may get it 
 from his voice, and be sure to make the 
 child open his mouth well as he uttereth 
 a letter, lest otherwise he drown or 
 hinder the sound of it. For I have 
 heard some foreiners to blame us Eng- 
 lish-men for neglecting this mean to a 
 plain and audible speaking, saying, that 
 the cause, why we generally do not speak 
 so fully as they, proceeded from an ill 
 
 habit
 
 4 A Petty-School. 
 
 habit of mumbling, which children got 
 at their first learning to read ; which it 
 was their care ; therfore to prevent or re- 
 medy betimes, and so it should be ours, 
 seeing Pronounciation is that that sets out a 
 man, and is sufficient of it self to make one an 
 Or at our. 
 
 Chap. II. 
 
 How a childe may be taught with delight to 
 know all his letters in a very little time. 
 
 THe usual way to begin with a child, 
 when he is first brought to Schoole, 
 is to teach him to know his letters in the 
 Horn-book, where he is made to run o- 
 ver all the letters in the Alphabet or 
 Christ-cross-row both forwards and back- 
 wards, until he can tel any one of them, 
 which is pointed at, and that in the Eng- 
 lish character. 
 
 This course we see hath been very ef- 
 fectual in a short time, with some more 
 , ripe witted children, but othres of a 
 slower apprehension (as the most and 
 best commonly are) have been thus 
 learning a whole year together, (and 
 though they have been much chid and 
 beaten too for want of heed) could scarce 
 
 tell
 
 The Petty-School. 5 
 
 tell six of their letters at twelve moneths 
 end, who, if they had been taught in a 
 way more agreeable to their meane 
 apprehensions (w ch might have wrought 
 more readily upon the senses, and affe- 
 cted their mindes with what they did) 
 would doubtlesse have learned as cheer- 
 fully, if not as fast as the quickest. 
 
 I shall therefore mention sundry ways 
 that have been taken to make a childe 
 know his letters readily, out of which 
 the discreet Teacher may chuse what is 
 most likely to suit with his Learner. 
 
 I have known some that (according 
 to Mr. Brinsley's direction) have taught lit- 
 tle ones to pronounce all the letters, and 
 to spell pretty well, before they knew 
 one letter in a book ; and this they did, 
 by making the childe to sound the five 
 vowels a, e, /, 0, , like so many bells up- 
 on his fingers ends, and to say which 
 finger was such or such a vowel, by chan- 
 ges. 2 Then putting single consonants 
 before the vowels, [leaving the hardest 
 of them till the last] and teaching him 
 how to utter them both at once, as va, ve, 
 vi, vo, vu, da, de, dl, do, du. 3. and a- 
 gain, by putting the vowels before a 
 consonant to make him say, as, es, is, os t 
 us, ad, ed, id, od, ud. Thus ; they have pro- 
 ceeded from syllables of two or three, or 
 
 more
 
 6 A petty-School. 
 
 more letters, till a child hath been pret- 
 ty nimble in the most. But this is rather 
 to be done in a private house, then a 
 publick Schoole ; how ever this manner 
 of exercise now and then amongst little 
 Scholars will make their lessons more fa- 
 miliar to them. 
 
 The greatest trouble at the first en- 
 trance of children is to teach them how 
 to know their letters one from another, 
 when they see them in the book altoge- 
 ther ; for the greatnesse of their number 
 and variety of shape do puzle young wits 
 to difference them, and the sence can 
 but be intent upon one single object at 
 once, so as to take its impression, and 
 commit it to the imagination and memo- 
 ry. Some have therefore begun but 
 with one single letter, and after they 
 have shewed it to the childe in the Alpha- 
 bet, have made him to finde the same any 
 where else in the book, till he knew that 
 perfectly ; and then they have proceed- 
 ed to another in like manner, and so 
 gone through the rest. 
 
 Some have contrived a piece of ivory 
 with twenty four flats or squares, in eve- 
 ry 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
 
 The Petty-School. 7 
 
 have in few dayes taught him the whole 
 Alphabet. 
 
 Some have got twenty four pieces of 
 ivory cut in the shape of dice, with a let- 
 ter 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 like- 
 wise to spell, they would place conso- 
 nants before or after a vowel, and then 
 joyn more letters together so as to make 
 a word, and sometimes divide it into syl- 
 lables, to be parted or put together ; now 
 this kind of letter sport may be profitably 
 permitted among you beginers in a School 
 & in stead of ivory, they may have white 
 bits of wood, or small shreads of paper 
 or past-board, or parchment with a 
 letter writ upon each to play withall a- 
 mongst 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 be- 
 ginneth ; but those being too many at 
 once for a childe to take notice on, have 
 proved not so useful as was intended. 
 
 Some
 
 8 The Petty-School. 
 
 Some likewise have had pictures and let- 
 ters 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 cha- 
 racter upon a card, or chalked it out up- 
 on a trencher, and by telling a child 
 what it was, and letting him strive to 
 make the like, have imprinted it quick- 
 ly in his memory, and so the rest one 
 after another. 
 
 One having a Son of two years and a 
 half old, that could but even go about 
 the house, and utter some few gibber- 
 ish words in a broken manner ; observ- 
 ing him one day above the rest to be 
 busied about shells, and sticks, and such 
 like toys, which himself had laid toge- 
 ther 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 devi- 
 sed a little wheel, with all the Capital 
 Romane letters made upon a paper to 
 wrap 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 let- 
 ter might be seen to peep out at once ; 
 
 This
 
 The Petty-School. 9 
 
 This he brought to the childe, & showed 
 him onely the letter O, and told him 
 what it was ; The childe being overjoyed 
 with his new gamball, catcheth the 
 box out of his Fathers hand, and run's 
 with it to his playfellow a year younger 
 then himself, and in his broken language 
 tell's him there was an O, an O ; And 
 when the other asked him where, he 
 said, in a hole, in a hole, and shewed 
 it him ; which the lesser childe then took 
 such notice of, as to know it againe ever 
 after from all the other letters. And 
 thus by playing with the box, and en- 
 quiring concerning any letter that ap- 
 peared strange to him, what it was, the 
 childe learnt all the letters of the Alpha- 
 bet in eleven dayes, being in this Cha- 
 racter A B C, and would take pleasure 
 to shew them in any book to any of his 
 acquaintance that came next. By this 
 instance you may see what a propensity 
 there is in nature betimes to learning, 
 could but the Teachers apply them- 
 selves to their young Scholars tenuity ; 
 and how by proceeding in a cleare & facil 
 method, that all may apprehend, every 
 one may benefit more or less by degrees. 
 According to these contrivances to for- 
 ward children, I have published a New 
 Primar ; in the first leafe, whereof I have 
 
 set
 
 io The Petty-School. 
 
 set the Roman Capitalls (because that 
 Character is now most in use, & those let- 
 ters the most easie to be learn't) and have 
 joyned therewith the pictures or images 
 of some things whose names begins with 
 that letter, by which a childs memory 
 may be helped to remember how to call 
 his letters ; as A, for an Ape, B. for a 
 Bear, &c. This Hieroglyphicall devise 
 doth so affect Children (who are gene- 
 rally forward to communicate what they 
 know) that I have observed them to 
 teach others, that could not so readily 
 learn, to know all the letters in a few 
 houres space, by asking them, what 
 stands A. for ? and so concerning other 
 letters backwards and forwards, or as 
 they best liked. 
 
 Thus when a childe hath got the names 
 of his letters, & their several shapes with- 
 all in a playing manner, he may be ea- 
 sily taught to distinguish them in the fol- 
 lowing leaf, which containeth first the 
 greater, and then the smaller Roman 
 Characters, to be learned by five at 
 once or more, as the childe is able to re- 
 member them ; other Characters I would 
 have forborn, till one be well acquain- 
 ted with these, because so much variety 
 at the first doth but amaze young 
 wits, and our English characters, (for 
 
 the
 
 The Petty-School. 1 1 
 
 the most part) are very obscure, & more 
 hard to be imprinted in the memory. 
 And thus much for the learning to know 
 letters ; we shall next (and according to 
 Order in Teaching) proceed to an easie 
 way of distinct spelling. 
 
 Chap III. 
 
 How to teach a childe to spell distinctly. 
 
 THe common way of teaching a childe 
 to spell, is, after he know's the let- 
 ters in his Alphabet, to initiate him in 
 those few syllables, which consist of one 
 vowell before a consonant, as, ab, eb, ib^ ob 
 ah, &c. or of one vowel after a consonant, 
 as, ba, be, hi, bo, bu, &c. in the Horn-book, & 
 thence to proceed with him by little and 
 little to the bottom of the book, here- 
 ing 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 thorow the book, to be able 
 to spell a word that is not in it ; And some 
 have been certaine years daily exercised 
 in saying lessons therein, who after much 
 endeavour spent, have been accounted 
 
 meer
 
 12 The Petty-School. 
 
 meer block-heads, and rejected alltoge- 
 ther as uncapable to learn any thing ; 
 whereas some Teachers that have assayed 
 a more familiar way, have professed, that 
 they have not met with any such thing 
 as a Dunse amid a great multitude of lit- 
 tle Schollars. 
 
 Indeed it is Tullies observation of old, 
 1 and Erasmus his assertion of latter years, 
 that it is as natural for a childe to learn, 
 as it is for a beast to go, a bird to fly, or 
 a fish to swim, and I verily beleeve it, 
 for the nature of man is restlessely desi- 
 rous to know things, and were discou- 
 ragements taken out of the way, and 
 meet helps afforded young learners, 
 they would doubtless go on with a great 
 deal more cherefulness, and make more 
 proficiency at their books then usually 
 they do ; And could the 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 readi- 
 er way to reading, I shall onely mention 
 Mr. Roe, and Mr. Robinson, the latter of 
 whom I have known to have taught lit- 
 tle children not much above four years 
 old to read distinctly in the Bible, in six 
 
 weekes
 
 The Petty-School. 1 3 
 
 weekes time, or under ; their books are 
 to be had in print, but every one hath 
 not the art to use them. And Mr. Cootes 
 English-School-Master seem's rather" to 
 be fitted for one that is a Master indeed, 
 then for a Scholar. 
 
 Besides the way then which is usuall, 
 you may (if you think good) make use 
 of that which I have set down in the new 
 Primar to help little ones to spell readi- 
 ly, and it is this. 
 
 1. Let a childe be well acquainted with 
 his vowells, and made to pronounce 
 them fully by themselves, because they 
 are able to make a perfect sound alone. 
 
 2. Teach him to give the true va- 
 lour or force of the consonants, and to 
 take notice how imperfectly they sound, 
 except a vowel be joyned with them. 
 Both these are set apart by themselves, 
 (p. 2.) 
 
 3. Proceed to syllables made of one 
 consonant set before a vowel (Sect. 5.) 
 and let him joyne the true force of the 
 consonant with the perfect sound of the 
 vowel, as to say, ha, be y hi, bo y bu y &c. 
 Yet it were good to leave ca y ce y ci y co y 
 cu y and ga y ge y gi y go y gu y to the last, be- 
 cause the valor of the consonant in the 
 second and third sylables doth differ 
 from that in the rest. 
 
 4. Then
 
 1 4 The Petty-School. 
 
 4. Then exercise him in syllables made 
 of one vowel set before one consonant, 
 (Sect. 6.) as to say, ab, eb, ib, ob, ub, &c. 
 till he can spell any syllable of two let- 
 ters, backwards or forwards, as, ba, 
 be ; hi, bo, bu ; ab, eb, ib, ob, ub ; ba, ab ; be, 
 eb ; bi, ib ; bo, ob ; bu, ub ; and so in all 
 the rest comparing one with another. 
 
 5. And if to any one of these syllables 
 you adde a letter, and teach him how to 
 joyne it in sound with the rest, you will 
 make him more ready in spelling ; as, if 
 before a b you put b, and teach him to 
 say bab ; if after ha, you put d, and let 
 him pronounce it bad, he will quickly 
 be able to joyne a letter with any of the 
 rest, as, nip, pin, but, tub, &c. 
 
 To enure your young-Scholar to any, 
 even the hardest syllable, in an easie 
 way. 
 
 1. Practise him in the joyning of con- 
 sonants that begin syllables, (Sect. 7.) 
 so as that he may give their joynt forces 
 at once ; thus, 
 
 Having shewed him to sound b! or br 
 together, make him to pronounce them, 
 and a vowel with them, bla, bra, ble, bre, 
 and so in any of the rest. 
 
 2. Then practise him likewise in con- 
 sonants that end syllables, (Sect. 8.) 
 make him first to give the force of the 
 
 joyned
 
 The Petty-School. 15 
 
 joyned consonants, and then to put the 
 vowels before them ; as, ble with the vow- 
 els before them sound able, eble, ible, able, 
 uble, to all which you may prefix other 
 consonants and change them into words 
 of one syllable, as, fable, peble, bible, noble, 
 bubble: (with a b inserted or the like. 
 Where observe that e in the end of many 
 words, being silent, doth qualifie the 
 sound of the foregoing vowel, so as to 
 make words different from those that 
 have not e ; as, you may see made, diffe- 
 reth quite from mad, bete from bet, pipe 
 from pipy sope from sop, and cube from cub. 
 Whereby I think them in an error, that 
 leave out e in the end of words, and 
 them that in pronouncing it make two 
 syllables of one, in stable, bible, people, &c. 
 which judicious Mr. Mulcaster will not 
 allow. 
 
 In this exercise of spelling you may do 
 well sometimes to make all the young 
 beginners stand together, and pose them 
 one by one in all sorts of syllables, till 
 they be perfect in any ; and, to make 
 them delight herein, 
 
 1. Let them spell many syllables toge- 
 ther 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 con- 
 sonants
 
 1 6 The Petty-School. 
 
 sonants which go before vowels, with 
 those that use to follow vowels, and put- 
 ting in vowels betwixt them ; as, black^ 
 block ; clack, clock. 
 
 And this they may do afterwards a- 
 mongst themselves, having severall loose 
 letters made and given them, to com- 
 pose or divide in a sporting manner, 
 which I may rightly terme the Letter- 
 sport. 
 
 When a childe is become expert in 
 joyning Consonants with the vowels, 
 then take him to the Diphthongs (Sect. 
 9.) and there, 
 
 1. Teach him the naturall force of 
 a Diphthong (which consists of two vow- 
 els joyned together) and make him to 
 sound it distinctly by it self; as, #/', ', &c. 
 
 2. Let him see how it is joyned with 
 other letters, and learne to give its pro- 
 nountiation together with them, mind- 
 ing him how the same Diphthong differs 
 from its self sometimes in its sound, and 
 which of the two vowels in it hath the 
 greatest power in pronouncation, as, in 
 people e seemeth to drown the o. 
 
 And besides those words in the Book, 
 you may adde others of your own, till 
 by many examples the childe do well ap- 
 prehend your meaning, and so, as that 
 he can boldly adventure to imitate 
 
 you
 
 The Petty-School. 1 7 
 
 you, and practise of himself. 
 
 Thus after a childe is throughly exer- 
 cised in the true sounding of the vowels 
 and consonants together, let him pro- 
 ceed to the spelling of words, first of 
 one syllable (Sect. 10.) then of two (Sect. 
 II.) then of three (Sect. 12.) then of 
 four (Sect. 13.) in all which let him be 
 taught how to utter every syllable by it 
 self truly and fully, and be sure to speak 
 out the last. But in words of more sylla- 
 bles, let him learn to joyne and part 
 them according to these profitable rules. 
 
 1. An English syllable may sometimes 
 consist of eight letters, but never of more, 
 as, strength. 
 
 2. In words that have many syllables, 
 the consonant between two vowels be- 
 longeth to the latter of them ; as, Hu- 
 mi-li-tie. 
 
 3. Consonants which are joyned in the 
 beginning of words, are not to be par- 
 ted in the middle of them ; as, My-ste-ry. 
 
 4. Consonants which are not joyned 
 in the beginning of words, are to be 
 parted in the middle of them ; as, for- 
 get-ful-ness. 
 
 5. If a consonant be doubled in the 
 middle of a word, the first belong's 
 to the syllable foregoing, and the latter 
 to the following ; as, pos-ses-si-on. 
 
 6. In
 
 l8 The Petty-School. 
 
 6. In compound words, every part 
 which belongeth to the single words, 
 must be set by it self; as, In-a-bi-li-ty. 
 
 And these rules have I here set down 
 rather to informe the less skilful teacher, 
 how he is to guide his learner, then to 
 puzle a childe about them, who is not yet 
 so well able to comprehend them. 
 
 I have also divided those words in the 
 Book, to let Children see how they 
 ought to divide other polysyllable 
 words, in which they must alwayes be 
 very carefull (as I said) to sound out the 
 last syllable very fully. 
 
 To enable a child the better to pro- 
 nounce 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 ex- 
 ercised to help his utterance ; and the 
 Master may adde more at his own dis- 
 cretion, till he see that his willing Scho- 
 lar doth not stick in spelling any, be it 
 never so hard. 
 
 And that the child may not be amu- 
 sed 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.) nume- 
 rall letters, (Sect. 17.) Quotations (Sect. 
 1 8.) and Abbreviations (Sect. 19.) which 
 
 be-
 
 The Petty-School. 19 
 
 being but a work of few houres space, 
 may easily be performed after he can rea- 
 dily spell, which when he can do, he 
 may profitably be put to reading, but 
 not before ; for I observed it a great de- 
 fect in some of Mr. R. Scholars, (whose 
 way was to teach to read presently with- 
 out 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 joy- 
 ning of syllables together to frame a 
 word, (which as it is the most antient, 
 so certainely it is the most naturall me- 
 thod of teaching) he will soon be able, 
 if he stick at any word in reading, by the 
 naming of its letters, and pronouncing 
 of its syllables to say what it is, and then 
 he may boldly venture to read without 
 spelling at all, touching the gaining 
 of a habit whereof, I shall proceed to say 
 somewhat in the next chapter. 
 
 Chap,
 
 2O The petty-School. 
 
 Chap. IIII. 
 
 How a child may be taught to read any Eng- 
 lish Book perfectly. 
 
 THe ordinary way to teach children 
 to read is, after they have got some 
 knowledge of their letters, & a smatter- 
 ing of some syllables and words in the 
 horn-book, to turn them into the ABC. 
 or Primar, and therein to make them 
 name the letters, and spell the words, 
 till by often use they can pronounce (at 
 least) the shortest words at the first sight. 
 This method take's with those of promp- 
 ter wits, but many of more slow capa- 
 cities, not finding any thing to affect 
 them, and so make them heed what they 
 learne, go on remissely from lesson to 
 lesson, and are not much more able to 
 read, when they have ended their book, 
 then when they begun it. Besides, the 
 ABC. being now (I may say) gene- 
 rally thrown aside, and the ordinary 
 Primar not printed, and the very fun- 
 damentalls of Christian Religion (which 
 were wont to be contained in those 
 books, and were commonly taught chil- 
 dren at home by heart before they went 
 to Schoole) with sundry people (almost 
 
 in
 
 The Petty- School. 21 
 
 in all places) slighted, the matter which 
 is taught in most books now in use, is 
 not so familiar to them, and therefore 
 not so easie for Children to learn. 
 
 But to hold still to the sure foundation, 
 I have caused the Lords Prayer (Sect. 
 20.) the Creed (Sect. 21.) and the ten 
 Commandements (Sect. 23.) to be prin- 
 ted in the Roman character, that a childe 
 having learned already to know his 
 letters and how to spell, may also be ini- 
 tiated to read by them, which he will 
 do the more cheerfully, if he be also 
 instructed at home to say them by heart. 
 
 As he read's these, I would have a 
 childe name what words he can at the 
 first sight, and what he cannot, to spell 
 them, and to take notice what pauses 
 and numbers are in his lesson. And to 
 go them often over, till he can tell any 
 tittle in them, either in or without the 
 book. 
 
 When he is thus well entered in the 
 Roman character, I would have him 
 made acquainted with the rest of the 
 characters now in use (Sect. 23.) which 
 will be easily done, by comparing one 
 with another, and reading over those 
 Sentences, Psalms, Thankesgivings, and 
 Prayers (which are printed in greater 
 
 and
 
 22 The Petty-School. 
 
 and lesse characters of sundry sorts) till 
 he have them pretty well by heart. 
 
 Thus having all things which con- 
 cerne reading English made familiar to 
 him, he may attaine to a perfect habit 
 of it. I. By reading the single Psalter. 
 2. The Psalms in meeter. 3. The Schoole 
 of good manners, or such like easie 
 books, which may both profit and de- 
 light him. All which I would wish he may 
 read over at lest thrice, to make the mat- 
 ter, as well as the words, leave an im- 
 pression 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 remark- 
 able Histories in other places of Scrip- 
 ture, which are most likely to delight 
 him) by a chapter at a time ; But acquaint 
 him a little with the matter beforehand, 
 for that will intice him to read it, and 
 make him more observant of what he 
 read's. After he hath read, aske him such 
 generall Questions out of the Story, as 
 are most easie for him to answer, and he 
 will the better remember it. I have 
 
 known
 
 The Petty-School. 23 
 
 known some, that by hiring a child to 
 read two or three chapters a day, and to 
 get so many verses of it by heart, have 
 made them admirable proficients, and 
 that betimes, in the Scriptures ; which 
 was Timothies excellency, and his Grand- 
 mothers great commendation. Let him 
 now take liberty to exercise himself in 
 any English book (so the matter of it be 
 but honest) till he can perfectly read in 
 any place of a book that is offered him ; 
 and when he can do this, I adjudge him 
 fit to enter into a Grammar Schoole, but 
 not before. 
 
 For thus learning to read English per- 
 fectly, I allow two or three years time, 
 so that at seven or eight years of age, a 
 child may begin Latine. 
 
 CHAP. V. 
 
 Wherein children, for whom the Latine tongue 
 is thought to be unnecessary, are to be em- 
 ployed after they can read English well. 
 
 I 
 
 T is a fond conceit of many, that 
 have either not attained, or by their 
 
 own
 
 24 The Petty-School. 
 
 own negligence have utterly lost the use 
 of the Latine Tongue, to think it alto- 
 gether unnecessary for such children to 
 learn it, as are intended for Trades, or 
 to be kept as drudges at home, or em- 
 ployed 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 sin- 
 gular use to them, both for the under- 
 standing of the English Authors (which 
 abound now a dayes with borrowed 
 words) and the holding discourse with 
 a sort of men that delight to flant it in 
 Latine. 
 
 Secondly, Besides I have heard it 
 spoken to the great commendation of 
 some Countries, where care is had for 
 the well education of children, that eve- 
 ry Peasant (almost) is able to discourse 
 with a stranger in the Latine tongue ; and 
 why may not we here in England obtain 
 the like praise, if we did but as they, 
 continue our children at the Latine 
 Schoole, till they be well acquainted 
 with that language, and thereby better 
 fitted for any calling. 
 
 Thirdly,
 
 The Petty-School. 25 
 
 Thirdly, And I am sorry to adde, that 
 the non-improvement of childrens time 
 after they can read English any whit 
 well, throweth open a gap to all loose 
 kinde of behaviour ; for being then (as 
 it is too commonly to be seen, especially 
 with the poorer sort) taken from the 
 Schoole, and permitted to run wildeing 
 up and down without any control, they 
 adventure to commit all manner of 
 lewdnesse, and so become a shame and 
 dishonour to their Friends and Coun- 
 trey. 
 
 If these or the like reasons therefore 
 might prevail to perswade them that 
 have a prejudice against Latine, I would 
 advise that all children might be put to 
 the Grammar-Schoole, so soon as they 
 can read English well ; and suffered to 
 continue at it, till some honest calling 
 invite them thence ; but if not, I would 
 wish them rather to forbear it, then to 
 become there an hinderance to others, 
 whose work it is to learn that profitable 
 Language. And that they may not 
 squander away their time in idleness, it 
 were good if they were put to a Writing- 
 Schoole, where they might be, First, 
 helped to keep their English, by reading 
 of a chapter (at least) once a day ; and 
 
 se-
 
 26 A Petty-School. 
 
 second, taught to write a fair hand ; and 
 thirdly, afterwards exercised in Arith- 
 matique, and such preparative Arts, as 
 may make them compleatly fit to un- 
 dergoe any ordinary calling. And be- 
 ing thus trained up in a way of disci- 
 pline, they will afterwards prove more 
 easily plyable to their Masters com- 
 mands. 
 
 Now, forasmuch as few Grammar- 
 Schooles of note will admit children in- 
 to them, till they have learn't their Acci- 
 dents ; the teaching of tfiat book, also be- 
 cometh for the most part a work for a Pet- 
 ty-Schoole, where many that undertake 
 to teach it, being altogether ignorant of 
 the Latine Tongue, do sorrily performe 
 that taske, and spend a great deal of time 
 about it to little or no purpose. I would 
 have that book, therefore by such let a- 
 lone, and left to the Grammar-School, as 
 most fitting to be taught there onely, be- 
 cause 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 Gram- 
 mar-Art are most deeply concerned to 
 make use of it for that end. And in stead 
 of the Accidents, which they do neither 
 understand nor profit by, they may be 
 
 bene-
 
 The Petty-School. 27 
 
 benefitted in reading Orthodoxal Ca- 
 techismes and other Books, that may in- 
 struct them in the Duties of a Christian, 
 such as are The Practise of 'Piety ', The Pra- 
 ctise of Quietnesse, The whole duty of Man ; 
 and afterwards in other delightful books 
 of English History ; as, The History of 
 Queen Elizabeth ; or Poetry, as Herberts 
 Poems, Quart'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 afford- 
 ed them. And their acquaintance with 
 good books will (by Gods blessing) be 
 a means so to sweeten their (otherwise 
 sowr) natures, that they may live com- 
 fortably towards themselves, and ami- 
 ably converse with other persons. 
 
 Yet if the Teacher of a Petty-Schoole 
 have a pretty understanding of the La- 
 tine Tongue, he may the better adven- 
 ture 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 pre- 
 paring them to speak and write familiar 
 Latine, which I shall hereafter discover, 
 having first set down somewhat how to 
 remedy that defect in reading English, 
 
 with
 
 28 The Petty-School. 
 
 with which the Grammar-Schooles are 
 very much troubled, especially, where 
 there is not a good Petty-Schoole to dis- 
 charge that work afore-hand. And be- 
 fore I proceed further, I will expresse my 
 minde in the two next chapters touch- 
 ing the erecting of a Petty-Schoole, and 
 how it may probably flourish by good 
 Order and Discipline. 
 
 CHAP. VI. 
 
 Of the founding of a Petty-Schoole. 
 
 THe Petty-Schoole is the place where 
 indeed the first Principles of all Re- 
 ligion and learning ought to be taught, 
 and therefore rather deserveth that 
 more encouragement should be given to 
 the Teachers of it, then that it should be 
 left as a work for poor women, or o- 
 thers, whose necessities compel them to 
 undertake it, as a meer shelter from beg- 
 gery. 
 
 Out of this consideration it is (per- 
 haps) that some nobler spirits, whom 
 
 God
 
 The Petty-School. 29 
 
 God hath enriched with an over-plus 
 of outward means, have in some places 
 whereunto they have been by birth (or 
 otherwise) related, erected Petty- 
 Schoole-houses, and endowed them with 
 yearly salaries ; but those are so inconsi- 
 derate towards the maintenance of a 
 Master and his familie, or so over-cloyed 
 with a number of Free-Scholars, to be 
 taught for nothing, that few men of 
 parts will daigne to accept of them, or 
 continue at them for any while ; and for 
 this cause I have observed such weak 
 foundations to fall to nothing. 
 
 Yet if any one be desireous to contri- 
 bute towards such an eminent work of 
 charity, my advice is, that he erect a 
 Schoole and dwelling house together, a- 
 bout the middle of a Market-Town, or 
 some populous Country-Village, and a- 
 comodate it with 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 consi- 
 deration whereof all such poor boyes as 
 can conveniently frequent it, may be 
 taught gratis^ but the more able sort of 
 neighbours may pay for childrens teach- 
 ing, as if the Schoole was not free ; for 
 they will find it no small advantage to 
 
 have
 
 30 The Petty-School. 
 
 have such a Schoole amongst them. 
 
 Such a yearly stipend and convenient 
 dwelling, with a liberty to take young 
 children to board, and to make what ad- 
 vantage he can best by other Scholars, 
 will invite a man of good parts to un- 
 dertake the charge, and excite him to 
 the diligent and constant performance 
 of his duty ; especially, if he be chosen 
 into the place by three or four honest 
 and discreet Trustees, that may have 
 power also to remove him thence, if by 
 his uncivil behaviour, or grose neglect 
 he render himself uncapable to perform 
 so necessary a service to the Church and 
 Common- Wealth. 
 
 As for the Qualifications of one that 
 is to be the Teacher of a Petty-Schoole, I 
 would have him to be a Person of a pious, 
 sober, comely and discreet behaviour, 
 and tenderly affectionate towards chil- 
 dren, haveing some knowledge of the 
 Latine Tongue, and abilitie to write a 
 fair hand, and good skil in Arithmetick, 
 and then let him move within the com- 
 passe 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 teaching the Acci- 
 dents,
 
 The Petty-School. 31 
 
 dents, except onely to some more preg- 
 nant wits, which are intended to be set 
 forwards to learn Latine, and for such be 
 sure that he ground them well, or else 
 dismisse them as soon as they can read 
 distinctly, and write legibly, to the 
 Grammar School. 
 
 I should here have closed my discourse ; 
 and shut up this Petty-Schoole, were it 
 not that I received a model for the maintain- 
 ing of Students from a worthy friends 
 hands (& one that is most zealously and 
 charitably addicted to advance Learn- 
 ing, and to help it in its very beginnings 
 to come forwards to its full Rise) 
 by which I am encouraged to 
 addresse my remaining words to the 
 Godly-minded Trustees and Subscri- 
 bers for so good a work, (especially to 
 those amongst them that know me, and 
 my School-endeavours) and this I hum- 
 bly request of them, that as they have 
 happily contrived a Model for the edu- 
 cation of Students, and brought it on a 
 suddain to a great degree of perfection, 
 so they would also put to their hands for 
 the improvement of Schoole-learning, 
 without which such choise abilities as 
 they aim at in order to the Ministry can- 
 not possibly be obtained. And for the 
 
 first
 
 32 A Petty-School. 
 
 first foundation of such a work, I pre- 
 sume to offer my advise, that in some 
 convenient places, within and about 
 the City, there may be Petty-Schooles 
 erected, according to the number of 
 wards, unto which certain poor children 
 out of every Parish may be sent, and 
 taught gratis^ and all others that please 
 to send their children thither may have 
 them taught at a reasonable rate, and be 
 sure to have them improved to the ut- 
 most of what they are capable. And I 
 am the rather induced to propound such 
 a thing, because that late eminent, Dr. 
 Bathurst lately deceased, Mr. Gouge and 
 some others yet living did out of their 
 own good affection to learning, endea- 
 vour at their own charge to promote the 
 like. 
 
 CHAP.
 
 The Petty-Schoot. 33 
 
 CHAP. VII. 
 
 Of the discipline of a Petty-Schooie. 
 
 THe sweet and orderly behaviour of 
 Children addeth more credit to a 
 Schoole then due and constant Teach- 
 ing, 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, leav- 
 ing the further Discourse of Childrens 
 Manners to Books that treat purposely 
 of that subject : as, Erasmus de moribus y 
 Youths Behaviour, &c. 
 
 i. Let every Scholar repair to Schoole 
 before eight a clock in a morning, or in ; 
 case of weaknesse before nine ; and let 
 him come fairly washed, neatly combed, 
 and hansomly clad, and by commend- 
 ing his cleannesse, and shewing it to his 
 fellowes, make him to take pleasure be- 
 times
 
 34 The Petty-School. 
 
 times of himself to go neat and comely 
 
 in his clothes. 
 
 2. Let such as come before Schoole- 
 time take liberty to recreate themselves 
 about the Schoole, yet so as not to be 
 suffered to do any thing, whereby to 
 harm themselves, or Schoole-fellowes, 
 or to give offence, or make disturbance to 
 any neighbour. 
 
 3. When Schoole-time calleth, let 
 them all go orderly to their own places, 
 and there apply themselves diligently to 
 their books, without noyse, or running 
 about. 
 
 4. When the Master cometh into the 
 Schoole, let them all stand up, and make 
 obeysance (so likewise when any 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 unfit- 
 ly 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 se- 
 cond
 
 The Petty-School. 35 
 
 cond of those that learn to spell, whose 
 lessons may be in the Single-Psalter. The 
 third of these that learn to read, whose 
 lessons may be in the Bible. The fourth 
 of those that are exercised in reading, 
 writeing, and casting accounts, whose 
 lessons may be in such profitable Eng- 
 glish-Books as the Parents can best pro- 
 vide, and the Master think fittest to be 
 taught. 
 
 6. Let their lessons be the same to 
 each boy in every form, and let the Ma- 
 ster proportion them to the meanest ca- 
 pacities, thus those that are abler may 
 profit themselves by helping their weak- 
 er fellowes, and those that are weaker 
 be encouraged to see that they can keep 
 company with the stronger. And let 
 the two highest in every forme give no- 
 tice to the Master when they come to 
 say, of those that were most negligent 
 in geting the lesson. 
 
 7. When they come to say, let them all 
 stand orderly in one or 2 rowes, & whilst 
 one sayeth his lesson, be sure that all the 
 rest look upon their books, and give li- 
 berty 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 same boy or another 
 
 win
 
 36 The Petty-School. 
 
 win it from him. The striveing for 
 ' places (especially) amongst little ones, 
 will whet them all on to more diligence, 
 then any encouragement that can be gi- 
 ven them ; and the Master should be ve- 
 ry 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 com- 
 mending some of his fellowes, and ask- 
 ing him why he cannot do as well as 
 they, then by falling upon him with ra- 
 t. ting words, or injurious blowes. A great 
 care also must be had that those children 
 that are slow witted and of a tender spi- 
 rit, be not any way discouraged, though 
 they cannot make so good performance 
 of their task as the rest of their fel- 
 lowes. 
 
 8. On Mundayes, Wednesdayes and 
 Fridayes they may say two lessons in a 
 forenoon and two in an afternoon ; and 
 on Tuesdayes and Thursdayes in the 
 forenoons they may also say two lessons; 
 but on Tuesdayes and Thursdayes in 
 the afternoons, and on Saturday morn- 
 ings I would have the time spent in ex- 
 amineing, and directing how to spell and 
 read a right, and hearing them say the 
 Graces, Prayers, and Psalms, and espe- 
 cially
 
 The Petty-School. 37 
 
 daily the Lords Prayer, the Creed, and 
 the Ten Commandments (which are for 
 that purpose set down in the New-Pri- 
 mar) very perfectly, by heart. And those 
 that can these well may proceed to get 
 other Catechisms, but be sure they be 
 such as agree with the Principles of 
 Christian Religion. 
 
 9. Their lessons being all said, they should 
 be dismissed about eleven a clock, and 
 then care must be taken that they go e- 
 very one orderly out of the Schoole, and 
 passe quietly home without any stay by 
 the way. And to prevent that too too 
 common clamour, and crouding out of 
 the Schoole door, let them rise out of 
 their places one by one with their hat, 
 and book in their hand, and make their 
 honours to their Master as they passe be- 
 fore 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 fol- 
 lowing may give notice of any misde- 
 meanour upon the way. 
 
 10. Their return to Schoole in the 
 after-noon should be by one of the 
 clock, and those that come before that 
 hour, should be permitted to play with- 
 in their bounds till the clock strike one, 
 
 and
 
 38 The petty-School. 
 
 and then let them all take their places 
 in due order, and say their lessons as 
 they did in the fore-noon. After les- 
 sons ended, let one read a chapter, and 
 say a Prayer, and so let them again go 
 orderly and quietly home, about five a 
 clock in the summer, and four in the 
 winter season. 
 
 11. If necessity require any one to go 
 out in the School time, let him not in- 
 terrupt the Master by asking him leave, 
 but let him leave his book with his next 
 fellow above him, for fear he should else 
 spoile it, or loose it, and in case he tar- 
 ry too long forth, let notice be given to 
 the Monitor. 
 
 12. Those children in the upper form 
 may be monitors, every one a day in 
 his turn, and let them every evening af- 
 ter all lessons said, give a bill to the Ma- 
 ster of their names that are absent and 
 theirs that have committed any disor- 
 der ; and let him be very moderate in 
 correcting, and be sure to make a differ- 
 ence betwixt those faults that are viti- 
 ously enormous, and those that are but 
 childish transgressions ; Where admoniti- 
 ons readily take place, it is a needlesse 
 trouble to use a rod, and as for a ferula 
 I wish it were utterly banished out of all 
 Schooles. If
 
 The Petty-School. 39 
 
 If one, before I conclude, should ask me, 
 how many children I think may be well 
 and profitably taught (according to the 
 method already proposed) in a Petty- 
 School ; I return him answer, that I con- 
 ceive fourty boyes will be enough 
 throughly to employ one man, to hear 
 every one so often as is required, and so 
 many he may hear and benefit of him- 
 self, without making use of any of his 
 Scholars to teach the rest, which how- 
 ever it may be permitted, and is practised 
 in some Schooles, yet it occasioneth too 
 much noyse and disorder, and is no 
 whit so acceptable to Parents, or plea- 
 sing 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 Ma- 
 sters then one employed according to the 
 spatiousnesse of the room, and the num- 
 ber of boyes to be taught ; so that every 
 fourty Scholars may have one to teach 
 them ; and in case there be boyes enough 
 to be taught, I would appoint one sin- 
 gle Master, to attend one single forme, 
 and have as many Masters as there are 
 forms, and then the work of teaching 
 little ones to the height of their best 
 improvement may be throwly done, 
 
 espe-
 
 40 The Petty- School. 
 
 especially if there were a writeing- 
 master employed at certain houres 
 in the Schoole, and an experienced 
 Teacher encouraged as a supervisor, or 
 inspector, to see that the whole Schoole 
 be well and orderly taught, and discipli- 
 ned. 
 
 What I have here writ concerning the 
 Teaching and ordering of a Petty- 
 Schoole, was in many particulars expe- 
 rienced by my self with a few little 
 boyes, that I taught amongst my Gram- 
 mar-Scholars in London, and I know 
 those of eminent worth, and great learn- 
 ing that upon tryal made upon their 
 own children at home, and others at 
 Schoole are ready to attest the ease and 
 benefit of this method. Insomuch as I 
 was resolved to have adjoyned a Petty- 
 Schoole to my Grammar-Schoole at the 
 Token-house in Lothbury London, and 
 there to have proceeded in this familiar 
 and pleasing way of Teaching, had I not 
 been unhansomly dealt with by those 
 whom it concerned, for their own pro- 
 fit sake to have given me lesse discou- 
 ragement. 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
 
 The Petty-School. 41 
 
 though (perhaps) I may never be able to 
 effect what I desire for its advancement, 
 yet it will be my comfort, to have im- 
 parted somwhat to others that may help 
 thereunto. I have here begun at the ve- 
 ry ground work, intending (by Gods 
 blessing) forthwith to publish The New 
 Discovery of the Old Art of Teaching^ which 
 doth properly belong to a Grammar- 
 Schoole. 
 
 In the mean time I intreat those into 
 whose hands this little work may come, 
 to look upon it with a single eye, and 
 whether they like or dislike it, to think 
 that it is not unnecessary for men of 
 greatest parts to bestow a sheet or two at 
 leasure time upon so mean a subject as 
 this seem's to bee. And that God which 
 causeth immense rivers to flow from 
 small spring-heads, vouchsafe to blesse 
 these weak beginings in tender age, that 
 good learning may proceed hence to its 
 full perfection in riper years. 
 
 FINIS.
 
 THE 
 
 Usher's Duty, 
 
 O R 
 
 A PLAT-FORME 
 
 of Teaching 
 
 LILI8S Grammar. 
 
 By C- 
 
 LONDON, 
 
 Printed by J. 'T. for Andrew Crook 
 
 at the Green Dragon in Pauls 
 
 Church Yard, 1659.
 
 THE 
 
 Usher's Duty, 
 
 OR 
 
 A Plat-forme of Teach- 
 ing Lilies Grammar. 
 
 CHAP. I. 
 
 How to help Children that are imperfect in 
 reading English, when they are brought 
 to the Grammar-Schoole ; and how to pre- 
 pare them for more easie entrance upon 
 Latine. 
 
 THE want of good Teachers of 
 English in most places where 
 Grammar -Schooles are erected, 
 causeth that many Children are 
 brought thither to learn the Latine 
 Tongue, before they can read well. And 
 this chiefly, to prevent their losse of 
 
 time
 
 2 The Ushers Duty. 
 
 time with those that can teach them no 
 further. 
 
 Now such Scholars for the most part 
 become the greatest disgrace to the Ma- 
 ster of all the rest, partly because indis- 
 creet 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 undervalue himself by ad- 
 miting Petties into his Schoole. But for 
 the toyl and trouble that he hath in 
 teaching such, I rather seek how to re- 
 medie it, then go about in words to ex- 
 presse it. 
 
 To help therefore that defect of 
 reading English aright, you may take 
 this, as the most useful course. 
 
 1. Let them read a Chapter every 
 morning, and every noon in the New- 
 Testamenty and at ten and four a clock, a 
 piece of the Accidents, which will require 
 (at least) a quarter of a year to be read 
 over, in case the children be very im- 
 perfect, but in case they be any whit 
 ready, it may be gone over in six weeks 
 time. 
 
 2. To exercise their slender memo- 
 ries at their first coming to Schoole, and 
 to find them some little task over-night 
 
 (to
 
 The Ushers Duty. 3 
 
 (to which they should be inured at the 
 first, that they may not take it more 
 hardly afterwards) let them commit to 
 memory some few staves of such Psalms 
 in Meeter, as you in your discretion 
 shall think best to sute with their shallow 
 apprehensions: Psalm, i. 4. 12. 15. 19. 
 25. 34. 67. TOO. 103. 104. 119. are excel- 
 lent 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, ob- 
 serving the just and full pronounciation 
 of each syllable, and making pauses as 
 they come. 
 
 2. But especially as they sit in their 
 form, see that every one after another 
 read the Lesson twice or thrice over (the 
 highest, because the most able beginning 
 to read first) and cause that every one 
 attend diligently to what is read, look- 
 ing 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 mistake. But 
 in this a care must be had that they make 
 no noise nor disturbance to the rest of 
 the Schoole. 
 
 3. When they come to say, let eve- 
 
 ry 
 
 D
 
 4 The Ushers Duty. 
 
 ry one in that order you shall appoint 
 (beginning either with the highest or 
 lowest, or otherwise) read the whole 
 Lesson, or a piece of it, as the time will 
 best permit you to hear them, and when 
 the lesson is gone often enough over, you 
 may propound a familiar and short que- 
 stion or two out of it, thereby to make 
 somewhat of its meaning stick in their 
 memories, and dismisse them to their 
 places to ask one another the like. 
 
 But because the Accidents as it is now 
 Printed (especially that part of it which 
 concerneth the conjugateing of verbs) 
 is too full of difficult Abbreviations for the 
 most Children to read, or some Masters 
 (that undertake it) to teach ; I have 
 found a great advantage and ease by 
 making use of the examination of the Acci- 
 dents^ before I put them to read the Ac- 
 cidents it self, especially with some more 
 dull-witted boyes, that I could not o- 
 therwise 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 concern- 
 eth the Introduction of the eight parts of 
 Speech, by taking so much at a time, as 
 they could well be able to read, and be- 
 longed to one or more pailicular heads 
 
 of
 
 The Ushers Duty. 5 
 
 of Grammar. Thus in the first going 
 it over, I made them acquainted with 
 the usual terms of Grammar-Art, so as 
 to be able (at least) to turn to a Noun, 
 Pronqune, Verb, &c. and to what belong 
 to them, as, to the Numbers, Cases, Per- 
 sons, 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 eve- 
 ry one of them. And this I did by En- 
 glish examples, which best help to in- 
 struct their understandings in the mean- 
 ing of what they read, and confirm their 
 memories to keep it. Ex. gr. having 
 shewed them in their Book, that a Noun 
 is the name of a thing, and that it is sub- 
 stantive, or Adjective, and hath Num- 
 bers, Cases, Genders, Declensions, 
 and Degrees of Comparison ; I instance 
 several words, as, a horse, of men, sweet 
 honey, with sweeter words, and let the 
 Children who can readiliest, tell me 
 what belong to them. This is (as Mr. 
 Woodward very well expresseth it in his 
 Light to Grammar, chap. 2. " To Teach a 
 " Child to carry a Torch or Lanthorn in his 
 "hand, that thereby the understanding may 
 
 "do
 
 6 The Ushers Duty. 
 
 " do its office, and put to memory to do hers ; 
 " to slip into a Childes understanding 
 " before he be aware, so as he shall have 
 "done his task, before he shall suspect 
 " that any was imposed ; he shall do his 
 " work playing, and play working ; he 
 " shall seem idle and think he is in sport, 
 " when he is indeed seriously and 
 "well employed. This is done (saith 
 he) by Pr&cognition, for it convey's a light in- 
 to the understanding, which the childe hath 
 lighted at his own candle. 
 
 Now forasmuch as the way of work- 
 ing hereby is, when the inward senses of 
 the Childe are instructed by the outward, 
 and the more help one hath of the outward, 
 the surer and firmer the instruction is with- 
 in ; I cannot but here give notice of Mr. 
 Commenius's Orbis Pictus, as a most rare 
 devise for Teaching of a Childe at once 
 to know things and words by pictures, 
 which may also serve for the more per- 
 fect and pleasant reading of the English 
 and Latine Tongues, and entering a 
 childe upon his Accidents ; if the dear- 
 nesse of the book (by reason of the brasse 
 cuts in it) did not make it too hard to 
 come by. 
 
 But where the book may be readily 
 had (as who would not bestow four 
 
 or
 
 The Ushers Duty, 7 
 
 or five shillings more then ordina- 
 ry to profit and please a Son ?) I would 
 advise that a child should bring it with 
 him at his first coming to a Grammar- 
 Schoole, and be employed in it together 
 with his Accidents, till he can write a 
 good legible hand, and then a Master 
 may adventure to ground him well in 
 Orthography, and Etymologie y 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 Gram- 
 matically, to prepare his Scholars for 
 Latine, let him consult Mr. Pool's English 
 Accidents^ and Mr. Whartons English 
 Grammar^ as the best books that I know 
 at present, for that purpose. 
 
 CHAP.
 
 The Ushers Duty. 
 
 CHAP. II. 
 
 How to teach Children in the first Forme y 
 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 con- 
 cerning entering little ones, by way 
 of Grammar, to the Latine Tongue, (a 
 matter which I may truly say hath ever 
 since I began to teach) cost me more 
 studie and observation, then any one 
 point of my profession, and the more 
 because I see few able Schoole Masters 
 vouchsafe so far to unman themselves as 
 to minde it) I desire three things may 
 be considered by all that goe about to 
 enter children to Grammar-Learning, 
 viz. that 
 
 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 concupiscence ; nor take upon me 
 
 here
 
 The Ushers Duty. 9 
 
 here to dispute whether a Childe learn- 
 eth more by rote then by reason, yet 
 this I dare aver, that the more condescen- 
 tion is made to a Childes capacity, by proceed- 
 ing orderly and plainly from what he knoweth 
 already, to what doth naturally and necessa- 
 rily 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 cequis passibus, as fast as 
 himself. And forasmuch as a childe is 
 tender, a man must abate of his rough- 
 nesse ; seeing a childe is slow of appre- 
 hension, he must not be too quick in his 
 delivery ; and seeing a childe is natural- 
 ly aukward to his work, he must not be 
 too passionate, if he do amisse. Tullies 
 observation is that, Quo quis doctior est, 
 eo iracundius docet ; and Mr. Mulcaster gives 
 notice that there is a number of dis- 
 coursers that can say pretty well to a ge- 
 neral Position, but shew themselves al- 
 together lame in the particular applying 
 it, which is a thing that attendeth one- 
 ly upon experience and years. He 
 would therefore (and that rightly) have 
 a trainer of youth reclaimed unto dis- 
 cretion, whose commendation Aristotle 
 
 placeth
 
 IO The Ushers Duty. 
 
 placeth in the skil of specialities. And 
 I would advise him that hath to deal 
 with a childe, to imitate the nurse in 
 helping him how to go forward, or 
 the Gardiner in furthering the growth 
 of his young plant. Est & htec summi in- 
 genii maxima infirmitas non-posse descendere, 
 saith a Teacher of eloquence ; Tall wits, 
 like long backs, cannot abide to stoop, but 
 whosoever is a Schoole-Master, and would do 
 his duty as he ought, must account it a point 
 of wisdom to condescend to a childes capaci- 
 tie, be it never so mean. How have I de- 
 lighted to see an Artist (I mean a watch- 
 maker or the like) spend an hour or two 
 sometimes in findeing a defect in a piece 
 of work, which he hath afterwards re- 
 medied in the turning of a hand ; where- 
 as a more hasty work-man hath been 
 ready to throw the thing aside, 
 and to neglect it as good for no use. Let 
 the Master ever mind where a childe sticks, 
 and remove the impediments out of his way, 
 and his Scholar will take pleasure, that he can 
 go on in learning. 
 
 2. There is a great disproportion betwixt 
 a Childes capacitie, and the Accidents it 
 self. Children are lead most by sense, 
 and the Grammar-rules, consisting in 
 general Doctrines are too subtile for 
 
 them ;
 
 The Ushers Duty. n 
 
 them ; Childrens wits are weak, active, j 
 and lively, whereas Grammar notions 
 are abstractive, dull, and livelesse ; boyes 
 finde no sap, nor sweetnesse in them, be- 
 cause they know not what they mean ; 
 and tell them the meaning of the same 
 rule never so often over, their memo- 
 ries are so waterish, that the impression 
 (if any were made in the brain) is quick- 
 ly gone out again. Roat runneth on a- 
 pace and mindeth nothing so much as 
 play j and it is very hard to teach a childe 
 in doing of a thing to heed y much lesse to judge 
 what he doth, till he feel some use of reason^ 
 in the mean time, he will profit more 
 by continual practice and being kept 
 still (as he loves to be) doing, then by 
 knowing why, and being called upon 
 to consider the causes wherefore he doth 
 this or that. 
 
 Besides, it wil clearly appear to any that 
 shall but minde the confused order (e- 
 specially of the verbs) and the perplex- 
 ity of some Rules and Examples, that, 
 that book was rather made to informe 
 those of riper years, who knew some- 
 thing of Latine before, with the reasons 
 of what they knew, then to direct lit- 
 tle ones (as we do now) to use it as a rule 
 about that, whereof they are ignorant 
 altogether. 3. It
 
 12 The Ushers Duty. 
 
 3. It is one thing to learn the Latine Tongue, 
 or any other Language, ff another to learn the 
 Grammar, as a guide to it, or a means to at- 
 tain the reason of it ; we see how readily 
 children learn to speak true and proper 
 English (and they may also do the same 
 in Latine) by daily use and imitation of 
 others, long before they are able to ap- 
 prehend a definition of what Grammar 
 is, or any thing else concerning it. And 
 the reason hereof is, because the first is 
 a work of the imagination and memo- 
 ry, which are apt to take and keep im- 
 pressions, having the senses to help them, 
 but the other belongs to the under- 
 standing, which for want of the strength 
 of reason to assist it, is hard to be wrought 
 upon in a childe, and till the memory and 
 understanding go hand in hand, a child learns 
 nothing to any purpose. Hence it cometh 
 to passe, that Grammar-learning (as 
 it is generally now used) becometh a 
 a work of more difficulty and discou- 
 ragement both to Master and Scholar, 
 then any studie or employment they un- 
 dertake, 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 subjec- 
 
 tum
 
 The Ushers Duty. 13 
 
 turn totale of the Art, doth easily re- 
 duce all others to its-selfe, especial- 
 ly after the Language is somewhat 
 gained. 
 
 These things thus premised, I con- 
 ceive it very necessary for all such as un- 
 dertake to teach Grammar to little chil- 
 dren, to cherish and exercise those en- 
 dowments which they see do shew them- 
 selves most vigorous and prompt in 
 them, be they memorie, phansie, &c. 
 and to proceed orderly and by degrees 
 (for so nature it self doth) that they 
 may be able to hold pace with their 
 Teachers, and to perceive how them- 
 selves mount higher and higher, and 
 at every ascent to know where they are, 
 and how to adventure boldly to go for- 
 ward of themselves. And for as 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. Mukhaster hath 
 well observed) and it is one thing to speak 
 like a Grammarian, and another thing to 
 speake like a Latinist, (as Quintilian hath 
 noted) it is fit that both the Accidents 
 and the Latine Tongue together should 
 be brought within Childrens reach, and 
 made more familiar unto them then 
 
 for-
 
 14 The Ushers Duty. 
 
 formerly. And how this may be done 
 even with those of seven years of age, or 
 under, I shall now go on to discover ac- 
 cording to what I have tryed, and do e- 
 very day still put in practise. But this 
 I require aforehand (which Mr. Mulchaster 
 also wisht for) that a childe may have his 
 reading perfect^ 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 cheerefully make a wonderful rid- 
 dance in the rest of his learning. 
 
 The commonly received way to teach chil- 
 dren the first Rudiments of Latine-Speech 
 is y to put them to read the Accidents once or 
 twice over y and then to let them get it with- 
 out book by several parts, not respecting at 
 all whether they understand it, or not. Thus 
 they spend two or three years (for the 
 most part) in a wearisome toile to no 
 purpose, not knowing all the while what 
 use they are to make of their book, nor 
 what the learning of such a multitude 
 of Rules may tend to, and in the interim 
 of getting the Accidents by heart (if great 
 care be not taken) they loose that ability of 
 Reading English^ which they brought 
 from the Petty-Schoole ; and this makes 
 
 the
 
 The Ushers Duty. 15 
 
 the Parents cry out against Learning 
 Latine, and complain of their Chil- 
 drens not profiting at the Grammar- 
 Schootes, whence they are therefore 
 sometimes taken and sent back again to 
 a Mistresse or Dame to learn English bet- 
 ter. The conscientious Master all the 
 while striveing to the uttermost of his 
 strength and skil to preserve his credit, 
 and not knowing well how to remedie 
 this mischief otherwise, then by hastning 
 on the Children in this common road, 
 doth over-toyl (if not destroy) himself, 
 and discourage (if not drive away) his 
 Scholars, by his too much dili- 
 gence. 
 
 Having therefore made sure that 
 the little Scholars can read very well, 
 and write plainly before-hand, put so 
 many of them as are well able to hold 
 pace together into one form, and begin 
 to teach them their Occidents in an under- 
 standing manner^ thus, 
 
 I . Give them a glymps or insight into the 
 introduction or first part of it, by dividing 
 it into twelve parts, and making them 
 to take notice of the chief heads in eve- 
 ry one ; whereof, The first may be, 
 concerning the eight parts of speech, of a 
 
 Noune
 
 1 6 The Ushers Duty. 
 
 Noun and its kindes, of Numbers^ Cases, and 
 Genders. 
 
 The second of the Declensions of Nounes 
 substantives. 
 
 The third, of the declining of Adje- 
 ctives, and their comparison. 
 
 The fourth, of a Pronoune. 
 
 The fifth, of a Verb and its Kindes, 
 Moodes, Gerunds, Supines, Tenses, Per- 
 sons and conjugations. 
 
 The sixth, of the Conjugateing of Verbs 
 in O. 
 
 The seventh, Of the Verb Sum. 
 
 The eighth, Of Verbs in Or. 
 
 The ninth, Of Verbs irregular, as Pos- 
 sum, &c. 
 
 The tenth, Of a Participle. 
 
 The eleventh, Of an Adverb. 
 
 The twelfth, Of a Conjunction, a Pro- 
 position^ 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 at- 
 tend to him that readeth ; after they 
 
 have
 
 The Ushers Duty. 17 
 
 have said, one may take the examination 
 of the Accidents, and out of it ask the 
 questions belonging to their present 
 Part, to which the others may make 
 answer out of the words of their Acci- 
 dents, which if they cannot readily do, 
 he may tell them out of his Book ; and 
 if your selfe sometime examine them in 
 the most familiar and general questions, 
 it will help them to understand, and 
 sharpen their memories very much for 
 the getting of that by heart, whereof 
 they already know somewhat. 
 
 2. When they get the Introduction 
 memoriter, let them take but a very 
 little at once, that they may get it more 
 perfectly in a little time, and this will 
 be a means still to hearten them on to a 
 new lesson, but be sure that every lesson 
 end at a full Period ; and that none may 
 seem to be overcharged or hindred, let 
 alwayes the weakest childe appoint the 
 task, and cause the stronger to help him 
 to perform it as he ought. 
 
 Forasmuch as your Scholars memo- 
 ries are yet very weak and slipperie, it 
 is not amisse to help them by more fre- 
 quent Repetitions, especially at the end 
 of every part of speech, which they 
 should examine so often over, till they 
 
 can
 
 1 8 The Ushers Duty. 
 
 can answer to any thing, that is in their 
 book concerning it. Then let them 
 proceed to the next in like manner, not 
 forgetting to recall the more general 
 and necessary points to memory from 
 the very beginning, and this will be a 
 means to make them keep all fresh in 
 minde, and to be able to tell you what 
 Part of Speech any word is which you 
 shall name, either in English or Latine, 
 and what belongs to it, which is one 
 main end for which the introduction 
 was made ; you may now and then ex- 
 ercise them in distinguishing the eight 
 Parts of Speech, by giving them a Pe- 
 riod, and after they have writ it out, 
 making them to mark every word what 
 part of Speech it is by these figures, i, 
 2, 3, 4, 5, 6, 7, 8. 
 
 3. But as they get the introduction by 
 heart, and learn to answer to the questi- 
 ons raised out of it, an especial care and 
 paines must be taken ever and anon, 
 to make them very perfect in declining 
 NouneSy and formeing Verbs. Let them 
 therefore as it were by by-tasks, get the 
 examples of the Nounes, and Verbs very per- 
 fectly, which are set down in their Acci- 
 dents. 
 
 Then, First let them decline the Arti- 
 cles
 
 The Ushers Duty. 19 
 
 cles severally or joyntly, for by these they 
 may know the Gender, Case, and Num- 
 ber of a Noun, though many learned 
 Grammarians of late do leave them off 
 as uselesse. Harum Musarum was former- 
 ly, as much as to say that Musarum is of 
 the Feminine Gender, Genitive Case, 
 and Plural Number ; And whereas 
 the Rule beginneth with the Genitive 
 Case, do you supply the Nominative 
 thus, 
 
 2. Cause them with every example to 
 joyn the Rule of the Declension, and thereby 
 to know the due Termination of every 
 case in both Numbers, saying the Eng- 
 lish sometimes before, and sometimes af- 
 ter the Latine, the Nom. case singular of 
 the first declension endeth in a, as No- 
 minativo Hcec Musa a song ; the Genitive 
 in ee, as Hujus Musts of a song, the Da- 
 tive in *?, as Huic Muses, to a song, 
 fcff. 
 
 3. Let them give you the bare Termina- 
 tions of every declension in each case in both 
 numbers, as to say, The Terminations 
 of the first declension throughout all 
 cases in both Numbers are, Singula- 
 riter, Nom. a, Gen. ee. Dat. a, Accu. 
 am, &c. 
 
 The Terminations of the Nomina- 
 tive
 
 2O The Ushers Duty. 
 
 tive case singular of the five Declensions 
 are, of the first, a. of the second r, us, urn. 
 of the third a, c, e, i, /, n, o, r, j, /, x. of 
 the fourth 5. of the fifth es. 
 
 The Terminations of the Genitive 
 case singular of the five Declensions are, 
 Of the first a, the second /', the third 
 is, the fourth us, the fifth ei, &c. 
 And let them take especial notice of 
 the endings of the Genitive case sin- 
 gular, because thereby they may know 
 of what declension a Noun is, when 
 they find it in a Vocabulary, or Dicti- 
 onary. 
 
 4. Furnish them out of their Vocabularie 
 or otherwise, with store of examples for e- 
 very several Declension, till they can rea- 
 dily decline any regular Noune ; but 
 then especially mind them of the Voca. 
 singular of those Nounes that end in us of 
 the second Declension, and of those that 
 are of the neuter Gender, of the second, 
 third, or 4th declension, and what cases 
 they make all alike in both numbers. 
 
 5. Exercise them in declining Nounes so 
 often, till they can tell you at once the ter- 
 mination of any case in either number in one or 
 all the declensions, and say on a suddain 
 what any Noune you name to them doth make 
 in any one case of each Number in English 
 
 or
 
 The Ushers Duty, 21 
 
 or Latine. As, if you ask them of what de- 
 clension, case and number this termina- 
 tion os is, they can presently answer, 
 that os is of the second declension, Accu. 
 case and plural number ; or, if you 
 ask them of what Declension, Case 
 and Number virtute is, they can 
 answer, that virtute is of the third 
 declension, the Ablative case and singu- 
 lar number. So in English, if you 
 should say with a pen, they can tell you 
 it is the Ablative case and singular num- 
 ber, and therefore must be said in La- 
 tine Penna. Or if in Latine you should 
 say pennaSy they can tell you it is of the 
 accusative case plural number, and must 
 be said in English pennes or the pen- 
 nes. 
 
 6. In declining Adjectives cause them 
 to minde to what declension their several gen- 
 ders belong^ and after they can parse 
 every 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 La- 
 tine, thus ; Singulariter Nominativo 
 Pura charta, fair paper, Gen. purts char- 
 /^, of fair paper, &c. Sing. nom. novus 
 Liber a new Book, Gen. novi Libri of a 
 new Book, &c. Sing. Nom. Dulcis conjux. 
 
 a
 
 22 The Ushers Duty. 
 
 a sweet wife, Gen. Dulds Conjugis, of a 
 sweet wife, &c. Edentula anus a tooth- 
 less old-woman, Gen. endentulee anus, of 
 a toothless old-woman, &c. Frigida glad- 
 es, cold ice, Genitive, frigidee glaciei 
 of cold ice, &c. Gravis Turbo, a 
 troublesome rout, Gen. Gravis Turbts of 
 a troublesome rout, &c. Magnum Onus, 
 a great burthen, Gen. magni oneris, of 
 a great burthen, &c. 
 
 7. Accquaint them well with the manner 
 of forming the three degrees of comparison, 
 by shewing them how the comparative 
 and superlative are made of the posi- 
 tive, according to the rules, and then 
 let them decline an adjective in all the 
 degrees together throughout all cases 
 and Genders in both Numbers, as well 
 English as Latine, thus ; Sing. Nom. 
 durus hard, durior harder, durissimus ve- 
 ry hard ; dura hard, durior harder, du- 
 rissima very hard ; durum hard, durius 
 harder, durissimum very hard ; Gen. du- 
 ri of hard, durioris of harder, durissimi of 
 very hard, &c. Sing. Nom.fe/ix happy, feli- 
 cior more happy, felicissimus, most happy ; 
 felix happy, felicior more happy, felicissi ma 
 most happy ; felix happy, felicius more hap- 
 py, felicissimum most happy. Gen. fe- 
 licis of happy, felicioris of more happy, 
 
 felicis-
 
 The Ushers Duty. 23 
 
 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 unjust 
 mother, injustum animal, an unjust creature. 
 Indoctus puer, an unlearned boy. Indoctior 
 puella a more unlearned girle. Indoctmi- 
 mum vu/gus the most unlearned common 
 people. 
 
 8. To help them the better to perform 
 this profitable exercise of themselves, 
 let them sometimes write a Noun, which you 
 appoint them, at large, and distinguish be- 
 twixt that part of it which is moveable, 
 and that which is immoveable ; I mean be- 
 twixt the fore-part of the word, and its ter- 
 mination, thus : Sing. Nom. Mens-a a Ta- 
 ble, Gen. Mens-a: to a Table. Dat. Mens- 
 <s, to a Table, &c. to the end. 
 
 Thus likewise they may be exercised 
 in writing out Substantives, and Adje- 
 ctives, and forming the degrees of com- 
 parison, with which work they will be 
 exceedingly much delighted, when once 
 they can write, and by once writing, they 
 will better discern what they do, then by 
 ten times telling over ; which makes me 
 again presse hard, that either a child may 
 be able to write before he be put to the 
 Grammar Schoole, or else be put to learn 
 
 to
 
 24 The Ushers Duty. 
 
 to write so soon as he comes thither. For 
 besides the confused disorder it will 
 make in a Schoole, when some children 
 are fitted to undergoe their taskes, and 
 others are not, they that can write, shall 
 be sure to profit in Grammar learning, where- 
 as they that cannot, will do little but disturb 
 the Schoole, and hinder their fellowes, 
 and bring a shame upon their Master, and 
 a blame upon themselves, because they do 
 not learn faster. And, alas poor child, 
 how should he be made to go that wants 
 his legges ? if he go upon crutches, it is 
 but lamely. And how should he be taught 
 Grammar, which is the Art of right wri- 
 ting, as well as speaking, that cannot 
 write at all ? I wish they that take upon 
 them to teach boyes Grammar before 
 they can write, would but take upon them 
 the trouble to teach one to speak well, 
 that cannot speak at all. But I say no 
 more of this subject, for though what I 
 say have seemed to some a meer Paradox, 
 yet upon triall, they have found it a plain 
 reall Truth ; and such as any man in rea- 
 son will assent to. 
 
 As for that which is generally objected, 
 that whilst children are young, their 
 hands are unsteady, and therefore they 
 should go on at their books, till they 
 
 grow
 
 The Ushers Duty. 25 
 
 grow more firm ; it will quickly be found 
 a meer idle phansie, when such objecters 
 shall see lesse children then their own eve- 
 ry day practise fair writing, and make 
 more speedy progresse at their books by 
 so doing. 
 
 Now touching verbs. 
 
 1. Be sure that children be well acquaint- 
 ed with the different kinds of them, distin- 
 guished, both by signification and termina- 
 tion ; 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 / long.) 
 And as they conjugate a verb, let them 
 take more particular notice of its Present 
 tense, Preterperfect tense, and first Su- 
 pine, because of these, all other tenses 
 are formed ; and these therefore are spe- 
 cified in every Dictionary. 
 
 2. Let them first repeat over the verb Sum, 
 according to four Moods onely, (the Optative, 
 Potential, and Subjunctive being the 
 same in all verbs) because it hath a proper 
 manner of declineing, and is most fre- 
 quently used, and will be helpful to form 
 the Pretertenses in the Passive voyce, 
 which consist of a Participle joyned 
 with it. 
 
 3. Let them get the Active voyce very per- 
 
 fectly
 
 26 The Ushers Duty. 
 
 fectly by heart, and afterwards the Passive, 
 (though they do it more leasurely, taking 
 but one Mood at a lesson) and let them not 
 now repeat the paradigmes as they stand 
 confusedly together in their book, but 
 sever them one from another, and go on with 
 one at once, viz. Amo, by it self, Doceo, 
 by it self, Lego by it self, and Audio by it 
 self, thorow all Moods, Tenses, Numbers, 
 and Persons, giving the English with the 
 Latine, sometimes putting the one before, 
 and sometimes the other. And be sure to 
 make them mind all the signes in English, and 
 the terminations answering to them in 
 Latine. 
 
 4. Then teach them to form only the first 
 person singular of every conjugation severally, 
 both with Latine before English, and 
 English before Latine ; as, Amo I love, A- 
 mabam 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 Pre- 
 ter tense, with those that are formed of it. 
 And give them here to observe the Rule in 
 their Accidents touching the Formation 
 of the Tenses, which is more easie to be 
 delivered and remembred, thus ; All ten- 
 ses that end in ram, rim, ssem, ro, sse, are 
 
 formed
 
 The Ushers Duty. 27 
 
 formed of the Preter tense, and all the rest 
 of the Present tense, according to the La- 
 tine verse. 
 
 Raniy rim, ssem, ro t sse ; formabit ceetera 
 Pr&sens. 
 
 6. Make them to give you the terminati- 
 ons of the first person singular throughout all 
 Moods and Tenses, of each severall Conjuga- 
 tion, as to say, The terminations of the 
 first persons singular in the first Conjuga- 
 tion are 0, 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 Conju- 
 gations, as to say ; The Terminations of the 
 Indicative Mood Present tense of the first 
 Conjugation are, o, as, at, amus, atis, ant. 
 Of the Preterimperfect-tense, abam^ abas y 
 abat y &c. 
 
 7. Let them joyn the Terminations of the 
 first person^ with the signes of every Tense in 
 
 both voyceSy thus, o do, bam, did, i have 
 ram had bo shall or will, &c. or am, bar, 
 was, us sum vel fui, have been, us eram vel 
 fueram, had been, bar, shall be, &c. through- 
 out all the Conjugations. And let them 
 withall take notice how the three persons 
 in both numbers differ both in significati- 
 on and ending, as I o and r, thou 5 and 
 tis t he / and tur, we mus and mur, ye tis 
 
 and
 
 28 The Ushers Duty. 
 
 and /, they nt or ntur. 
 
 8. Let them repeat the Active and the 
 Passive voyce together, and compare them one 
 with another, as they form them in all 
 persons 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 several/ 
 examples of the four Conjugations, as that 
 on a suddain they can render you any 
 Verb out of Latine into English, or out of 
 English into Latine, with its right Mood, 
 Tense, Number, and person, you telling 
 them the first word of it, or they knowing 
 it before-hand, as if you say we have run, 
 they can answer cucurrimus ; or if you say, 
 / shall blot, they can answer macu/abo, ha- 
 ving learnt that Curro is Latine for to run ; 
 and that macula signifieth to blot. To 
 make them more fully acquainted with 
 the variation of a verb, it were good some- 
 times for them to write one out at full 
 length, both in English and Latine, ma- 
 king a line betwixt the alterable part of 
 it, and the termination (which remaineth 
 alike to all, thus, Voc-o I call, voc-as thou 
 callest, voc-at he calleth, &c. 
 
 N.B. The Nouns and Verbs being thus 
 perfectly gotten at the first, (till which 
 
 be
 
 The Ushers Duty. 29 
 
 be done, the Preface before the Grammar 
 counteth not the Scholar ready to go any 
 further, and saith it may be done with a 
 quarter of a years diligence, or very lit- 
 tle more) the difficulty of the Latine tongue 
 will be quite over-past, and a childe will 
 more surely and heedfully learn them 
 thus singly by themselves, then by long 
 practice in parsing and making Latine, be- 
 cause then he is to attend many other 
 things together with them, for the better 
 observation whereof, these will abun- 
 dantly prepare him. 
 
 And because all children are not so 
 quick-witted, as fully to apprehend the va- 
 rious alteration of the Nouns and Verbs, 
 till after long and continued practice, it 
 were good if a time were set apart once a 
 week, wherein all the Scholars (especially 
 of the three lower forms, and those in 
 the upper that are less expert, as having 
 perhaps come from a Schoole wherein 
 they were never thus exercised) may be 
 constantly employed in this most profita- 
 ble exercise. And for more ready dis- 
 patch, amongst a multitude, it is not amiss 
 if they repeat them thorow in a round 
 word by word, saying every one in order 
 after another, thus : i. Sing. Nom Musa, a 
 Song, 2. Gen. Mus&of aSong. 3. Dzt.Musee 
 
 to
 
 30 The Ushers Duty. 
 
 to a Song, 4. Accus. Musam the song,&c. till 
 they have gone thorow all the Declensions, 
 and Conjugations, and the forementio- 
 ned variety of practice upon them, ac- 
 cording as we may observe Corderius in 
 his Colloquies, to have given us a hint. 
 And to stirre them all up to more atten- 
 tiveness, the Master may (unexpectedly 
 sometimes) aske the case of a Noun, or 
 the Mood and Tense of a Verb, of one 
 that he espieth more negligent in mind- 
 ing, then the rest. 
 
 As an Help to the better performance of 
 this necessary task, I provided a little 
 book of one sheet, containing the Termi- 
 nations and Examples of the Declensions, and 
 Conjugations^ which the less experienced 
 may make use of, till they can exercise 
 themselves without it ; by the frequent im- 
 pression, and ready sale whereof, I guess 
 it hath not been unacceptable to those of 
 my profession, for the purpose whereto I 
 intended it : and I have sometimes in one 
 afternoon made a thorow practice of all 
 that hath here been mentioned touching 
 Nouns and Verbs, without any weari- 
 somness at all to my self, or irksomness 
 to my Scholars, who are generally impa- 
 tient of any long work, if it be not full of 
 variety, and easy to be performed. 
 
 Some
 
 The Ushers Duty. 31 
 
 Some little paines would also be taken 
 with the Pronouns^ 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 distin- 
 guished both by their signification and 
 ending, and how they are declined, 
 like Adjectives. 
 
 Touching Adverbs, Conjunctions, and 
 Interjections, they need only to tell of what 
 signification they are ; and touching Pre- 
 positions^ let them observe which serve to 
 an Accusative case, which to an Ablative, 
 . and which to both. 
 
 Now for the more orderly dispatch of 
 this first part of the Accidents and the 
 better learning of every part of it, not by 
 rote, but by reason ; and to make chil- 
 dren more cunning in the understanding 
 of the things, then in rehearsing of the 
 words, and to fasten it well in their me- 
 mories ; I have found it very profitable to 
 set apart two afternoons in a week (com- 
 monly Tuesdayes and Thursdayes) for 
 the examination of it all quite thorow, 
 causing one side of a Form to ask the que- 
 stions out of the examination of the Acci- 
 dents, and the other to answer according 
 to the words of their book, and whether 
 
 they
 
 32 The Ushers Duty. 
 
 they do this exactly memoriter^ or some- 
 times looking upon the book, it makes no 
 matter ; for the often practise hereof, will 
 be sure to fix it after a little while in their 
 understanding and memories so fast, that 
 they will have it ready for use, against 
 they come to the second part of the Acci- 
 dents, which concerneth Concordance 
 and Construction. 
 
 N.B. When children first begin their 
 Introduction, they may provide a little 
 vocabulary (if the Orbis Pictus be too dear) 
 out of which they should be made to read 
 over a Chapter every day, at one or four a 
 clock, and when it is read over you may 
 see who can give you the most names of 
 things under one head, both English and 
 Latine, and let him that tells you the most, 
 have some little reward for encourage- 
 ment, to draw on others in hope of the 
 like, to do as well as he. This profita- 
 ble exercise was often used by Corderius y 
 and is an excellent mean to help children 
 to store of wordsj which are indeed the 
 subject about which Grammar is conver- 
 sant, so that to teach one Grammar with- 
 out giving him some knowledge of words , is 
 to teach him to tye a knot> that hath not a 
 string to tye it upon. They may say the In- 
 troduction for parts, and the Vocabulary for 
 
 lessons,
 
 The Ushers Duty. 33 
 
 lessons, (as you please) and when ever 
 they go out about necessitous business, be 
 sure they say (at least) four words of 
 those which they have learnt, and let 
 them always carry their Vocabulary about 
 with them, to be looking into it for 
 words. 
 
 Thus then I allow one half year for 
 boyes in the lowest form, that can read 
 and write before hand, to learn the first 
 part of the Accidents, and how to call 
 things by their Latine names, making use 
 of a Vocabulary. 
 
 And then I would have them divide 
 the whole Introduction into twelve parts, 
 (as they did at the first reading of it over) 
 and repeat constantly every morning one 
 by heart, to fix it well in the memory : 
 and for fore-noon lessons (to be said about 
 ten of clock) they may proceed to the se- 
 cond part of the Accidents, commonly cal- 
 led the English Rules, for the perfect know- 
 ledge and exercise whereof, they may 
 profitably spend the succeeding halfe 
 year. 
 
 In getting whereof, because custome 
 hath every where carried it (contrary to 
 those excellent directions given in the 
 Preface to the Reader, of which Mr. Hayne 
 mentioneth Cardinal Wolsey to have been 
 
 the
 
 34 The Ushers Duty. 
 
 the Authour) for children first to read 
 them over, and afterwards to con them 
 by heart as they stand in the book, (ma- 
 king it a work meerly for the memory, 
 which some children are good at, though 
 they understand nothing at all ; and there- 
 fore many unskilful Masters, not knowing 
 how to do otherwise, especially with 
 boyes that cannot write, let them run on 
 by rote, presuming that when they have 
 got the Rules thus, they may be afterwards 
 made to understand them by practise in 
 parsing) I will go along with the stream, 
 and allow my Scholars to get them by 
 heart, saying two or three Rules at a 
 time, as they do in most schooles ; and as 
 they do this, I would have them chiefly 
 to take notice of the Titles, or Heads, and 
 which are the general Rules, and which 
 are the Observations, and Exceptions 
 made concerning it, that by this meanes 
 they may learn to turn readily to any one 
 of them that shall be called for. But that 
 children may best understand, and soonest 
 conceive the reason of the Rules, and 
 thereby be made acquainted with the fa- 
 shion of the Latine Tongue, (which is the 
 main scope that this part of the Accidents 
 aimeth at) I would have them daily exer- 
 cised in the practice of Concordance and Con- 
 struction
 
 The Ushers Duty. 35 
 
 struction (which will also confirm and 
 ready them in the Introduction) after this 
 manner. 
 
 1. Let them mark out the more genera II 
 and necessary Rules (as they go along) 
 with their examples, and after they have 
 got them perfectly by heart, let them con- 
 strue and parse the words in the Exam- 
 ple, and apply the Rule to the words to 
 which it belongeth, and wherein its force 
 lyeth. 
 
 2. Let them have so many other examples 
 besides those that are in their book, as may 
 clearly illustrate and evidence the mean- 
 ing of the Rule, and let them make it whol- 
 ly their own by practising upon it, either 
 in imitating their present examples, or 
 propounding others as plain. Thus that 
 example to the Rule of the first Concord 
 may be first imitated ; Preceptor legit, vos 
 vero negligitis. The Master readeth, and ye 
 regard not. The Pastors preach, and people 
 regard not. I speak and ye hear not. We 
 have read, and thou mindest not. And the 
 like may be propounded, as, ivhilest the Cat 
 sleepeth, the Mice dance. When the Master is 
 away, the boyes will play. Thou neglectest, 
 when I write. And these the children 
 should make out of English into Latine, 
 unto which you should still adde more, 
 
 till
 
 36 The Ushers Duty, 
 
 till they be able by themselves to practise 
 according to the Rule. 
 
 3. After they have thus gone over the 
 general Rules, Let them together with one 
 Rule get its exceptions, and observations, as 
 they lie in order, and learn how they differ 
 from the Rule, and be sure that they construe 
 and parse every example, and imitate, and 
 make another agreeable to the Rule, ob- 
 servation or exception, as is shewed be- 
 fore. 
 
 N. B. Now forasmuch as little ones 
 are too too apt to forget any thing that 
 hath been told them concerning the mean- 
 ing of a rule and the like, and some in- 
 deed are of more leasurely apprehensions 
 then others, that require a little considera- 
 tion of a thing before they can conceive it 
 rightly, they may be helped by making 
 use of the second part of the Accidents ex- 
 amined ; wherein, 
 
 1. The Rules are delivered by easie 
 and short questions and answers, and all 
 the examples are Englished, and the words 
 wherein the force of the example lyeth 
 are applyed to the rule. 
 
 2. The examples are Grammatically 
 construed, and all the first words in them 
 set down in the margent, and referred to 
 an Index, which sheweth what part of 
 
 Speech
 
 The Ushers Duty. 37 
 
 Speech they are, and how to be declined 
 or conjugated. This I contrived at the first 
 as a means to prevent Childrens gadding 
 out of their places, under a pretence of ask- 
 ing abler boyes to help them in constru- 
 ing and parsing these examples, but upon 
 tryal I found it a great ease to my self for 
 telling the same things often over, and a 
 notable encouragement to my Scholars to 
 go about their lessons, who alwayes go 
 merrilier about their task, when they 
 know how to resolve themselves in any 
 thing they doubt. 
 
 4. When they have got the second 
 Part of the Accidents well by heart, and 
 understand it (at least) so far as to be a- 
 ble to give you any rule you call for, you 
 may divide it also into eight parts, accord- 
 ing 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 re- 
 lative, and the Construction of Substantives. 
 
 The third, concerning the Construction of 
 Adjectives, and of a Pronoune. 
 
 The fourth, concerning the construction of 
 f^erbs with a Nominative, and Genitive 
 Case. 
 
 The fifth, concerning the construction of 
 
 Verbs 
 
 437238
 
 38 The Ushers Duty. 
 
 f^erbs with a Dative, Accusative and Abla- 
 tive Case. 
 
 The sixth, concerning the construction of 
 Passives, Gerunds and Supines. 
 
 The seventh, concerning time, space, 
 place and impersonals. 
 
 The eighth, concerning the Participle, the 
 Adverb, the Conjunction, the Proposition, and 
 the Interjection ; which being added to the 
 foregoing twelve, the whole Accidents may 
 be easily passed over at twenty Parts, and kept 
 surely in mind by repeating it once a moneth 
 for morning Parts, and examining it every 
 Tuesday and Thursday in the afternoon. 
 As they made use of the Vocabulary, toge- 
 ther with the first part of the Accidents, so 
 may they joyn Sententies Pueriles, with the 
 second ; which book I would have them 
 to provide both in English and Latine. 
 
 ! Because it renders the Book more 
 grateful to Children, who by reading their 
 Lessons in their Mothers tongue, know 
 better what to make of them. 
 
 2. Because they are apt to mistake 
 what they have been construed, especially 
 in words that have various significations. 
 
 3. Their memories being short, they 
 must be told the same word as oft as they 
 ask it ere they come to say, and when they 
 come (perhaps) they cannot construe 
 
 one
 
 The Ushers Duty. 39 
 
 one Sentence to any purpose. 
 
 As they learn this book, let them but 
 take three or four lines at once, which 
 they should, 
 
 1. Construe out of Latine into Eng- 
 lish, and then out of English into Latine. 
 
 2. Decline the Nounes and form the 
 Verbs in it throughout, and give the rules 
 for the concordance and construction of 
 the Words. 
 
 3. Bring their lessons fair writ out 
 both in English and Latine in a little pa- 
 per book, which will exceedingly further 
 them in spelling and writing truly. 
 
 4. To fix their Lessons the better in 
 their memorie, you may ask them such 
 plain questions, as they can easily answer 
 by the words in the Sentence. 
 
 5. Let them also imitate a Sentence 
 sometimes by changing some of the 
 words, and sometimes altering their Ac- 
 cidents. 
 
 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 ho- 
 nesty
 
 40 The Ushers Duty. 
 
 nesty, and godliness, be to instill those 
 grave sayings into childrens minds (some 
 of which notwithstanding are too much 
 beyond their reach) and it be not per- 
 haps so useful as some others are for the 
 speedy gaining of Latine, yet by being 
 thus made use of, it may be very much 
 improved to both purposes. 
 
 Here I think it no digression to tell, 
 how I and some School-fellowes (yet li- 
 ving, and eminent in their Scholar-like 
 professions) were nusled two or three years 
 together in learning this book of Senten- 
 ces. After we had gone over our Accidents 
 several times by heart, and had learned 
 part of Propria qua maribu^ we were put 
 into this Book, and there made to construe 
 and parse two or three Sentences at once 
 out of meer Latine, and if in any thing we 
 missed, we were sure to be whipt. It was 
 well, if of 1 6. or 20. boyes two at any time 
 could say, and that they did say right, 
 was more by hap-hazard, then any thing 
 that they knew ; For we knew not how 
 to apply one rule of Grammar to any 
 word, nor could we tell what part of 
 Speech it was, or what belonged to it ; but 
 if the Master told us it was a Noun, to be 
 sure we said it was of the Nominative 
 case, and singular number, and if a Verb, 
 
 we
 
 The Ushers Duty. 41 
 
 we presently guessed it to be of the Indi- 
 cative Mood, Present tense, singular num- 
 ber, and third person ; because those 
 corning so frequent, we erred the lesse in 
 them. And an ignorant presumption that 
 we could easily say, made us spend our 
 time in idle chat, or worse employment ; 
 and we thought it in vain for us to labour 
 about getting a lesson, because we had no 
 help at all provided to further us in so do- 
 ing. Yet here and there a Sentence, that 
 I better understood then the rest, and with 
 which I was more affected, took such im- 
 impression, as that I still remember it, as 
 Gal/us in suo stirquillnioplurirnumpotest. Ubi 
 dolor, ibi digitus, &c. 
 
 This I have related by the by, to 
 manifest by mine own sense and experi- 
 ence what severity children for the most 
 part undergo, and what lots of time be- 
 falls them in their best age for learning, 
 when they are meerly driven on in the 
 common rode, and are not (rather) guid- 
 ed by a dexterous, diligent, and discreet 
 Teacher, to understand what they learn in 
 any book they are put into. 
 
 Now because all our teaching is but meer 
 trifling, unlesse withall we be carefull to in- 
 struct children in the grounds of true Religion, 
 let them be sure to get the Lords Prayer, the 
 
 Creed,
 
 42 The Ushers Duty. 
 
 Greedy and the ten Commandements ; First 
 in English, and then in Latine, every Satur- 
 day morning for Lessons, from their first 
 entrace to the Grammar Schoole ; and for 
 their better understanding of these Funda- 
 mentals of Christianity, you may (accord- 
 ing to Mr. Bernards little Catechisme) re- 
 solve them into such easy questions, as they 
 may be able to answer of themselves, and 
 give them the Quotations, or Texts of 
 Scriptures, which confirm or explain the 
 doctrinal points contained in them, to 
 write out the following Lords day, and 
 to show on Monday mornings, when 
 they come to Schoole. In short then, I 
 would have this lowest Form employed 
 one quarter or half a year in getting the 
 Introduction for Parts and Lessons, and as 
 long in repeating the Introduction at Morn- 
 ing Parts, and reading the Vocabulary^ for 
 After-noons Parts ; saying the English 
 Rules for Fore-noon Lessons. The little 
 Vocabulary for After-noon Parts ; and Sen- 
 tentite Pueriles for Afternoon Lessons, and 
 the Principles of Christianity for Saturday 
 Lessons. So that in one years time this 
 work may be fully compleat, of preparing 
 them for the Latine tongue, by teaching 
 them the perfect use of the Accidents^ and 
 helping them to words, and how to vary 
 them. CHAP.
 
 The Ushers Duty. 43 
 
 CHAP. III. 
 
 How to make children of the second Form per- 
 fect in the Rules of the Genders of Nouns, 
 and of the Preterperfect tenses, and Su- 
 pines of Verbs, contained in Propria quae 
 maribus, Quae genus, and As in Prae- 
 senti ; and how to enter them in writing, 
 and speaking familiar and congruous 
 Latine. 
 
 THe general course taken in teaching the 
 Rules of the Genders and Nouns., and 
 Conjugating Verbs^ is, to make children 
 to patter them over by heart, and sometimes 
 also to construe and parse them ; but seldom 
 or never are they taught the meaning of a 
 Rule, or how to apply it readily to the 
 words they meet with elsewhere. 
 
 The volubility of the Verse doth in- 
 deed help some quicker wits for more rea- 
 dy repeating of them ; but others of more 
 slow pace, (that learn better by under- 
 standing what they say) are apt to miscall 
 every word in their Lesson, because they 
 cannot tell what it meaneth ; and let 
 them take never so much pains about 
 it, very little of what they are to learn, 
 
 will
 
 44 The Ushers Duty, 
 
 will stick in their memories. 
 
 Some therefore have .decryed this 
 patching of Rules into a cobling verse ; 
 others have thought it better to denote 
 the Genders of Nouns, and the Preter- 
 perfect tenses of Verbs by the Termina- 
 tions of the first words, and some have 
 quite altered these Rules by expunging 
 some words, and inserting others, which 
 they thought might better agree with 
 them ; But for my part, I like his judge- 
 ment well, that said it was impossible 
 for any Grammarian to make better 
 Rules then these in Propria quce maribus, 
 and As in pr&senti ; for though in some 
 things they may be faulty, as Qua genus 
 is in very many, yet (as Mr. Brinsley saith 
 of the Accidents) a wise Master is not to stand 
 with his children about mending of it^ but only 
 to make them understand the Rules^ as they 
 are set down in the Book, which that they 
 may well do, I propound this expe- 
 dient. 
 
 1. Let them for Fore-noon Lessons be- 
 gin with Propria ques maribus^ and then 
 proceed to As in pr<ssenti^ leaving Qute ge- 
 nus to the last, because it is of lesse use, and 
 harder for children to understand. 
 
 2. In getting these Rules at first, let 
 them read them all distinctly over, and 
 
 take
 
 The Ushers Duty. 45 
 
 take notice of the Titles or Heads, and 
 mark out the most general Rules, which 
 they may learn before any of the rest ; And 
 to make them the better to understand 
 themselves, you may allow them an Eng- 
 lish Propria qu<s maribus, &c. which they 
 may compare all along with that in their 
 Grammar, and if at any time you per- 
 ceive they do not well apprehend the 
 meaning of a Rule, do you illustrate it by 
 instancing some words, that they have 
 had in their Vocabulary, or elsewhere. 
 This will make them somewhat ready 
 to turn to any Rule. 
 
 3. At the next going them over, they 
 will be able to say four or six lines at a 
 time, memoriter. And then you may let 
 them get all before them, and make them 
 after they have said a Lesson by heart, to 
 construe it by the help of a Construing- 
 book, and to decline every Noun, and 
 Conjugate every verb, by the help of the 
 Indexes annexed to the Propria ques mart- 
 bus^ &c. Englished^ and explained. 
 
 4. You may exercise them in this man- 
 ner, by repeating more and more at a 
 time, till they can decline Nouns, and con- 
 jugate Verbs, and apply the Rules readily 
 to them ; & having thus gained them, you 
 may keep them, by dividing the whole 
 
 into
 
 46 The Ushers Duty. 
 
 into ten parts, according to the Common- 
 place Heads ; thus, the First may be at 
 Proprla qu<s maribuSy &c. De Regulis gene- 
 ralibus Propriorumy De Regulis generalibus 
 Appellativorumy De prima speciali Regulay 
 & ejus exception: bus Masculinity Neutrisy 
 Dubiisy 3 Communibus. The Second at 
 Nomen crescentis penultim^y &c. Syllaba 
 acuta sonaty &c. De secunda speciali Regu- 
 lay f ejus exceptionibus Masculin'tSy Neu- 
 trisy Dubiis, & Communibus. The third at 
 Nomen crescentis Sit gravis, &c. De ter- 
 tia speciali Regula^ & ejus exceptionibus F&- 
 mininisy Neutris, Dubiis^ CommunibuSy & de 
 Regulis Adjectivorum generalibus. The 
 Fourth at Qute genusy de variantibus genusy 
 de defectivis casUy Aptothy Diptotisy Tripto- 
 tisy 6f Vocativo carentibus. The Fifth, at 
 Propria cuncta noteSy &c. de defectivis nu- 
 meroy pluraliy y singulari. The Sixth, at 
 H<sc quasi luxurianty &c. de Redundantibus. 
 The seventh at As in pr&senti, De Simplici- 
 um verborum prtsterito primly secunda ter- 
 ti<Sy & quart<e Conjugationis. The eighth, 
 at Prateritum dot ideniy & de Compositorum 
 verborum preeteritls. The ninth, at Nunc 
 ex prateritOy &c. De Simplicium verborumy 
 & Compositorum Supinis. The tenth, De 
 Prtsteritis verborum in ORy De geminum 
 pr<steritum habentibusy De neutro passivis y 
 
 De
 
 The Ushers Duty. 47 
 
 De verbis pr&teritum mutuantibus, de pres- 
 terito carentibus, 3 de Supinum raro ad- 
 mittentibus. If you adde these ten to 
 the twenty parts in the Accidents, they 
 may run over the whole thirty in six weeks ; 
 saying every morning one, except on 
 Saturdays, which are reserved for other 
 occasions. Their Noon-parts may be 
 in the larger Vocabulary (which is com- 
 monly printed with the grounds of 
 Grammar, in an easie entrance to the Latine 
 Tongue, in which they may peruse a 
 whole Chapter at once, and afterwards 
 strive who can tell you Latine for the 
 most things mentioned in it. And if 
 at any time the words be not so obvious 
 to their understanding, because (per- 
 haps) they know not the things which 
 they signify ; do you tell them what the 
 thing is, and explain the word by ano- 
 ther that is more familiar to them. 
 
 Their After-noons Lessons on Mon- 
 dayes and Wednesdayes, may be in Qui 
 mihiy which containeth pretty Precepts 
 of good manners, much befitting chil- 
 dren to observe, and which are so com- 
 mon in every mean Scholars mouth, 
 that a childe would blush to seem igno- 
 rant of them. In getting this, 
 
 I. Let them repeat two distichs at 
 
 once
 
 48 The Ushers Duty, 
 
 once memoriter, and if withall, you let 
 them get the English verses answerable 
 to the Latine, and printed with the 
 Grounds of Grammar^ they will fix the 
 Latine better in their memories. 
 
 2. Let them construe the Lesson 
 Grammatically, and to help themselves 
 in that more difficult work, let them 
 make use of the construction made 
 them at the end of their Construing- 
 Book. 
 
 3. Let them read the Latine in the 
 Grammatical order, and sometimes in- 
 to meer English, and then let them 
 parse every word according to that or- 
 der, giving the Rules for the Genders 
 of Nouns, and the Preterperfect tenses, 
 and Supines of verbs ; and applying 
 those of Concordance and Constructi- 
 on, as they come in their way. 
 
 4. To exercise them in true writing, 
 it were good if they had a little paper- 
 book^ wherein to write first the Latine, 
 and then the English distichs at full 
 length, which they may shew, when 
 they say their Lesson. 
 
 5. To finde them some employment 
 after the Lesson, you may give them 
 some easie dictate out of it to turn into 
 Latine j sometimes by way of Question 
 
 and
 
 The Ushers Duty. 49 
 
 and Answer, and sometimes more posi- 
 tively ; thus, What shall that Scholar do that 
 desireth to be taught ? He shall conceive the 
 Masters sayings in his minde. Quid faciet 
 ille discipulus, qui cupit docer'i ? dicta prts- 
 ceptoris animo suo concipiet, or thus ; A boy 
 that ~is a Scholar, and desireth to be taught, 
 ought to conceive the Masters sayings in his 
 minde, and so as to understand them well. 
 Puer, qui discipulus est & cupit doceri, dicta 
 prceceptoris ammo suo concipere debet, atque 
 ita ut eadem recte intelligat. And this you 
 may cause any one of them to read, and 
 let the rest correct him in any word he 
 hath made amisse, and be sure they can 
 all give a rule for what they do. 
 
 After they have repeated these verses 
 of Mr. Lilies so often over, that they can 
 say them all at once pretty well by 
 heart, they may continue their After- 
 noons Lessons in Cato, saying two or 
 three Distichs at once, according to the 
 directions already given in the Preface 
 to that Book in English and Latine 
 verse ; and when they have gone tho- 
 row a book of it, let them try amongst 
 them selves who can repeat the most of 
 it by heart, as we see Corderius did 
 sometimes exercise his Scholars, as it 
 appeareth by his Colloquies. 
 
 Now
 
 50 The Ushers Ditty. 
 
 Now forasmuch as speaking La tine is 
 the main end of Grammar, and there is no 
 better expedient to help children in the rea- 
 dy exercise thereof, then frequent perusal of 
 Vocabularies for common words, and Collo- 
 quies for familiar phrases, and such as are 
 to be used in ordinary discourse ; I 
 think it very convenient to make use of 
 Pueriles Confabulatiuncults, both in English 
 and Latine, on Tuesdayes and Thurs- 
 dayes in the Afternoons instead of Les- 
 sons, thus, 
 
 I. Let them read a whole Colloquie (if 
 it be not too long) at once both in Eng- 
 lish and Latine, not minding to con- 
 strue it verbatim at the first going it 
 over, but to render the expressions 
 wholly as they stand, and are answera- 
 ble one to another, and this will ac- 
 quaint them with the matter in the 
 book, and enable them to read both 
 the Languages more readily. 
 
 2. At a second going over, let them 
 construe it Grammatically, and then 
 take any phrase or sentence in the pre- 
 sent Lesson, and make such another by 
 it, changeing either the words, or 
 some of their Accidents, as the present 
 occasion requireth ; ex gr. As they 
 say in the singular Number : God save 
 
 you,
 
 The Ushers Duty. 51 
 
 you, Salve, Sis salvus, jubeo te salvere, or 
 ave ; so make them say in the plural num- 
 ber, God save you, Salvete, sitis salvi, jube- 
 mus vos salvere, or avete. So likewise 
 when they can say, / thank you, Habeo 
 tibi gratiam, or habetur tibi a me gratia, 
 let them imitate, and alter it by saying, 
 We thank your Father. Habemus Patri tuo 
 gratiam. My Mother thanks you, Sir. Ma- 
 ter habet tibi gratiam, Domine ; or Habetur 
 tibi, Domine, a matre mea gratia. 
 
 When they have gone this book so 
 often over, as to be well acquainted 
 with its phrases, Let them proceed to 
 Cordertus Colloquies, which they have al- 
 so in English and Latirie, and which 
 they may construe Grammatically, and 
 cull the phrases out of it, to make 
 use of them, in common speaking La- 
 tine. 
 
 Let them have a little paper-book, 
 wherein to gather the more familiar 
 phrases, which they finde in every Les- 
 son printed in a different character, and 
 let them by often perusal at spare 
 times, and bearing them alwayes about 
 them, get them so readily by heart, as 
 to be able to expresse themselves in La- 
 tine by them upon any meet occasion. 
 And this way of exercising them to speak 
 
 according
 
 52 The Ushers Duty. 
 
 according to their Authours expressions from 
 their first entrance upon Latine, is the best 
 expedient that can be taken to avoyd Angli- 
 cismesy which otherwise they are very 
 prone to, so long as they are directed 
 only by Grammar-Rules, and enfor- 
 ced to seek words in the Dictionary, 
 where commonly they light upon that 
 which is most improper. 
 
 And that they may now do some- 
 thing of themselves by way of night ex- 
 ercise, let them every evening tran- 
 slate a verse at home out of the 119. 
 Psalm, which I conceive is the most ea- 
 sie for the purpose of making the three 
 Concords, and some of the more neces- 
 sary Rules of construction familiar to 
 them. In making their Translations, 
 
 1. Let them be sure to write the 
 English very fair and true, observing 
 its just pauses, and let them also make 
 the like notes of distinction in their 
 Latine. 
 
 2. When they come to shew their 
 Latines, 
 
 1. Let one read and construe a verse. 
 
 2. Let another tell you what part of 
 speech every word is, as well English as 
 Latine, and what the English Signes do 
 note. 
 
 3. Let
 
 The Ushers Duty. 53 
 
 3. Let the rest in order give you the 
 right Analysis of every word one by 
 one, and the Rules of Nouns and Verbs, 
 and of Concordance, and Constructi- 
 on. 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 ma- 
 king 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 Alphabe- 
 tical! Index of every word which is proper 
 for its place. Right choyce of words be- 
 ing indeed the foundation of all elo- 
 quence. 
 
 On Saturdayes, after they can say 
 the Lords Prayer, the Creed, and the 
 ten Commandements in English and 
 Latine, they may proceed to the Assem- 
 blies Catechisme, first in English, and then 
 in Latine, or the like. This second 
 form then is to be exercised, 
 
 1. In repeating the Accidents for 
 morning parts. 
 
 2. In saying Propria qute maribus, Quee 
 genus. As in pr&senti, for Fore-noon 
 Lessons. 
 
 3 In
 
 54 The Ushers Duty. 
 
 3. In reading the larger Vocabulary for 
 Noon parts. 
 
 4. In learning Qui mihi, and after- 
 wards Cato, for Afternoons Lessons on 
 Mondayes and Wednesdayes, and Pue- 
 riles Confabulatiuncube, and afterwards 
 Corderii Colloquia on Tuesdayes, and 
 Thursdayes. And 
 
 5. Translating a verse out of Eng- 
 lish into Latine every evening at home, 
 which they may bring to be corrected 
 on Fridayes, after all the weeks Repe- 
 titions ended, and return written as 
 fair as possibly they can write, on Sat- 
 turday mornings, after examinations 
 ended. And thus they may be made to 
 know the Genders of Nouns, and Prefer- 
 perfect tenses, and Supines of Verbs, and ini- 
 tiated to speak and write true Latine in the 
 compare of a second yeare. So that to 
 children of betwixt seven and nine 
 years of age, in regard of their reme- 
 dilesse inanimadvertency, I allow two 
 whole years to practise them well in the 
 Rudiments or Grounds of Grammar, 
 in which I would have the variation of 
 Nouns and Verbs to be specially min- 
 ded, for till they be very ready in 
 those, their progress in other things 
 will be full of uncertainties, and trou- 
 
 blesomely
 
 The Ushers Duty. 55 
 
 blesomely tedious, but if those be once 
 well got, all other rules which have not 
 (perhaps) been so well understood, will 
 more easily (as age increaseth) be 
 better apprehended and put in use. 
 
 CHAP. IIII. 
 
 How to make Children of the third Forme per- 
 fect in the Latine Syntaxis commonly called 
 Verbum Personale ; as also to acquaint 
 them with Prosodia ; and how to help them 
 to construe and parse, and to write, and 
 speak true and elegant Latine. 
 
 CHildren are commonly taught the Latine 
 Syntaxis before they be put to make use 
 of any Latine book besides it ; and so they 
 but can say it readily by heart, construe 
 it, and give the force of its rules out of 
 the examples, they are thought to learn 
 it well enough. But the very doing 
 thus much, is found to be a work too te- 
 dious with many, and therefore 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 needlesse ; so that when a Childe 
 
 hath
 
 56 The Ushers Duty. 
 
 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 under- 
 standingly by heart, and settled in the 
 memory by continual practise^ which i$ 
 the life of all learning ; 
 
 1. Let those then of this third forme 
 divide their Accidents and Rules of 
 Nounes and Verbs into ten parts, 
 whereof they may repeat one every 
 Thursday morning, and make way for 
 the getting of the Syntaxe on Mundaies, 
 Tuesdaies & Wednes. for morning parts. 
 
 2. Let them repeat as many Rules 
 memoriter y as they are well able, to- 
 gether with all their examples ; and to 
 help their understanding therein, you 
 may do well to shew the meaning of eve- 
 ry rule & exception beforehand, and to 
 make them compare them with those in 
 the English rules under the same head, & 
 to see which are contained in the Latine 
 which are not in the English, and which 
 are set down in the English, which are 
 left out in the Latine. 
 
 3. To help them to construe well be- 
 fore they come to say, let them make 
 
 use
 
 The Ushers Duty. 57 
 
 use of their Construing books, and that 
 they may better mind what they con- 
 strue, you may cause them sometimes, 
 when they come to say, to read the part 
 out of Latine into English. 
 
 4. In parsing, let them give you the 
 word governing, and apply the word 
 governed according to the rule, and 
 tell you wherein the exceptions and ob- 
 servations differ from the General rule. 
 
 5. Let them have a Paper-book in 
 Quarto, in the margent whereof they 
 may write the first words of every rule, 
 and exception ; and let them have as 
 many familiar examples (some in Eng- 
 lish onely, and some in Latine onely) 
 as may suffice to illustrate the rule more 
 clearly to them, and do you help them 
 extempore, to turn their English ones in- 
 to Latine, and their Latine ones into 
 English ; and having a space left under 
 every head, let them fill it up with praeg- 
 nant Examples, which they meet with 
 as they read their Latine Authors, 
 or as they Translate English Sentences 
 into Latine. 
 
 I observe Melancthon and Whittington 
 of old, and Mr. Clarke, Mr. Comenius 
 and others of late, to have made subsi- 
 diaries of this nature, which because 
 
 they
 
 58 The Ushers Duty. 
 
 they seem some what to overshoot the 
 capacities of children, who (as Mr. As- 
 chant observes) are ignorant what to 
 say properly and fitly to the matter, (as 
 some Masters are also many times) I have 
 taken the paines to make a praxis of all the 
 English and Latine Rules of Construction 
 and Syntaxis y as they lie in order, and 
 to adde two Indexes ; The first of 
 English words, and the Latine for them ; 
 The second, Of Latine words and the 
 English for them, with figures directing 
 to the examples wherein they are to be 
 used. 
 
 And for more perspicuity sake, I take 
 care that no example may touch upon 
 any rule, that is not already learned, 
 for fear of pusling young beginners in 
 this necessary and easie way of transla- 
 ting with the rule in their eye, which 
 doth best direct the weakest understand- 
 ings. 
 
 Now forasmuch as the daily reading of 
 Latine into English is an especial! means to 
 increase the knowledge of the Tongues, and 
 to cause more heed to be taken to the Grammar 
 Rules, as they are gotten by heart ; I would 
 have those in this form to read every 
 morning after prayers, four or six vers- 
 es out of the Latine Testament, which 
 
 they
 
 The Ushers Duty. 59 
 
 they will easily do, having beforehand 
 learned to construe them word by word, 
 with the help of their English Bible. In 
 this exercise, let them be all well pro- 
 vided, 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 constru- 
 ction, which you think they have not 
 so well taken notice of as to understand 
 it fully. Hereby you may also ac- 
 quaint them with the rule and way 
 of construing, as it is more largely 
 touched in the following part of this 
 chapter. 
 
 N. B. Those Children that are more 
 industriously willing to thrive, may ad- 
 vantage themselves very much by peru- 
 sal of Gerards Meditations, Thomas de Kent- 
 pis, St. Augustins Soliloquies, or his Me- 
 ditations, or the like, pious and profit- 
 ing 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 JE- 
 sopes Fables, which is indeed a book of 
 great antiquity and of more solid learn- 
 ing then most men think. For in it ma- 
 ny good lectures of morality, which 
 
 would
 
 60 The Ushers Duty. 
 
 would not (perhaps) have been listened 
 to, if they had been delivered in a plain 
 and naked manner, being handsomly 
 made up and vented in an Apologue, 
 do insinuate themselves into every mans 
 minde. 
 
 And for this reason perhaps it is that I 
 finde it, and Gesta Romanorum (which is 
 so generally pleasing to our Countrey 
 people) to have been printed and bound 
 up both together in Latine, even when 
 the Latine was yet in its drosse. And to 
 let you see what Latine Msop was there 
 translated into out of Greek by one 
 Romulus, I will give you the first Fable, 
 in his words ; 
 
 De Gallo &f Jaspide. 
 
 IN sterquilinio quidam pullus gallinatius, 
 dum qu&reret escam, invenit margari- 
 tam in loco indigno jacentem y quam cum vi- 
 deret jacentem, sic ait ; O bona ra, in ster- 
 core hie jaces. Si te cupidus invenisset, cum 
 quo gaudio rapuisset^ ac in pristinum decoris 
 tui statum redisses ? Ego f rust r a te in hoc lo- 
 co invenio jacentem. Ubi potius mihi escam 
 queer o ; 3 nee ego tibi prosum y nee tu mihi. 
 
 H<sc /Esopus illis narrat, qui ipsum legunt 
 s? non intelligunt. 
 
 No
 
 The Ushers Duty. 61 
 
 No sooner did the Latine Tongue 
 endeavour to recover its pristine pu- 
 rity, by the help of Erasmus and o- 
 ther eminent men of learning in his 
 time, but the Greek Coppy of Msop 
 is translated by him and his Contempo- 
 raries, every one striving to outstrip a- 
 nother in rendering it into good Latine ; 
 and it is observable, that the Stationers 
 Coppy (which is generally used in 
 Schooles) is a meere Rapsodle of some frag- 
 ments of these several mens Translations ; 
 whence it is that one and the same Fa- 
 ble is sometimes repeated thrice over in 
 several words, and that the stile of the 
 Book is generally too lofty in it self for 
 Children to apprehend on a suddain ; I 
 have for their sakes therefore turned the 
 whole Book, such as I found it, in- 
 to proper English, answerable to the La- 
 tine, 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 a- 
 ny alteration, except in a few grosse er- 
 rors, and especially one that quite per- 
 verted the sense of the Fable, and ap- 
 
 peareth
 
 62 The Ushers Duty. 
 
 peareth to be a mistake in the Transla- 
 tor from the Greek Coppy, which is 
 
 thus ; Movtoj Ka.1 dXtfon;!. Mopeij Aypios M 
 rtvoj &TTcl>s Stvdpov roi/s <556pTaj tdyyev, which IS well 
 latinized by one thus, Aper 3" f^ulpes. Aper 
 quum cuidam adstaret arbori, denies acue- 
 bat. But the unknown Translator of 
 this Fable (and the rest that yet passe 
 sub incerto interprete) reading perhaps 
 Movos in stead of /AOVI&S or finding that 
 /iovibs doth sometimes signifie like an ad- 
 jective, soUtariuSy solitudines captans^ &c. 
 renders it into pure non-sense, and in 
 other words also differing from the 
 Greek, thus ; Singularls animal^ & vulpes. 
 Singulans agrestis, super quadam sedens ar- 
 bore^ denies acuebat. Which one having 
 lately translated into English verse, with 
 the Picture before it, hath prettily de- 
 vised a Rhinocerate to stand by a tree, 
 and to whet his teeth against it ; where- 
 as the Lafcine hath it, super quadam sedens 
 arbore, which is impossible for such an 
 huge beast to do. I have therefore put 
 out the word Singularis y and made it A- 
 per agrestis, according to an ancient 
 Greek Coppy which I have, and I Eng- 
 lish the clause thus ; Lib. 2. Fab. 33. A 
 wilde Boar standing by a tree whetted his 
 tuskes. This I have noted obiter, to ac- 
 quaint
 
 The Ushers Duty. 63 
 
 quaint the more judicious with my rea- 
 son of altering those words, and to save 
 the lesse experienced, some labour in 
 searching out the meaning of them, see- 
 ing they passe yet uncorrected in the 
 Latine Book. 
 
 Let them procure /Esops Fables then in 
 English and Latine, and the rather be- 
 cause they will take delight in reading 
 the Tales, and the moral in a Language 
 which they already understand, and will 
 be helped thereby to construe the Latine 
 of themselves. And herein I would 
 have them to take a whole Fable and its 
 moral at one Lesson (so that it do not 
 exceed six periods) which they should 
 first read distinctly ; secondly, construe 
 Grammatically, and then render the 
 proper phrases ; thirdly, parse according 
 to the Grammatical order as they con- 
 strued, and not as the words stand. And 
 then be sure they can decline all the 
 Nounes, and conjugate the Verbs, and 
 give the Rules for the Genders of the 
 one, and the Preterperfect tenses and 
 Supines of. the other ; as also for the 
 concordance^ and construction, either 
 out of the English Rules y or Latine Syn- 
 taxe^ or both, as they come to have learn- 
 ed them. 
 
 Let
 
 64 The Ushers Duty. 
 
 Let them sometimes write a Fable 
 fair and truly over, according to the 
 printed Book, both in English and La- 
 tine, and sometimes translate one, 
 word by word in that order, in which 
 they construed it ; and this will inure 
 them to Orthography. 
 
 That they may learn to observe and 
 get the true Latine order of placing 
 words, and the purity of expression 
 , either in English or Latine style, let 
 them imitate a period or more in a les- 
 son, turning it out of English into La- 
 tine, or out of Latine into English, 
 thus ; whereas they read in English A 
 Cock, as he turned over a dung-hill found a 
 pearl y saying ; why do I finde a thing so 
 bright? and in Latine, Gallus gallinaceuS) 
 dum vertit stercorarium offendit gemmam ; 
 Quid, inquienS) rem sic nitidam reperio ? they 
 may imitate it by this or the like ex- 
 pression ; As a beggar raked in a dung- 
 hill) he found a purse, saying ; why do I 
 finde so much money here ? Mendicus, dum 
 vertit stercorarium) offendit crumenam ; quid 
 inquienS) tantum argenti hie reperio ? By 
 thus doing, they may learn to joyne Ex- 
 amples 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
 
 The Ushers Duty. 65 
 
 out of their Grammar for every Ex- 
 ample, using the Grammar to finde 
 Rules, as they do the Dictionary for 
 words, till they be very perfect in them. 
 
 Their Afternoons Parts may be to 
 construe a Chapter in Janua linguarum y 
 which will instruct them in the Nature, 
 as well as in the Names of things ; and 
 after they have construed, let them try 
 who can tell you the most words, espe- 
 cially of those, that they have not met 
 with, or well observed in reading else- 
 where. For Afternoon lessons on 
 Mondayes, and Wednesdayes, let them 
 make use of Mantuanus^ which is a Poet 
 both for style and matter, very fami- 
 liar and gratefull to children, and 
 therefore read in most Schooles. They 
 may read over some of the Eclogues, 
 that are less offensive then the rest, take- 
 ing six lines at a lesson, which they 
 should first commit to memory, as they 
 are able. Secondly, Construe. Third- 
 ly, Parse. Then help them to pick 
 out the Phrases and Sentences, which 
 they may commit to a paper-book ; and 
 afterwards resolve the matter of their 
 lessons into an English period or two, 
 which they may turn into proper and 
 elegant Latine, observing the placing 
 
 of
 
 66 The Ushers Duty. 
 
 of words, according to prose. Thus 
 out of the five first verses in the first Ec- 
 logue, 
 
 Fauste^ precor y gelida quando pecus omne 
 
 sub umbra 
 Ruminaty antiques paulum recitemus amo- 
 
 m, 
 
 Ne si forte sopor nos occupet ulla ferarum^ 
 Quce modo per segetes tacite insidiantur 
 
 adult as , 
 S&viat in pecudes. Melior vigilantia 
 
 somno. 
 
 One may make such a period as this ; 
 Shepherds are wont sometimes to talke of 
 their old loves, whitest the cattel chew the 
 cud under the shade ; for fear, if they should 
 fall asleep, some Fox, or Wolf, or such like 
 beast of prey, which either lurk in the thick 
 woods, or lay wait in the grown corn, should 
 fall upon the cattel. And indeed, watching 
 is farre more commendable for a Prince, or 
 Magistrate^ then immoderate^ or unseasona- 
 ble sleep. 
 
 Pastores aliquando^ dum pecus sub umbra 
 ruminat, antiques suos amores recitare solent ; 
 ne y si sopor ipsos occupet ', vulpeSj aut lu- 
 pus, aut aliqua ejus generis fera prtsdabunda, 
 quee vel in densis sylvis latitant, vel per adul- 
 
 tas
 
 The Ushers Duty. 67 
 
 tas segetes insidiatur, in pecudes steviat ; 
 Imo enimveroy Principi vel Magistratui vigi- 
 lantia somno immodico ac intempestivo mul- 
 to 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 Au- 
 thours. 
 
 The reason why I desire children 
 (especially those) of more prompt wits, 
 and better memories, may repeat what 
 they read in Poets by heart (as I would 
 have them translate into English what 
 they read in Prose) is, partly because 
 the memory thrives best by being often 
 exercised, so it be not overcharged ; and 
 partly because the round nesse of the 
 verses helpeth much to the remem- 
 brance of them, wherein boyes at once 
 gain the quantity of syllables, and 
 abundance of matter for phansie, and 
 the best choyce of words and phrases, 
 for expression of their minde. 
 
 On Tuesdayes and Thursdayes in the 
 after-noon (after they have done with 
 Corderius) they may read Helvici Collo- 
 quia (which are selected out of those of 
 Erasmus^ Ludovicus Vi'ues^ and Schottenius) 
 and after they have construed a Collo- 
 quie, and examined some of the hardest 
 
 Grammar- 
 
 H
 
 68 The Ushers Duty. 
 
 Grammar- passages in it, let them all 
 lay aside their books, save one, and let 
 him read the Colloquie out of Latine 
 into English, clause by clause, and let 
 the rest give it him again into Latine, 
 every man saying round as it comes to 
 his turn. And this will make them to 
 mind the words and phrases before 
 hand, and fasten many of them in their 
 memories. Help them afterwards to 
 pick out the phrases and let them write 
 them (as they did others) in a pocket 
 paper-book. Cause them sometimes to 
 imitate a whole Colloquie, or a piece of 
 one ; and let them often strive to make 
 Colloquies amongst themselves, talking 
 two, three, or more together about 
 things familiar to them, and inserting 
 as many words and phrases as they can 
 well remember to be proper for the pre- 
 sent, out of any of their Authours ; and 
 these they should shew you fair written, 
 with a note of the page and line, where 
 they borrowed any expression not used 
 before, set down in the Margent of their 
 exercise. And this will make them in- 
 dustriously to labour every day for va- 
 riety of expressions, and encourage 
 them much to discourse, when they 
 know themselves to be certain in what 
 
 they
 
 The Ushers Duty. 69 
 
 they say, and that they can so easily 
 come by Latine, to speak their mindes 
 upon any occasion. 
 
 But if instead of Mantuan^ you think 
 good sometimes to make use of Castali- 
 ons Dialogues, you may first make them 
 read the history in the Bible by them- 
 selves apart, & then hear them construe 
 it Dialogue-wise, pronouncing every 
 sentence as pathetically as may be After- 
 wards. One may read it in English, and 
 the rest answer him in Latine, clause 
 by clause, as is already mentioned con- 
 cerning the Colloquies. 
 
 And to help them somewhat the bet- 
 ter to construe of themselves, you may 
 direct them (according to the golden 
 Rule of construing, commended, and 
 set down at large by industrious Mr. 
 Brinsley, in the 93. and 94. pages of his 
 Grammar Schooli) to take 
 
 1. The Vocative case, and that 
 which dependeth upon it. 
 
 2. The Nominative case of the prin- 
 cipal 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
 
 70 The Ushers Duty. 
 
 them to observe, that Interrogatives, 
 Relatives, and Conjunctions, use to go 
 before all other words in construing ; 
 and that the Adjective, and the Sub- 
 stantive, 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 Gramma- 
 tical order ; according to which, they 
 must construe ; and to know the signifi- 
 cation of every word and phrase proper 
 for its place ; and withall, let them have 
 in mind the chief matter, drift, and cir- 
 cumstances of a place, according to 
 the verse. 
 
 Quis y cut, causa, locus^ quo tempore^ 
 ^ 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 follow- 
 eth next after. And if either the con- 
 struing be against sense, or Grammar 
 Rule, let them try again another 
 way. 
 
 To
 
 The Ushers Duty. 71 
 
 To exercise them in something (be- 
 sides the getting of Grammar parts) at 
 home, let them every night turn two ver- 
 ses out of the Proverbs of Solomon into 
 Latine, and write out two verses of 
 the New Testament Grammatically con- 
 strued ; and let them evermore take heed 
 to spell every word aright, and to marke 
 the Pauses, or notes of distinction in their 
 due places, for by this meanes they will 
 profit more in Orthography, then by all 
 the Rules that can be given them ; and 
 they will mind Etymologic, and Syntaxis, 
 more by their own daily practice, then by 
 ten times repetition without it. 
 
 On Saturdayes, after they can say the 
 Assemblies Catechisme in English & Latine, 
 you may let them proceed with Perkins 
 six Principles, and when they have repea- 
 ted as much as they can well by heart, you 
 may cause them to read it out of English in- 
 to Latine, your self ever & anon suggesting 
 to them the propriety of words and phra- 
 ses, where they are at a losse, and direct- 
 ing them, after they have once made it 
 Grammatically, to cast it into the artifici- 
 all order of Latine style. And then let 
 them go to their places, and write it fair 
 and truly in a little Paper book for the 
 purpose. 
 
 If
 
 72 The Ushers Duty. 
 
 If out of every Lesson as they passe this 
 little Catechisme, you extract the Doctri- 
 nall 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 ex- 
 ercising them on the Lords day, and a 
 good means to improve them in the reall 
 knowledge of Christianity. 
 
 Now forasmuch as I have observed, that 
 children about nine years of age, and few 
 till then, begin to relish Grammar, so as 
 of themselves to seek into the meaning 
 of Rules, thereby to conceive the reason 
 of Speech ; I now judge it requisite for 
 this form to be made throughly acquaint- 
 ed with the whole body of it. Therefore, 
 after they have gone over the plain Syn- 
 taxiSy two or three times by morning 
 parts, as is shewed, and have got it pretty 
 well by heart, (for which I judge three 
 quarters of a year will be time sufficient) 
 you may let them divide the whole Syn- 
 tax into 12 parts ; reckoning them accord- 
 ing to the severall Heads of it ; thus : The 
 first, De Concordantia Nominativi & verbi y 
 
 Substantial
 
 The Ushers Duty, 73 
 
 Substantivi & Adjectivi, Relativi, & Ante- 
 cedentis. The second, de Constructione Sub- 
 stantivorum, 5" Adjectivorum cum Genitive. 
 The third, de constructione Adjectivorum 
 cum DativOj Accusative, & Ablativo. The 
 fourth, de constructione Pronominum. The 
 fifth, de constructione verborum cum Nomina- 
 tivo 3" Genitivo. The sixth de constructione 
 verborum cum Dativo, 3 Accusative. The 
 seventh, de constructione verborum cum Abla- 
 tivo. The eighth, de Gerundiis & Supinis, 
 2 de Tempore &f Loco. The ninth, de 
 constructione Impersonalium & Participiorum. 
 The tenth, de constructione Adverbiorum. The 
 eleventh, de constructione Conjunctionum. 
 The twelfth, de constructione Pr^positionum, 
 & Interjectionum. All which twelve you 
 may adde to the thirty parts in the Acci- 
 dents, and Propria qu& maribus, &c. and 
 let your Scholars bestow a moneths time 
 together in repeating, and examining the 
 Accidents, and thus farre of the Grammar, 
 (both for Parts and Lessons) till they 
 have thorowly made it their own ; and 
 that they may the better conceive how it 
 hangeth together, and what use they are 
 to make of its severall parts, you should 
 often make them run over the Heads of 
 it, and give them an Analysis of their 
 dependency one upon another. 
 
 After
 
 74 'The Ushers Duty. 
 
 After this, they may more understand- 
 ingly proceed to the Figures of words and 
 construction ; the definitions whereof, 
 and their Examples they need onely get 
 by heart ; and for that purpose do you 
 note them out with a pen, and in explain- 
 ing of them, give as many examples as 
 may make them fully to apprehend their 
 meaning. But when they have said the 
 Definition of one or more Figures at a 
 part by heart, you may cause them to 
 construe all they finde concerning it ; and 
 to help them in so doing, they (that are 
 otherwise lesse able) may make use of Mr. 
 Stock-woods little book of Figura construed. 
 Then let them go on to Prosodia ; for their 
 more easie understanding of which, as 
 they proceed in it : you may tell them the 
 meaning of it in brief, thus ; 
 
 Prosodia, being the last part of Gram- 
 mar, 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 order- 
 eth the tune of the voyce, shewing in what 
 syllables it is to be lifted up, and what 
 to be let down, & in what both to be lifted 
 up, and let down ; So that there are three 
 Tones, a Grave, which is seldome or never 
 made, but in the last syllable of such words 
 
 as
 
 The Ushers Duty. 75 
 
 as ought to have had an Acute in the last 
 syllable, & that in the contexture of words 
 in this manner ; Ne si forte sopor nos occupet. 
 an Acute, which is often used to difference 
 some words from others, as und, together, 
 sedulo, diligently, remain acuted at the 
 end of a Speech, and in continuation 
 of speech have their acute accents turned 
 into a Grave, to make them differ from 
 una, one, and sedulo, diligent. A 
 Circumflex which is often marked to de- 
 note a lost syllable, as amarunt, for ama- 
 verunt. 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 as- 
 piration only, and not reckoned as a Con- 
 sonant, serveth to expresse the sharp Spirit. 
 There are three Rules of Accents, which 
 are changed by Difference, Transposition, 
 Attraction, Concision, and Idiome. Time 
 sheweth the measure, how long while a 
 syllable is to be in pronouncing, not at all 
 regarding the Tone. A long syllable is to 
 be a longer while, and a short, a shorter 
 while in pronouncing. Of long and 
 short syllables, put together orderly, feet 
 are made, and of feet, verses. 
 
 4. Now
 
 76 The Ushers Duty. 
 
 4. Now to know when a syllable is long 
 or short, there are Rules concerning the 
 first, the middle and last syllables, so 
 that if one minde in what part of a word 
 the syllable stands, he may easily finde the 
 Rule of its quantity. 
 
 The summe of Prosodia being thus hinted 
 to them, they may get it by heart at morn- 
 ing Parts ; & if they cannot construe it well 
 by themselves, they may be helped by a lit- 
 tle book made by Barnaby Hampton^ called 
 Prosodia construed. But be sure that they can 
 read you every part into English, and tell 
 you the true meaning of it. Your own 
 frequent examination will be the best way 
 to know whether they understand it or 
 not. And to prepare them for the pra- 
 ctice of it in making verses, I would first 
 let them use it in learning to scan and 
 prove Hexamiter verses onely, out of Ca- 
 /0, or Mantuan^ or such Authours as they 
 have read, thus ; 
 
 I. Let them write a verse out, and di- 
 vide 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- praecipu-6 sit- pura- mente co- lendus. 
 
 2. Let
 
 The Ushers Duty. 77 
 
 2. Let them set the mark of the Time or 
 Quantity over every syllable in every foot, 
 and give you the reason (according to 
 the Rules) why it is there noted long, or 
 short ; as, 
 
 Si Deus est anl-mus no-bls ut-carmlna- dlcunt. 
 Hie rtbl- praeclpu-e sit- pura-mente co-lendus. 
 
 Let them now divide Figura and Pro- 
 sodia into six parts ; The first, de Figuris 
 Dictionis y 3 Construction^. The second, 
 de Toms & Spiritibus. The third, de Car- 
 minum ratione, ff generibus. The fourth, 
 de quantitate primarum syllabarum. The 
 fifth, de mediis syllabis. And the sixth, de 
 ultimis syllabis ; which they may adde to 
 the forty two parts afore mentioned, and 
 keep by constant repetition of one of them 
 every day, till they can say them all very 
 well by heart, and give a perfect account 
 of any thing in them. 
 
 Then let them begin the Accidents, 
 and go thorow it, and the whole Latine 
 Grammar at twelve parts, onely constru- 
 ing 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 con- 
 cerns
 
 78 The Ushers Duty. 
 
 cerns the Species, Figure, Number, Case, 
 and Gender of Nounes. The fifth, concern- 
 ing the Declensions (including Quo genus) 
 and the comparison of Nounes. The sixth, 
 concerning a Pronoun and a Verb. The 
 seventh, concerning a Participle, an Ad- 
 verb, a Conjunction, a Proposition, and an 
 Interjection. The eighth, Syntaxis, so far as 
 concerns the Concords, and the Construction 
 of Nounes. The ninth, concerning the 
 construction of Verbs. The tenth, concern- 
 ing the Construction of Participles, Ad- 
 verbs, Conjunctions, Propositions and Inter- 
 jections. The eleventh concerning Fi- 
 gures, Tones, and Spirits. The twelfth, 
 concerning the manner of Verses, and the 
 quantity of Syllables. 
 
 Now in repeating these parts, I do not 
 enjoyn that onely one boy should say all, 
 though I would have every one well pre- 
 pared to do so ; but that one should say 
 one piece, and another another, as you 
 please to appoint either orderly through- 
 out the Form, or picking out here and 
 there a boy at your own discretion. Ac- 
 cording to this division, the whole Acci- 
 dents and Grammar may be run over once 
 in a moneths space, and continued in the 
 upper Formes, by repeating one part 
 onely, and constantly in a week, so as 
 
 it
 
 The Ushers Duty. 79 
 
 it may never be forgotten at the Schoole. 
 
 This Form, in short, is to be employed 
 about three quarters of a year. 
 
 1. In reading four or six verses out of 
 the Latine Testament every morning, im- 
 mediately after Prayers. 
 
 2. In repeating Syntaxis on Mon- 
 dayes, Xuesdayes, and Wednesdayes, 
 and the Accidents, and Propria ques 
 maribus y &c. on Thursdayes for morning 
 parts. 
 
 3. In Msops Fables for fore-noone 
 Lessons. 
 
 4. In Janua Linguarum for After-noons 
 Parts. 
 
 5. In Mantuan for Afternoons Lessons 
 on Mondayes and Wednesdayes ; and in 
 Hefvicus's Colloquies on Tuesdayes, and 
 Thursdayes. 
 
 6. In the Assemblies Latine Catechisme y 
 on Saturdayes for Lessons. 
 
 7. In translating every night two ver- 
 ses 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 re- 
 petitions ended, and shewed fair written 
 on Saturday mornings ; but, because 
 their wits are now ripened for the better 
 understanding of Grammar, and it is ne- 
 cessary
 
 80 The Ushers Duty. 
 
 cessary for them to be made wholly ac- 
 quainted with it, before they proceed to 
 the exact reading of Authors, and ma- 
 king Schoole-exercises, I would have 
 them spend one quarter of a yeare, 
 chiefly in getting Figura, and Pro- 
 sodia^ and making daily repetition 
 of the whole Accidents and Common- 
 Grammar. So that this third year will 
 be well bestowed in teaching chil- 
 dren of betwixt nine and ten yeares 
 of age the whole Grammar, and the 
 right use of it in a method answera- 
 ble to their capacities, and not much 
 differing from the common rode of 
 teaching. 
 
 CHAP.
 
 The Ushers Duty. 81 
 
 CHAP. V. 
 
 How to try children to the utmost, whether 
 they be well grounded in the Grammar ; 
 and how to go more expeditiously to work in 
 Teaching the Latine Tongue, to those that 
 are at years of discretion. 
 
 IT is an ordinary course in most of our 
 Grammar-Schooles,for the Usher to turn 
 over his Scholars to the higher Master, after 
 they have gone through the Grammar, and 
 (with some) been exercised in construing and 
 parsing here and there a piece of the fore- 
 mentioned lower Authours, and in turning 
 English Sentences or dictates into Latine ; 
 but oft-times it cometh to passe, that 
 partly through the Ushers want of skill or 
 care to insist upon those things chiefly, 
 and most frequently, which are the most 
 necessary to be kept in minde, and partly 
 through childrens want of heed, who are 
 apt to huddle over all Parts and Lessons 
 alike, not observing what use they are to 
 make of any one in particular, more then 
 other ; there is no sure foundation laid 
 for the Master to build safely upon, which 
 causeth him (if he be not very discreet) 
 
 to
 
 82 The Ushers Duty. 
 
 to cast off many boyes as unfit by him to 
 be further wrought upon, or continually 
 to fret, and grieve himself to see his Scho- 
 lars so often mistake themselves in any 
 Taske or Exercise that he setteth them 
 about. And the poor children, being all 
 this while sensible of their own imperfect- 
 ness in the first Grounds, are daunted to 
 see their Master so often angry with them, 
 and that they are no better able to per- 
 form their work to his better satisfaction, 
 which they would gladly do, if they did 
 but a little understand how to go about 
 it. Some also preconceiting a greater 
 difficulty to be in learning, then they have 
 hitherto met withall, and not knowing 
 how to encounter it, become utterly dis- 
 couraged with the thoughts of a new 
 change, and 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, 
 they will go on with ease & cheerfulness under 
 the Master, delighting to read pure Lan- 
 guage, and variety of matter in choyce Au- 
 thours and to exercise their wits in curious 
 phansies : and it will be an extraordinary 
 comfort to the Master, to see his Scholars 
 
 able
 
 The Ushers Duty. 83 
 
 able to run on of themselves, if he but 
 once show them the way to perform any 
 Task that he propoundeth to them. It 
 is necessary therefore for the Master, before 
 he take Scholars to his onely charge, to see 
 first, that they understand the Rudiments, or 
 Grounds of Grammar, and then the whole 
 Grammar it self, and that they can thorowly 
 practise them ; but especially, to help those 
 in the understanding and exercise thereof, 
 that by reason of sickness, or the like ac- 
 cident have bin oftner absent, or that have 
 not been so long at the School as their fel- 
 lowes, 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 
 sop, or any other piece of familiar La- 
 tine, and let him construe it of himself ac- 
 cording to the directions given in my 
 Grounds of Grammar, 1. 2. c. 13. 
 
 2. Then let him write down the Eng- 
 lish alone, leaving a large space betwixt 
 every line, wherein he should afterwards 
 write the Latine words answerable to the 
 English ; ex gr. 
 
 De sene vacant e mortem. 
 
 Of an old man calling Death. 
 
 Quidam
 
 84 The Ushers Duty. 
 
 Quidam senex portans fascem lignorum 
 An old-man, carrying a bundle of sticks 
 super humeros ex nemore, cum 
 
 upon his shoulders, out of a Forest, when 
 defessus esset longa via^ vocavit 
 
 he was weary with the long way, called 
 mortem, fasce deposito 
 
 death, the bundle being laid down 
 humi. Eccel mors advenit^ 
 
 on the ground. Behold ! death cometh, 
 3 rogat causam quamobrem vocaverat 
 
 and asketh the cause why he had called 
 
 se. Tune senex ait, ut impo- 
 him ; The the old ma saith, that thou migh- 
 
 neres hunc fascem lignorum super hu- 
 test lay this bundle of sticks upon my 
 meros. 
 shoulders. 
 
 3. Let him next tell you what part 
 of speech every word is as well English as 
 Latine, and write them down (as I have 
 also shewed formerly) under so many fi- 
 gures, 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. 
 
 i.
 
 The Ushers Duty. 85 
 
 i. 
 
 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. 
 Hum't on the ground. 
 Mors death. 
 Causam the cause. 
 
 2. 
 
 Quidam an or one. 
 Se him 
 Hunc this. 
 
 3- 
 Defessus esset, was weary. 
 
 Vocavity called. 
 
 Advenit^ cometh. 
 
 Vocaverat^ had called. 
 
 Rogatj asketh. 
 
 Imponeres thou mightest lay. 
 
 Ait saith. 
 
 4- . 
 
 Par tans carrying. 
 Deposito being laid,
 
 86 The Ushers Duty. 
 
 5- 
 
 Cum when. 
 Ecce behold. 
 Tune then 
 
 6. 
 
 Que and. 
 
 Quamobrem wherefore. 
 Ut that. 
 
 7- 
 Super upon. 
 
 Ex out of. 
 
 4. Let him decline any one or more 
 Nounes, and Conjugate any one or all the 
 Verbs throughout ; and then write them 
 down at large, according to what I have 
 formerly directed, and is practised in part 
 in Merchant-Tailors Schoole, as is to be 
 seen in the Probation Book lately printed 
 by my noble friend, and most actively 
 able Schoole-master, Mr. W. Dugard ; 
 onely I would have him joyne the Eng- 
 lish together with the Latine. 
 
 5. Let him give the Analysis of any 
 word first at large by way of question and 
 answer, and then summe it up in short, as 
 to say, or write it down thus ; 
 
 The
 
 The Ushers Duty. 87 
 
 The A na lysis of a Noun Substantive. 
 
 What part of Speech is Lignorum of 
 sticks ? 
 
 Lignorum of sticks, is a Noun. 
 
 Why is lignorum a Noun ? 
 
 Because lignum a stick is the name of a 
 thing that may be seen. 
 
 Whether is lignorum a noun Substan- 
 tive, or a noun Adjective ? 
 
 Lignorum is a noun Substantive, because 
 it can stand by it self in signification, and 
 requireth not another word to be joyned 
 with it, to shew its signification. 
 
 Whether is lignorum a noun Substan- 
 tive proper, or a noun Substantive common ? 
 
 Lignorum is a noun Substantive com- 
 mon, because it is common to more sticks 
 then one. 
 
 Of what number is lignorum ? 
 
 Lignorum is of the plurall number, be- 
 cause it speaketh of more then one. 
 
 Of what case is lignorum f 
 
 Lignorum of sticks, is of the Genitive 
 case, because it hath the token of, and an- 
 swereth to the question whereof, or of what ? 
 
 Of what Gender is lignorum ? 
 
 Lignorum is of the Neuter Gender, be- 
 cause it is declined with this Article Hoc. 
 
 Why
 
 88 The Ushers Duty. 
 
 Why is llgnorum declined with this Ar- 
 ticle Hoc ? 
 
 Because all nounes in urn, are Neuters, 
 according to the Rule in Propria qute ma- 
 ribuSy Omne quod exit in um y &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 end- 
 eth in /. 
 
 How is lignorum declined ? 
 
 Lignorum is declined like regnorum ; 
 thus. 
 
 Sing. Nom. Hoc lignum. Gen. hujus 
 ligni, &c. 
 
 Lignorum is a noun Substantive com- 
 mon, of the Plurall number, Genitive case, 
 Neuter Gender, and second Declension, 
 like Regnorum. 
 
 The Analysis of a Noun Adjective. 
 
 What Part of Speech is Longa long ? 
 
 Longd is a Noun. 
 
 Why is longa a Noun ? 
 
 Because it is the name of a thing that 
 may be understood. 
 
 Whether is longa a noun Substantive, 
 or a noun Adjective ? 
 
 Longa is a noun Adjective, because it 
 
 cannot
 
 The Ushers Duty. 89 
 
 cannot stand by it self in signification, but 
 requireth to be joyned with another word, 
 as, longa via, with the long way. 
 
 Of what number is longa ? 
 
 Longa is of the singular number, because 
 its Substantive via is of the singular 
 number. 
 
 Of what case is longa ? 
 
 Longa is of the Ablative case, because 
 its Substantive via is of the Ablative case. 
 
 Of what Gender is longa ? 
 
 Longa is of the Feminine Gender, be- 
 cause its Substantive via is of the Femi- 
 nine Gender. 
 
 Of what Declension is Longa ? 
 
 Longd is of the first Declension. 
 How is longa declined ? 
 
 Longa is declined like Bona. Sing. 
 Nom. LonguSy a, um. 
 
 By what Rule can you tell that longa is 
 of the Feminine Gender ? 
 
 By the Rule of the Genders of Adje- 
 ctives, At si tres variant voces, &c. 
 
 Longd is a noun Adjective, of the singular 
 number, Ablative case, and Feminine 
 Gender, declined like Eon'a. 
 
 The
 
 90 The Ushers Duty. 
 
 The Analysis of a Pronoun. 
 
 What part of Speech is Se him ? 
 
 Se is a Pronoun, because it is like to a 
 noun, or put instead of the noun mortem, 
 death. 
 
 What kinde of Pronoun is se ? 
 
 Se is a Pronoun Primitive, because it is 
 not derived of another. 
 
 Of what number is se ? 
 
 Se 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 Pro- 
 nounes, and it is thus declined. Sing, cs* 
 Plur. Nom caret- Gen. sui y &c. 
 
 Of what person is se ? 
 
 Se is of the third person, because its 
 spoken of. 
 
 Se is a Pronoun Primitive, of the Sin- 
 gular number, the Accusative case, Fe- 
 minine
 
 The Ushers Duty. 91 
 
 minine Gender, first declension, and third 
 person. 
 
 The Analysis of a Verb. 
 
 What part of Speech is imponeres^ thou 
 mightest lay upon ? 
 
 Imponeres is a verb, because it signify- 
 eth to do. 
 
 What kinde of verb is Imponeres ? 
 
 Imponeres is a verb Personal, because it 
 hath three persons. 
 What kincje of verb Personal is Imponeres \ 
 
 Imponeres is a verb Personal Active, be- 
 cause it endeth in 0, and betokeneth to do, 
 and by putting to r it may be a Passive. 
 
 Of what Mood is imponeres ? 
 
 Imponeres is of the Subjunctive Mood, 
 because it hath a Conjunction joyned 
 with it, and dependeth upon another 
 verb going before it. 
 
 Of what tense is imponeres ? 
 
 Imponeres is of the Preterimperfect 
 tense, because it speaketh of the time not 
 perfectly past. 
 
 Of what number is imponeres ? 
 
 Imponeres is of the singular number, be- 
 cause its nominative case is of the singu- 
 lar number. 
 
 Of what person is imponeres \ 
 
 Imponeres
 
 92 The Ushers Duty. 
 
 Imponeres is of the second person, be- 
 cause its nominative case is of the second 
 person. 
 
 Of what Conjugation is imponeres ? 
 
 Imponeres is of the third Conjugation, 
 like legeresy because it hath e short before 
 re and ris, 
 
 How do you conjugate imponeres ? 
 
 ImponO) imponis^ imposui y imponere ; 
 imponendi, imponendo, imponendum ; imposi- 
 tum y impositu ; imponens^ impositurus. 
 
 Why doth impono make imposui ? 
 Because Praeteritum dat idem^ &c. 
 Why doth imposui make impositum ? 
 
 Because Compositum ut simplex forma- 
 tur y &c. 
 
 Imponeres is a verb Personal Active, of 
 the Subjunctive Mood, Preterimperfect 
 tense, Singular number, Second Person, 
 and third Conjugation, like legeres. 
 
 The Analysis of a Participle. 
 
 What part of Speech is Deposito, being 
 laid down ? 
 
 Deposito is a Participle, derived of the 
 verb Depono to lay down. 
 
 Of what number is deposito ? 
 
 Deposito is of the Singular number, be- 
 cause its Substantive ytt is of the Singular 
 number. Of
 
 The Ushers Duty. 93 
 
 Of what Gender is deposito ? 
 
 Deposits is of the Masculine Gender, be- 
 cause its Substantive fasce is of the Mascu- 
 culine Gender. 
 
 By what Rule can you tell that deposito 
 is of the Masculine Gender ? 
 
 At si tres variant voces, &c. 
 
 Of what case is deposito ? 
 
 Deposito is of the Ablative case, because 
 its Substantive fasce is of the Ablative 
 case. 
 How is deposito declined ? 
 
 Like Bonus a Noun Adjective, of three 
 diverse endings ; Sing. Nom. Depositus, de- 
 posita, depositum. 
 
 Of what Tense is Deposito ? 
 
 Of the Preter tense, because it hath its 
 English, ending in d, and its Latine in tus. 
 
 How is depositus formed ? 
 
 Of the latter Supine Deposit!*, by put- 
 ting to s. 
 
 Deposito is a Participle, of the Singular 
 number, Masculine Gender, Ablative case, 
 and is declined like Bonus, being of the 
 Preter tense, and formed of the Later Su- 
 pine, of the verb Depono. 
 
 The
 
 94 The Ushers Duty. 
 
 The Analysis of an Adverb. 
 
 What part of Speech is Cum when ? 
 Cum is an Adverb, because it is joyned to 
 the verb defessus esset, to declare its signi- 
 fication. 
 What signification hath Cum ? 
 
 Cum hath the signification of Time. 
 
 But why is not Cum a Preposition in 
 this place ? 
 
 Because it hath not a casuall word to 
 serve unto. 
 
 Cum is an Adverb of time. 
 
 The Analysis of a Conjunction. 
 
 What part of Speech is que and ? 
 Que is a Conjunction, because it joyneth 
 words together. 
 
 What kinde of Conjunction is que ? 
 
 Que is a Conjunction Copulative, be- 
 cause it coupleth both the words and 
 sense. 
 Que is a Conjunction Copulative. 
 
 The Analysis of a Proposition. 
 
 What Part of Speech is ex out of ? 
 Ex is a Proposition, because it is set before 
 
 another
 
 The Ushers Duty. 95 
 
 another part of Speech in Apposition, as 
 ex nemore out of a Forest. 
 
 What case doth ex serve to ? 
 Ex serveth to the Ablative case. 
 
 Ex is a Preposition serving to the Ab- 
 lative case. 
 
 6. Having thus tried your young Scho- 
 lar, how he understandeth the Introduction 
 or first part of his Accidents, (for whom, if 
 you finde him expert therein, one exam- 
 ple may serve, but if not, you may yet 
 make use of more, untill he can perfectly 
 and readily give you an account of any 
 word) you may further make triall, how 
 he understandeth the Rules of Concordance, 
 and construction in the second part of the Ac- 
 cidents, 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, Sin- 
 gular number, and Masculine Gender, 
 and agreeth with its Substantive Senex, 
 because the Adjective, whether it be a 
 Noun, Pronoun, or Participle, agreeth 
 with its Substantive, &c. 
 
 Senex is the Nominative case coming 
 before vocavit, (which is the Principal 
 verb) because the word that answereth to 
 the question who, or what ? shall be the 
 Nominative case to the verb, and shall be 
 set before the verb. 
 
 Portans
 
 96 The Ushers Duty. 
 
 Portans is of the Nominative case, Sin- 
 gular number, and Masculine Gender, 
 and agreeth with its Substantive senex y 
 because the Adjective, whether it be a 
 Noun, &c. 
 
 Fascem is of the Accusative case go- 
 verned of Portans, because Participles go- 
 vern such cases, &c. 
 
 Lignorum is of the Genitive case, go- 
 verned of fascem, because when two Sub- 
 stantives come together, &c. 
 
 Super is a Preposition, which serveth to 
 both the Accusative and the Ablative cases 
 but here it serveth to the Accusative. 
 
 Humeros is of the Accusative case, go- 
 verned of the Preposition super. 
 
 Ex is a Preposition, which serveth to 
 an Ablative case. 
 
 Nemore is of the Ablative case, governed 
 of the Preposition ex. 
 Cum is an Adverb of Time. 
 Defessus esset is of the Singular number, and 
 third person, and agreeth with its Nomi- 
 native case ille understood, because, A 
 verb Personal agreeth with, &c. 
 
 Longd is of the Ablative case, Singular 
 number, and Feminine Gender, and 
 agreeth with its Substantive via, because 
 the Adjective whether it be, &c. 
 
 Via is of the Ablative case governed of 
 
 defessus
 
 The Ushers Duty. 97 
 
 defessus esset, because All verbs require an 
 Ablative case of the instrument , &c. 
 
 Vocavit is of the singular number, 
 and third person, and agreeth with its 
 Nominative case senex, because A verb 
 Personal, &c. 
 
 Mortem is of the Accusative case, and 
 followeth the verb vocavit, because verbs 
 transitives are all such, &c. 
 
 Fasce is of the Ablative case absolute, 
 because a Noun or Pronoun Substantive 
 joyned with a Participle, &c. 
 
 Deposito is of the Ablative case, Singu- 
 lar number, and Masculine Gender, 
 and agreeth with its Substantive fasce, 
 because The Adjective whether it be, &c. 
 
 Humi is of the Genitive case, because 
 These Nouns Humi, domi, &c. 
 
 Ecce is an Adverb of shewing. 
 
 Mors is the Nominative case coming 
 before the verb advenit, because The 
 word that answereth to the question who or 
 what ? &c. 
 
 Advenit is of the singular number 
 and third person, and agreeth with its 
 Nominative case mors, because A verb 
 Personal, &c. 
 
 Que is a Conjunction Copulative. 
 
 Rogat is of the Indicative Mood, and 
 Present tense, because Conjunctions Co- 
 pulatives
 
 98 The Ushers Duty. 
 
 pulatives and Disjunctives most commonly, 
 
 &c. 
 
 Causam is of the Accusative case, and 
 followeth the verb rogat, because verbs 
 Transit ives 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, be- 
 cause A verb Personal agreeth, &c. 
 
 Se is of the Accusative case, and fol- 
 loweth the verb vocaverat, because verbs 
 Transitives are all such, &c. 
 
 Tune is an Adverb of Time. 
 
 Senex is the Nominative case coming 
 before the verb ait, because the word 
 that answereth to the question who or what ? 
 &c. 
 
 Ait is of the singular number, and the 
 third person, and agreeth with its No- 
 minative case senex, because a Verb Per- 
 sonal, &c. 
 
 Ut is a Conjunction causal. 
 
 Imponeres is of the Singular number, 
 and second person, and agreeth with its 
 Nominative case tu understood, because 
 A verb Personal, &C. 
 
 Hunc is of the Accusative case, Singu- 
 lar number, and Masculine Gender, and 
 agreeth with its Substantive fascem, be- 
 cause
 
 The Ushers Duty. 99 
 
 cause the Adjective whether it be, &c. 
 
 Fascem is of the Accusative case, and 
 followeth the verb imponeres, because 
 verbs Transitive*, &c. 
 
 Lignorum is of the Genitive case go- 
 verned of fasceniy because When two Sub- 
 stantives, &c. 
 
 Super is a Preposition, which here ser- 
 veth to an Accusative case. 
 
 Humeros is of the Accusative case, be- 
 cause super is a Preposition serving to an 
 Accusative case. 
 
 7. Try him yet a little further, by cau- 
 sing him to turn an English into Latin in 
 imitation of this Fable, and to observe 
 the Artificial order in placing all the 
 words, ex. gr. 
 
 A woman bearing a basket of plums upon 
 her head out of a garden, when she was wea- 
 ry with the heavie burden, sate down, ha- 
 ving 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 ; / 
 will give thee a few, if thou wilt help me to 
 set this basket upon my head. 
 
 Queedam mulier prunorum calathum super 
 caput ex horto portans, cum gravi onere de- 
 fessa esset, calatho super scamnum posito, dese- 
 dit. Ecce ! Puer advenit, numque daret sibi 
 pruna rogavit. Tune mulier pauca tibi dabo y 
 
 siquidem 
 
 K
 
 IOO The Ushers Duty. 
 
 siquidem opem mihi feres, ut hunc calathum 
 super caput meum imponam, alt. 
 
 When you have found a childe suffi- 
 ciently expert in the Rudiments, go on 
 also to try how far he understandeth 
 the whole Art of Grammar by this or 
 the like Praxis. 
 
 i. Let him take a piece of one of Ca~ 
 stations Dialogues, or the like easie piece 
 of Latine, and write it down according 
 to his book, but as he writeth it, let 
 him divide every word of more syl- 
 lables, according to the Rules of 
 right spelling, and give you an ac- 
 count 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 Sylla- 
 bles, according to the Rules in Proso- 
 dia, ex. gr. 
 
 Serpens. Eva. 
 
 S. Cur ve-tu-it vos De-us ve-sci ex o- 
 mnl-bus ar-bo-ribus po-ma-ri-i ? E. Li- 
 cet no-bls ve-sci fru-cti-bus ar-bo-rum po-- 
 ma-ri-i ; tan-turn De-us no-bis In-ter-dl- 
 xlt e-a ar-bo-re, qu<e est In me-di-o po-ma- 
 rl-o, ne ve-sce-re-mur fru-ctu e-jus, ne- 
 V e-ti-am at-tin-ge-re-mus, nl-sl vef-le- 
 
 mus
 
 The Ushers Duty. 101 
 
 mus mo-ri. S. Ne-qua-quam mo-ri-e-mi-ni 
 pro-pte-re-a, sed scit De-us, si com-e-de- 
 ri-tis de e-o, turn o-cu-Ios vo-bis a-per- 
 tum i-ri, at-que i-ta vos fo-re tan-quam 
 De-os, sci-en-tes boni, at-que ma-li, 
 I-ta pla-ne vi-de-tur, & fru-ctus i-pse est 
 pul-cer sa-ne vi-su : ne-sd-o an sit i-ta 
 dul-cis gu-sta-tu ; ve-run-ta-men ex-pe- 
 ri-ar. 
 
 Now if you ask him, why he writeth 
 Serpens, Eva, Cur, Deus Nequaquam, and 
 Ita with great letters, and all the other 
 words with little letters ; he can tell you 
 (if he ever learned or minded his 
 Rules) that Proper names, beginnings of 
 Sentences, and words more eminent then o- 
 thers, are to begin with a great letter, and 
 in other places small letters are to be used. 
 If you ask him, why he spelleth ve-tu-it 
 and not vet-u-it, he will say, because 
 a consonant set betwixt two vowels, be- 
 longeth to the latter. 
 
 If you ask him why he spelleth ve-sci, 
 and not ves-ci ; he will answer you, be- 
 cause consonants which can be joyned 
 in the beginning of a word must not be 
 parted in the middle of it. 
 
 If you ask him why he spelleth ar-bo- 
 ri-bus, and not a-rbo-ri-bus, he will tell 
 you, because consonants which cannot be 
 
 joyned 
 
 i
 
 102 The Ushers Duty. 
 
 joyned in the beginning of a word, must be 
 parted in the middle of it. 
 
 If you ask him why he spelleth vel-le- 
 mus, and not ve-llemus, nor veil-emus, 
 he will tell you, because if a consonant be 
 doubled, the first belongeth to the fore-going, 
 and the latter to the following syllable. 
 
 If you ask him why he spelleth com- 
 e-de-ri-tis, and not co-me-de-ri-tis, he 
 will tell you because in words compounded, 
 every part must be separated from another ; 
 and if you again ask him concerning 
 the same syllable, why it is com and not 
 con, seeing the verb is compounded 
 of con and edo ; he will answer you, be- 
 cause in words compounded with a Preposi- 
 tion, we must respect the ear, and good 
 sound. 
 
 Likewise if you proceed to examine 
 him touching the notes of distinction, 
 why one is made, and not another ; he 
 will tell you, that a Comma ( , ) distingui- 
 sheth the shorter parts of a sentence, and stay- 
 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 Semicolon ( ; ) stayeth the breath 
 longer then a comma, but not so long as a Colon ; 
 that a Period ( . ) is made at the end of a per- 
 fect sentence* where one may give over 
 
 reading,
 
 The Ushers Duty. 103 
 
 reading, if he will ; and that an Interroga- 
 tion (?) denoteth that there is a question to be 
 asked. 
 
 If you examine him touching the Ac- 
 cents, why there is a grave Accent in tan- 
 tunty 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 ac- 
 cent which ought to have been an 
 acute, is turned into a grave. 
 
 If you ask him, why there is a cir- 
 cumflex accent in ea, he will tell you, 
 it is to denote that ed, is of the Ablative 
 case singular, which hath a long. 
 
 And if you ask him why neve hath an 
 acute accent ; he will tell you that ne 
 hath changed its grave accent into an 
 accute, because the Participle ve hath 
 inclined its own accent into it. 
 
 If you ask him why omnibus arboribus 
 are not sharply uttered ; he will tell you, 
 because they do not begin with h, 
 which is the note or letter of Aspera- 
 tion. 
 
 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
 
 104 The Ushers Duty. 
 
 Cur vetuit vos Dgus vescl ex omnibus arborl- 
 bus pomarll? licet nobls vescl fructlbus arbo- 
 rum pomarll tantum Deus nobls interdixit ea 
 arbSre, quae est in medlo pomarlo, ne ve- 
 sceremur fructu ejus, neve etlam attlngeremus, 
 nisi vellemus mori. 
 
 2. Let him cast the words of his Au- 
 thour into the Grammatical order, and 
 analyse every one of them exactly ac- 
 cording to Etymology, and Syntaxis (which 
 is the usuall way of parsing) after this 
 manner. 
 
 Cur Deus vetuit vos vesci ex omnibus ar- 
 boribus pomarii ? licet nobis vesci fructibus 
 arborum pomarii ; tantum Deus interdixit 
 nobis ed arbore, qu<s est in media pomario, ne 
 vesceremur fructu ejus, neve etiam attinge- 
 remuSy nisi vellemus mori. 
 
 Cur is an Adverb of asking. 
 
 Deus is a Noun Substantive Common, 
 of the Singular number, Nominative 
 case, Masculine Gender (because Mascu- 
 la in er t &c.) of the second Declension, 
 Sing. Nom. hie Deus, Gen. hujus Dei. 
 &c. 
 
 It maketh its Vocatr e case o Deus, and 
 wanteth the Plural number, because De- 
 us verus caret plurali. It cometh before 
 the verb vetuit. 
 
 Vetuit is a verb personal neuter, of the 
 
 Indi-
 
 The Ushers Duty. 105 
 
 Indicative mood, Preterperfect tense, 
 singular number, and third person, be- 
 cause it agreeth with its Nominative case 
 Deus, by the Rule Verbum Personate cohteret^ 
 &c. It is of the first Conjugation, Veto y 
 vetaSy vetui ; (veto quod vetui daf) vetare ; vet- 
 andiy vetando^ vetandum y vetitum y ve~ 
 titu ; (Quod dot ui dat hum) vetans veti- 
 turus. 
 
 Vos is a Pronoun Primitive, of the 
 Plurall number, the Accusative case, the 
 Masculine Gender, and the first Declen- 
 sion. Sing. Nom. Tw, Gen. /#/', &c. It 
 hath the Vocative case, Et Pr&nomina pra- 
 ter &c. It is the Accusative case after ve- 
 tuit t because verba Transitiva, &c. 
 
 Fesci is a verb Deponent like legi. Ves- 
 cor, VtsttriSj V el vescere, pastus sum vel fui, 
 vesci pastus vescendus ; because Sic Poscunt 
 vescor y medeor^ &c. It is of the Infinitive 
 mood, and Present Tense, without num- 
 ber and Person, and is governed of 
 vetuity because Quibusdam turn verbis^ &c. 
 
 Ex is a Preposition serving to the Ab- 
 lative case. 
 
 Omnibus is a Noun Adjective of three 
 Articles, like Trlstibus Hie, s? hac om- 
 nis, y hoc omne, because sub gemina, 
 &c. 
 
 It is of the plural number, the Abla- 
 tive 
 
 I
 
 io6 The Ushers Duty. 
 
 tive case, and Feminine Gender, and 
 agreeth with its Substantive Arboribus^ 
 because Adjectivum cum Substantive, &c. 
 
 Arboribus is a Noun Substantive Com- 
 mon, like Lapidibus, Sing. Nom. htec Ar- 
 bor^ Gen. hujus arboris, &c. Grando,fides y &c. 
 It is of the Ablative case, Singular num- 
 ber, Feminine Gender, and third De- 
 clension, governed of ex the Preposition, 
 which requireth an Ablative case. 
 
 Pomarii is a Noun Substantive Com- 
 mon, like Regni. Sing. Nom. hoc Poma- 
 rium, Gen. hujus pomarii, &c. Omne quod 
 exit in urn, &c. It is of the Singular num- 
 ber, the Genitive case, the Neuter Gen- 
 der, and second Declension, and is go- 
 verned of the Substantive Arboribus^ be- 
 cause Quum duo Substantiva^ &c. 
 
 Licet is a verb Impersonal declined in 
 the third person singular only, Licet ^ 
 licebat) licuit &f licitum est y &c. Et licet 
 adde, Quod licuit y licitum. It is of the In- 
 dicative mood, Present tense, singular 
 number, and third Person, and hath no 
 Nominative case, because Impersonalia 
 pr&cedentem^ &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 Vo- 
 cative
 
 The Ushers Duty. 107 
 
 cative case, because Et Pronomina, &c. 
 and is governed of licet, because In Da- 
 tivum feruntur, &c. 
 
 Fesci, ut suprd. 
 
 Fructibus is a Noun Substantive Com- 
 mon, like manibus. Sing. Nom. hie Fru- 
 ctus, Gen. hujus Fructus, &c. Mascula in 
 er, &c. It is of the Ablative case, Plural 
 number, Masculine Gender, and fourth 
 Declension, governed of vesci, because 
 Fungor,fruor, utor, &c. 
 
 Arborum ut supra in Arboribus, It is of the 
 Genitive case plural, governed of fru- 
 ctibuSy because Quum duo Substantiva, 
 &c. 
 
 Pomarii ut suprfi. 
 
 Tantum is an Adverb of quantity, made 
 of an Adjective of the Neuter Gen- 
 der, because Aliquando neutra Adjecti- 
 va, &c. 
 
 Deus ut supra, but here it cometh be- 
 fore the verb interdixit. 
 
 Interdixit is a verb Personal Active, 
 compounded of inter and dico, conjuga- 
 ted like legit, Interdico, is, xi, because 
 PrattritUm dat idem, &c. interdixit, inter- 
 dictum, because Compositum ut simplex, &c. 
 It is of the Indicative mood, Preter- 
 perfect tense, Singular number, and 
 third person, and agreeth with its No- 
 
 mina-
 
 io8 The Ushers Duty. 
 
 minative case, Deus, because Verbum 
 Personate, &c. 
 
 Nobis, ut supra, but here it is the Dative 
 case governed of interdixit, because Da- 
 tivum postulant, &c. 
 
 Ed is a Pronoun Primitive of the se- 
 cond Declension, Sing. Nom is, ea, id. 
 Gen, ejus, &c. It is of the Singular 
 number, Ablative case, and Feminine 
 Gender, and agreeth with its Substan- 
 tive arbore because Ad eundem modum, 
 &c. 
 
 Arbore ut supra, but here it is the Abla- 
 tive case singular governed of interdixity 
 which verb doth often govern a Dative 
 case with an Ablative, though we have 
 no expresse Rule for it in our Gram- 
 mar. 
 
 Qua is a Pronoun Relative of the se- 
 cond Declension. Sing. Nom. Qui, qute, 
 quod. Gen. cujus, &c. It is of the singular 
 number, Femine Gender, and third 
 Person, and agreeth therein with its 
 Antecedent arbore, because Relativum cum 
 Antecedente, &c. It is of the Nominative 
 case, and cometh before the verb est, 
 because Quoties nullus Nominativus, &c. 
 
 Est is a verb Personal neuter Substan- 
 tive, having a proper manner of de- 
 clining, Sum, es, fui, &c. because, Et a 
 
 fuo
 
 The Ushers Duty. 109 
 
 fuo sum fui. It is of the Indicative mood 
 Present tense, singular number, and 
 third person, and agreeth with its No- 
 minative case Qute y because Verbum Per- 
 sona/e, &c. 
 
 In is a Proposition serving to the Ab- 
 lative case. 
 
 Media is a Noun Adjective of three 
 terminations, like Bono ; Sing. Nom. 
 Afedius, media, medium, &c. 
 
 At si tres variant voces, &c. It is of the 
 Ablative case, Neuter Gender, and Sin- 
 gular number, and agreeth with its Sub- 
 stantive, Pomario because Adjectivum cum 
 Substantive. Pomario ut supra, but here it is 
 of the Ablative case, because in is a Pre- 
 position serving to the Ablative case. 
 
 Ne is an Adverb of forbidding, and 
 governeth a Subjunctive mood. Ne pro- 
 hibendi, &c. 
 
 Vesceremur^ ut supra in vesci ; but here 
 it is of the Subjunctive mood, preter- 
 imperfect tense, plural number, and 
 first person, like legeremur, and agreeth 
 with its nominative case nos^ which is 
 not expressed, because Nominativus pri- 
 mes vel secundte persons, &c. 
 
 FructUy ut supra ; but here it is of the 
 Ablative case singular, governed of vesce- 
 remur, because Fungor, fruor y &c.
 
 HO The Ushers Duty. 
 
 EjuSy ut supra in ed ; but here it is of 
 the Genitive case singular, and Femi- 
 nine Gender, governed of fructu, be- 
 cause Quum duo Substantiva^ &c. Here 
 note that ejus is a Relative, and agree- 
 eth with its Antecedent Arboris^ under- 
 stood. 
 
 Neve consisteth of two words, whereof 
 ne is an Adverb of forbidding, and ve is 
 an inclinative conjunction. 
 
 Etiam is a Conjunction copulative. 
 
 Attingeremus is a verb Personal Active, 
 like legeremus. It is compounded of Ad 
 and tango, and maketh at for ad for bet- 
 ter sound sake, and tingo for tango^ be- 
 cause H<ec habeo^ lateo y &c. It maketh the 
 Preterperfect tense att'igi and not atteti- 
 gi because Sed syllaba semper &c. and the 
 Supines attactum y attactu, because Compo- 
 posiium ut simplex y &c. It is of the Subjun- 
 ctive mood, Preterimperfect tense, plu- 
 ral number, and first person, and agree- 
 eth with its Nominative case nos, which 
 is understood, because Nominativus primes 
 ve! secundte persons, &c. 
 
 Nisi is a Conjunction exceptive, and 
 serveth to a Subjunctive mood, Ni t nisi y 
 si, siquidem y &c. 
 
 Vellemus is a verb Personal neuter ir- 
 regular, Vok^ visy voluiy because lo fit^ 
 
 uL
 
 The Ushers Duty. in 
 
 uij &c. Supinis caret, because, Psallo^ volo, 
 nolo, &c. It is of the Subjunctive mood, 
 Preterimperfect tense, plural number, 
 and first person, and agreeth with its 
 Nominative case nos, which is under- 
 stood, because Nominativus prim&, &c. 
 
 Mori is a verb Personal Deponent of 
 the third Conjugation, like legl. Morior^ 
 morerts vel morere, mortuus sum vel fui, (rno- 
 riirque mortuus) mori, martens, mor- 
 tuus, moriturus. It is of the Infinitive 
 mood, having neither number, nor 
 person, nor nominative case, and is 
 governed of fellemus, because Quibusdam 
 turn verbis, &c. 
 
 Thus let every particular boy in a 
 form, practise a while by himself upon 
 a several piece of Latine, and it will shew 
 you plainly what he is able to do, and 
 make that the most negligent and heed- 
 lesse 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 mention- 
 ed touching the well grounding of 
 children, hath chiefly respect unto 
 Lilies Grammar, which is yet constantly 
 made use of in most Schools in England ; 
 and from which I think it not good for 
 
 any
 
 112 The Ushers Duty. 
 
 any Master to decline, either in a pri- 
 vate or publique course of Teaching, for 
 these reasons following. 
 
 1. Because no man can be assured, 
 that either his Scholars will stick to him, 
 or that he shall continue with them, till 
 he have perfectly trained them up by 
 another Grammar. 
 
 2. Because, if children be made to 
 change their Grammars, as often as 
 they use to change their Masters (espe- 
 cially 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 Grammar books, 
 and never understand the Art it self. 
 
 3. Because I have known many, and 
 those men of excellent abilities for 
 Grammar-learning, who having endea- 
 vored to proceed by an easier way, then 
 Lilies is, have been quite decried by the 
 generality of them that hold to the 
 Common-Grammar^ and have had much 
 adoe to bear up the credit of their 
 School, though their Scholars have 
 been found to make very good Profici- 
 ency, and more then others. 
 
 4. Be-
 
 The Ushers Duty. 113 
 
 4. Because, when a Master hath 
 grounded a Scholar never so well, if he 
 (in hopes of an exhibition or Scholar- 
 ship, or other preferment to be had) 
 be removed from him to one of our 
 greater Schooles, he shall be made pro 
 forma^ to get Lilies Grammar by heart, 
 and to neglect what he hath formerly 
 learned, as unnecessary and uselesse. 
 
 5. Because children in their tender 
 age are generally like leaking vessels, 
 and no sooner do they receive any in- 
 structions of Grammar, but they forget 
 them as quickly, till by frequent repe- 
 titions and examinations, they be reve- 
 ted into them, and by assiduity of long 
 practice brought to an habit, which 
 cannot be bred in them under two or 
 three yeares time ; in which space they 
 may be as well habituated and per- 
 fected by Lilies Grammar as any 
 other, according to the Plat-form of 
 teaching it, which I have already 
 shewed, and by means of those helps 
 which I have published for the better 
 explication of some parts of it. 
 
 Yet I do not deny, but a far easier 
 way may be taken to teach children ; 
 First the grounds and Rudiments, and 
 afterwards the whole Systeme of Gram- 
 mar,
 
 114 The Ushers Duty. 
 
 mar, then that which is generally now 
 in use according to Lille, whom after 
 I had observed many eminent School- 
 masters (who have published Grammars 
 of their own) to condemn of many 
 Tautologies, defects, and errours ; and 
 withall, to endeavour to retain the sub- 
 stance of his Grammar, I essayed my self 
 to see what might be done in that 
 kinde, with an especiall eye upon the 
 slender capacities of children, with 
 whom I had to do. And after triall 
 made, that such instruments would for- 
 ward my work, I was bold to publish 
 first An easie entrance to the Latine tongue, 
 and then The Latine Grammar fitted for the 
 use of Schooles, which, how I have for 
 sundry yeares taught, together with 
 Lilies Grammar, I shall now briefly de- 
 clare. 
 
 i. As children are going over the 
 Accidents, and that part of the Grammar, 
 which concerneth the Genders of nouns, 
 and the Preterperfect tense, and Su- 
 pines of verbs, I make them one day to 
 peruse that part of the Grounds of 
 Grammar, which concerneth the eight 
 parts of Speech severally handled, and 
 another day to read that which con- 
 cerneth their construction, and every 
 
 Satur-
 
 The Ushers Duty. 115 
 
 Saturday morning to run over their 
 examination, which being but a Task of 
 about half an hour, doth exceedingly 
 help their understanding and memory in 
 getting their every dayes parts, and 
 keeping them in minde ; especially if 
 they be made sometimes to look upon 
 their Synopsis's, and thereby to take no- 
 tice how handsomely and orderly the 
 Rules hang together. 
 
 2. Likewise, as children proceed 
 in Lilies Grammar (which commonly is 
 but very slowly, because it being all in 
 Latine is hard to be understood, and be- 
 ing somewhat long in learning, boyes 
 are apt to forget one end of it, before 
 they can come to another) I cause them 
 to make use of the Latine Grammar, which 
 I fitted to the use of Schooles together with 
 it. This I usually divide into twelve or 
 sixteen parts, (letting the Appendix alone 
 till they understand all the rest) in read- 
 ing 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 ob- 
 serve 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 
 
 ' 
 
 \
 
 Il6 The Ushers Duty. 
 
 read it over in English only, and then 
 in Latine and English together, and af- 
 terwards 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 Exa- 
 minatio Latlna Grammatics, (which is 
 now lately printed) and let one boy ask 
 the questions out of the Book, and the 
 rest answer him orderly out of the Gram- 
 mars in their hands. And this' I finde, 
 that a natural and clear method of teaching 
 Grammar, is the best means that can be de- 
 vised to open the understanding for the recei- 
 ving, or to strengthen the memory for the re- 
 taining of any instructions that can be given 
 concerning it. And I judge that method to 
 be most natural and easie, which doth 
 at once lay open the subject that it trea- 
 teth 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 un- 
 der a few certain and general Heads, by 
 way of Common-place ; which being sure- 
 ly kept in minde, all other documents 
 depending on them, as particulars, will 
 easily be remembred. 
 
 Thus
 
 The Ushers Duty. 117 
 
 Thus have I freely imparted my 
 thoughts touching the most familiar 
 way that I have hitherto known (either 
 by my Masters, or my own practice, or 
 any thing that I have observed by read- 
 ing, or converse with experienced 
 School-masters) of teaching the Com- 
 mon Grammar, and making use of these 
 ordinary School-books in every form, 
 which are taught in most Schooles in 
 England. And because it belongs chiefly to 
 the Usher in most of our Grammar-Schools, to 
 teach children to understand and make use of 
 their Grammar, and by degrees to furnish them 
 with proper words or good phrase, that they 
 may be able of themselves to write or 
 speak true Latine, or translate either way 
 pretty elegantly, before they come under 
 the Master ; I call this part of my disco- 
 very The Ushers duty, wherein he may plainly 
 see how he ought to respect the end, the 
 means, and the manner how to use every 
 help or mean for the better dispatch of 
 that which he is continually imployed 
 about ; viz. the well grounding of Children 
 in Grammar learning: which may be done 
 in three yeares, with the ordinary sort 
 of boyes, even those of the meanest ca- 
 pacity, if Discretion in every particular 
 be used, which is beyond any directions that 
 
 can
 
 Il8 The Ushers Duty. 
 
 can be given. So that under the Usher I 
 admit of three forms ; The first of Enter- 
 ers, The second of Practitioners, The 
 third of Proficients in the knowledge of 
 Grammar. 
 
 Having done therefore with ground- 
 ing children, (whose inanimadvertency 
 is the Teachers daily trouble (and not to 
 mention their other infirmities) requi- 
 reth, that they be held long in one and 
 the same work, and be made ever and 
 anone to repeat again what they former- 
 ly learned) I shall next adde somewhat 
 concerning teaching men at spare hours 
 in private, with whom (by reason of 
 their stronger capacities, and more use 
 of reason) a far speedier course may be 
 taken, and greater Proficiency may be 
 made in half a year, then can be expe- 
 cted from children in three years space. 
 And what I shall here deliver is confirm- 
 ed by that experiment which I have 
 made with many young Gentlemen, for 
 these eleven or twelve years together 
 last past, in London j who being very sensi- 
 ble of their own want of the Latine 
 tongue, and desirous (if possibly) to at- 
 tain it, have thought no cost nor pains 
 too little to be employed for gaining of 
 it, and yet in few moneths, they have 
 
 either
 
 The Ushers Duty. 119 
 
 either been so grounded, as to be able to 
 help themselves in a plain Authour, in 
 case they knew nothing before ; or so 
 perfected, as to grapple with the most 
 difficult and exactest Authours, in case 
 they had formerly but a smattering of 
 the Language ; and this they have ob- 
 tained 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 bene- 
 fit to himself by perusing them in pri- 
 vate) only I desire him at the first to get 
 an easle entrance to the Latlne tongue, and by 
 it I shew him as briefly, orderly and 
 plainly as I can, 
 
 1. How he ought to distinguish words, 
 so as to know what part of Speech any 
 word is. 
 
 2. To tell what belongeth to every 
 several Part of Speech. 
 
 3. To get the Examples of the Declen- 
 sions & Conjugations very exactly, so as 
 to know what any Noun or Verb signifi- 
 eth, 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
 
 I2O The Ushers Duty. 
 
 Latine names of such things as are com- 
 mon in use, and better known to him. 
 
 4. Then I acquaint him with the most ge- 
 neral Rules of Concordance and Constru- 
 ction, and help him to understand them by 
 sundry short examples appliable thereunto. 
 
 5. Last of all, I cause him to take some 
 of the Collectanea^ and help him to con- 
 strue, 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 toge- 
 ther with it a Latine Testament, or Bible, 
 and then I cause him to read over his 
 Grammar (by as much at once as he can 
 well peruse in halfe an houre) and be 
 sure that he thorowly understand it ; and 
 after every one of the foure Parts of Gram- 
 mar, I give him a Praxis of it ; by exerci- 
 sing whereof, he may easily know how to 
 use his Rules, and where to find them. 
 
 When by this meanes he can tell what to 
 do with his Grammar, I turn him to the La- 
 tine 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,
 
 The Ushers Duty. 12 1 
 
 hath, together with his Grounds of Gram- 
 mar) to learn to construe of himselfe six, 
 eight, or ten verses, with the help of his 
 English Bible ; and to parse them exactly 
 according to his Grammar, and by going 
 over three or four Chapters, he will be 
 able to proceed understandingly in his 
 Latine Bible without help. 
 
 Which when he can do, I advise him 
 to get Corderius English and Latine, where 
 he is chiefly to take notice of the phrases, 
 how they differ, in both languages, and to 
 imitate here and there a Colloquie, to try 
 what good Latine he can write or speak of 
 himself. And now I commend to his own 
 private reading, Dialogi Galllco-Anglo- 
 Latini, by Dugres, Dictionarium octo lingua- 
 rum^ or the Schoolmaster^ Printed formerly 
 by Michael Sparks, and Janua Linguarum, or 
 rather Janua Latines linguae, and the like ; 
 by perusal of which, together with Corde- 
 riuS) he may be furnished with copy of 
 words and phrases, for common discourse 
 in Latine. Afterwards I help him in 
 reading Msop'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 adven- 
 ture upon the Latine alone, I make him 
 
 read
 
 122 The Ushers Duty. 
 
 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, Se- 
 neca, or Lipsius for Epistles. Justin, Salust, 
 Lucius Florus, or C&sar for History. Virgil, 
 Ovid, Lucan, or Horace for Poetry. 
 
 And when I see he can read these un- 
 derstandingly, I judge him able to peruse 
 any Latine Authour of himself, by the 
 help of Coopers Dictionary, and good 
 Commentators, or Scholiasts. 
 
 These Authors which I have mentioned, 
 are most of them in English ; as also Livie, 
 Plinies natural History, Tacitus, and other 
 excellent Books, which he may peruse to- 
 gether 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 him- 
 self ; 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 sene- 
 
 ctute
 
 The Ushers Duty. 123 
 
 ctute, and his Epistles, Ad Quintum 
 Fratrem, & ad Lentulum, for this 
 purpose. 
 
 If he would exercise himself in Ora- 
 tory or Poetry, I suppose his best way is 
 to imitate the most excellent pieces of ei- 
 ther, that he finde ; in the best and purest 
 Authors, (especially Tully and Virgil} till 
 he can do well of himself. Horace and 
 Buchanan's Psalms will sufficiently store 
 him with variety of Verses. 
 
 And now if one should ask me before I 
 conclude this Book, and begin with the 
 next, whether it be not possible for men 
 or children to learn Latine, as well as 
 English, without Grammar-Rules : 
 
 I answer. First, that it is hardly possi- 
 ble, because the Latine tongue is not so fa- 
 miliarly spoken, as English ; which is 
 gotten only by hearing and imitation. 
 
 2. That it is not the better way, partly 
 because they that are well acquainted with 
 Grammar, know when they or others 
 speak well, and when they speak ill ; where- 
 as they that are ignorant of the Rules, take 
 any Latine for good, be it never so barba- 
 rous, or full of Solaecismes, and partly, be- 
 cause they that are skilful in Grammar, are 
 able to doe something in reading Au- 
 thours, or translating, or writing Epistles, 
 
 or
 
 124 Th* Ushers Duty. 
 
 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, be- 
 cause the learner is at any time able to re- 
 cover what he hath lost by the help of his 
 own intellect, having the habit of Gram- 
 mar in his mind. Yet (I conceive) it is 
 the readiest way to the gaining of this 
 Language ; to joyn assiduity of speaking 
 and reading, and writing, and especially 
 double translating to the Rules ; for as the 
 one affordeth us words and phrase, and 
 the other directs us how to order them for 
 a right speech ; so the exercise of both 
 will at last beget such an Habit in us, that 
 we may increase our ability to speak and 
 understand pure Latine, though (perhaps) 
 the Rules of 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, 
 according to what I have either practised 
 my self, or observed from others of my 
 profession. And I hope this my slender 
 discovery will excite some of greater pra- 
 ctise and experience, to commit also to 
 
 publick
 
 The Ushers Duty. 125 
 
 publick their own observations ; by whom 
 if I may be convinced, that I have any where 
 gone in an erroneous way, I shall willing- 
 ly retract my course, and endevour to stere 
 by any mans Chart, that I finde 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 it, he would so protect 
 and prosper it, that it may safely arrive to 
 the Port which I chiefly aim at ; viz. the 
 honour and service of his divine Majesty, 
 and the benefitting of both Church and 
 Common wealth, in the good education 
 of children. 
 
 THE
 
 THE 
 
 MASTERS 
 
 METHOD, 
 
 OR THE 
 
 Exercising of Scholars 
 
 In GRAMMARS, Authours, 
 
 and Exercises ; G R E E K> 
 
 LAriNE, and 
 
 HEBREW. 
 
 By C. H. 
 
 LONDON, 
 
 Printed by J. T. for Andrew Crook , 
 
 at the Green Dragon in Pauls 
 
 Church-yard, 1659.
 
 129 
 
 CHAP. I. 
 
 How to make the Scholars of the fourth Form 
 very perfect in the Art of Grammar, andE- 
 lements of Rhetorick; & how to enter them 
 upon Greek in an easy way. How to practise 
 them (as they read Terence, and Ovid de 
 Tristibus, and his Metamorphosis, and 
 Janua Latinae linguae, and Sturmius, 
 and Textor's Epistles) in getting Copy 
 of words, and learning their Derivations 
 and Differences, and in varying phra- 
 ses. How to shew them the right way of 
 double translating, and writing a most 
 pure Latine style. How to acquaint them 
 with all sorts of English and Latine 
 verses, and to enable them to write fami- 
 liar and elegant Epistles either in Eng- 
 lish or Latine, upon all occasions. 
 
 THe Usher having throughly per- 
 formed his Duty, so as to lay a 
 sure foundation by teaching Gram- 
 mar, and lower Authours, and using 
 other helps formentioned, to acquaint his 
 Scholars with the words, and order of the La- 
 tine tongue, as well for speaking, as writing 
 
 it'.
 
 130 The Masters Method. 
 
 it : The Master may more cheerfully pro- 
 ceed to build further, and in so doing, 
 he should be as carefull to keep what is well got- 
 ten, as diligent to adde thereunto. I would 
 advise therefore, that the Scholars of this 
 fourth form may, 
 
 1. Every morning read six or ten verses 
 (as formerly) out of the Latine Testament 
 into English, that thus they may be become 
 well acquainted with the matter, and 
 words of that most holy Book ; and after 
 they are acquainted with the Greek Testa- 
 ment, they may proceed with it in like 
 manner. 
 
 2. Every Thursday morning repeat a 
 part out of the Latine Grammar, according as 
 it is last divided, that by that meanes they 
 may constantly say it over once every quar- 
 ter. And because their wits are now ripe 
 for understanding Grammar notions, where 
 ever they meet with them, I would have 
 them every one to provide a Paper-book of 
 two quires in Quarto, in the beginning 
 whereof, they should write the Heads of 
 Grammar by way of common place, as 
 they see it in my Latine Grammar, and ha- 
 ving noted the pages, they should again 
 write over the same Heads, (leaving a 
 larger or lesse distance betwixt them, as 
 they conceive they may finde more or lesse 
 
 matter
 
 The Masters Method. 131 
 
 matter to fill them withall) in the leaves of 
 their Book, and insert all niceties of Gram- 
 mar that they finde, either in their daily 
 lessons, or in perusing other Books at 
 spare houres, especially such as either me- 
 thodically, or critically treat of Grammar ; 
 amongst which I commend Mr. Brinsley's 
 posing of the Accidents. The Animadversi- 
 ons upon Lilies Grammar, Stockwoods dispu- 
 tations, Mr. Pooles English Accidents, Hermes 
 Anglo-Latinus, Phalerii Supplementa ad 
 Grammaticam, Mr. Birds,Mr. Shir ley es, 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 
 Author es Grammatics 'Antiqui, which are 
 commonly printed together ; Dispauterius,, 
 Linacer^ Melancthon, Valerius, Alvarez, Rhe- 
 mus, Sulpitius, Vossius, and the like, either 
 ancient or modern, they may take the 
 opportunity to read them, after they come- 
 to higher Forms, and pick out of them 
 such pretty notes, as they have not for- 
 merly met withall, and write them in their 
 Common place-booke. And because it may 
 seem a needlesse labour for every Scholar 
 to be thus imployed, and it is (almost) im- 
 possible for one alone to procure so many 
 
 Grammars,., 
 
 M
 
 132 The Masters Method. 
 
 Grammars, it were to be wished, that in eve- 
 ry Schoole of note, there might be a Library, 
 wherein all the best Grammars that can be 
 gotten, might be kept, and lent to those boyes, 
 that are more industriously addicted to Gram- 
 mar 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 en- 
 courage them in so doing, the Master may 
 do well at the first to direct them, and af- 
 terwards at leisure times to cast an eye up- 
 on their Books, and see what they have 
 collected of themselves. But be sure that 
 they keep their Paper-book fair, and that 
 they write constantly in it, with a legible 
 and even hand. 
 
 3. Thus they may have liberty to learn 
 Rhetorick on Mondayes, Tuesdayes, and 
 Wednesdayes, for morning Parts. And to 
 enter them in that Art of fine speaking, they 
 may make use of Elementa Rhetorices, lately 
 printed by Mr. Dugard, and out of it learn 
 the Tropes and Figures, according to the 
 definitions given by Tal&us, and after- 
 wardsmore illustrated by Mr. Butler. Out of 
 either of which books, they may be helped 
 with store of examples, to explain the De- 
 finitions, so as they may know any Trope 
 or Figure that they meet with in their own 
 Authours. When they have throughly 
 
 learnt
 
 The Masters Method. 133 
 
 learnt that little book, they may make a 
 Synopsis of it, whereby to see its order, and 
 how every thing hangs together, and then 
 write the Common place heads in a Paper- 
 book (as I have mentioned before touching 
 Grammar) unto which they may referre ; 
 whatever they like in the late English 
 Rhetorick, Mr. Farnabies Index Rhetoricus t 
 SusenbrotuS) Mr. Homes Compendium Rhe- 
 toricesy or the like, till they be better able 
 to peruse other Authours, that more fully 
 treat of the Art ; as, Fossius's Partitioned 
 Oratorio, Orator extemporaneuSj Tesmari 
 exercitationes Rhetoriccs, Nic. Caussinus. 
 Paiot de elequentid, and many others ; with 
 which a School-Library should be very 
 well furnished for the Scholars to make 
 use on, accordingly as they increase in 
 ability of learning. 
 
 These Elementa Rhetorices in their first 
 going over, should be explained by the 
 Master, and construed by the Scholars, and 
 every example compared with its Defini- 
 tion. And the Scholars should now be di- 
 ligent of themselves to observe every Trop 
 and Figure, that occurre in their present 
 Authours, and when they say, to render it 
 with its full definition, and if any be more 
 eminent and worthy observation then 
 others, to write it down in their Com- 
 mon-
 
 134 e ^ ie Masters Method. 
 
 mon-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 Rheto- 
 rick, you may let them bestow those hours, 
 which they spent about it, in getting the 
 Greek Grammar for morning parts. And 
 because in learning this Language, as well 
 as the Latine, we are to proceed by one Rule, 
 which is most common and certain ; I preferre 
 Camdens Greek Grammar before any that 
 I have yet seen, (though perhaps it be not 
 so facill, or so compleat as some latelier 
 printed, especially those that are set out 
 by my worthy friends, Mr. Busbie of 
 Westminster, and Mr. Dugard of Mer- 
 chant Taylors Schoole) in the first going 
 over of which, I would have them to re- 
 peat onely the Greek letters, and their 
 divisions, the Accents, and eight Parts of 
 Speech, the Articles, Declensions, and Con- 
 jugations, the Adverbs, Conjunctions, and 
 Prepositions by several parts, as they are 
 best able to get them, and to write down 
 so much as they say at once in a fair Paper- 
 book,
 
 The Masters Method. 135 
 
 book, very exactly observing and marking 
 every Accent, and note of distinction. 
 And this will quickly enable them to 
 write or read Greek very truly, especially 
 if they minde the abbreviated characters, 
 which are now lately printed at the end 
 of most of these Grammars. This work 
 will take up about a quarter of a years time. 
 In the next half year, they may get over 
 the whole Grammar in that order, as it is 
 printed. And in the interim thereof, they 
 may make use of their Greek Testament 
 every morning after prayers, in like man- 
 ner as they formerly used their Latine 
 one. They may begin with the Gospel 
 of S. John, which at the first you may 
 help them to construe and parse verbatim, 
 but after a while when they have gather- 
 ed strength to do somewhat of themselves, 
 you may let them make use of Pasors Le- 
 xicon, 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 Analy- 
 sis of any word in the Testament. Mr. 
 Dugard hath lately compleated his Lexi- 
 con Greed Testamenti Alphabeticum, una 
 cum explicatione Grammaticd vocum singula- 
 rum, in usum Tironum ; nee non concordantia 
 singulis vocibus apposita, in usum Theologies 
 
 candita-
 
 136 The Masters Method. 
 
 canditatorum ; which were it once com- 
 mitted to the presse, as it now lyeth ready 
 in his hand, would be a most excellent help to 
 young Scholars, to proceed in the Greek Testa- 
 ment of themselves, in an understanding and 
 Grammatical way. And I hope it will not 
 be long ere he publish it for common use. 
 When they have gone over the Declensi- 
 ons and Conjugations, and are able to 
 write Greek in a very fair and legible 
 character, let them write out the Para- 
 digmes of every Declension and Conjuga- 
 tion, and divide the moveable part of the 
 words, from the Terminations, as you 
 may see it done in Mr. Dugards Rudi- 
 menta Grammatics Gr<sc&. After they are 
 thus acquainted with every particular 
 example, they may write out all the De- 
 clensions one by another, and the three 
 voyces of the Verbs throughout all moods 
 and tenses in all Conjugations, that so 
 they may more readily compare them one 
 by another, and see what Tenses are alike, 
 or which are wanting in every voyce. If 
 these things were drawn into Tables, to 
 be hanged up in the Schoole, they would 
 help the weaker boyes. 
 
 And to supply them with store of Nouns 
 & Verbs, you may let them repeat as many 
 nouns as they can wel get at once, out of Mr. 
 
 Gregories
 
 The Masters Method. 137 
 
 Gregories Nomenclatura ; and afterwards as 
 many Sentences as they can wel say at once, 
 out of Seidelius, or the latter end of Clavis 
 Gracee lingute, by the repeating, construing 
 and parsing, whereof they will learn all the 
 Primitive words of the Greek Tongue, 
 and be able to decline them. And thus 
 they will be very well fitted to fall upon 
 any approved Greek Authour, when they 
 come into the next Form. But if you 
 would have them learne to speak Greeke, 
 let them make use of Posselius's Dialogues, 
 or Mr. Shlrleyes Introductorium, in English, 
 Latine, and Greek. I commonly appoin- 
 ted Tuesdayes and Thursdayes after- 
 noones for this employment, before or af- 
 after my Scholars had performed their 
 other Tasks. 
 
 5. Terence, of all the School-Authours 
 that we read, doth deservedly challenge 
 the first place, not onely because Tully 
 himself hath seemed to derive his elo- 
 quence from him, and many noble Ro- 
 mans are reported to have assisted him in 
 making his Comedies ; but also because 
 that Book is the very quintessence of familiar 
 Latine, and very apt to expresse the most of 
 our Anglicismes withall. The matter of it 
 is full of morality, and the several Actors 
 therein, most lively seem to personate the 
 
 behavi-
 
 138 The Masters Method. 
 
 behaviour and properties of sundry of the 
 like sort of people, even in this age of ours. 
 I would have the Scholars, therefore, of 
 this form to read him so thorowly, as to 
 make him wholly their own. To help 
 them in so doing, I have 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 undertaken, and pro- 
 mised. 
 
 This Authour I would have the Scholars 
 to read constantly every Monday, Tuesday, 
 Wednesday, and Thursday, for fore-noon 
 Lessons, taking about half a page at once, 
 till they begin to relish him, and then they 
 will easily take more, and delight to be 
 exercised in him in this manner. 
 
 1. Let them write out every Lesson very 
 fair and exactly, as they see it printed be- 
 fore them both in English and Latine. 
 And this will be a means to perfect them 
 in Orthography, and to imprint what they 
 learn in that Authour in their mindes. 
 They should have a Quarto Paper-book 
 for this purpose, wherein nothing else 
 should be written. 
 
 2. Let them translate about four or six 
 lines Grammatically in a loose paper, that 
 
 by
 
 The Masters Method. 139 
 
 by this means they may better take no- 
 tice of the way of construing. 
 
 3. Let them construe the whole Les- 
 son both Grammatically, and accord- 
 ing to the phrase, and this will acquaint 
 them with the proprieties of both 
 Tongues. 
 
 4. Let them parse it according to the 
 Grammatical order, examining every 
 word to the utmost of what Grammar 
 teacheth concerning it, and this will 
 make them thorowly to understand 
 Li/te 9 and sometimes to consult other 
 Grammars, where he comes short in a 
 Rule. 
 
 5. Let them cull out the most signifi- 
 cant words, and phrases, and write 
 them in a Pocket-book, with figures re- 
 ferring where to finde them in their Au- 
 thour ; 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 
 Colloquies and Epistles. 
 
 In reading of this book, it is not 
 amisse for the Master to minde his 
 Scholars of the true decorum of both 
 things and words, and how fitting 
 they are for such persons to do or 
 speak, as are there represented, and 
 
 upon
 
 140 The Masters Method. 
 
 upon such occasions as they did, and 
 spake them. As in Andria^ they may 
 observe not onely in general!, how apt 
 young men are to be enticed, old men 
 to chide, servants to deceive, &c. but 
 more particularly they may see how 
 some men are more apt to be carri- 
 ed away by passion then others, are, and 
 how different their natures are some- 
 times, though their age and breeding 
 may be the same. Thus they shall finde 
 Simo and Chremes y two old Citizens, the 
 one pettish and apt to overshoot himself 
 in many things, the other more calme 
 and circumspect, and therefore better 
 able to pacify and advise others. Like- 
 wise, they shall meet with two young 
 Gentlemen, Pamphilus and Charinus, the 
 one whereof, being very towardly and 
 hopefull, was drawn away by ill com- 
 pany, and thereby brought into much 
 trouble of mind, betwixt a fear to of- 
 fend his Father, and a care to make 
 amends for his fault committed ; but 
 the other being rash and childishly dis- 
 posed, is set upon what he desireth with 
 such eagernesse, that he will have it, 
 though it be impossible for him to ob- 
 tain it, and he be utterly ignorant of 
 using any meanes to come by it. But 
 
 above
 
 The Masters Method. 141 
 
 above all, they will laugh at the knave 
 Davus, to read how he presuming upon 
 his own cunning wit, displeaseth Simo, 
 & ensnareth Pamphilus, and at last brings 
 himself within the compasse of the lash. 
 And, in this and other comedies, they 
 may observe many remarkable sayings 
 and actions, which will hint much to 
 abundant matter of invention for fu- 
 ture exercises. As when they hear Da- 
 vus cry Hem astutias \ Fie upon craft ! they 
 may take an occasion to enlarge upon 
 the matter, as to say ; One may quickly, 
 perceive by Davus in Terence, what a mis- 
 chievous wit will come to, that doth alwayes 
 busie it self to circumvent and entrap others ; 
 for this fellow, after he had cozened his old 
 Master, and unhappily taught his Masters son 
 to tell his father a lie, and intangle himself in 
 a double marriage, and saw his knavery could 
 not help him to escape his own danger, was 
 ready at last to hang himself; and though 
 he came off" pretty well with his young Master, 
 by condemning himself, and asking forgive- 
 nesse, and promising to amend the matter he 
 had utterly spoyled ; yet in the height of his 
 jollity, the old man catcheth him at una- 
 wares, and without hearing him to speak a 
 word for himself, calleth for Dromo, and 
 makes him hoise him up, and carry him away 
 
 to
 
 142 The Masters Method. 
 
 to the house of correction, and there to tye him 
 neck and heels together, and whip him 
 smartly for the roguery he had done. Such 
 Dictates as these, the Master may give 
 his Scholars sometimes to turn into 
 pure Latine, till they be able to make the 
 like of themselves. And this is indeed to 
 make a true use of this excellent Au- 
 thour, according to what Erasmus di- 
 rects in his golden little book, de Ratione 
 imtituendi Discipulos, which is worth ones 
 perusal, that is exercised in teaching 
 youth. 
 
 When you meet with an Act or Scene 
 that is full of affection, and action, you 
 may cause some of your Scholars, af- 
 ter they have learned it to act it, first in 
 private amongst themselves, and after- 
 wards in the open Schoole before their 
 fellowes ; and herein you must have a 
 main care of their pronunciation, and 
 acting every gesture to the very life. 
 This acting of a piece of a Comedy, or a 
 Colloquy sometimes, will be an excel- 
 lent means to prepare them to pro- 
 nounce Orations with a Grace, and I 
 have found it an especiall remedy to ex- 
 pell that subrustick bashfulnesse, and 
 unresistable timorousnesse, which some 
 children are naturally possessed withall, 
 
 and
 
 The Masters Method. 143 
 
 and which is apt in riper yeares to 
 drown many good parts in men of sin- 
 gular endowments. 
 
 6. Their after-noon parts, on Mon- 
 days and Wednesdays, may be in Janua 
 Latines linguce ; which book should be of- 
 ten 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 industri- 
 ously inquisitive, then formerly ; because 
 their present years do teach them to be 
 more discursive in their understanding, 
 as growing more towards men. And 
 therefore in this book they should not 
 onely first minde the signification, and 
 Grammatical construction of words, but 
 Secondly, endeavour to gain a Copy of 
 good and proper words for expression 
 of one and the same thing, as that they 
 may not only tell you that domus but also 
 tsdes is Latine for a house, & that decor, 
 and pukhritudo are Latine for beauty as 
 well as forma ; and in finding such Sy- 
 nonyma's as these, they may be helped 
 as well by Dictionaries, as by frequent 
 reading. Thirdly, They may with eve- 
 ry part bring a piece of the Index tran- 
 slated into English. Fourthly, Because 
 they must now begin to use their judge- 
 ment
 
 144 f^e Masters Method. 
 
 ment in the right choyce of words, 
 (when they finde many heaped toge- 
 ther) it were not amisse to let them en- 
 quire the Original out of Rider's Latine 
 Dictionary, or Beckman de Originibus La- 
 tincs linguee ; and to consider the differen- 
 ces that are betwixt words of the same 
 signification ; which they may learn 
 out of Amomut Popma^ Laurentius Valla^ 
 Cornelius Pronto^ Varro de lingud Latina, 
 and the like books fit to be kept in the 
 Schoole Library. 
 
 7. On Tuesdaies and Thursdaies in 
 the after-noons, I would have this Form 
 employed in some of Tullies Epistles y 
 (either those collected formerly by Stur- 
 miusj or those of late made use of in 
 Westminster Schoole) but Sturmius's I ra- 
 ther prefer as more easie to begin with- 
 all, the others may be used afterwards, 
 together with Textors Epistles. And 
 
 i. I would have them be exercised in 
 double translating these Epistles, so as 
 to render many of them into good Eng- 
 lish, and after a while to turn the same 
 again into Latine, and to try how near 
 they can come to their Authour in the 
 right choice, and orderly placing of 
 words in every distinct Period. And 
 because the Authours style and expres- 
 sion
 
 The Masters Method. 145 
 
 sion will in many particulars seem hard 
 to those that have not formerly read 
 some of his Epistles, I have thought good 
 at first to give my Scholars a taste of an 
 Epistolary style, by translating a Century 
 of select Epistles, out of Tully and other 
 choice Authours, making the English 
 answer to the Latine, Period, by Period. 
 And these I cause them to write over, 
 and in so doing, to take notice of the 
 placing of every word, and its manner 
 of signification. By this means they both 
 better themselves in Orthography, and 
 easily become so acquainted with 'Tullies 
 expressions, that they can adventure to 
 construe any of his Epistles of themselves, 
 and turn them into English, as they see 
 I have done the like before them. 
 
 2. Then do I cause them (as I said) 
 to make double translations of them- 
 selves ; one while writing down both 
 the English and Latine together, as they 
 construe it, (which some call .Meta- 
 phrasis, an example or two whereof 
 you may see in Merchant Taylors School 
 Probation) and another while, and 
 most frequently, writing the English out 
 of the Latine by it self, which within 
 ten dayes after, they try how to turn 
 into the like good Latine again. And 
 
 this
 
 146 The Masters Method. 
 
 this is the way that Mr. Brinsley so much 
 commendeth, and Mr. Aseham was 
 moved to think to be onely, or chiefly 
 the fittest, for the speedy and perfect at- 
 taining of any Tongue. 
 
 3. After they are grown pretty quick 
 in translating both wayes, you may 
 write them down a little English Epistle 
 of like matter & words to that in their 
 book, directed to some of their own ac- 
 quaintance, which they may turn into La- 
 tine, Period after Period, by themselves. 
 To begin therefore with the first Epistle 
 in SturmiuSy which may be writ down 
 translated thus. 
 
 M. T. C. Terent'us, Salutem 
 plurimam dicit. 
 
 Mark Tully Cicero, sendeth hearty 
 commendations to (his wife) 
 Terentia. 
 
 SI vales, bene est y ego valeo. 
 If you be in good health, it is well : 
 I am in good health. 
 
 Nos quotidie tabellarios vestros expecta- 
 mus, qui si venerint^fortasse erimus certiores, 
 quid nobis faciendum sit y faciemusque te sta- 
 tim certiorem. 
 
 We every day expect your Letter-posts : 
 
 who,
 
 The Masters Method. 147 
 
 who if they come, we shall be perhaps 
 more certain, what we are to do, and 
 we will certifie you forthwith. 
 
 Valetudinem tuam euro diligenter, vale. 
 
 Look diligently to your health, 
 farewell. 
 
 Calendis Septembris. 
 
 The first day of September. 
 
 And you may shew them how to imi- 
 tate it, (observing our English manner 
 of writing Letters) thus ; 
 
 To his very loving Friend Mr. Stephen 
 Primate at the Seven Stars neer New- 
 gate, LONDON, 
 these. 
 
 Amantissimo suo amico Domino Stephana 
 
 Primato ad insigne Septentrionum 
 
 juxta novam Portam Londi- 
 
 nensem, hasce dabis. 
 
 Most sweet Stephen, 
 
 IF you be all in good health at London,, 
 it is very well ; we are all very well 
 at Barnet : The Lord God be praised. 
 Stephane mellitissime, 
 
 Si vos omnes Londini valetis, optime est : 
 
 nos
 
 148 The Masters Method. 
 
 nos quidem omnes Barnetse valemus : Lau- 
 detur Dominus Deus. 
 
 I have every day expected a Letter from 
 you, for this whole week together, which 
 if it come, is like to be very welcome to 
 me, I pray you therefore write to me, 
 and let me know what you do, and 
 I will write back again to you forth- 
 with. 
 
 Ego quotidie literas tuas y per hanc totam 
 hebdomadem expectavi ; quee si venerint gra- 
 tissimae mihi futures sunt ; oro igitur ut ad me 
 scribes^ &f certiorem me facias^ quid agis, 
 iff ego statim ad te rescribam. 
 
 Give your minde diligently to learn- 
 ing : Farewell heartily. 
 
 Studio literarum diligenter incumbe. 
 Vale fellciter. 
 
 Your most loving friend 
 Barnetee. Robert Burrows. 
 
 Octob. 4. 
 
 Amantissimus tuus amicus 
 Robertus Burrowes. 
 
 They
 
 The Masters Method. 149 
 
 They may imitate the same Epistle 
 again in framing an answer to the parti- 
 culars of the foregoing letter after this 
 manner ; observing the form of compo- 
 sition, rather then the words. 
 
 To his very much respected friend 
 
 Mr. Robert Burrows neere the 
 
 Mitre at Barnet, these 
 
 deliver. 
 
 Observantissimo suo amico Roberto Burrows 
 
 hand ita procul a Mitra" Barnetae, 
 
 hasce dabis. 
 
 Deare Robert, 
 
 IAm very glad, I am certified by your 
 Letter, that you and all our friends 
 are in good health. Lo, I have now at 
 last sent you my letter, which I am 
 sorry, that I have made you so long to 
 look for, before it came to your hand. 
 And forasmuch as you desire to know 
 what I do, I thought good to certify 
 you, that I am wholly busied at my 
 book, insomuch as I could willingly 
 finde in my heart to die at my studies : 
 
 so
 
 150 The Masters Method. 
 
 so true is that which we sometimes 
 learned in our Accidents, To know 
 much is the most pleasant and sweetest 
 life of all. You need not therefore per- 
 swade me further to give my mind to 
 learning, which (truly to speak plain- 
 ly) I had much rather have then all, 
 even the most precious jewels in the 
 world. Farewell, and write as often as 
 you can to 
 
 Tour very loving friend 
 Stephen Primate. 
 
 Charissime Roberte, 
 
 OPbd ex tuis literis certior fiam^ te, &f 
 omnes nostros bene valere, magnopere 
 gaudeo. Ecce, nostras jam tandem ad te 
 mist. Quas, quoniam in causa fui, ut diutius 
 expectes, priusquam ad vos venerint, vehe- 
 menter doleo. Cum autem quid ego agam, 
 scire cupias ; certiorem te facere velim, me 
 totum in libris esse occupatum ; usque adeb, 
 ut vel emori studiis mihi duke erit : Ita ve- 
 rum est, quod e Rudimentis Grammatices olim 
 ebibimus ; Multum scire est vita jucundis- 
 sima. Nan igitur opus est, ut ulterius mihi
 
 The Masters Method. 151 
 
 suadeas t studio literarum &f doctrines incum- 
 bere, ques quidem (ut plant loquar) omnibus 
 gemmis, vel pretiosissimis cupidissime malim. 
 Pale, & literas quam seplssime mitte ad 
 
 Amantissimum tui 
 Robertum Burrows. 
 
 THus you may help them to take so 
 much as is needfull and fit for their 
 purpose out of any Epistle, and to alter 
 and apply it fitly to their several oc- 
 casions of writing to their friends ; 
 and where TW/y's expressions will not 
 serve them, let them borrow words 
 and phrases out of the books that they 
 have learn't, (but especially out of Te- 
 rence} and take care to place them so, 
 that they may continually seem to imi- 
 tate TuMie's form in writing Epistles, 
 though they be not altogether tyed to 
 his very words. And this I give as a Cau- 
 tion both in speaking and writing La- 
 tine, 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
 
 152 The Masters Method. 
 
 It were necessary for them, as they 
 proceed in reading Epistles, to pick out 
 all such familiar expressions, as are inci- 
 dent to be used in writing letters, and 
 to note them in a paper book, kept for 
 the purpose, digested into certain places, 
 that they may help themselves with 
 them as they have occasion : you may 
 see a President hereof in Fabritius's Ele- 
 gantice Pueriles. And because the same 
 phrase, is not often to be repeated in 
 the same words, they should now strive 
 to get more liberty of expressing their 
 mindes by learning to vary one and the 
 same phrase both in English and Latine, 
 sometimes ex tempore, before the Ma- 
 ster, and sometimes amongst themselves 
 by writing them down, & then appeal- 
 ing to the Master to judge, who hath 
 done the best. To enter them upon 
 this work, you may first begin with Mr. 
 Clarks Dux oratorius, and then make 
 use of that excellent book of Erasmus de 
 copid verborum y which was purposely by 
 him intended, and contrived for the be- 
 nefit of Pauls Schoole, and I am sorry 
 to see it so little made use of in most of 
 our Grammar Schooles in England. 
 
 To encourage them to begin to write 
 of themselves, and to help their inven- 
 tion
 
 The Masters Method. 153 
 
 tion somewhat for inditing Epistles, you 
 may take this course at once with a 
 whole form together, which I have ex- 
 perienced to be very easie, and gene- 
 rally 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 in- 
 dite an English letter upon that occa- 
 sion, 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 dif- 
 ferent (if it may be) from that which 
 another hath given already before 
 him. 
 
 5. As they give in their expressions, 
 do you, or an able Scholar for you, write 
 them all down in a paper, making a note 
 that directed! to the place to which they 
 belong. 
 
 6. The
 
 154 The Masters Method. 
 
 6. Then deliver them the paper, 
 and let every one take such words or 
 phrase, as is most agreeable to the com- 
 position of an Epistolary style (so that 
 he take not the same that another 
 useth) and bring the letter writ fair, 
 and turned out of English into Latine. 
 And thus you shall finde the same Epi- 
 stle 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 a- 
 void Barbarismes, and Anglicismes (to 
 which they will be very subject, if not 
 timely prevented) you may make use of 
 a little Dictionary English and Latine in 
 Octavo, which resolves 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 Do- 
 ctor Hawkins particules Latins orationis^ 
 which may be afterwards made use of, 
 when Scholars grow towards more per- 
 fection in the Latine Tongue, and can 
 read them without your help. But for 
 their further assistance in this most pro- 
 fitable
 
 The Masters Method. 155 
 
 fitable and commendable kinde of exer- 
 cise ; I commend unto you Mr. Clerks 
 Epistolographia, and Erasmus de conscriben- 
 dis Epistolis ; to which you may adde 
 Buchleri Thesaurus conscribendarum Episto- 
 larum, Verepeeus 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 him- 
 self with the best Presidents, 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 meanest to afford him matter of 
 good use. And therefore I would advise 
 that the Scholars in the upper Forms 
 may often imploy themselves in perusal 
 of all Tullies Epistles, and sometimes in 
 those of P/iny, Seneca^ Erasmus, Lipsius, 
 Manutius, Ascham y Politianus y and what- 
 ever they finde in the Schoole Library, 
 (which should indeed be very well fur- 
 nished with Epistolary books) that out 
 of them they may learn to expresse their 
 mindes to the full, upon any subject or 
 occasion, to whomsoever they write, 
 and to use a style befitting both the 
 
 matter
 
 156 The Masters Method. 
 
 matter and persons, be they never so 
 lofty and mean. 
 
 After this Form is once well entered 
 to write Epistles of themselves, they may 
 make two Epistles every week, (one in 
 answer to the other) to be shewed fair 
 on Saturdaies, so they do not exceed a 
 quarter of a sheet on one side, because 
 great heed should be taken in the com- 
 posing of them. 
 
 And let this Rule be observed in per- 
 forming these and all manner of exer- 
 cises ; that they never go about a new 
 one, till they have finished that they 
 began. It were better for Scholars some- 
 times to do one and the same exercise 
 twice or thrice over again, that in it 
 they may see and correct their own er- 
 rours, and strive to out-doe themselves ; 
 then by slipping from one work to ano- 
 ther, and leaving that in their hands 
 incompleat, to get an ill habit of posting 
 over businesse to little or no purpose. 
 Non quam multum sed quam bene^ should 
 be remembered in Scholars exercises. 
 
 8. Their afternoon Lessons on Mon- 
 dayes and Wednesdayes, for the first 
 halfe year (at least) may be in Ovids lit- 
 tle book de tristtbus y wherein they may 
 proceed by six or eight verses at a Lesson ; 
 
 which
 
 The Masters Method. 157 
 
 which they should first repeat memoriter 
 as perfectly as they can possibly, because 
 the very repetition of the verses, and 
 much more the having of them by heart, 
 will imprint a lively pattern of Hex- 
 ameters and Pentameters in their minds, 
 and furnish them with many good Au- 
 thorities. 
 
 2. Let them construe verbatim^ and 
 if their Lesson be harder then ordinary, 
 let them write it down construed. 
 
 3. Let them parse every word most 
 accurately, according to the Grammati- 
 cal order. 
 
 4. Let them tell you what Tropes 
 and figures they finde in it, and give you 
 their Definitions. 
 
 5. Let them scan every verse, and af- 
 ter they have told you what feet it hath 
 in it, and of what syllables they consist, 
 let them give the Rule of the quantity 
 of each syllable, why it is long or short ; 
 the scanning and proving verses, be- 
 ing the main end of reading this Au- 
 thour, should more then any thing be 
 insisted upon, whilst they read it. And 
 now it will be requisite to try what in- 
 clination your young Scholars have 
 towards Poetry : you may therefore let 
 them learn to compose English verses, 
 
 and
 
 158 The Masters Method. 
 
 and to inure them so to do, you should 
 i. Let them procure some pretty de- 
 lightful and honest English Poems, by 
 perusal whereof they may become ac- 
 quainted with the Harmony of English 
 Poesie. Mr. Hard-wicks late Translation 
 of Mantuan, Mr. Sandys of OwW, Mr. 
 Ogleby's of Virgil^ will abundantly sup- 
 ply them with Heroick Verses ; which 
 after they can truly and readily make, 
 they may converse with others, that take 
 liberty to sport it in Lyrick verses. 
 Amongst all which, Mr. Herberts Poems 
 are most worthy to be mentioned in the 
 first place, and next to them (I con- 
 ceive Mr. Quarks divine Poems, and his di- 
 vine Fansies ;) besides which, you may 
 allow many others full of wit and 
 elegancie ; but be sure you admit of 
 none which are stufPt 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 ac- 
 quainted with variety of meeter, you 
 may cause them to turn a Fable of 
 Msop into what kinde of verse you 
 please to appoint them ; and sometimes 
 you may let them translate some select 
 Epigrams out of Owen^ or those collected 
 
 by
 
 The Masters Method. 159 
 
 by Mr. Farnaby or some Emblemes out of 
 Alciat, or the like Flourishes of wit, 
 which you think will more delight them 
 and help their fansies. And when you 
 see that they begin to exercise their 
 own wits for enlargement, and inven- 
 tion, you may leave them to them- 
 selves, to make verses upon any occasi- 
 on or subject ; yet to furnish them with 
 Rhymes, Epithites, & varietie of elegant 
 expressions, you may let them make 
 use of the pleasant English Parnassus, com- 
 posed by the true lover of the Muses, Mr. 
 Josuah Poole^ my quondam School-fellow 
 at Wakefieldy 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 sweet- 
 nesse of poetizing in English ; you may 
 prepare them further for making Latine 
 verses out of their present Authours 
 thus ; 
 
 i. Take a Distick or two, which they 
 know not where to finde, and transpose 
 
 the
 
 160 The Masters Method. 
 
 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 ano- 
 thers suggesting. When 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 trans- 
 posing the same words, as many 
 several wayes as they can. Thus this 
 verse may be turned 104. waies. 
 
 Est mea spes Chris tus solus qui de cruce pendet. 
 
 And sometimes you may cause them 
 to keep the same sense, and alter the 
 words. Thus this Distick is found in Mr. 
 Stockwoods Progymnasma Scholasticum to 
 be varied 450. waies. 
 
 Linque cupido jecur, cordi quoque parcito y si vis 
 Ftgere y fige alia, tela cruenta loco. 
 
 To direct and encourage your young 
 Scholars in turning verses, you may 
 make use of the book last mentioned, 
 
 and
 
 The Masters Method. 161 
 
 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 rea- 
 ding Poetical books, which abound with 
 rich expressions of fansie, I would have 
 them spend the next halfe year in Ovids 
 Metamorphosis ; out of which Authour you 
 may make choice of the most pleasing 
 and profitable Arguments, which it is 
 best for you your self to construe and 
 explain unto them, that they may dis- 
 patch the more at a Lesson, and with 
 more ease. When they come to say, 
 
 1. Let them repeat four or six ver- 
 ses, (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 Gram- 
 matically, as they have used to do in 
 other Authors. 
 
 4. Let them give you the Tropes and 
 Figures, the Derivations and Differen- 
 ces of some words, and relate such Hi- 
 stories as the proper names will hint at, 
 
 which
 
 1 62 The Masters Method. 
 
 which they may peruse before hand in 
 their Dictionarie. And let them not 
 forget to scan and prove every verse, 
 and to note more difficult quantities of 
 some syllables. 
 
 5. Let them strive (who can best) to 
 turn the Fable into English prose, and to 
 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 they should 
 divide into several Periods, and return 
 into proper Latine, rightlie placed ac- 
 cording to the Rules of Rhetorical com- 
 position. 
 
 6. Let them exercise their wits a lit- 
 tle in trying who can turn the same into 
 most varietie of English verses. 
 
 Mr. Sandy's Translation of this book, 
 in Folio, and Mr. Rosse's English Mytho- 
 logisty will be very delightfull helps to 
 your Scholars for the better understand- 
 ing thereof; and if to these you adde 
 Sir Francis Bacon's little book de Sapien- 
 tia veterum y Natalis Comes y and Verderlus's 
 Imagines Dearum, Lexicon Geographicum y 
 Poeticum, y Historicum ; and the like fit- 
 ting to be reserved for your Scholars 
 
 use
 
 The Masters Method. 163- 
 
 use in the Schoole-librarie) it will invite 
 them like so many bees to busie them- 
 selves sucking up matter and words to 
 quicken their invention and expression ;. 
 And if you would have those in this 
 form acquainted with variety of Latine 
 verses, and how to change them one in- 
 to another, you may sometimes exer- 
 cise them in Buchanan's Psalms^ and part- 
 lie out of Fossius'sy 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 gene- 
 rally imposed 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 Anglicismes that are in it, con- 
 cerning which they cannot any way 
 help themselves by common Dictiona- 
 ries or phrase-books ; I have thought 
 good to frame an Alphabetical Index of e- 
 very English word and phrase therein 
 contained, with figures pointing to the 
 Chapter and verse where it is used, and 
 shewing what Latine or Greek expres- 
 sion is most proper to be mada in that 
 place. 
 
 And
 
 164 The Masters Method. 
 
 And this I would have annexed to 
 that useful book, that by help thereof 
 the Scholars may of themselves be able 
 to translate those pretty Sentences out 
 of English into Latine orderly compos- 
 ed, and afterwards with the same ease 
 out of Latine into Greek. If the Sta- 
 tioners do not accord, that they may be 
 printed together, know, that the Index 
 may be had single by it self, as well as 
 the book, and he that buyeth one can- 
 not well be without the other ; they are 
 both so necessary and neerly related to 
 one an other. 
 
 They in this Forme may learn the As- 
 semblies lesser Catechisme in Latine and 
 Greek) which is elegantly translated 
 into those Languages, by Doctor Har- 
 mar. 
 
 Thus then in short, I would have 
 them employed, i. In reading out 
 of the Latine Testament every morning, 
 till they be able to go on with the Greek 
 which may then take place. 2. In re- 
 peating a Grammar part every Thurs- 
 day morning. 3. In Learning the Rheto- 
 rick when they have done that. 4. Cam- 
 dens Greek Grammar on Mondaies, Tues- 
 daies, and Wednesdaies for morning 
 parts. 5. In using Terence on Mon- 
 daies,
 
 The Masters Method. 165 
 
 daies, Tuesdaies, Wednesdaies and 
 Thursdaies for fore-noon lessons. 6. In 
 Janua Latince Lingues for after-noon 
 parts on Mondaies and Wednesdaies. 
 7. In some of Sturmius y or Textor's E- 
 pistles, on Tuesdaies and Thursdaies af- 
 ter-noons, and Shirley's Introductorium 
 after taxes ended. 8. In Ovid de Tri- 
 stibus on Mondaies and Wednesdaies in 
 the after-noons for the first, and in 0- 
 vids Metamorphosis for the second half 
 Year ; They may translate four Verses 
 every night out of Wits Common-wealth^ 
 and say lessons on Saturdaies in the As- 
 semblies Catechisms ; and by the diligent 
 improvement of these books to their 
 several uses, they may first become 
 perfectly readie in the Latine and Greek 
 Grammar, and the Elements of Rheto- 
 rick. 2. They may get Coppy of words 
 and learn to know their derivations and 
 differences, as also how to varie phras- 
 es. 3. They may gain the right way 
 of double translating and writing a 
 pure Latine stile. 4. They may be 
 helped in their invention, and easily 
 taught to make all sorts of English and 
 Latine Verses, and to write familiar 
 and elegant Epistles upon all occasions ; 
 for the performance of all which works, 
 
 though
 
 1 66 The Masters Method. 
 
 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 or- 
 derly and seasonably done, will become 
 easie arid pleasing to both after a very 
 little while. And if the master do but 
 consider with himself, and inform his 
 Scholars, that they shall all ere long 
 reap the sweet of their present labours, 
 by a delightful and profitable perusal of 
 the choisest Authors both Greek and 
 Latine, whom as they must strive to i- 
 mitate, so they may hope to aequalize in 
 the most noble stile and lofty strains of 
 Oratorie, and Poesie ; it will encourage 
 them to proceed so chearfully, that they 
 will not be sensible of any toil or diffi- 
 cultie, 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.
 
 The Masters Method. 167 
 
 CHAP. II. 
 
 How to teach Scholars in the fifth form to 
 keep and improve the Latine and Greek 
 Grammars, and Rhetorick. How to ac- 
 quaint them with an Oratory, stile and 
 pronunciation. How to help them to trans- 
 late Latine into Greek, and to make Greek 
 verses, as they read Isocrates and The- 
 ognis. How they may profit well in read- 
 ing Virgil, and easily learn to make good 
 Theams and elegant Verses with delight 
 and certainty. And what Catechismes they 
 may learn in Greek. 
 
 T Hough it may seem a needlesse la- 
 bour to prescribe directions for the 
 Teaching of the two upper forms, partly, 
 because I finde more written concerning 
 them then the rest, and partly because ma- 
 ny very eminent and able Schoole-masters 
 employ most of their pains in perfecting 
 them, every one making use of such Au- 
 thors, and such a Method as in his own 
 discretion he judgeth meetest to make 
 them Scholars ; not to say, that the Scho- 
 lars themselves (being now well acquaint- 
 ed
 
 1 68 The Masters Method. 
 
 ed with the Latine and Greek Grammar, 
 and having gotten a good understanding 
 (at least) of the Latine Tongue, by the 
 frequent exercise of translating and 
 speaking Latine, and writing Colloquies, 
 Epistles, Historical and Fabulous narrati- 
 ons and the like, besides reading some 
 Schoole Authors, and other helpful and 
 profitable books, will be able in many 
 things to proceed without a guide, addict- 
 ing their mindes chiefly to those studies, 
 which their natural Genius doth most 
 prompt them to, either concerning Orato- 
 ry or Poetry : Yet I think it requisite for 
 me to go on as I have begun, and to shew 
 what course I have constantly kept with 
 these two forms, to make them exactly 
 compleat in the Greek & Latine Tongues, 
 and as perfect Orators, and Poets in both 
 as their young years and capacities will 
 suffer ; and to enter them so in the He- 
 brew, as that they may be able to pro- 
 ceed of themselves in that holy Language, 
 whether they go to the University, or are 
 otherwise disposed on to some necessary 
 calling, which their Parents or Friends 
 think fitting for them. 
 
 And first, I most heartily intreat those 
 (especially that are my loving Friends 
 and acquaintance) of my profession, 
 
 whose
 
 The Masters Method. 169 
 
 whose years and experience are far beyond 
 mine, that they would candidly peruse 
 and kindely interpret what I have writ- 
 ten, seeing I desire not by any means to 
 impose any thing too magisterially upon 
 them or others, but freely to communi- 
 cate to all men what I have for many years 
 kept private to my self, and hath by some 
 (whose single judgement may sufficiently 
 satisfie me) been importunately thus ha- 
 led to the Press ; and if in any particular 
 I seem to them to deviate from, or fall 
 short of what / dime at, viz. a facilitating 
 the good old way of teaching by Grammar^ Au~ 
 thorSy and exercises ; I shall take it as a sin- 
 gular 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 vigo- 
 rously. In the interim, I go on with my dis- 
 covery, touching the fifth Forme, which I 
 would have employed in this manner ; 
 
 1. Let them and the forme above them 
 read daily a dozen verses out of the Greek 
 Testament before the saying of parts. 
 
 2. Let them reserve the Latine and 
 Greek Grammars and Elementa Rhetorices 
 for weekly parts, to be said only on Thurs- 
 day mornings, and so divided that they 
 
 may
 
 1 70 The Masters Method. 
 
 may be sure to go over them all once e- 
 very quarter. By this means they will 
 keep them in constant memory, and have 
 more time allotted them for perusing Au- 
 thors 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 af- 
 ter they have said to make such diligent 
 examination, as that you may be sure they 
 understand what they learn. 
 
 And to make them more fully acquain- 
 ted with the Accents and Dialects of the 
 Greek Tongue, you may (besides those 
 few Rules in their Grammar) let them 
 <laily peruse a Chapter in Mr. Franklin's 
 little book De'Opdorovias which is excellent- 
 ly helpful to young Graecians, and when 
 they grow stronger, that Appendix de Di- 
 alectis at the end of Scapula^ will be 
 worth their reading and observing. It 
 would be good sometimes to make them 
 compare the Latine and Greek Grammar 
 together, and to see wherein they agree, 
 & wherein they differ, but especially in the 
 Rules of Syntaxis, and for this purpose 
 Pechneri Hellonexia will be of excellent use. 
 
 And as I have directed before, how 
 Scholars should have a Common-place- 
 look for the Latine Grammar, so I do here 
 
 also
 
 The Masters Method. 171 
 
 also for the Greek, desire, that after it is 
 learnt, it may be drawne into a Synop- 
 sis, and that digested into Common- 
 place heads, to which they may easily re- 
 fer what ever they read worth noting, 
 out of any Greek Grammar they pe- 
 ruse. And that they may more freely 
 expatiate in such Books, it were good if 
 they had Mr. Busbie's Grammar^ Cleonard, 
 ScotuSy Chrysolordy Ceporinus, Gaza, Urba- 
 niuSy CaniniuSy Gretserus, Posselii Syntaxis, & 
 as many as can be gotten both ancient and 
 modern, laid up in the Schoole Librarie, 
 to collect Annotations out of, as their 
 leisure will best permit ; & you will scarce 
 imagine to what exactnesse a boy will 
 attain, and what a treasure of good notes 
 he will have heaped up in these two years 
 time, if he be moderately industrious, and 
 now and then imploy himself in collect- 
 ing of his own accord ; and I may adde, 
 that Scholars of any ordinarie ingenuitie, 
 will delight more to be doing something 
 at their book, which they well understand, 
 then to be trifling and rambling up and 
 down about idle occasions. 
 
 3. Forasmuch as it is usual and commen- 
 dable to bring on children towards perfe- 
 ction in the Greek Tongue, as they pro- 
 ceed in Oratorie and Poetrie in the La- 
 tine
 
 172 The Masters Method. 
 
 tine, I think it not amisse to exercise these 
 two Forms in such Authours as are com- 
 monly received, and may prove most 
 advantagious to them in all these ; yet 
 herein I may seem to differ from some 
 others, that in stead of Grammar parts, 
 (which I reserve to be constantly repeated 
 every Thursday) I would have this Form 
 to learn some lively patterns of Oratory, 
 by the frequent and familiar use whereof, 
 and the knowledge of the Histories them- 
 selves, to which they relate ; they may at last 
 obtain the Artifice of gallant expression, & 
 some skil to mannage future affairs, it being 
 requisite for a Scholar, more than any man, 
 Mv0wv re /wjrrjp' e/zevcu, TrprjKTrjpa re e/aywv, 
 to be expert in speaking, and doing. 
 
 At first therefore for morning parts on 
 Mondaies, Tuesdaies, and Wednesdaies, I 
 would have them exercised in dphthonius 
 (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 trans- 
 late the Fables and Themes (so as to fi- 
 nish at least every week one) into pure 
 English, and to repeat them (being trans- 
 lated) in both Languages, that by that 
 means they may gain the Method of these 
 kinde of exercises, and inure themselves 
 to Pronunciation. When they have gone 
 
 over
 
 The Masters Method. 173 
 
 over them, they may next translate Tullies 
 six Paradoxes, and pronounce them also in 
 English and Latine, as if they were their 
 own. And afterwards they may proceed in 
 those pithy Orations which are purposely 
 collected out of Salust,Livy y Tacitus, 8t Quin- 
 tus Curtius, having the Histories of their oc- 
 casions summarily set down before them. 
 And of these I would have them constantly 
 to translate one every day into English, be- 
 ginning with those that are the short- 
 est, 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 effe- 
 ctual mean to draw on my Scholars to 
 emulate one another, who could make the 
 best exercises of their own in the most 
 Rhetorical style, and have often seen the 
 most bashfull, and least-promising boyes, 
 to out-strip their fellowes in pronouncing 
 with a courage, and comely gesture ; and 
 for bringing up this use first in my School, 
 I must here thank that modest and ingeni- 
 ous Gentleman Mr. Edward Perkins^ who 
 was then my Usher, for advising me to 
 set upon it. For I found nothing that I 
 did formerly to put such a spirit into my 
 Scholars, and make them, like so many 
 Nightingales, to contend, who could
 
 174 The Masters Method. 
 
 fj.d\.i(rra A-tyew? most melodiously tune his 
 voyce and frame style, to pronounce and 
 imitate the forementioned Orations. 
 
 4. Their forenoon Lessons on Mondays 
 and Wednesdays, may be in Isocrates y and 
 to make them more attend the Greek, 
 
 1. Let them (at first especially) tran- 
 slate every Lesson by way of interlineary 
 writing according to the Grammatical! 
 order. 
 
 2. Let them parse the whole Lesson in 
 that order, and give you the Variation 
 and derivation of the most difficult Nouns 
 and Verbs throughout, and the Rules of 
 Syntaxe, and of the Accents. 
 
 3. Let them pick out the phrases, and 
 more elegant words as they go along, and 
 write them in a Paperbook ; and transcribe 
 what Sentences they meet withall into 
 their Common-place-book. After they 
 are well entered, you may cause them to 
 translate the Greek into elegant Latine, 
 and on Fridayes, when they come to re- 
 peat, to render their own Latine into 
 Greek, which they should endeavour to 
 write down very true and fair without a- 
 ny help of their Authour, who is then to 
 be thrown aside, but afterwards compared 
 with what they have done. 
 
 Three quarters of a year (I conceive) 
 
 will
 
 The Masters Method. 175 
 
 will be sufficient to exercise them in Iso- 
 crates, till they get a perfect knowledge 
 of Etymologie and Syntaxe in Greek ; which 
 they will more easily attain to, if out of 
 this Authour (especially) you teach them 
 to translate such examples most frequent- 
 ly, as may serve to explicate those Rules, 
 which are not to be found in their Latine 
 Grammar, and very seldom occurre in the 
 Greek one, which they commonly read. 
 And then you may let them translate a 
 Psalme out of English into Latine, and out 
 of Latine into Greek, and compare them 
 with the Septuagint Psalter. Afterwards 
 you may give them some of Demosthenes' s 
 Sentences or Similies (collected by Lo'inus) 
 or of Posselius Apophthegmes in Latine only ; 
 and let them turn them into Greek, which 
 when they have done, you may let them 
 see the Authours, that by them they may 
 discover their own failings, and endea- 
 vour to amend them. 
 
 Their Lessons then for the fourth quarter 
 on Mondaies and Wednesdaies should be in 
 TheogntSy in which most pleasing Poet, they 
 may be taught not onely to construe and 
 parse, as formerly, but also to minde the 
 Dialects, and to prove and scan, and to 
 trie how to make Hexameter, and Penta- 
 meter Greek verses, as they formerly did 
 
 Latine
 
 176 The Masters Method. 
 
 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 Prcelectiones (which he some- 
 times read at Oxford^ in Magdalene Col- 
 ledge ; and Mr. Langley late School-Master 
 of Pauls transcribed, when he was Student 
 there) are desirous to see the light, were they 
 but helped forward by some Stationer, or 
 Printer, that would a little consider the Au- 
 thours paines. I need give the work no more 
 commendations then to say, that (besides 
 Mr. Langley that writ it long agoe) Mr. 
 Busbie, Mr. Dugard, Mr. Singleton, and 
 some others of note, have seen the Book, 
 and judged it a most excellent piece, not 
 onely to help young Scholars in the under- 
 standing of TheogniSy but also to furnish 
 them with abundant matter of invention, 
 and to be a President to Students in the 
 Universities, whereby they may learne to 
 compose such kind of Lectures upon other 
 Poets, either for their .own private re- 
 creation, or more publick reading. Scre- 
 velii Lexicon Manuale, will be very usefull 
 to this Form for parsing their Lessons ; 
 and Garthii Lexicon (which is annexed to 
 it) Rulandi Synonymia, Morelii Dictionari- 
 um, Billii Locutiones, Devarius de Grtecis 
 iS) Posselii Calligraphia, for transla- 
 ting
 
 The Masters Method. 177 
 
 ting Latine into Greek, but nothing is 
 more availeable to gain a good style, then 
 frequent imitation of select pieces out of 
 Isocrates and Demosthenes, and translating 
 one while out of the Greek into Latine, and 
 another while out of Latine into Greek. 
 
 5. For forenoon Lessons on Tuesdayes 
 and Thursdayes, I make choyce of Justin 
 as a plain History, and full of excellent 
 examples, and morall observations, which 
 for the easiness of the style the Scholars 
 of this Form may now construe of them- 
 selves, and as you meet with an Historical 
 Passage that is more observable then the 
 rest, you may cause every one of them to 
 write it down in English, as well as he 
 can possibly relate it without his book, 
 and to return it again into good Latine. 
 By this meanes they will not onely well 
 heed the matter, but also the words, 
 and phrases of this smooth Historian. 
 And after halfe, or three quarters of 
 a yeare, you may make use of Ctssars 
 Commentaries, or Lucius Florus, in this 
 manner ; intermixing some of Erasmus 
 Colloquies now and then, for varieties 
 sake. 
 
 6. Their afternoones Parts on Mon- 
 dayes and Wednesdayes, may be in Ja- 
 nua Linguarum Greeca^ translated out 
 
 of
 
 178 The Masters Method. 
 
 of Latine by Theodorus Simonius y which 
 they may use as they formerly did the 
 Janua Latints Linguts ; viz. after they 
 have construed a Chapter, and analy- 
 sed 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 Deriva- 
 tions and differences, and the Rules of 
 their severall Accents. And to acquaint 
 them the better with all the Greek and 
 Latine words, comprized in that book, 
 you may cause them at every part to 
 write out some of the Latine Index in- 
 to Greek, and some of the Greek Index 
 into Latine, and to note the manner of 
 declining Nouns and Verbes, as the 
 Dictionaries, and Lexicons will shew 
 them. 
 
 7. firgi/the Prince and purest of all La- 
 tine Poets doth justly challenge a place in 
 Schoole-teaching, and therefore I would 
 have him to be constantly and throughly 
 read by this form on Mondaies and Tues- 
 daies for after-noon lessons. They may 
 begin with ten or twelve verses at a lesson 
 in the Eclogues^ which they may first 
 repeat memoriter, as well as they can pos- 
 sibly. 
 
 2. Construe
 
 The Masters Method. 179 
 
 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 Epi- 
 thites, and other Elegancies. 
 
 5. Give the Histories or descriptions 
 belonging to the proper Names, and 
 their Etymologies. 
 
 But after they are well acquainted with 
 this excellent Poet ; let them take the 
 quantity of an Eclogue at once, not mind- 
 ing so much to con their lessons by heart, 
 as to understand and examine them well 
 and often over, according to the directi- 
 ons which Erasmus gives de modo repetendte 
 lectionisj which Mr. Langley caused to be 
 Printed at the end of Lillies Grammar by 
 him corrected, and Mr. Clark hath wor- 
 thily inserted in his Dux Grammaticus. 
 There are several Translations of Virgil in- 
 to English verse, by the reading whereof 
 young Scholars may be somewhat helped 
 to understand the Latine better, but of all 
 the rest Mr. Ogilby hath done it most com- 
 pleatly, and if his larger book may be 
 procured to the Schoole-Library, the 
 lively pictures will imprint the Histories 
 in Scholars Memories, and be a means to 
 heighten their phansies with conceits an- 
 swerable
 
 180 The Masters Method. 
 
 swerable to the Authors gallant expressions. 
 After they have passed the Georgicks by 
 the Masters help, he may leave them to 
 read the jEneacFs by themselves, having 
 Cerda, or Servius at hand to resolve 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 may cause 
 them sometimes to relate a pleasing story 
 in good English prose, and to try who 
 can soonest turn it into elegant Latine, 
 or into some other kinde of verses which 
 you please for the present to appoint them, 
 either English or Latine, or both. 
 
 8. On Tuesdaies in the after-noones 
 you may cause them sometimes to trans- 
 late one of jEsops Fables, and sometimes 
 one of JElians 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 Thurs- 
 daies in the after-noons they may turn 
 some of Mr. Farnabies Epigrammata selecta 
 out of Greek into Latine and English vers- 
 es, and some of Msops Fables or Tullies 
 Sentences into Latine and afterwards into 
 Greek verses. 
 
 You need not alway let your Scholars 
 have these Greek Books, but sometimes 
 
 dictate
 
 The Masters Method. 181 
 
 dictate to them what you would have 
 them write, and afterwards let them com- 
 pare their own doings with their author, 
 to espie their own failings, and this will 
 be a means to help them to write Greek 
 truly of themselves ; you may sometimes 
 dictate a Colloquie, or Epistle, or a Sen- 
 tence, or a short History in English, and 
 let them write it in Latine or Greek as you 
 spake it, and by this you may try their 
 strength at any time, and ready them for 
 extemporary exercises. 
 
 9. Now forasmuch as this form is to 
 be employed weekly in making Theams 
 and Verses, which they can never well 
 do, except they be furnished with matter 
 afore hand ; I would have them pro- 
 vide a large Common-place book, in which 
 they should write at least those heads 
 which Mr. Farnabie hath set down in his 
 Index Rhetoricus, and then busie them- 
 selves (especially) on Tuesdaies and 
 Thursdaies in the after-noons, after other 
 tasks ended, to collect, I . Short Histories out 
 of Plutarch. Valerius Maximus. Justin. C<e- 
 sar Lucius Florus. Livie. Pl'inle. Pareeus Me- 
 dulla Historic, JElianuS) &c. 
 
 2. Apologues and Fables out of &sop. Phee- 
 drus. Ovid. Natalis Comes, &c. 
 
 3. Adagies out of Adagia Selecta, Erasmi 
 Adagio, Drax's Bibliotheca Scholastica, &c. 
 
 4. Hie-
 
 1 82 The Masters Method. 
 
 4. Hieroglyphic ks out of Pierius and 
 Causinus, &c. 
 
 5. Emblems and Symbols out of Al- 
 dat. Beza. Quarks. Reusnerus. Charta- 
 riu^ &c. 
 
 6. Ancient Laws and Customs out of 
 Diodorus Siculus. Paulus Minutius, Plu- 
 tarch, &c. 
 
 7. Witty Sentences out of Golden 
 Grove. Moral Philosophic. Sphinx Philoso- 
 phica. Wits Common Wealth. F lores Docto- 
 rum. Tullies Sentences. Demosthenis Senten- 
 ti<e. Enchiridion Morale. Stobaus. Ethica 
 Ciceroniana. Gruteri Florilegium^ &c. 
 
 8. Rhetorical exornations out of Vos- 
 siuSy Farnaby, Butler, &c. 
 
 9. Topical places, out of Caussinus. 
 Tresmarus. Orator Extemporaneus, &c. 
 
 10. Descriptions of things natural and 
 artificial, out of Orbis Pictus. Caussinus. 
 Pliniusy &c. that I may not forget Textors 
 Offtcina. Lycosthenes. Erasmi Apophthegma- 
 ta, Carolina Apophthegmata, and Polyanthea y 
 which, together with all that can be got 
 of this nature, should be laied up in the 
 Schoole Library for Scholars to pick what 
 they can out of; besides what they read in 
 their own Authours. 
 
 Now the manner I would have them 
 use them, is thus ; 
 
 Having
 
 The Masters Method. 1 83 
 
 Having a Theme given then to treat of, 
 as suppose, this ; 
 
 Non &stas semper fuerit, componite nidos. 
 
 Let them first consult what thay have 
 read in their own Authours, concerning, 
 Tempus, Mstas, occasio, or opportunitas, 
 and then, 
 
 2. Let every one take one of those books 
 forementioned, and see what he can finde 
 in it for his purpose, and write it down 
 under one of those heads in his Common- 
 place book ; but first let the Master see whe- 
 ther it will suit with the Theme. 
 
 3. Let them all read what they have 
 written, before the Master, and every one 
 transcribe what others have collected, in- 
 to his own book ; and thus they may al- 
 wayes 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 re- 
 served in the Schoole Library ; viz. Syt- 
 va Synonymorum, Calliepia. Huisse 1 s phrases, 
 Winchesters phrases, Lloyds phrases, Farna- 
 bles phrases y Enchiridion Oratorium, Clarkes 
 Phraseologia, and his English Adagies ;
 
 184 The Masters Method. 
 
 Willis Anglicismes^Barrets Dictionary, Hul&t, 
 or rather Higgins Dictionary ; Drax Biblio- 
 theca, Parei Calligraphia, Manutii phrases, 
 A little English Dictionary, 16. and Wal- 
 kers 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 Coopers Dictionary, either as himselfe 
 directeth in his preface, or Phalerius will 
 more fully shew you, in his Supplemen- 
 ta ad Grammaticam. 
 
 And to draw their words and matter 
 into the Form of a Theme with ease, let 
 them have sound Patterns to imitate, be- 
 cause they in every thing prevaile to do it 
 soonest, and sureliest. 
 
 First therefore let them peruse that in 
 Merchant Taylors School Probation book, and 
 then those at the end of Winchesters phra- 
 ses, and those in Mr. Clarks Formula Orato- 
 ries ; and afterwards they may proceed to 
 those in Aphthonius, Rodulphus Agricola, 
 Catineus, Lorichius, and the like ; and 
 learne how to prosecute the severall parts 
 of a Theme more at large, by intermixing 
 some of those Formula Oratorio, which 
 Mr. Clark and Mr. Farnaby have collect- 
 ed, which are proper to every part ; so as to 
 bring their matter into handsome and 
 
 plain
 
 The Masters Method. 185 
 
 plain order ; and to flourish and adorne 
 it neatly with Rhetorical Tropes and Fi- 
 gures, always regarding the composure 
 of words ; as to make them run in a pure 
 and even style, according to the best of 
 their Authours, which they must alwayes 
 observe, as Presidents. 
 
 But the best way (as I conceive) to en- 
 courage children at the first, against any 
 seeming difficulty in this exercise of ma- 
 king Themes, is this ; After you have 
 shewed them how to finde matter, and 
 where to help themselves with words, and 
 phrases, and in what order they are to 
 dispose the Parts, and what Formula's they 
 are to use in passing from one to another j 
 propound a Theme to them in English and 
 Latine, and let them strive who can soon- 
 est return you the best Exordium in English, 
 and then who can render it into the best 
 Latine, and so you may proceed to the 
 narration, and quite thorow every part of 
 a Theme, not tying them to the words of 
 any Authour,-but giving them liberty to 
 contract, or enlarge, or alter them as they 
 please ; so that they still contend to go 
 beyond them in purity of expression. This 
 being done, you may dismisse them to 
 adventure to make every one his own ex- 
 ercise in English and Latine, and to bring 
 
 it
 
 1 86 The Masters Method. 
 
 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 minding them what places 
 in their Authours (as they read) are most 
 worthy notice and imitation, and for 
 what purposes they may serve them. 
 
 10. Touching learning to scan and 
 prove, and make all sorts of verses, I have 
 spoken in the former Chapter ; now for 
 diligent practise in this kind of exercise, 
 they may constantly comprise the sum of 
 their Themes in a Distich, Tetrastich, 
 Hexastich, or more verses, as they grow 
 in strength. For invention of further mat- 
 ter upon any occasion or subject they are 
 to treat upon, they may sometimes imitate 
 places out of the purest Poets, (which Mr. 
 Farnabies Index Poeticus will point them to, 
 besides what they finde in Flares Poetarum, 
 y Sabinus de Cdrminibus ad veterum imitatio- 
 nem artificiose componendis y at the beginning 
 of Textors Epistles, will further direct them) 
 and sometime paraphrase, or (as some 
 term it) metaphrase upon a piece of an 
 Historian or Oratour, endeavouring more 
 lively to express in verse what the Au- 
 
 thour
 
 The Masters Method. 187 
 
 thour hath written in prose, and for this 
 Mr. Home hath furnished you with two ex- 
 amples of his excellent x et P a y (0 7 t/e S de usu 
 Authoris. 
 
 For variety and copy of Poetical phra- 
 ses, there are many very good helps ; viz : 
 Phrases Poetic^ besides those of Mr. Farna- 
 bies. JErarium Poeticum^ Enchiridion Poe- 
 ticum y Res Virgiliana, Artis Poetics compen- 
 dium, Thesaurus Poeticus, and others, wor- 
 thy to be laid up in the Schoole-Library. 
 Textor will sufficiently supply choyce Epi- 
 thites, & Smetii Prosodia, will afford Autho- 
 rities ; (which is lately comprized, and 
 printed at the end of Lillies Grammar}. But 
 for gaining a smooth way of versifying, 
 and to be able to expresse much matter in 
 few words, and very fully to the life, I 
 conceive it very necessary for Scholars to 
 be very frequent in perusing and rehearsing 
 Ovid and Virgil^ and afterwards such kind 
 of 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 
 
 elide
 
 1 88 The Masters Method. 
 
 glide as even as those in their Authours ; 
 Mr. Rosse his Virgilius Euangelizans will 
 easily shew how a young Scholar may imi- 
 tate Virgil to the life. 
 
 From this little that hath been said, they 
 that have a natural aptness and delight in Po- 
 etry, may proceed to more exquisite perfecti- 
 on in that Art, then any rules of teaching can 
 reach unto : & there are very few so meanly 
 witted, but by diligent use of the directi- 
 ons 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 com- 
 pose a handsome copy ; though not so 
 fluently or neatly as they that have a na- 
 tural sharpnesse and dexterity in the Art 
 of Poetry. 
 
 II. When they in this Form have 
 gone thrice over the Assemblies Catechisme 
 in Greek and Latine y they may proceed in 
 Now els Catechisme^ or the Palatinate Cate- 
 chisme 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^ be- 
 fore parts. 
 
 2. Let them repeat the Latine and 
 Greek Grammars, and Elementa Rhetorices, 
 on Thursday Mornings. 
 
 3. Let
 
 The Masters Method. 189 
 
 3. Let them pronounce Orations on 
 Mondayes, Tuesdayes, and Wednesdayes, 
 in stead of parts, out of Livie, &c. 
 
 4. Let their fore-noons Lessons on Mon- 
 dayes and Wednesdayes be in Isocrates^ 
 for three quarters of a years space, and 
 for the fourth quarter in Theognis. 
 
 5. Let their fore-noon Lessons on 
 Tuesdaies and Thursdaies be in Ju- 
 stin's History, and afterwards in Ctesars 
 Commentaries^ Lucius Florus, or Erasmus 
 Colloquies. 
 
 6. Let their after-noon parts on Mon- 
 dayes and Tuesdaies be in Janud lingua- 
 rum Grtecd, and 
 
 7. Their after-noons Lessons in Virgil. 
 
 8. Let them on Tuesdaies in the after- 
 noons translate out of Greek jEsops Fables^ 
 /Elian's Histories y Epictetus, or Farnabies 
 Epigrammata. 
 
 9. Let them be imployed weekly in 
 making a Theme, and 
 
 10. In a Copy of verses. 
 
 11. Let them say Nowels Catechisme, or 
 the Palatinate Catechisme, on Saturdaies. 
 By this meanes they will become fami- 
 liarly acquainted 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
 
 1 90 The Masters Method. 
 
 what matter they finde in them to their 
 own occasions. And then they may cou- 
 ragiously 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 read- 
 ing the best and most difficult Authours in 
 Latine and Greeke^ and how to acquaint 
 them with all manner of Schoole-Exercises, 
 Latine, Greek, or Hebrew. 
 
 THis sixth Form is looked upon as the 
 main credit of a Schoole, & the Master 
 commonly delighteth most in teaching it, 
 because therein he seems to reap the fruit 
 of those labours, which he hath bestowed 
 formerly. His care therefore is to exercise 
 them in every thing that may compleat 
 a Scholar, that whether they be privately 
 examined, or upon any publick solemnity 
 required to shew their parts, they may sa- 
 tisfy 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
 
 The Masters Method. 191 
 
 almost observes a several Method in 
 reading such Authours as himselfe best 
 liketh, I will not much trouble my self 
 to declare what others do, but as plain- 
 ly 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 Eng- 
 lish, or Latine Testament into Greek eve- 
 ry morning, before they say parts. 
 
 2. Let them repeat Parts (as they did 
 before) out of the Latine and Greeke 
 Grammars, and Elementa Rhetorices, eve- 
 ry Thursday 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 for- 
 merly mentioned, I desire that Godenii 
 observationum lingua Latin<s Analecta ff 
 Problemata Grammatica, may be made 
 use of for this purpose. 
 
 3. Their parts on Mondaies, Tues- 
 dayes, and Wednesdaies, may be to 
 learn the Hebrew tongue, which is very 
 necessary for all such as would be ac- 
 quainted with the Original of the Bible, 
 and is not very difficult to attain to, 
 
 because
 
 192 The Masters Method. 
 
 because it goeth word for word with 
 our English, and is not so copious in 
 words as the Greek and Latine. And 
 whereas many defer the Hebrew to be 
 learned at the University, I may say it 
 is rarely attained there by any that 
 have not gotten (at least) the Rudi- 
 ments of it before hand, at a Grammar 
 Schoole. 
 
 Now for the entering of them upon 
 this holy Language, I conceive Buxtorf's 
 Epitome is the best Introduction of He- 
 brew Grammar ; partly because it is the 
 most used in Schooles, and partly be- 
 cause most easie for young Scholars to 
 apprehend. Though some prefer Mar- 
 tiniusy others Bellarmine, others Amoma^ 
 others Blebelius, and others Horologium 
 Hebrew lingua^ before it. Now in teach- 
 ing Buxtorfey you may read your Scho- 
 lars a part of it, and cause them againe 
 to read it over perfectly in your hear- 
 ing, and then let them get it by heart, 
 as they did other parts, and when they 
 say, be sure to examine how well they 
 understand it. As they go over this 
 Grammar, they should write out the 
 letters, and chiefest Rules ; but espe- 
 cially the declining of Nouns and Pro- 
 nounes, and all the Paradigmes, of the 
 
 Conjuga-
 
 The Masters Method. 193 
 
 Conjugations both in Hebrew and La- 
 tine Characters, with their proper signi- 
 fications ; and this will cause them to 
 minde the different shape of the Conso- 
 nants and Vowels, and Accents, and 
 help to strengthen their memory in get- 
 ting the Rules by heart. They may get 
 every day a certain number of Hebrew 
 roots, together with their Grammar 
 Parts out of some Nomenclator or Lexicon. 
 
 After they have learnt the Grammar, 
 you may exercise them in those Texts 
 of Scripture annexed as a Praxis at the 
 end of it, which they must exactly con- 
 strue and parse, and write faire, by 
 way of interlineary. 
 
 As they go over the Psalter, they may 
 sometimes translate their lessons into La- 
 tine, and read them out of Latine into 
 Hebrew in a Paper-book. Then they may 
 with facility run along the Psalter, ha- 
 ving Tossani syllabus geminus, to help 
 them in every word. Afterwards they 
 may proceed in the Proverbs, Ecclesiastes^ 
 Job) of themselves ; but be sure they be 
 well acquainted with the Rules of find- 
 ing 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
 
 194 The Masters Method. 
 
 and is by some adjudged to be of little 
 use, for School-boyes to make Exercises 
 in Hebrew ; yet it is no small ornament, 
 and commendation to a Schoole, (as 
 Westminster-Schoole at present can evi- 
 dence) that Scholars are able to make 
 Orations and Verses in Hebrew, Arabick, 
 or other Oriental Tongues, to the a- 
 mazement of most of their hearers, who 
 are angry at their own ignorance, be- 
 cause they know not well what is then 
 said or written. As for Orations, they may 
 be translated out of Latine into Hebrew 
 by help of Schindleri Pentaglotton, Buxtor- 
 fius, Pagnine, Crinesius y or Trostius's Lexi- 
 con ; and for Verses Buxtorf's Thesaurus 
 will afford some Rules and Presidents, 
 and Aviani Clavis Poeseos Sacr<s y all sorts 
 of Rithmes. 
 
 They that are more industriously stu- 
 dious in the Hebrew, may profit them- 
 selves very much by translating Janua 
 Linguarum, into that language. 
 
 This that I have said may seem e- 
 nough 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 vi- 
 gilancie and industrie of Doctor Walton^ 
 who hath carried on the Work to the 
 
 honour
 
 The Masters Method. 195 
 
 honour of this Nation, the comfort of 
 the poor Church of England, and the 
 encouragement of good literature, in 
 the midst of distracting times) he may 
 make use of Introductio ad lectionem Lin- 
 guarum Orientalium, and of the Lexicon 
 (which I conceive ere this time is well- 
 nigh finished) made of purpose to ex- 
 plicate the words of the Bible according 
 to their several Languages ; viz. He- 
 brew, Chaldie, Samaritane, Syriack, Arabick, 
 Persian, Mthiopick, Armenian, and Coptick, 
 which is a kinde of ^Egyptian Tongue. 
 
 4. Their forenoons Lessons on Mon- 
 daies and Wednesdaies, may be in He- 
 siods, 'Epya Kcu rj/jtpai, which they may 
 now construe and parse of themselves, 
 by help of the Latine translation, and 
 Pasor upon it ; or Screvelii Lexicon. One- 
 ly your self may now and then illustrate 
 some harder places out of Cerapine & Me- 
 lancthon's Commentarie published by Jo- 
 hannes Frisius Tigurinus. And cause them 
 to paraphrase in Greek upon such Les- 
 sons as are full of excellent matter, and 
 which are worth getting by heart. 
 
 When they have gone this over, they 
 may proceed in like manner to Homer, in 
 which they may help themselves out of 
 Clavis Homerica, or Lexicon Homericum, 
 
 or
 
 196 The Masters Method. 
 
 or those Quorundum verborum Themata, 
 at the end of Scapulae Lexicon. You may 
 illustrate the difficult places in him 
 out of Eustathius's his Commentary, 
 and let your Scholars write some of 
 his narrations in good Latine and 
 Greek phrase. Chapman's English tran- 
 slation of Homer will delight your Scho- 
 lars to read in at leisure, and cause them 
 better to apprehend the series of his 
 Poetical discourses. When they are well 
 acquainted with this Father of Poetry, 
 (which will be after they have read two 
 Books, either of his Iliads, or Odisseus) 
 you may let them proceed to Pindar, 
 and after they have tasted some of his 
 Odes, by the help of Benedictus his Com- 
 mentary ; you may at last let them make 
 use of Lycophron, which they will better 
 do, having Canterus or Zetzius to unfold 
 his dark meaning ; and Longolii Lexicon 
 to interpret and analyse most of his un- 
 couth words. 
 
 5. Their forenoone Lessons on Tues- 
 daies and Thursdaies, may be in Zeno- 
 phon irc/ai Kvpov TrcuSeias, for the first 
 quarter, or somewhat longer, and af- 
 terwards in some of Euripides, and So- 
 phocles Tragedies, which you please to 
 pick out, to enable them for the rest ; 
 
 and
 
 The Masters Method. 197 
 
 and if to these you adde a few of Aristo- 
 phanes Comedies which they may better 
 understand by the help of Bisetus upon 
 him, I suppose, you may turn them to 
 any other Greek Authour, and they will 
 give you a reasonable account thereof, 
 having but a little time allowed them, to 
 deliberate upon it, and necessary Sub- 
 sidiaries at hand to help themselves 
 withall, in case they be put to a stand. 
 
 6. Their afternoons parts on Mon- 
 dayes and Wednesdayes, may be in Ant. 
 de Laubegeois Breviarium Greecte Lingute^ 
 partly because the perusal of that 
 book will help them to retain all the 
 Greek Vocabula's in minde, and partly 
 because those excellent Sentences being 
 pickt out of many Authours, will 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 emploied : 
 
 1. In committing their Lessons to me- 
 mory, as affording a rich mine of in- 
 vention : 
 
 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, Eng- 
 lish,
 
 198 The Masters Method. 
 
 lish, Latine, or Greek ; sometimes in pa- 
 raphrasing or enlarging the words in an 
 Oratorial style, as Mr. Home doth give 
 some examples in his little golden book 
 De usu Authoris. 
 
 Mr. Farnabie or Mr. Bonds Notes upon 
 this Poet will encourage your Scholars 
 to proceed in him ; And after they have 
 read what you best approve (for he that 
 feeds cleanly, will pare his apple) in this 
 Authour, you may let them proceed to 
 Juvenall, and read some select Satyres, 
 by help of Farnabies notes, or Lubines Com- 
 mentarie y and then let them read Per- 
 sius quite through, which besides the 
 notes upon him, Mr. Holydaies English 
 Translation will help them well to un- 
 derstand. As for Lucan, Seneca's Tra- 
 gedies^ Martiall^ and the rest of the finest 
 Latine Poets, you may do well to 
 give them a taste of each, and show 
 them how and wherein they may imi- 
 tate them, or borrow something out 
 of them. Mr. Farnabies Notes upon them 
 will be helpful to understand them, and 
 PareuSy or Taubman upon Plautus^ will 
 make that some merry Comedies of 
 his, may be easily read over. 
 
 8. They may read some of Luciani se- 
 lecti mortuorum dialogi, on Tuesdaies in 
 
 the
 
 The Masters Method. 199 
 
 the afternoons, and if those printed at 
 Paris by Sebastian and Gabriel Cramoisy, 
 cum interpretation Latino. s? Grammaticd 
 singularum vocum explanatione were to be 
 had, they might easily run them over, 
 but (I suppose) they will now be able 
 to go on of themselves in perusal of 
 those lately printed by Mr. Dugard. 
 After Lessons ended, they may benefit 
 themselves by reading Jacobi Pontani Pro- 
 gymnasmata Latinitatis, which will fur- 
 nish 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 im- 
 ployed in reading some of Tullies Ora- 
 tions y especially those pro Archla contra 
 Catalinam, and Philippics ; and afterwards 
 they may peruse Pliny Panegyrica, and 
 Quintiliarfs Declamationes. After Lessons 
 ended, they may busie themselves in pe- 
 rusing Goodwin's Antiquities, or the like. 
 And here I do heartily wish, as Mr. Home 
 hath done formerly, that some of bet- 
 ter leisure and abilities, would make an 
 Index OratoriuSj like that Index Poeticus of 
 Mr. FarnabieSy which may point at the 
 marrow of matter & words, in all the pu- 
 rest Orators that are extant, either an- 
 cient
 
 2OO The Masters Method. 
 
 cient or modern, & that those Authours 
 might be reserved in the Schoole Libra- 
 rie, whereunto Scholars may have re- 
 course touching any subject, whereof 
 they have occasion to treat in their 
 Schoole Exercises. 
 
 10. In the meane time this Forme 
 should continue to make Themes and 
 Verses, one week in Greek, and another 
 in Latine ; and ever and anon they may 
 contend in making Orations & Declama- 
 tions^ for which exercise they may find 
 Helps and Patterns in Mr. Clerks Formu- 
 la Oratorits, and Mr. Home de usu Authoris. 
 Likewise to bring themselves to an ha- 
 bituated perfection of a good style, they 
 should be frequent in perusing and ex- 
 cerpting passages that may serve for 
 their occasions out of Tully, Quintilian^ 
 Livie, Salust y Tacitus, Quintus Curtius, or 
 the like ancient Orations ; and acquaint 
 themselves with those moderne Ora- 
 tors, whose eloquence we admire ; viz. 
 Turneries^ Baudius, Muretus, Heinsius, Pu- 
 teanus, Raino/dus t Lipsius, Barclaius^ Sal- 
 matius, and others, to be laid up in the 
 Schoole Library. Tesmarus^ and Orator ex- 
 temporaneus, will shew them how to dispose 
 their matter so, as to make an Oration 
 of any subject in Latine, ex tempore ; 
 
 and
 
 The Masters Method. 201 
 
 and Aphthonius, and Libanius Sophista, will 
 furnish them with patterns in Greek. 
 For learning to write Greek Epistles, they 
 may consult Isocrate's Epistles, and Sym- 
 machus. 
 
 They should often also vie wits a- 
 mongst themselves, and strive who can 
 make the best Anagrams, Epigrams, Epi- 
 taphes, Epithalamia, Eclogues, Acrosticks, 
 and golden verses, English, Latine, Greek, 
 and Hebrew ; which they will easily do, 
 after a while, having good patterns be- 
 fore them to imitate, which they may 
 collect out of Authours, as they fansie 
 them, for their owne use and de- 
 light. 
 
 II. When they have done with Now- 
 ell, they may proceed to Birkets Gate- 
 chisme in Greek, or our common Church- 
 Catechisme in Hebrew, which was 
 printed for the company of Stationers 
 in four Languages, A. D. 1638. 
 
 Thus have I at last done with my School- 
 Discovery, in which I have proceeded 
 so far as to make any Authour seem easie 
 to young Scholars, in their future pro- 
 gresse at the Universities, where I would 
 advise them (that have purses especial- 
 ly) to provide themselves of all the La- 
 tine and Greek Orators, and Poets, and 
 
 what
 
 202 The Masters Method. 
 
 what they cannot understand without a 
 Commentary or Scholiast, to procure 
 those whereby they may best help them- 
 selves, and to have Stephani Thesaurus, 
 Greek and Latine ; Suidas y Hesychius^ Bu- 
 dtsus Commentaries, and the like, ever 
 at hand ; that they may be sure to im- 
 prove themselves in the Latine and 
 Greek Tongues, as well as to minde the 
 daily study of Arts and Sciences, which 
 are delivered in them. 
 
 i. And would some able Tutour 
 take the paines to describe a Right me- 
 thod of study and in what Authours Stu- 
 dents may best bestow their time for the 
 first four years ; it would doubtlesse be 
 a means to encourage them to go on to 
 that height of perfection, which we see 
 few attain to, and those not untill 
 they be ready to drop into their graves ; 
 and then they wish they could once run 
 over again their former studies, and 
 tell how easily they could cope-gaine 
 that little measure of knowledge, which 
 they have so industriously fought 
 for all their life. 
 
 The constant employment of this 
 sixth Form is, 
 
 I. To read twelve verses out of the 
 Greek Testament every morning before 
 Parts. 2. To
 
 The Masters Method. 203 
 
 2. To repeat Latine and Greek Gram- 
 mar Parts, and Elementa Rhetorices every 
 Thursday morning. 
 
 3. To learn the Hebrew Tongue on 
 Mondaies, Tuesdaies, and Wednes- 
 daies, 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, & Thursdaies. 
 
 6. Laubegeois's Breviarium Graces lin- 
 gua, for afternoons Parts on Mon- 
 daies, and Wednesdaies. 
 
 7. Horace, Juvenal, Persius, Lucan, Se- 
 neca's Tragedies, Martial and Plautus, for 
 afternoons lessons on Mondaies, and 
 Wednesdaies. 
 
 8. Lucian's select Dialogues, and Pon- 
 tani Progymnasmata Latinitatis, on Tuesday 
 afternoons, and 
 
 9. Tullies Orations, Plimes Panegryicks, 
 Quintilians Declamations on Thursday af- 
 ternoons, and Goodwins Antiquities at 
 leisure times. 
 
 10. Their exercises for Oratory, should 
 be to make Themes, Orations, and Decla- 
 mations, Latine, Greek, and Hebrew ; and 
 for Poetry, to make Verses upon such 
 Themes, as are appointed them every 
 week. II. And
 
 204 The Masters Method. 
 
 11. And to exercise themselves in A- 
 nagrams, Epigrams, Epitaphs, Epitha lamia's, 
 Eclogues, and Acrosticks, English, Latine, 
 Greek, and Hebrew. 
 
 12. Their Catechismes are Nowell, 
 and Birket, in Greek, and the Church 
 Catechisme in Hebrew. So that in six 
 (or at the most seven) yeares time 
 (which children commonly squander 
 awaye, if they be not continued at the 
 Schoole, after they can read Eng- 
 lish, and write well) they may easily at- 
 tain to such knowledge in the Latine, 
 Greek, and Hebrew Tongues, as is re- 
 quisite to furnish them for future stu- 
 dies in the Universities, or to enable 
 them for any ingenuous profession or 
 employment, which their friends shall 
 think fit to put them upon, in other 
 places. 
 
 But having somewhat to say further, 
 touching the well-ordering of a Grammar 
 Schoole, (for I have here insisted chiefly 
 concerning Teaching) I shall endeavour 
 to proceed in my next Treatise, with 
 Schoole-Discipline. 
 
 In the mean time you may observe, 
 that the Method which I have here disco- 
 vered, is for the most part contrived ac- 
 cording to what is commonly practised in 
 
 England
 
 The Masters Method. 205 
 
 England and foreign countries ; and is 
 in sundry particulars proportioned to the 
 ordinary capacities of children under fifteen 
 yeares of age. The subject matter which 
 is taught, is the same with that which is 
 generally used by Grammars, Authours, 
 and Exercises : Touching Grammars, I 
 prefer Lilies for Latine, Camdens for 
 Greek, and Buxtorf's Epitome for Hebrew, 
 not excluding any other that may con- 
 duce to the compleating of Grammar 
 Art. The Authours which I prescribe to 
 be used, are partly classical, which eve- 
 ry Scholar should provide for himselfe ; 
 and because these are constantly learnt 
 in most Grammar Schooles, I appoint 
 them to be read at such times as are usu- 
 ally spent in Lessons. 
 
 The Subsidiary Books are those which 
 are helpful to children in performing 
 their tasks with more ease and benefit ; 
 and, because all the Scholars will not 
 have like need of them, and they are 
 more then any one will desire to buy : 
 these should be laid up in the Schoole 
 Library, for every Form to make use 
 on, as they shall have occasion. Some 
 of these serve chiefly to the explication 
 of Grammar, and are applyed to it ; 
 some are needful for the better under- 
 standing
 
 206 The Masters Method. 
 
 standing of classical Authours, and are 
 appropriated to them ; and others are 
 very requisite for the gaining of words, 
 and phrases, and an ability for speak- 
 ing or writing elegantly, and such times 
 are set apart for perusing of them, as are 
 commonly truanted away in idlenesse, 
 or needlesse sport. Now by the joynt 
 using of these together, I endeavour that 
 a Scholar may have a pretty knowledge 
 of the Language which he learneth, as 
 well as of his bare Grammar Rules, 
 which without it signifie nothing. And 
 therefore to help children more easily 
 to gain the Latine, I have translated 
 such books as they learn whilest they 
 get the Grammar, into their own mo- 
 ther-tongue, that by comparing, and 
 using both together, they may be able 
 after good acquaintance with the La- 
 tine, to waine themselves quite from 
 English. He that desires further satisfa- 
 ction concerning the Translations which 
 I have already made, may peruse that 
 Advertisement^ that I caused to be print- 
 ed 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,
 
 The Masters Method. 207 
 
 few, if well learned, will suffice to make 
 a Grammarian ; I will give him here to 
 consider ; 
 
 1. That I have to deale with children 
 who are delighted and refreshed with 
 variety of books, as well as of sports, 
 and meats. 
 
 2. That a Schoolmaster's aim being 
 to teach them Languages, and Oratory, 
 and Poetry, as well as Grammar, he 
 must necessarily employ them in many 
 Books which tend thereunto. 
 
 3. That the classical Authours are the 
 same with other Schooles, and Subsidi- 
 aries may be provided at a common 
 charge, as I shall afterwards shew. 
 
 The Scholars in a Grammar Schoole 
 may be fitly divided into six formes, 
 whereof the three lowest, which are 
 commonly under an Usher, may be 
 termed. 
 
 1. Rudimentaries, that learne the 
 Grounds. 
 
 2. Practitioners, that exercise the 
 Rules. 
 
 3. Proficients, that can speak and 
 write true Latine. The three highest 
 Formes, are employed by the Master to 
 learne the Greek and Hebrew Tongues, 
 together with the Latine, and to gaine 
 
 some
 
 208 The Masters Method. 
 
 some skill in Oratory and Poetry, and 
 matters of humanity ; and of these I 
 may name the lowest Tertiani^ the mid- 
 dlemost Secundaniy and the highest Pri- 
 manij because they seem to differ one 
 from another in ability of learning, as 
 these Roman legionary souldiers did in 
 strength and use of Armes. 
 
 This division I have purposely made, 
 that whether one Master alone be put to 
 teach the whole, or have one, two, or 
 more Ushers to assist him, he may con- 
 stantly train up his Scholars by one 
 and the same Way of teaching, (altering 
 now and then onely some circumstan- 
 ces, 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 o- 
 thers before him in a playing manner, 
 overskip those seeming difficulties, which 
 he imagineth in his minde. And I con- 
 ceive it will be no small satisfaction to 
 Parents, and a mean to cease the indis- 
 creet clamors of some against School- 
 masters, to see what method they ob- 
 serve in teaching, and how their chil- 
 dren profit by degrees, according to 
 
 their
 
 The Masters Method. 209 
 
 their present apprehensions, and growth 
 in years. 
 
 And now the God of heaven & earth, 
 in whose power alone it is to give in- 
 crease ; vouchsafe to bestow such a bles- 
 sing 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 Christy whom onely to know, is 
 eternal life. Amen. 
 
 SCHO-
 
 SCHOLASTIC!^ 
 DISCIPLINE: 
 
 O R, 
 
 The WAY of ordering 
 a (grammar -Schoole^ 
 
 Directing the not experienced, 
 how he may profit every par- 
 ticular Scholar, and avoyd 
 Confusion amongst 
 a multitude. 
 
 By C. H. 
 
 L O ND N, 
 
 Printed by J. < T. for Andrew Crook, 
 
 at the Green Dragon, in Pauls 
 
 Church-yard, 1659.
 
 213 
 
 CHAP. I. 
 
 Of the Founding of a Grammar 
 Schoole. 
 
 THe most of the Grammar Schools 
 which I have yet taken notice 
 of in England^ are of two sorts ; 
 The first I may call mixt 
 Schooles, where a structure is 
 made, and an allowance given of ten, 
 twenty, or thirty pounds per annum^ 
 onely to one man to teach children 
 freely, that inhabit within the pre- 
 cincts of one Parish, or of three or four 
 neighbouring Hamlets, adjoyning. And 
 such Schooles as these very seldom or 
 never improve Scholars further, then to 
 teach them to read and write, and 
 learne some little (they know not what 
 it meaneth) in the common Grammar ; 
 partly because the Master is overburden- 
 ed with too many petty Scholars, and 
 partly because many parents will not 
 spare their children to learne, if they 
 
 can
 
 214 Scholastic^ Discipline. 
 
 can but finde them any employment a- 
 bout their domestick or rureall affairs, 
 whereby they may save a penny. In 
 some places more populous, an allow- 
 ance is made to a Master of about twen- 
 ty pounds per annum to attend Grammari- 
 ans 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 ex- 
 cessive toyle, and so shorten their dayes j 
 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 Scho- 
 lars 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 hinder- 
 ed from going on with that alacrity and 
 profit, which otherwise they might. 
 
 The
 
 Scholastick Discipline. 215 
 
 The second sort of Schooles are those 
 which are purely Grammatical^ being espe- 
 cially conversant in teaching the Art of 
 Grammar. Now some of these have 
 yearely salaries for a Master and one 
 Usher, where the Master is employed in 
 perfecting those Scholars, which the 
 Usher hath already grounded. And ma- 
 ny of these Schooles, (especially if they 
 be situate in places where accommoda- 
 tion is to be had for Tabling) do happi- 
 ly train up many Scholars, which about 
 sixteen or seventeen years of age, are fit 
 to be sent to the University. But in regard 
 there is no preferment attending these 
 Schooles, the most pregnant witted 
 children are commonly taken thence, 
 after they are well grounded, and dis- 
 posed on to other places, where they 
 may gain it. So that of all others our 
 collegiate Schooles or those that come nea- 
 rest them, have the greatest advantage 
 of making most Scholars. For these 
 having commonly large revenues be- 
 longing to them, do not onely pro- 
 vide sufficiently for a Master and one 
 Usher at least, but also for a certaine 
 number of Scholars, which being for 
 the most part the choycest wits, pickt 
 out of other Schooles, and such as de- 
 pend
 
 2i6 Scholastic^ Discipline. 
 
 pend upon hopes of advancement, do 
 industriously bestirre themselves to at- 
 tain what learning they can, and sub- 
 mit themselves orderly to such Disci- 
 pline as is there exercised. But foras- 
 much as these greater Schooles rather 
 intend the forwarding of such children 
 as are already grounded, then busie 
 themselves about meere Rudiments ; it 
 causeth many parents to disperse their 
 little ones abroad to Tabling-Schooles, 
 where (for the most part) there is but 
 one man to teach a few promiscuously 
 hand - over - head, without any settled 
 Method, and these changing and remo- 
 ving ever and anon, as cause is of- 
 fered, do seldome attain any stable pro- 
 ficiencie in Grammar-learning. Yet in 
 some of these, where an able Schoole- 
 Master is well seated, and provided with 
 all fitting accommodations, so as to 
 entertain many Gentlemens sonnes of 
 good quality, and an able Usher to as- 
 sist 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 down 
 about home ; not to say, that the con- 
 stant
 
 Scholastic^ Discipline. 217 
 
 stant eye of the Master is an especiall 
 means to regulate them in point of be- 
 haviour. 
 
 Now comparing all the Schooles 
 which we have in England, with some 
 that I read of in other countries, (that 
 I may speak freely, and without offence 
 to any man, submitting my self herein 
 also to the judgement of those of my 
 Profession) I do not know one that is 
 so compleated, as (perhaps) many might 
 easily be, with all necessary accom- 
 modations, and advantages to improve 
 children to what they are capable of, 
 in their playing years, and wherein we 
 evidently see, how many places of edu- 
 cation beyond the Seas, do quite out- 
 strip us. 
 
 And therefore from what I have here- 
 tofore read in Mr. Mulcasters Positions 
 concerning the training up of children, in ch. 
 40. (which he writ when he had been 
 twenty years Schoole-master at Merchant 
 Tailors Schoole, which was erected 1561, 
 being afterwards head Master of Pauls, in 
 1600.) and what I have been informed 
 touching Mr. Farnabies improvement of 
 a private Grammar Schoole in Gold- 
 Smiths Alley, now called New street, also 
 Jewen Street ; and what I my self have 
 
 experi-
 
 218 Scholastick Discipline. 
 
 experienced for about fourteen years toge- 
 ther, both in that place, and in Lothbury 
 Garden, I am induced to think, that it 
 is a matter very feaseable to raise many of 
 our Grammar-Schooles to a far higher 
 pitch of learning, then is ordinarily yet 
 attained to in England. For whereas in most 
 of our Grammar-Schooles (as I have no- 
 ted) there is but one, two, or three Ush- 
 ers besides a Master, imployed in teaching 
 the Latine and Greek Tongues, and some 
 smattering of the Hebrew, together in one 
 room, to six or seven Forms of Scholars, 
 who by reason of the noise of one ano- 
 ther, (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 Ci- 
 ties, and Townes of greater concourse, to 
 teach a great multitude of Scholars (as 
 Corderius professeth to have taught 5' 
 and I have been informed, that in some 
 places beyond Seas, 2500 are taught in one 
 Schoole) without any noise, in a pleasing & 
 profiting manner, & in their playing years ; 
 not onely the English, Latine, and Greek 
 Tongues, (together with the Duties of Pi- 
 ety, and civil behaviour) but also the Ea- 
 
 sterne,
 
 Scholastic k Discipline. 219 
 
 terne, and other needful forreign Lan- 
 guages, besides fair writing, Arithme- 
 tick, 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 ingenu- 
 ous Trades, or to prosecute higher studies 
 in the Universities, and so be able (when 
 they come to mans estate) to undertake 
 the due management of private or publick 
 Affaires, either at home, or in other 
 countries. 
 
 He that shall but consider the low ebbe 
 that learning was brought to (by reason 
 of the Danish barbarisme) in England, 
 in King Alfred's dayes, who could not 
 finde a Master in all his dominions, to 
 teach him the Latine Tongue, (which he 
 began to learn at thirty six years of age, 
 having begun to read English at twelve, 
 which his elder brethren, because less stu- 
 dious, could not attain to) and the paucity 
 of them that understood Greek, not much 
 above threescore yeares agoe, when a Scho- 
 lar yet living of thirteen years old from 
 the Schoole, was owned as a better Gre- 
 cian, then most of the Fellowes of the 
 Colledge to which he went ; he that, I 
 say, shall consider the former rareness of 
 
 the
 
 22O Scholastic k Discipline. 
 
 the Latine and Greek Tongues in Eng- 
 land^ and now see how common they are 
 (especially since Queen Elizabeths dayes, 
 in whose time, more Schooles were 
 built, then there were before in all her 
 Realm) and withall, take notice what an 
 excellent improvement that noble-spirited 
 Mr. Busbie hath of late made at Westminster 
 Schoole, where the Easterne Languages are 
 now become familiar to the highest sort 
 of Scholars, will undoubtedly think (as I 
 do) that our children may be brought on 
 to far more knowledge of Language and 
 things, then hitherto they have been, and 
 that also in a more easie manner. 
 
 And forasmuch as I observe it as a 
 great Act of Gods mercy towards his 
 Church, that, in this jangling age of ours, 
 wherein too many decry learning, he hath 
 raised up the Spirit of some, that know 
 better what it is, to endeavour heartily to 
 advance it, I shall here addresse my words 
 to such whosoever they are, but more espe- 
 cially to the Honourable and Reverend 
 Trustees for the maintenance of Students. 
 And as before I have hinted somewhat 
 touching the erecting of Petty-Schooles 
 (whereof there is great need, especially) in 
 London ; so I will here presume (and I hope 
 it will prove no offence) to publish what I 
 
 have
 
 Scholastic^ Discipline. 221 
 
 have often seriously thought, and some- 
 times spoken with some mens approbati- 
 on, touching the most convenient found- 
 ing of a Grammar-Schoole ; that if it shall 
 please God to stirre up any mans spirit to 
 perform so pious a Work, he may do it, 
 to the best advantage for the improvement 
 of Piety and learning. For when I see in 
 many places of this land, what vast summes 
 have been expended (even of late) in ere- 
 cting stately houses, and fericing large par- 
 cels of ground for Orchards and Gardens, 
 and the like ; and how destitute for the 
 most part they stand, and remain without 
 inhabitants ; I am too apt to think, that 
 those persons which have undergone so 
 great a charge, to so little purpose, would 
 willingly have disbursed as much money 
 upon a publick good, did they but rightly 
 know how to do it ; since thereby their 
 name and memory will be more preser- 
 ved ; especially, if they have no chil- 
 dren or posterity of their own to pro- 
 vide for. 
 
 But to return to the contrivance of a 
 Schoole, which is to be in many things 
 (as I have mentioned) above the ordinary 
 way of Schooling, yet gradually distant 
 from, and subordinate .to University Col- 
 ledges, which would thence also take a 
 
 further
 
 222 Scholastick Discipline. 
 
 further rise towards perfection in all kinds 
 of Study and Action, For the better groun- 
 ded 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 o- 
 thers, who (perhaps) have not gone so ra- 
 tionally to work, as he may do, having 
 obtained the whole Encyclopaedia of learn- 
 ing, to help him in all sorts of Books. 
 
 Such a Schoole then as may be fit for 
 the education of all sorts of children (for 
 we have seen the very poorest to have come 
 to dignities of preferment by being learn- 
 ed) should be situated in a City or Town 
 of great concourse and trading, whose 
 inhabitants are generally addicted, and 
 sufficiently accommodated to entertain 
 Tablers, and are unanimously well-affe- 
 cted towards Piety, Learning, and Ver- 
 tue. The place should be healthfully and 
 pleasantly seated in a plentifull country, 
 where the wayes on all sides are most 
 commonly faire, and convenient passage 
 to be had from remoter parts, both by 
 land and by water. 
 
 The Schoole-house should be a large 
 
 and
 
 Scho la stick Discipline. 223 
 
 and stately building, placed by it selfe 
 about the middle of the outside of a Town, 
 as near as may be to the Church, and not 
 far from the fields, where it may stand in 
 a good aire, and be free from all annoy- 
 ances. It should have a large piece of 
 ground adjoyning to it, which should be 
 divided into a paved Court to go round 
 about the Schoole, a faire Orchard and 
 Garden, with Walks and Arbors, and a 
 spacious green close for Scholars recrea- 
 tions ; and to shelter the Scholars against 
 rainy weather, and that they may not in- 
 jure the Schoole in times of play, it were 
 good if some part of the Court were shed- 
 ed, or cloystered over. 
 
 This Schoole-house should be built 
 three stories high, whereof the middle- 
 most, for more freedome of the aire, should 
 be the highest above-head, and so spacious, 
 that it may contain (at least) 500. Scho- 
 lars together, without thronging one ano- 
 ther. It should be so contrived with 
 folding doors made betwixt every Form, 
 as that upon occasion it may be all laid 
 open into one roome, or parted into six, 
 for more privacie of hearing every Form 
 without noyse, or hinderance one of 
 another. There should be seats made in 
 the Schoole, with Deskes before them, 
 
 whereon
 
 224 Scholastick Discipline. 
 
 whereon every Scholar may write, and 
 lay his book, and these should be so pla- 
 ced, that a good space may be left in the 
 middle of the Schoole, so as six men a 
 breast may walk up and down from Form 
 to Form. The Ushers Pues should be set 
 at the head ends of every Form, so as they 
 may best see and hear every particular 
 boy. And the Masters Chaire should be so 
 raised at the upper end of the Schoole, as 
 that he may be able to have every Scholar 
 in his eye, and to be heard of all, when he 
 hath occasion to give any common charge, 
 or instruction. There may be shelves 
 made round about the Schoole, and boxes 
 for every Scholar to put his books in, and 
 pins whereon they may hang their hats, 
 that they be not trodden (as is usual) un- 
 der feet. Likewise every Form should 
 have a Repository near unto it, wherein to 
 lay such Subsidiary books as are most pro- 
 per for its use. The lowest story may be di- 
 vided into several rooms, proportioned ac- 
 cording to the uses for which they are in- 
 tended, whereof one should be for a wri- 
 ting-Schoole, another for such Langua- 
 ges as are to be taught at spare houres ; and 
 a third as a Petty-Schoole for such chil- 
 dren as cannot read English perfectly, and 
 are intended for the Grammar-Schoole. 
 
 A fourth
 
 Scholastic^ Discipline. 225 
 
 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 furtherance of 
 his Schoole. In the uppermost story, there 
 should be a faire pleasant Gallery where- 
 in 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 Schoole-Library, and the rest 
 may be made use of as Lodging roomes, 
 for Ushers and Scholars. But the whole 
 Fabrick should be so contrived, that there 
 may be sufficient lights and chimneys to 
 every Form and roome. As for an house 
 of Office, it should be made a good di- 
 stance 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 enter- 
 tainment and lodging, and necessary offi- 
 ces that pertain to a great family. It 
 should have a handsome Court before it, 
 and a large yard behind it, with an Or- 
 chard and Garden, and some inclosure of 
 pasture ground. And there should be two 
 
 or
 
 226 Scholastick Discipline. 
 
 or three roomes made a little remote from 
 the dwelling house, to which Scholars 
 may be removed and kept apart, in case 
 they be sick, and have some body there to 
 look to them. 
 
 Now that every Scholar may be impro- 
 ved to the utmost of what he is capa- 
 ble, the whole Grammar Schoole should 
 be divided into six Forms, and those pla- 
 ced 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 par- 
 ticular form one, whose work should be to 
 teach the Scholars according to the me- 
 thod appointed by the Master, and (that 
 every one may profit in what he learneth) 
 to be sure to have respect to the weakest, 
 and afford them the most help. 
 
 The Master should not be tyed (as is 
 ordinary) to a double work, both to 
 teach a main part of the Schoole himselfe, 
 and to have the inspection and govern- 
 ment 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 per- 
 formed, and good order constantly ob- 
 served,
 
 Scholastick Discipline. 227 
 
 served, and that every Usher be dexterous 
 and diligent in his charge, and moderate 
 in executing such correction, as is neces- 
 sary at any time to be inflicted for vitious 
 enormities, but seldome or never, for er- 
 rours committed at their Books. 
 
 As for the maintenance of such a School, 
 it should be so liberal, that both Master 
 and Ushers may think their places to be 
 preferment sufficient, & not to be enforced 
 to look for further elsewhere, or to direct 
 their spare houres studies towards other 
 Callings. It were to be wished therefore, 
 that a constant Salary of (at least) IOO.1. 
 per annum might be allowed to the Master, 
 and 30.1. 4O.1. 5O.1. 6o.l. yo.l. 8o.l. per an- 
 num to his six Ushers. The raising of 
 which maintenance, (to use Mr. Mulcasters 
 words) as it will require a good minde, 
 and no meane purse ; so it needs neither the 
 conference of a countrey, nor yet the Re- 
 venue of a Romane Emperour. Besides, the 
 Master for his encouragement, should have 
 liberty to make what benefit he can by 
 tabling in strangers ; and every of the abler 
 sort of inhabitants in the Town, should 
 pay him (at least) icu. per quarter, for a 
 sons teaching, but all the poorer children 
 should be taught gratis, on condition they 
 be sent constantly to the Schoole, and that 
 
 their
 
 228 Scholastick Discipline. 
 
 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 disdain- 
 ed by them for their poverty. 
 
 It would withall be a great encourage- 
 ment to these poorer sort of children to 
 learn, if some whom God hath enriched 
 with more then enough, would spend the 
 supererrogation of their wealth, (as Mr. 
 Mulcaster terms it) in affording exhibiti- 
 ons of 8. or IO.1. per annum towards keep- 
 ing them at the Schoole, or sending them 
 abroad as they are fit, to Trades, or Uni- 
 versities. They that go thither, should 
 have larger exhibitions allowed them, up- 
 on condition that they employ more time 
 then others in the study of Tongues, and 
 critical learning ; for the promoting where- 
 of, I shall onely propound Mr. Mulcaster's 
 question in his own words, which are 
 these ; If there were one Colledge, where no- 
 hing should be professed but Languages one- 
 ly , (as there be some people which will proceed 
 no further] to serve the Realme abroad, and 
 studies in the Universitie, in that point excel- 
 lently & absolutely were it not convenient ? nay, 
 were it not most profitable, &c. As for what 
 he writes further, (in Chap. 41. of his Posi- 
 tions) touching the division of Colledges by 
 
 professions
 
 Scho la stick Discipline. 229 
 
 professions and faculties ; and Mr. John 
 Drury hath lately published (in his refor- 
 med 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 mu- 
 tual! Association, Communication, and assi- 
 stance in reading, meditating, and confer- 
 ring about profitable matters, they may not 
 onely profit their own abilities, but advance 
 the superstructures of all learning to that per- 
 fection which by such meanes is attainable ; 
 I refer the more judicious to their Books, 
 and leave it to the consideration of those 
 that endeavour to promote Schoole-teach- 
 ing, whether such a Schoole as I have now 
 delineated, would not be of great con- 
 cernment 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 toge- 
 ther, then many men that have scarce sa- 
 luted, or are newly come from the Uni- 
 versities, 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
 
 230 Scholastick Discipline. 
 
 I might here bewayle the unhappy di- 
 vertment of Jesus Colledge in Rotherham, 
 in which Town, one Thomas Scot, alias Ro- 
 therham, (a poor boy in Ecclesfield Parish) 
 having had his education, and being ad- 
 vanced to the Arch-bishoprick of York, in 
 the time of Edward the fourth, did out of 
 love to his country and gratitude to the 
 Town, erect a Colledge as a Schoole, for a 
 Provost who was to be a Divine, and to 
 preach at Ecclesfield, Laxton, and other 
 places (where the Colledge demeanes 
 lay ;) and three Fellowes, whereof one 
 was to teach Grammar, another Mustek, and 
 the third Writing; besides a number of 
 Scholars ; for some of whom he also pro- 
 vided Fellowships in Lincolne Colledge in 
 Oxford. But in the time of Henry the 
 eighth, the Earle of Shrowesbury (who as I 
 have heard, was the first Lord that gave his 
 vote for demolishing of Abbies) having 
 obtained Roughford Abbey in Nottingham- 
 shire, (to the Prior whereof the Lordship 
 of the Town of Rotherham belonged) took 
 advantage also to sweep away the Reve- 
 nues of Rotherham Colledge, (which accor- 
 ding to a rentall that I have seen, amoun- 
 ted to about 2OOO.1. per annum) and after 
 a while (having engratiated himself with 
 some Townsmen, and Gentlemen there- 
 about,
 
 Schola stick Discipline. 231 
 
 about, by erecting a Cock-pit) he remo- 
 ved the Schoole out of the Colledge into a 
 sorry house before the gate, leaving it de- 
 stitute of any allowance, till Mr. West (that 
 writ the Presidents) in the time of Queen 
 Elizabeth (and when Mr. Snel/wzs School- 
 master) obtained a yearely Salary of tenne 
 pounds per annum^ which is since Paid out 
 of the Exchequer, by the Auditor of ac- 
 counts. I remember how often, and ear- 
 nestly Mr. Francis West^ who had been 
 Clerk to his Uncle, would declaime against 
 the injury done to that Schoole, which in- 
 deed (as he said) ought still to have been 
 kept in the Colledge, and how when I 
 was a Schoole-master there, he gave me a 
 Copy of the Foundation, and showed me 
 some rentalls of Lands, and told me where 
 many Deeds and Evidences belonging 
 thereunto were then concealed, and other 
 remarkable passages, which he was loth 
 to have buried in silence. 
 
 But I onely mention thus much touch- 
 ing that worthy Foundation, to shew how 
 charitably some men have been addicted to 
 cherish the roots of learning, and how co- 
 vetously others have been bent to destroy 
 the whole body of it, even in former ages ; 
 And I hope none will be discouraged 
 from Pious undertakings, for feare least 
 
 his
 
 232 Scholastick Discipline. 
 
 his benevolences should in these, or after 
 times be perverted, when he considereth 
 that God looketh upon the sincerity of his 
 ends, and will accordingly reward him, 
 though what he religiously intended, may 
 unhappily be abused by others, contrary 
 to his minde. 
 
 I shall now to end this Chapter, recite 
 some remarkable passages of Mr. Mulcasters 
 out of his Positions (Ch. 40.) which I leave to 
 the consideration of others, to think how 
 far they concurre with what I have said, as 
 well concerning the foundation of a Petty, 
 as a Grammar-Schoole. 'If any well- 
 
 * disposed wealthy man, for the honour that 
 
 * he beareth to the murthered infants (as all 
 1 our erections have some respect that way) 
 
 * would begin some building, even for the 
 
 * little young ones which were no increase to 
 ' Schooles, but an help to the elementary 
 
 * degree, all they would pray for him, and 
 1 he himself should be bound to the memo- 
 
 * ry of the young infants, which put him in 
 
 * remembrance of so vertuous an act. 
 
 ' The opportunity of the place, and the 
 
 * commodity of able Trainers, whereof a 
 
 * small time will bring forth a great many, 
 *will draw many on, and procure good 
 
 * Exhibitours, to have the thing go forward. 
 
 I could
 
 Scholastick Discipline. 233 
 
 * I could wish we had fewer Schooles, so 
 
 * they were more sufficient, and that upon 
 1 consideration of the most convenient seats 
 4 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 
 1 Ushers be Masters of themselves, but to 
 'assist the Master in the easier points of his 
 
 * charge, which ought to have all under 
 
 * his own teaching, for the chief points, 
 'and the same under the Ushers, for the 
 
 * more usual, and easie. 
 
 CHAP. II. 
 
 How the Master should maintain his Authority 
 amongst his Scholars. 
 
 Authority is the true mother of all due or- 
 der, which the Master must be care- 
 ful in every thing to maintain, "otherwise 
 he may command what he pleaseth, but 
 withall, he must give the Scholars liberty 
 to do what they list. Which what an hor- 
 rible confusion in their places, what in- 
 sufferable
 
 234 Scholastick Discipline. 
 
 sufferable neglect of their tasks, what un- 
 rulinesse in point of behaviour, what per- 
 petual torment to the painful Master, and 
 his Ushers, and what unavoydable dis- 
 grace it bringeth upon a Schoole, let them 
 that are Actors, or Spectators thereof, give 
 testimony. i. That therefore the Ma- 
 ster may have all his lawful commands 
 put in execution with due alacrity, and his 
 decent orders diligently observed, I con- 
 ceive it requisite, that, 
 
 i. He be sure in all things to behave as 
 a Master over himself y not only by refraining 
 those enormities and grosser faults, which 
 may render him scandalous to every one, 
 but checking his own Passions^ especially that 
 of Anger ; and if at any time he seem to 
 have cause to be provoked to it, and feel 
 it to come too violently upon him, let 
 him rather walk aside awhile out of the 
 Schoole to divert it, then expresse it openly 
 amongst his Scholars by unseemly words 
 or gestures. He should indeed endeavour 
 to behave himself unblameably in all 
 Christian-like conversation before all men, 
 but so amongst his Scholars, that they may 
 have much wherein to imitate him, but 
 nothing whereby to disgrace him. And to- 
 wards his neighbours, his affability should 
 be such, as to win their love and respects, 
 
 so
 
 Scholastick Discipline. 235 
 
 so that they may be ready at all times to 
 countenance the Masters well-doing, and 
 to vindicate the credit of him and his 
 Schoole, when they hear it unjustly 
 traduced. 
 
 2. When he commands, or forbids any 
 thing to be done, he should acquaint his 
 Scholars with the end intended, and the 
 benefits or inconveniences which attend 
 such, or such a course. For children have 
 so much use of reason as to delight to heare 
 perswasive arguments of reason, though the 
 declivity of corrupt nature makes, that they do 
 not much minde them, where there is no 
 feare of a rod for doing amisse. Yet 
 sometimes it may be best to say onely, 
 Do this, or do it not, where you think it of 
 no concernment to them to know the rea- 
 son, and would make trial of their readi- 
 nesse to obey, without asking why or 
 wherefore. 
 
 3. One main way to bring Scholars to 
 a loving and awfull respect of their Ma- 
 ster, is for him to shew himselfe at all 
 times pleasing and chearful towards them, 
 and unwilling to punish them for every er- 
 ror ; but withall to carry so close an eye 
 upon all their behaviour, that he can tell 
 them privately, betwixt himself and them 
 alone, of many faults they commit, when 
 
 they
 
 236 Scholastick Discipline. 
 
 they think he knowes nothing, and 
 let them see how he dare correct them for 
 the like offences when they presume to 
 commit them again, and especially if 
 they behave themselves stubbornely be- 
 fore their fellowes. Yet to win a boy of 
 a more stubborne spirit, it is better some- 
 times to forbeare blowes, when you have 
 him submit to the rod, then to punish 
 him so for a fault, as to make him to 
 hate you, and out of a despight to you to 
 do the like, or a worse mischiefe. And 
 when any general misdemeanour is 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 lesse cruelly with any ; 
 for that will cause an utter dislike in all 
 the Scholars towards the Master, fearing 
 he will deale so with them, in case they 
 so offend, and thinking it to be no argu- 
 ment of love, where severity of correction 
 is used. 
 
 4. But nothing works more upon good 
 natured children, then frequent encou- 
 ragements and commendations for well- 
 doing ; and therefore, when any taske 
 
 is
 
 Scholastick Discipline. 237 
 
 is performed, or order observed accord- 
 ing to his minde, the Master should com- 
 mend all his Scholars, but especially 
 the most observant, and encourage the 
 weak, and timerous, and admonish the 
 perversest amongst them to go on in imi- 
 tating their example, in hopes of finding 
 as much favour at his hands, as they see 
 them to have. 
 
 5. In some places a Master is apt 
 to be molested with the reproachfull 
 clamours of the meaner sort of people, 
 that cannot (for the most part) endure to 
 have their children corrected, be the fault 
 never so heinous, but presently they must 
 come to the Schoole to brave it out with 
 him ; which if they do, the Master 
 should there in a calme manner admo- 
 nish them before all his Scholars, to 
 cease their clamour, and to consider how 
 rash they are to interrupt his businesse, 
 and to blame him for doing that duty 
 to which he is entrusted by themselves, 
 and others, their betters : But if they 
 go about to raise scandalous reports 
 upon him, he may do well to get two 
 or three judicious neighbours to exa- 
 mine the matter, and to rebuke the 
 parties for making so much adoe up- 
 on little or no occasion. Thus we 
 
 shall
 
 238 Scholastick Discipline. 
 
 shall see Scholars abundantly more to re- 
 spect the Master, when they know how 
 grossely he is apt to be wronged by in- 
 considerate persons, and that wise men 
 are ready to vindicate his cause. Where- 
 as if they once see their Master liable to 
 every bodies censure, and no man take 
 his part whatever is said of him, they 
 themselves will not care what tales they 
 make to his utter disgrace, or ruine ; 
 especially, if he have been any whit 
 harsh towards them, and they be desi- 
 rous to out-slip the reines of his Teach- 
 ing and Government. 
 
 CHAP. III. 
 
 Of Schoole-times. Of Scholars going forth 
 of the Schoole, and of Play dayes. 
 
 T Hough in many Schooles I observe six 
 a clock in the morning to be the hour 
 for children to be fast at their Book, yet 
 in most, seven is the constant time, both 
 in Winter and Summer, against which 
 houre, it is fit every Scholar should be rea- 
 dy at the Schoole. And all they that come 
 before seven, should be permitted to play 
 
 about
 
 Scholastic^ Discipline. 239 
 
 about the Schoole, till the clock strike, 
 on condition they can say their parts at 
 the Masters coming in ; else, they are 
 not to play at all, but to settle to their 
 books, as soon as they come. 
 
 But here the Master is to take heed, 
 that he be neither too rigorous with 
 those of weaker age or constitution for 
 coming somewhat tardy ; nor indulgent 
 towards those, who through manifest 
 sloth, and frequent loytering, neglect 
 the houre. For in the one it will breed 
 a daily timerousnesse, and in the other 
 it will make way to licentiousnesse ; 
 and on the one side Parents will cla- 
 mour, on the other side the Schoole 
 will receive disgrace. However the best 
 is to be as strict as possibly may be, in 
 seeing that every Scholar come at the 
 just houre, and to note it as a punisha- 
 ble fault in him that cometh late ; ex- 
 cept he bring a note of excuse from his 
 Parents, or Host's hand, and a promise 
 withall, that he shall not offend often 
 in that kind. 
 
 It is not amisse for every Scholar in 
 every Form to put down his name in a 
 book (kept common for that purpose) 
 so soon as he comes to Schoole every 
 day, that it may be upon record, whe- 
 ther
 
 240 Scho las tick Discipline. 
 
 ther he used to come with the foremost 
 or the hindmost, and how often he was 
 absent from the Schoole ; likewise eve- 
 ry Scholars name should be called over 
 according to the Bill every Schoole hour, 
 and they that are present should an- 
 swer for themselves, by saying Adsum, 
 and his next fellow should give notice 
 of him that is absent, by saying Abest. 
 
 The common time of dismissing Scho- 
 lars from Schoole in the fore-noons, is 
 eleven a clock every day, and in the af- 
 ter-noons, on Mondaies, Wednesdaies, 
 and Fridaies, five a clock, but on Tues- 
 day after-noons, foure ; and on Thurs- 
 dayes, three. Touching which, a care 
 would be taken that the taskes of every 
 Form may be fully dispatched rather a 
 little before those houres then after; 
 that then the Scholars which intend 
 writing or cyphering, or the like, may 
 go to the Writing-schoole, as they yet 
 use to doe about London. Neither 
 would I have the Scholars to be so pre- 
 cisely observant of the clock, as just upon 
 the first stroke of it to rush out of the 
 Schoole : but notice being given to the 
 Master that it is stricken, and he having 
 given the word for dismissing the 
 Schoole, all the Scholars should come 
 
 one
 
 Schola stick Discipline. 241 
 
 one by one orderly out of their seats ac- 
 cording to their Forms (the lowest begin- 
 ning first, because they are commonly 
 next the doore) and salute him with 
 their hats in their hands, and so quiet- 
 ly depart out of the Schoole without 
 thrusting, or striving one to get out be- 
 fore another. It were good if there were 
 hour-glasses in the School, to give notice 
 how the time goes on. 
 
 And for their ready going home, or 
 to the writing Schoole, there should be 
 private Monitors appointed to inform 
 the Master, so soon as they return to 
 the Schoole again, who they are that 
 neglected their duty therein. 
 
 That space of intermission about nine 
 and three a clock, which is used at West- 
 minster Schoole y and some others, and is 
 so much commended by Mr. Brinsley 
 (Chap. 33. of his Grammar Schoole) cannot 
 so well be observed, nor is it so requisite 
 in those Schooles, in which Scholars 
 meet not till seven in the morning; for 
 the variety of their several tasks, 
 will take away that tediousnesse that 
 seems to accurre by the length of time, 
 and those Subsidiary Books provided for 
 the lower Formes, will prevent the 
 over-toyling of themselves by their 
 
 present
 
 242 Scholastic^ Discipline. 
 
 present work. And that those disorders 
 which usually befall in Scholars running 
 forth in Schoole-time, may be some- 
 what remedied, this or the like course 
 may be taken. 
 
 I. 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 Voca- 
 bula's and Phrases, as they did at their 
 going forth. 
 
 The Master should do well now and 
 then to send a privie spie, who may 
 truly observe and certifie him, how 
 every scholar spendeth his time a- 
 broad, and if any be found to go forth 
 upon no occasion, or to truant it with- 
 out doors, let him be censured or re- 
 proved, according to his demerits. 
 
 3. The granting of a Play-day, is to 
 
 be
 
 Scholastic^ Discipline. 243 
 
 be referred wholly to the discretion of 
 the Master, who must in this be as fear- 
 full to work his Scholars hinderance, 
 and the Schooles discredit, as willing 
 by such a courtesie to gratify his deser- 
 ving friends ; who if they be any whit 
 reasonable, will be easily satisfied with a 
 just excuse of denial ; but if they be un- 
 reasonably 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 ordinary interest in 
 the Schoole, and to whom the Master is 
 bound to shew his due respects, especi- 
 ally before his Scholars. 
 
 In places of great resort, and where 
 often sollicitation is used to be made 
 for play (especially by mothers that 
 come to visit their children which are 
 tabled at Schoole) it were good that a 
 piece of an afternoon were designed 
 constantly afore-hand, on which (in case 
 any suit should be made) the Scholars 
 might have leave to play ; but if not, that 
 they be held to their Books. Yet if 
 there have not a Play-day been granted, 
 nor a Holy day intervened for some 
 weeks together, the Master may of him- 
 self propound to his Scholars, that in 
 
 case
 
 244 Scholastic^ Discipline. 
 
 case they performe all their Tasks very 
 well and orderly, so as to dispatch them 
 by such an hour on such a day, they 
 shall play the remainder thereof, & then 
 (as at other times also when a Play-day 
 is intended) 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. 
 
 Where both Thursdayes and Satur- 
 dayes in the afternoons are halfe Ho- 
 ly-dayes, I think Tuesdayes the fittest, 
 on which to grant play ; in other places, 
 Thursdayes may seem the best. But this 
 I leave to the discretion of the Master, 
 who knoweth what is most convenient 
 for his own School e. 
 
 Now in granting a Play-day, these 
 directions may be useful. 
 
 1. That there be never more then 
 one Play-day granted in one week, and 
 that onely when there is no Holy-day in 
 that week, and when the weather also is 
 clear and open, and the ground some- 
 what dry. 
 
 2. That no Play be granted till one a 
 clock (at the soonest) when all the Scho- 
 lars are met, and Orations have been said. 
 
 3. That all the Scholars be dismissed 
 
 orderly
 
 Scholastic^ Discipline. 245 
 
 orderly into some close (or other place 
 appointed for such a purpose) near the 
 Schoole, where they may play together, 
 and use such honest and harmlesse re- 
 creations, as may moderately exercise 
 their bodies, and not at all endanger 
 their health. 
 
 And because some boyes are apt to 
 sneak home, or straggle from the rest of 
 their fellowes out of their bounds, pre- 
 scribed them to play in ; you may do 
 well to give order to him that hath the 
 Bill of all the names, to call it over at 
 any time amid their sport, and to take 
 notice of all such as have absented them- 
 selves, & to give you an account of them, 
 when they return into the Schoole ; 
 which should be upon Play-daies before 
 five of the clock, that they may blesse 
 God for his provident hand over them 
 that day, and so go home. And that 
 the Master may sometimes see into the 
 various disposition of children, which 
 doth freely discover it selfe by their 
 company, and behaviour at play ; he 
 may now and then take occasion to 
 walk at a distance from them, or (if he 
 come nearer) to stand out of their sight, 
 so as he may behold them in the throng 
 of their recreations, and observe their 
 
 gesture
 
 246 Scholastic^ Discipline. 
 
 gesture and words, which if in any thing 
 they be not as becometh them, he may 
 afterwards admonish them in private to 
 behave, or speak otherwise. 
 
 But an especial care must be taken, 
 and a charge accordingly often given, 
 that your Scholars do at no time play 
 with any but their own Schoole-fel- 
 lowes, or other ingenuous children 
 about home ; which their Parents or 
 Friends know, and who[m] they are 
 willing should be admitted into their 
 company ; for besides the evil which may 
 be contracted by learning corrupt dis- 
 course, and imitating them in many 
 shrewd turns : boyes that are under little 
 or no command, will be very subject to 
 brabble and fight with Scholars, and 
 the rather because they know the Master 
 will not allow his Scholars at all to 
 quarrel, and if they can do them any 
 maime, they will attempt it, that the 
 Master may have occasion to call them 
 to account for it. So perverse is our 
 corrupt nature (especially) where edu- 
 cation hath no sway. 
 
 CHAP.
 
 Scholastick Discipline. 247 
 
 CHAP. IV. 
 
 Of Admission of Scholars ; of Election of Forms', 
 and of Scholars orderly sitting, and de- 
 meanour in their seats, when they are at 
 Schoole. 
 
 i. ]VTO children should (as I have for- 
 JL^I merly said) be admitted into a 
 Grammar Schoole, but such as can readily 
 read English, and write a legible hand or at 
 least be willing to learn to write, and to pro- 
 ceed in learning Latine. And it is there- 
 fore best to try, in the presence of their 
 Parents or friends that bring them, 
 what they can do, by causing them to 
 read or write (if they can) before them, 
 that themselves may be Judges of their 
 present strength or weaknesse, and expect 
 proficiencie from them according as 
 they see their capacity, not hastening 
 them on too fast, and rating at them 
 daily, because (perhaps) in their judge- 
 ments they do not learn so well as their 
 neighbours children. 
 
 The best is to admit of young begin- 
 ners
 
 248 Scholastic^ Discipline. 
 
 ners onely once every year, and then 
 to take in all that can be gotten from 
 the Petty-Schooles ; for company will 
 encourage children to adventure upon 
 an uncouth course of learning, seeing 
 the more the merrier ; and any discreet 
 Parent will be easily perswaded to for- 
 bear his son a while when he consider- 
 eth it will be more for his profiting to 
 have company along with him, as he 
 learneth, and he may be daily better- 
 ed in reading English, and forwarded 
 by learning to write, before he come 
 from the Petty-Schoole. 
 
 The fittest season of the year for such 
 a general admission of little ones into 
 the Grammar-Schoole, doth seem to be 
 about Easter ; partly because the higher 
 boyes are usually then disposed of to 
 Trades, or the Universities, and partly, 
 because most children are then removed 
 from one Schoole to another, as having 
 the Summer coming on for their encou- 
 ragement. 
 
 When you have thus admitted a com- 
 pany of boyes together, you may let 
 those that can read best, obtain the 
 higher places, till they come to get the 
 Rudiments of Latine without book, 
 and then you may ranke them into a 
 
 Form.
 
 Scholastic^ Discipline. 249 
 
 Form. Because, 
 
 2. It is a main help to the Master, and 
 a furtherance to all the Scholars, that 
 the whole Schoole be reduced into 
 Formes, and those also as few as may 
 be, respecting the different years, and 
 capacity of each Scholar. And if there 
 were six hundred Scholars or more in a 
 Schoole, they might all fitly be ranked 
 into six Forms, by putting those of 
 equal age and abilities together, and 
 the toyle in hearing Parts, or Les- 
 sons, and perusing Exercises, (as I 
 will shew anon) would not be much 
 more with an hundred orderly placed, 
 and well behaved in a room to 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 bestow more time a- 
 mongst them in examining any Task j 
 but also because by this means .^Emula- 
 tion (as a main quickner of diligence) 
 will be wrought amongst them, inso- 
 much as the weakest Scholar amongst 
 them will be loth to lagge alway be- 
 hinde the rest ; and there is none so 
 stupidly blockish, but by help of com- 
 pany will learn that which he would not 
 
 obtain
 
 250 Scholastick Discipline. 
 
 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 particu- 
 lar boy, so to help forward the weakest, 
 that in every thing he doth, he may un- 
 derstand himself, and it is not to be said, 
 with what alacrity they will all strive to 
 out-doe one another, so that sometimes 
 he that cometh behinde all the rest, will 
 be as fit to make a leader of the Forme, 
 as those that are the foremost in it. 
 
 To provoke them all therefore to e- 
 mulation, and that none may com- 
 plain, 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, concerning which 
 boy he thinketh to be the f best profici- 
 ent, and ablest for the present to lead 
 the company ; and having set him a- 
 side, let them all passe their voyces a- 
 gain, concerning whom they judge fit- 
 test to stand the next to him. 
 
 2. Then set these two opposite 
 
 one
 
 Scholastick Discipline. 251 
 
 one to another, so as the better Scholar 
 may take the leading of the upper side, 
 on your right hand, and the other, the 
 leading of the lower side, on your left 
 hand. 
 
 3. And that there may not be much 
 inequality in the sides, let the lower 
 leader have the first call, and liberty to 
 take what boy he thinketh the strong- 
 est, 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, whe- 
 ther is the stronger. 
 
 By thus choosing amongst themselves, 
 they will be all so well pleased, that the 
 Master shall never be blamed for endea- 
 vouring to preferre one boy before ano- 
 ther, or keeping of any back, that would 
 seem to go faster then his fellowes at his 
 Book. And indeed I have sometimes 
 admired to observe the impartiality and 
 judgement of children in placing one 
 another according to their abilities and 
 parts, waving all other by-respects by 
 
 which
 
 252 Scholastic^ Discipline. 
 
 which men would be inclined to set one 
 higher, and another lower. Yet if 
 sometimes they seem to mistake in their 
 judgement concerning a boy, that is 
 but newly come amongst them ; or to be 
 too partial against any other upon some 
 general splene, which is but very rare ; 
 The discreet Master may after the ele- 
 ction, correct the error by giving such a 
 one a place to his own liking, which he 
 may keep till the next choyce, except 
 some of his inferiours have a list to dis- 
 pute with him for his place, and then 
 he must put it to the hazard, having a 
 lawful time given him to provide be- 
 fore-hand for the contest. 
 
 3. Let all the Scholars take their pla- 
 ces in the Schoole, according to their 
 several Formes, and let every one sit in 
 his Form in that order in which he was 
 elected. It were good that the seates 
 were so equally set on both sides the 
 Schoole, as that the higher side of each 
 Form, might keep the higher side of the 
 Schoole, I mean, that on the Masters right 
 hand ; and the lower side of the Form, 
 the lower side of the Schoole, which is 
 that on the Masters left hand. However, 
 let the upper side take alwayes the up- 
 per, and the lower, the lower seats. 
 
 This
 
 Scholastic^ Discipline. 253 
 
 This placing of Scholars in an oppo- 
 site manner, side against side, is good in 
 many respects, as, 
 
 1. To know on a suddain who is un- 
 ruly 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 Scho- 
 lars, who are delighted to let their 
 friends see, what place they keep a- 
 mongst the rest, when they come to vi- 
 sit them. 
 
 As they sit in their seats, be sure to 
 keep them continually imployed, by 
 proportionating every taske to the time 
 and their strength, with respect to the 
 capacity of the weakest ; for by this 
 means, the strongest boyes will have 
 more leisure to help, and see the weak- 
 est can do their work, for which purpose 
 they should be appointed sometimes to 
 sit in the middle amongst the rest, that 
 they may more readily be consulted 
 with, & heard of all. These should some- 
 times construe, and sometimes examine 
 over their Lessons, having their Gram- 
 mars,
 
 254 Scholastick Discipline. 
 
 mars, and Dictionaries,, and other Sub- 
 sidiary books to help them, out of which 
 they should appoint others to find what 
 they enquire after ; and this will be so far 
 from hindering their own progresse, 
 that it will encourage them to go faster 
 onward, when they see how readily 
 they can lead the way, and incite their 
 fellowes to follow after them. 
 
 When in getting Lessons, the whole 
 Form shall be at a Non-plus, let one of 
 the leaders have recourse to the Master 
 or Ushers, or to whom they shall appoint 
 him to go for resolution. But I have 
 found it a continual provoking of Scho- 
 lars, to strive who should learn the fast- 
 est, 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 or 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 omitted, and they think they can- 
 not tell. And let it be constantly noted 
 which side hath the better all the week, 
 that when afterwards they come to a ge- 
 neral dispute at the weeks end, for places 
 or sides, it may be considered. 
 
 CHAP.
 
 Scholastick Discipline. 255 
 
 CHAP. V. 
 
 Of saying Parts, and Lessons ; and of perusing 
 Translations, and all other kind of Ex- 
 ercises. 
 
 I. 'T'^He best time for saying Gram- 
 A mar Parts, or the like, is the 
 morning, partly because the memory is 
 then the freshest ; and partly, because 
 children may take the opportunity over 
 night to get them perfectly at home. 
 But forasmuch as focabula's are more ea- 
 sie to be impressed in the mind, and re- 
 quire lesse paines in getting, I conceive 
 it not amisse, that children be continu- 
 ally exercised in saying them for after- 
 noons parts at one a clock, before which 
 hour they may prepare themselves a- 
 fore-hand (even) amid their play. 
 
 After parts said, the Master or his 
 Ushers should immediately give Lessons 
 to every Form, or appoint a boy out of 
 an upper Form to give Lessons to that 
 which is next below him, in his hear- 
 ing ; which he should distinctly construe 
 
 once
 
 256 Scholastick Discipline. 
 
 once or twice over, and note out all the 
 Words, wherein the most difficulty of 
 parsing seems to lye, and name the 
 Tropes and Figures, the Phrases, and 
 other elegancies that are to be found 
 (especially) in higher Authours. 
 
 The Lessons should be got ready to 
 be said against ten a clock in the fore- 
 noon, and four in the after-noon ; at 
 which time the Scholars should come all 
 orderly and quietly out of their Form, 
 and taking their places where they 
 ought to stand, (so as one side may be 
 opposite to another) they should all 
 make their salutes, and then say one af- 
 ter another, except they be appointed 
 otherwise. 
 
 For sometimes when you have occa- 
 sion to make more hastie dispatch with 
 a Form, you may cause any one or more 
 to say the whole Lesson, or by pieces ; 
 but be sure that they all come very well 
 provided, and that every one be intent 
 upon what another is saying, for which 
 purpose you may note him that hath 
 been most negligent in his seat, and ask 
 him ever and anon, what it was that his 
 fellow said last. 
 
 To save your own lungs in asking 
 many questions, and telling Rules, or 
 
 the
 
 Scholastick Discipline. 257 
 
 the like, you may let every two boyes 
 examine one another, and your self 
 onely help them, when they are both 
 at a mistake. 
 
 You may easily amend that common 
 and troublesome fault of indistinct and 
 muttering speaking, by calling out a 
 bold spirited little boy, that can speak 
 with a grace, and encouraging him to 
 give the other an higher note for the 
 elevation of his voyce : for this will at 
 last enforce the boy you are troubled 
 with, to speak louder, and with a better 
 grace ; and to strive to pronounce his 
 words more distinctly, then the other 
 did before him. 
 
 After Lessons are ended, you may let 
 every one propound what questions he 
 pleaseth, for his opposite to answer, and 
 this will be a means to whet them on to 
 more diligence in getting them, before 
 they come to say. 
 
 In the three lowest Forms, or in 
 others, where all have the same Transla- 
 tions, or Dictates, you may cause onely 
 him whose performance you most doubt 
 of, to read what he hath written both 
 in English and Latine, and help him, as 
 you finde his errour, to correct it, and 
 see that all the rest amend their own 
 
 faults
 
 258 Schola$tick Discipline. 
 
 faults accordingly. Afterwards, you 
 may let one parse it both in English and 
 Latine, and order them all to write it 
 over again fair in a Paper-book for 
 themselves, and to give you also a copy 
 of it neatly written in a loose paper, 
 every Saturday. And thus you shall 
 have every one begin to leane to his 
 own strength, a thing very necessary in 
 all kinde of Exercises, though they doe 
 the lesse. If you once take notice of 
 any boyes strength, you may easily 
 judge of what he bringeth, whether it 
 be his own, or anothers doing. 
 
 But in the upper Formes, and where 
 they have all several Exercises, it is ne- 
 cessary that you peruse what every 
 Scholar hath done. And for this work, 
 you may set apart Saturday fore-noons, 
 after Grammatical Examinations are 
 ended, and before they say their Cate- 
 chismes. 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 ano- 
 thers Exercise amongst themselves, and 
 try what faults they can finde in it ; and 
 as you read them over, where you see a 
 
 grosse
 
 Scholastick Discipline. 259 
 
 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 pow- 
 er to avoyd, or remedy, do you mildely 
 correct it for them, and advise them to 
 observe it for the future. However, for- 
 get not to commend him most that hath 
 done the best, and for his encourage- 
 ment to make him read over his exercise 
 aloud, that others may heare it, and 
 then to hang it up in an eminent place, 
 that they may imitate it ; and if any one 
 can afterwards out-doe it, let his exercise 
 be hanged up in its stead. But if any 
 one hath lazily performed his exercise, 
 so that it be worse then all the rest, let it 
 be cut in fashion of a leg, and be hanged 
 up by the heel, till he make a better, and 
 deserve that that may be taken down. 
 It is not amisse also, to stirre them up to 
 more diligence, to have a Common-paper- 
 Book, wherein the names of all in every 
 Form that have optime and pessime per- 
 formed their weekly exercises may be 
 written, and that the one may have the 
 priviledge to beg a Play-day once a 
 moneth, or to obtain pardon for some 
 of his fellows ; and the other may be 
 confined to some task, when a Play-day 
 is granted. CHAP.
 
 260 Scholastick Discipline. 
 
 CHAP. VI. 
 
 Of weekly Repetitions : Of Grammaticall 
 Examinations^ and Disputations. Of col- 
 lecting phrases, and gathering into Com- 
 mon-place-Bookes. Of pronouncing Orati- 
 ons, and Declamations. 
 
 I Have not in either of the foregoing 
 Treatises made mention of any thing 
 to be done on Fridaies, because that day 
 is commonly spent in most Schooles, 
 in repeating what hath been learned in 
 the fore-going part of the week ; which 
 custome, because it is a mean to confirm 
 childrens memories in what they learn, I 
 willingly conform thereunto. 
 
 After Chapter's therefore read in a 
 morning, let them repeat their wonted 
 Parts, and afterwards their Lessons, all 
 which they will be able to say together, 
 out of their several Authours, so that 
 some be made to repeat out of one book, 
 and some out of another. 
 
 For if due care be but had afore- 
 hand, that Scholars be very ready and 
 
 perfect
 
 Scholastic^ Discipline. 261 
 
 perfect in their daily taskes, it will take 
 away all toyle and timerousnesse, which 
 usually attends these Repetitions, and 
 make that this day will become the ve- 
 ryest play-day in all the week ; when 
 boyes shall see that they have nothing 
 to do, but what they can do already, (at 
 least) with a little looking of it over on 
 Thursdaies towards evening at home, 
 what they have translated out of any 
 Authour in Prose, should be read out 
 of English into Latine, and what they 
 learn in Poets, should be said (as well as 
 can be) by heart, both for the verse and 
 the matters sake, which will furnish 
 them with Authorities, and sharpen 
 their invention for versifying. 
 
 After Repetitions ended, the Ma- 
 ster should note all the Phrases and Sen- 
 tences, and other things observable in 
 their Lessons, which they should tran- 
 scribe into Phrase-bookes, and Common- 
 place-Bookes, for their constant use in 
 writing or speaking, or making Exerci- 
 ses, as we have mentioned already 
 before. 
 
 And because the most leisure is gain- 
 ed on Friday afternoones, it will not 
 be amisse about three a clock to let eve- 
 ry Form to dispute side with side, one 
 
 after
 
 262 Scho la stick Discipline. 
 
 after another, after this manner. 
 
 1. Let every one propound to his op- 
 posite 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 La- 
 tine, let him be Captus, and the questi- 
 ons be propounded to his next fellow. 
 The lowest in the Form may begin the 
 dispute, and so go on to the highest on 
 either side, who should keep reckoning 
 of those that are capt, and how often. 
 
 2. Besides their weeks works they may 
 try, who can most perfectly repeat me- 
 moriter^ a part of the Grammar, or any 
 Authour which they read, or who can 
 recite the most Vocabula's under one 
 head, or who can vary a phrase the best, 
 or imitate any piece of an Oratour or 
 Poet. 
 
 3. Some time would also be spent in 
 Capping Latins verses amongst the lower 
 Forms, and Greek verses amongst the 
 highest ; for which they may provide 
 themselves out of a Capping-book^ which 
 seems to be made on purpose by Bartho- 
 lontesus Schonborn or Gnomologicon Poeticum y 
 made lately by Mr. Rosse, besides which, 
 they may contrive a little Book of 
 their own, wherein to write verses Al- 
 
 phabe-
 
 Scholastick Discipline. 263 
 
 phabetically 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 o- 
 ther 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 tu- 
 multuous clamour, and see that no boy 
 stirre out of his appointed place. For 
 they are apt to heighten their spirits be- 
 yond moderation, if the Masters discre- 
 tion doe not settle them. 
 
 Let it be now lawful for any lower boy 
 in a Form, to dispute with one above him 
 for his place. Mr. Stockwoods Disputations 
 will be lawfull to the upper Scholars. 
 
 Now, that all your Scholars may be tho- 
 rowly grounded in their Grammar, so as 
 not to be apt to forget what they have 
 learnt in it ; let them all be exercised in 
 the examination of a part of it every Sa- 
 turday morning thus ; 
 
 I. Let the first and lowest Form exa- 
 mine the two next above them out of the 
 examination of the Accidents, asking 
 them the Questions as they are in the 
 Book, and causing them to answer with- 
 out book, and according to the Acci- 
 dents. 
 
 2. Then
 
 264 Scholastick Discipline. 
 
 2. Then let all those three Forms run 
 over the Examples of the Declensions 
 and Conjugations, as I formerly shewed, & 
 try, who can pusle one another in declining 
 any hard Noun, or Conjugating and Form- 
 ing any Verb, and give the Rule of the 
 Genders of the one, or Preterperfect tense, 
 or Supinof the other ; when thesehavedone, 
 
 3. Let the fourth Form examine the 
 two highest Forms in Examinatio Latina 
 Grammatics, and sometimes in Elementa 
 RhetoriceSy and then 
 
 4. Let all these three Forms run over 
 the Paradigmes of the Greek Declensions 
 and Conjugations. 
 
 5. Afterwards the two upper Forms may 
 bicker with one another touching Gram- 
 mar niceties, either Latine or Greek, which 
 they have taken notice of, and collected 
 into a Common-place-booky as I mentioned 
 before. But a principal care must be had to 
 bring all your Scholars to an habit of 
 speaking Latine, and therefore a strict 
 Law should be made and observed, that 
 every Scholar (especially after he hath 
 been one quarter of a year at Schoole) 
 should either learn to speak in Latine, or 
 be enforced to hold his tongue. And to 
 help the little ones in so doing, besides 
 those Phrasiuncula at the end of the 
 
 Grounds
 
 Scholastick Discipline. 265 
 
 Grounds of Grammar, they should have 
 Formula loquendi quotidiants, such expressi- 
 ons as are every day used (especially a- 
 bout the Schoole) writ down in a little 
 book, that they may get them by heart 
 at by-times. As for the other boyes, 
 they will be better guided how to speak 
 by the Rules of Grammar, and the con- 
 stant use and imitation of approved Au- 
 thours. I conceive, the penury of proper 
 words and good phrase, with many Teach- 
 ers, is a main reason why children are not 
 as well trained up to speak Latine in Eng- 
 land^ as they are in many places beyond 
 Seas, and the ready & frequent use of their 
 Mother-tongue causeth, that they are hard- 
 ly reclaimed from it to make use of another 
 Language. Whereas, if whilest they are 
 at the Schoole, they might hear little or 
 no English spoken, nor be suffered to 
 speak it, they would quickly conforme 
 themselves to discourse in Latine. As I 
 have known French boyes that under- 
 stood not a word in English, to be able in 
 two or three moneths to talk it as readily, 
 as they that were English borne. Onely 
 at the first, one must wink at their im- 
 proprieties, and harshnesse in pronun- 
 ciation of some words and phrases, and 
 take their meaning by what they speak, 
 
 and
 
 266 Scholastic k Discipline. 
 
 and after a while by custome and imita- 
 tion of others, they will speak in Latine, 
 as properly as the best ; especially after 
 they have gained the knowledge of Gram- 
 mar, [and] accustomed themselves to ob- 
 serve the style of Latine Authours. 
 
 No day in the week should passe on 
 which some Declamation, Oration, or 
 Theme should not be pronounced, about 
 a quarter of an hour before the Schoole 
 be broken up, and after Lessons are all 
 ended in the forenoon : That by assiduity 
 in these exercises, the Scholars may be 
 emboldened to perform them with a 
 grace before whomsoever, and upon oc- 
 casion of any solemnity, or coming of 
 Friends into the Schoole. There should 
 be two standing desks set opposite in the 
 midst of the Schoole, for boyes to stand 
 at, when they pronounce. 
 
 CHAP. VII. 
 
 Of exercising Scholars in the Scriptures. 
 Of using daily pray errand singing Psalms. 
 Of taking notes at Sermons y and Exami- 
 nation after Sermons. 
 
 I. T) Esides that course which we have 
 JJ prescribed afore to every Form, of 
 
 reading
 
 Scholastic k Discipline. 267 
 
 reading part of a Latine or Greek Chapter 
 before parts ; it is necessary for childrens 
 more profiting in the Scriptures, to cause 
 that an English Chapter be read every morn- 
 ing at the beginning, and every night at the 
 [gi]ving over Teaching. And in this, every 
 boy throughout the Schoole should take 
 his turn, that it may be known how per- 
 fect he is in reading English readily, and 
 distinctly. Let him that is to read, take 
 his place at a desk in the middle of the 
 Schoole, and be sure he speak aloud, and 
 let every one reverently attend to what is 
 read, the lower boyes looking upon their 
 English, and the higher upon their Latine 
 Bibles. Those also that are able to make 
 use of the Septuagint in Greek, may doe 
 well to procure them to look upon, especi- 
 ally seeing they are now to be had at a far 
 cheaper rate then formerly, being but late- 
 ly 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 oppo- 
 site a question or two concerning some 
 passage in it. Mr. Pagets History of the 
 Bible will assist them herein, so they look 
 upon it, before the Chapter be read ; you 
 your self may do well sometimes to tell 
 them what things are most remarkable in 
 
 that
 
 268 Scho la stick Discipline. 
 
 that present Chapter. The Scholars of 
 the upper Formes may do well to carry Me- 
 moriale Biblicum constantly in their pocket, 
 by which they may be put in minde at all 
 times, what passages they may finde in 
 any Chapter. 
 
 2. After the Chapter is ended, they 
 may sing the first, threescore and second, 
 the hundred, or hundreth and thirteenth 
 Psalm in Latine out of a little book for- 
 merly printed at Oxford, which one of the 
 head Scholars should distinctly read unto 
 them. 
 
 3. When the Psalm is done, the same 
 Scholar should repeat those admonitions 
 at the end of Nowels Catechisme, and then 
 the whole Schoole should rehearse those 
 Hymnes, which are there, the higher side 
 of the Schoole saying one verse, and the 
 lower the next alternation & conjunctis vo- 
 cibus ; and at last conclude with one of 
 those prayers for a blessing upon your en- 
 deavours. 
 
 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 continual!, 
 and daily use. 
 
 Some course would be taken that the 
 Master may have notice what Scholars o- 
 
 mit
 
 Scholastick Discipline. 269 
 
 mit the reading of a Chapter at home eve- 
 ry night after supper ; but for this pious 
 exercise (I hope) every Christian Parent 
 will be ready to call upon and encourage 
 their own Children, or others that are 
 under their charge, as Tablers. 
 
 Now that the good Schoolmaster may 
 more fully discharge his duty towards 
 God and his Church (who have both en- 
 trusted him with the education of their 
 children) to nurture and bring them up in 
 the fear of the Lord ; it were expedient, 
 if a course could be taken, that he might 
 meet them all at the Schoole every Lords 
 day in the morning, about an hour afore 
 Church-time, where he may take the op- 
 portunity, to instruct them in Catecheti- 
 call doctrines, according to what he may 
 read in many excellent Books, that are as 
 Expositions of the Lords prayer, the Creed y 
 and the ten Commandements^ and not wilde 
 it in a tedious, unmethodized discourse, 
 concerning things unnecessary to be taken 
 notice of, and unmeet for children to be 
 pusled with. And after a Psalme sung, 
 and a Prayer said, he may see them go all 
 before him orderly by two and two to the 
 Church, where it is requisite that they 
 should have a convenient place appointed 
 to sit in together by themselves, and all 
 
 within
 
 270 Scholastick Discipline. 
 
 within the Masters view. This would be 
 an especiall means to prevent that unreve- 
 rent behaviour in the Church, which is too 
 usuall amongst Scholars, when they are 
 glad to wander into by-corners to sit 
 down to rest (or rather chat) in, or are 
 ever and anon molested with quarrelsome 
 lads, or unmannerly fellowes, that are apt 
 to disquiet them, and thrust them out of 
 their places. I have heretofore observed 
 how the ninth Canon of our Church religi- 
 ously enjoynes every Schoole-master to 
 see his Scholars quietly and soberly behave 
 themselves in the Church, and examine them 
 at times convenient after their return, what 
 they have borne away of any Sermon, which 
 he cannot well doe, except he have them 
 all confined to one place, where himself 
 may sit near them. 
 
 After Church-time ended in the after- 
 noon, the Master may doe well to see all 
 his Scholars go before him in like order to 
 the Schoole, where he should examine 
 them, what they have heard or writ 
 at the Sermon. Now in repeating Ser- 
 mons, this course may be taken ; 
 
 i. Let every one of the lower Scholars 
 repeat the Text, or a Proof, or some little 
 pious Sentence, which was then delivered. 
 And these he should get either by his own 
 
 attention
 
 Scholastick Discipline. 271 
 
 attention at the Church, or by the help ot 
 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. 
 
 7. These in the highest Form should 
 
 -J o 
 
 strive to write as much, and in as good or- 
 der as possibly may be ; your self now and 
 then hinting to them some direction, what 
 method they should observe in writing 
 Sermons, and that may disgest what 
 they have written into that order, wherein 
 they heard it deliver'd ; let them have a lit- 
 tle time of respit amongst themselves, to 
 compare their notes one with another, and 
 to supply their defects, and amend what 
 they have mistaken. Then 
 
 4. You may first cause one of your higher 
 Scholars to read distinctly what he hath 
 written, and afterwards two or three of 
 other Forms, whom you please to pick out ; 
 and last of all, let every one of the lowest 
 Form tell you what he hath observed of 
 the Sermon. 
 
 These things being orderly done, you 
 may enlarge a little upon what point you 
 
 think
 
 272 Scholastic k Discipline. 
 
 think most necessary for them to remem- 
 ber, and practise, and conclude this 
 holy dayes exercise, with singing of a 
 Psalm and devout prayers, and charging 
 your Scholars to spend the rest of the time 
 in reading the Scriptures, and such reli- 
 gious books as tend to their farther pro- 
 fiting in Christian piety, you may comfor- 
 tably dismisse them to their several homes, 
 and expect Gods blessing upon your en- 
 deavours 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 else- 
 where, may passe un-noted by the Master ; 
 he may cause his Scholars in the two up- 
 per Forms, to play the Monitors in their 
 weekly turns, from Friday to Friday. 
 
 They may make one Bill to serve for 
 all the week, proportionable to the num- 
 ber of Scholars of every Form, after this 
 manner. 
 
 Nov.
 
 Nov. 
 
 1659. 
 
 F. 
 
 S. 
 
 S. 
 
 M. 
 
 T. 
 
 W. 
 
 1'h. 
 
 i. 
 
 G.C. 
 J.O. 
 T. P. 
 
 __ 
 
 __ 
 
 
 
 
 
 
 
 
 
 
 
 2. 
 
 R.B. 
 T.S. 
 R.M. 
 
 S.M. 
 
 
 
 
 
 
 
 
 
 
 
 ** 
 
 
 
 
 
 
 
 
 
 
 
 
 3- 
 
 C.N. 
 T.C. 
 R.W. 
 J.C. 
 H.P. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4. 
 
 R.B. 
 L. S. 
 N.R. 
 B.F. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5- 
 
 H.L. 
 S. S. 
 R.H. 
 P.B. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6. 
 
 0. S. 
 
 
 
 , 
 
 . 
 
 
 
 
 
 W.T. 
 S.D. 
 H. R. 
 
 
 
 
 
 4- 
 
 
 
 
 
 
 
 -
 
 274 Scholastick Discipline. 
 
 Wherein you see the letters above deno- 
 ting the dayes of the week, the letters on 
 the side shew the place where every Scho- 
 lars name should be written, and the pricks 
 within the lines, how every default may 
 easily be marked with a pin, or a pen. 
 So that, 
 
 1. This Bill may serve as a Catalogue 
 to be called over every day at Schoole- 
 houres to know who are absent, and may 
 save a deal of trouble in making little 
 notes of Scholars frequent misdemeanours. 
 
 2. If you cause every Bill to be dated, 
 and keep them by you, you may know at 
 any time who is the shrewdest, or most 
 orderly boy amongst the rest, and give 
 publick notice accordingly, that the one 
 may be admonished to amend his man- 
 ners, and the other encouraged to go on in 
 well-doing. 
 
 3. Besides, it will work the greater 
 awe among all the Scholars, when they 
 shall know every fault they commit whilst 
 they are at the Schoole will be upon Re- 
 cord, though the Master doth never pu- 
 nish it. 
 
 4. You shall finde it a meanes of much 
 ease to your selfe, when you shall need 
 onely to bid the Monitor take no- 
 tice of a neglect, or fault committed 
 and let it so remaine, till some fitter 
 
 opportu-
 
 Scholastic^ Discipline. 275 
 
 opportunity or just occasion invite or 
 (rather) enforce you to call to a reckon- 
 ing. 
 
 5. For when you perceive any generall 
 disorder, or some grosse thing is done, 
 which ought not to escape correction, 
 you may call for the Bill, and then 
 censure those onely for example, whom 
 you finde to be most often, and notori- 
 ously peccant, suffering the rest (that you 
 called forth) to escape with an admoni- 
 tion to beware for the future. 
 
 Thus you shall gain your Scholars affe- 
 ctions, when they shall see you unwil- 
 ling to punish any without great cause ; & 
 avoid that common out-cry which is wont 
 to be made against a Schoole-master, upon 
 report of a multitude of boyes being whipt 
 at once. 
 
 6. So many pricks as are found upon 
 any boyes name, may be said to deserve so 
 many jerks ; but herein much discretion is 
 to be used, that you seem not too severe, nor 
 prove too partial. You may sometimes tell 
 your Scholars what faults deserve more or 
 fewer pricks ; as idlenesse one, wandring 
 forth one, fighting three ; swearing, four, 
 or the like : which are to be noted in the 
 Bill more or lesse, according to the nature 
 of the faults themselves. 
 
 He that is publick Monitor in one of the 
 
 two
 
 276 Scholastick Discipline. 
 
 two highest Forms may appoint two pri- 
 vate Monitors to himself in every other 
 Form, which may give him secret infor- 
 mation of every misdemeanour committed 
 in any place ; and this will be an especial 
 meanes to keep all in very good order, 
 with seldome and moderate correction ; a thing 
 to be desired by every Schoole-Master for 
 his own ease, and his Scholars better en- 
 couragement. 
 
 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 com- 
 mended to their fellowes, 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 approba- 
 tion of what he hath done. Those Parents 
 which are of more ability, may do well 
 to allow the Master a small sum of mo- 
 ney to reward their sonnes diligence now 
 and then, and to excite them to the bet- 
 ter performances of their taskes and exer- 
 cises, which will invite them to go faster 
 on in learning, then a rod can drive them. 
 
 As for inflicting punishments even upon 
 the meanest & worst of children, it should 
 
 ever
 
 Scholastlck Discipline. 277 
 
 ever be the most unwilling piece of work 
 that a Master can take in hand ; and there- 
 fore he should not be hasty to punish any 
 fault, whereof the Scholar hath not been 
 praemonished, except it be such a notorious 
 crime, as a boy cannot but know before- 
 hand ; that he ought not to have done it. 
 As for the Ferula, I wish (& as I have already 
 done) for many reasons, which it is need- 
 less to commit to paper, that it might be 
 utterly banished out of all Schooles. A good 
 sharp birchen rod, and free from knots ; 
 (for willow wands are unsufferable, and 
 fitter for a Bedlam then a School) as it will 
 break no bones, nor endanger any limbs, 
 so it will be sufficient wherewith to cor- 
 rect those that shall deserve it in the low- 
 er 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 judge- 
 ment) seem fitter then a rod else- 
 where ; and his reason is so modestly agree- 
 a"ble to nature, that as I am loth to menti- 
 on it, so I wonder that it hath not more 
 prevailed with many discreet Schoole- 
 Masters, who (I perswade my selfe) have 
 often read it, & cannot but approve of it as 
 most Christian, however it dropt from a 
 Heathens pen. But Nobilis equus umbra 
 regitur. Ingenuous and towardly 
 
 Scholars
 
 278 Scholastick Discipline. 
 
 Scholars will not need so much as the sha- 
 dow of a rod. And towards others that 
 seem to extort a rod from the Master, whe- 
 ther he will or not, and (as I may say) 
 will enforce him to fight, he should gene- 
 rally use such clemency in his hand, as not 
 to exceed three lashes ; in the laying on of 
 which, he may contribute .more or less 
 weight, with respect to the demerits of 
 the fault. But of this he should alway 
 make sure, that he never let the offender 
 go from him with a stubborn look, or a 
 stomachful gesture, much less with a squeal- 
 ing out-cry, or muttering to himselfe ; all 
 which may be easily taken off with ano- 
 ther smart jerk or two : but you should 
 rather let him stand aside a little, and see 
 how his stomach will settle. 
 
 That a boy may at once know you dare 
 adventure to whip him, and withall, how 
 little you delight in his skin ; you may at 
 some time, when he hath cause to think 
 that he hath well deserved a whip- 
 ping, and when you have him ready fdr 
 the rod, pass him over with an admonition 
 to beware another time ; and if he again 
 be peccant in the same kinde, you may 
 give him more cause at present to remem- 
 ber both his faults together, and for the 
 future to avoid them. 
 
 This even and indifferent carriage in 
 
 rewards
 
 Scholastick Discipline. 279 
 
 rewards 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 pu- 
 nishing none, but those that know they 
 well deserved what blowes they had. 
 
 As for those boyes that do slight good 
 order, and are apt to stirre up others to re- 
 ject [them] it, (which are usually those of 
 bigger stature, that perhaps, have not been 
 acquainted with your teaching or Govern- 
 ment, or know they shall shortly remove 
 from under your Command) or those that 
 without any cause love to truant it abroad, 
 or by other licentious demeanour bring dis- 
 grace to your Schoole, or offer any affronts 
 to your selfe ; I conceive your best way is 
 (at a fitting opportunity) to send for their 
 Parents, or friends, with i or 2 judicious 
 neighbours to be by (where there are no Go- 
 vernours of the School) & to let them justly 
 know the fault, and adjudge what punish- 
 ment such a boy deserveth ; but if the Pa- 
 rents be unwilling to have him corrected 
 for his peremptory disorders, choose ra- 
 ther to send him home with them, then re- 
 tain him any longer to the disturbance of 
 the Schoole or your own unquiet. This 
 you shall finde as an especial remedy to 
 
 prevent
 
 280 Scholastic^ Discipline. 
 
 prevent such clamorous out-cries of sup- 
 posed Tyranny, when every jerk that is 
 given to a notorious unhappy boy for his 
 insolent misbehaviour, shall chance to be 
 multiplyed in the relating, (like Scoggins 
 Crowes) from three to thirty. Which base 
 obloquie and mis-report, what hinderance 
 it bringeth to the flourishing of a Schoole, 
 and what unseemly disgrace to a worthy 
 Master, I need not mention. 
 
 But, because such boyes as these some- 
 times are apt to take it as an argument of 
 the Masters pusillanimity, thus to send for 
 their Parents, who generally do not love to 
 heare of their children* faults ; the Master 
 may take an occasion, where he sees ad- 
 monitions will not prevaile, to watch 
 them more strictly at every turn, and ha- 
 ving found them to have committed some 
 grosse enormity, to chastise them more 
 smartly then ordinarily, yet so as to shew 
 no rigour. And if after that he perceive 
 them wilfully to rush into the same acts of 
 lewdnesse, let him fairly turne them out 
 of his Schoole, and signify the cause to their 
 friends : at whose entreaties he should 
 never take them again, except they will en- 
 gage to forfeit a sum of money to be be- 
 stowed in public Books, in case they of- 
 fend in that nature again. 
 
 As for the lesser sort of children, that 
 
 are
 
 Scholastick Discipline. 281 
 
 are apt to reiterate the same fault too of- 
 ten, for which they have sometimes been 
 already corrected ; your surest way to re- 
 claim them is, after you have once given 
 them warning, to whip them for a fault, 
 and if that will do no good, to double your 
 strokes the second time ; but if a third time 
 they come under the rod, and beg heartily 
 for pardon, (as commonly then they will 
 do, fearing lest their punishment should be 
 tripled) you should not let them pass, except 
 they can procure two of your more or- 
 derly boys, or one that is in your favour for 
 his constant well-doing, to give their words 
 for them, and to engage to be whipt-for 
 them, if ever they do the like. If you see 
 they get sureties to your likeing, you may 
 let them escape so ; but if they cannot, you 
 may adventure to take their own single 
 words ; and the care of their sureties, and 
 fear to displease you again, will so work 
 upon them, that they will seldom or never 
 do the like afterwards. 
 
 Such faults as are vitiously enormous, 
 are to be duely punished with a rod, ac- 
 cording as the obliquity of the will appea- 
 reth 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 lazi- 
 ness, and careless neglect, should be abridg- 
 ed
 
 282 Scholastick Discipline. 
 
 ed of desired liberty, when others have 
 leave to play. The shutting of children 
 up for a while into a dark room, and de- 
 priving 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 seve- 
 ral circumstances, & to take such course as 
 he sees best availeable for the orderly ma- 
 nagement of his own Schoole, especially 
 where he is not tied to any rules of Go- 
 vernment. 
 
 CHAP. VIII. 
 
 Of Scholars writing their exercises fair^ and 
 of keeping their booh handsome. And 
 of erecting a Schoole- Library for the Ma- 
 sters Recreation therein, at vacant houres. 
 
 T Hough the teaching of children to 
 write a fair hand, doth properly be- 
 long to writing-Masters, as professors of 
 that Art ; yet the care of seeing that all 
 they write in Paper-books, and loose pa- 
 pers, by way of Exercises be neatly done, 
 doth pertain to every Schoole-Master ; and 
 
 therefore
 
 Scholastic^ Discipline. 283 
 
 therefore we shall here touch a little con- 
 cerning that, and also shew what heed is to 
 be taken about keeping their Books. 
 
 The usual way for Scholars learning to 
 write at the Country Grammar-Schooles, 
 is to entertain an honest and skilful Pen- 
 man, that he may constantly come and 
 continue with them about a moneth or six 
 weeks together every year, in which time 
 commonly every one may learn to write 
 legibly. The best season for such a mans 
 coming is about May-day, partly because 
 the dayes are then pretty long, and partly 
 because it will be requisite for such as are 
 then getting their Grammar Rudiments, 
 to learne to write before they come to 
 Translations. The Parents of all other 
 children would be advised to let them take 
 that opportunity to improve their hands, 
 forasmuch as the benefit thereof will far 
 exceed the charge, & it will be a means of 
 better order to have all employed together 
 about a thing so necessary. The Master of 
 the Schoole should often have an eye upon 
 them, to see what they do, and how they 
 profit, and that they may not slack in their 
 other learning, he may hear them a part at 
 morn, and a lesson at noon before their 
 Copies be set, or their books can be provi- 
 ded for them ; and proportion their week- 
 ly exercises accordingly. And that the 
 
 stock
 
 284 Scholastic k Discipline. 
 
 stock which they then get, may be better 
 increased against the next year, the Pen- 
 man should cause them to write a piece, 
 a day or two before he leave them, as fair 
 as they can, with the date above it, and 
 their names subscribed underneath, which 
 the Schoole-Master may safely keep by him 
 as a Testimony of what they can perform, 
 & take care to see that their writing for the 
 future be not much worse. This Pattern or 
 Copy I formerly received from that indu- 
 strious pen-man Mr. Roger Evans, who had 
 sometimes taught me to write ; being a 
 Scholar at Wakefield, and afterwards yearly 
 taught my Scholars, whilest I was School- 
 Master at Rotherham. 
 
 June I. 1635. 
 
 A man cannot any way enter into the cano- 
 nized rule, to come to Gods holy will and 
 kingdome, except he reform, and become ac- 
 quainted with vertuous manners, in most pru- 
 dent sort that may be, &c. 
 
 Roger Evans. 
 
 But in London, (which of all places I 
 know in England, is 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 walking to Mr. 
 
 John
 
 Scholastick Discipline. 285 
 
 John Tradescants, or the like houses or 
 gardens, where rarities are kept, a Book of 
 all which might deserve to be printed, as 
 that ingenuous Gentleman hath lately 
 done his by the name of Museeum Trades- 
 cantianuniy a Collection of Rarities ; could 
 Parents at home but halfe so well look to 
 their behaviour, as the Masters do to their 
 learning at Schoole) it is ordinary for 
 Scholars at eleven and five a clock to go to 
 the Writing-Schooles, and there to benefit 
 themselves in writing. In that City there- 
 fore, having the opportunity of the neigh- 
 bourhood of my singular loving friend 
 Mr. James Hodder, (whose Coppy bookes of 
 late printed, do sufficiently testify his abi- 
 lity for the profession he hath undertaken, 
 and of whose care and pains I have had a- 
 bundant triall by his profiting of my Scho- 
 lars for (at least) twelve years together ; 
 who had most of them learned of him to 
 write a very fair hand ; not to speak of A- 
 rithmetick, or Merchants Accounts, which 
 they gained also by his teaching at spare 
 times) In the Token-house garden in Loth- 
 bury^ somewhat near the Old-Exchange ; I 
 so ordered the business with him, that all 
 my lower Scholars had their little Paper- 
 books ruled, wherein they writ their les- 
 sons fair, and then their Translations, and 
 other Exercises in loose papers in his 
 
 sight,
 
 286 Scholastic^ Discipline. 
 
 sight, untill they were able to do every- 
 thing of themselves in a handsome man- 
 ner. And afterwards it is not to be ex- 
 pressed, what pleasure they took in wri- 
 ting and flourishing their Exercises, all 
 the while they continued with me at the 
 Schoole. This or -a better course (perhaps) 
 may be taken at other Schooles, where 
 they have a Writing-Master constant and 
 ready to attend them every day through- 
 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 
 at any time a Scholar doth not write his 
 Exercises in the fairest manner that he is 
 able, his punishment may be to write them 
 over again, whitest others play. I have 
 been told of a Porter, that could neither 
 write nor read, who if at any time he had 
 seen his son write his Exercises at home, 
 in a worse hand then he thought he was 
 able to do, would teare them to pieces, 
 and thus at last enforced the young Scholar 
 upon a very good hand of writing ; which 
 rude kind of dealing with a childe, 
 though I would have no Parents to imitate, 
 yet I would advise them sometimes to look 
 upon their childrens writing at home, and 
 to encourage them to do it in the neatest 
 fashion. For as it will be an ornament to 
 them in their learning, and an especiall 
 
 furtherance
 
 Scholastic k Discipline. 287 
 
 furtherance of their Studies, or future 
 employments elsewhere, so it will be' 
 a great ease to the Master in the perusal 
 of what they have written ; I, with some 
 others, have bin sorry to see some of that 
 reverend and learned Mr. Hookers Ser- 
 mons come in manuscript to the presse, 
 and not to have been possible to be prin- 
 ted, because they were so scriblingly 
 written, that no body could read three 
 words together in them. It is commonly 
 objected to the best Scholars in any of 
 the three Professions, that they write the 
 worst hands, and therefore I wish that 
 care may be taken to prevent that ob- 
 jection at the Schoole, to a future gene- 
 ration. 
 
 Now to train up Scholars as well in 
 Calligraphy as Orthography, whilst they 
 write their Translations in a Paper- 
 book, they should often be admo- 
 nished, 
 
 i. To keep a large Margent on both 
 sides, & to leave the space of a long letters 
 length betwixt every line, and of a small 
 letters breadth, betwixt every word : 
 and to regard the Proportion of every 
 particular letter, and the difference be- 
 twixt j and i, and v and u, and above 
 all to beware of blotting or soyling their 
 books. 
 
 i. To
 
 288 Scholastic^ Discipline. 
 
 2. To make every Comma, Colon, Se- 
 micolon, Period, notes of Interrogation, Pa- 
 renthesis, and notes of Admiration, &c. in 
 their due places. 
 
 3. To write all their words in an even 
 line with the tops, bellies, and bot- 
 tomes of -the letters of an even size, and 
 when they have an occasion to divide 
 any word, to part it by its just syllables, 
 making this mark Hyphen (-) at the end 
 of the line. And 
 
 4. In Latine to give an Adverb, or 
 other word its note of difference, & the 
 like, as the Grammar will further di- 
 rect them. But for directions in fair wri- 
 ting, I refer him to that sheet which Mr. 
 Hodder hath caused to be printed before 
 his Copy-book, which will sufficiently 
 commend its Authour. 
 
 After they have once got an habit of 
 these things, they will more easily observe 
 them in future Exercises, the neglect 
 whereof will be harder to remedie after- 
 wards, which I have seen too grosse in 
 some mens letters that have come from 
 the Universities. 
 
 As for Books ; a care would be first had 
 to procure those of a faire print in good 
 paper, and strongly bound ; then the 
 Master may more easily see that his 
 Scholars keep them all safe and cleanly, 
 
 and
 
 Scholastick Discipline. 289 
 
 and free from scribling or rending, by cau- 
 sing them at a time unexpected to bring 
 all their books before him, and to shew their 
 names, together with a note of the price,fair- 
 ly writ in the middle of every one of them, 
 as well as at the beginning or end. And that 
 none may squander his own or pilfer away 
 anothers book, or have it 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 Booksy with the day of the moneth and 
 his name subscribed, which he may lay by 
 him, so as at any time to call him whom he 
 suspecteth to be negligent of his books, to a 
 private and particular account of them. 
 That the Schoole may be furnished with all 
 kind of Subsidiary books for the general use of 
 all the Scholars (to be laid up in Repositories 
 or Presses, as so many little Libraries belong- 
 ing to every Form, and to be safely kept 
 under lock and key) whereof the headst boy 
 in each Form should take the charge to de- 
 liver them out, and see they be brought in e- 
 very night without being abused ; it would 
 not be amisse, that every Scholar which is 
 admitted into the Schoole, should give 12. 
 pence (besides what is accustomed to be paid 
 to the Master) and every one at his removeal 
 into a new Form should give 12. pence like- 
 wise, towards the procuring of common 
 
 Books.
 
 290 Scholastick Discipline. 
 
 books. The Master also may do well to stir 
 up his friends that come to visit the Schoole, 
 or especially such as prevaile with him for 
 a Play-day, to contribute somewhat to- 
 wards 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 money were 
 appointed to be laid out yearly in all kinde 
 of Schoole-books, whereby the poorer sort 
 of children may have whereon to learn, and 
 they, & all other Scholars, wherewith to help 
 themselves in their Lessons and Exercises. 
 And might I become a Petitioner to the 
 forementioned Trustees, for the maintenance of 
 Students, or any that are both willing & able 
 to promote the growth of good learning, I 
 should desire, that towards the better compleat- 
 ing of a Grammar-Schoole, there might be a lit- 
 tle Library wellfurnishedwith allsortsofGram- 
 mars, Phrase-books, Lexicons, Dictionaries, Ora- 
 tors, Poets, Histories, Herbals, Commentators, 
 Scholiasts, Antiquaries, Criticks, and some oj 
 the succinct est and choycest 4 ut hours for mat- 
 ters of Humanity, Divinity, Medicine and Law; 
 besides those which treat of every Art and Sci- 
 ence, whether Liberal, or Mechanical, that he 
 that is employed as a professed School-Master 
 may throughly stock himself with all kinde 
 of learning, and be able to inform his Scho- 
 lars
 
 Scholastick Discipline. 291 
 
 lars in any thing that shall be necessary for 
 them to know. For every new Master cannot 
 at the first be provided of a good study of 'books , 
 for his own private use, and his Scholars 
 benefit, neither indeed at any time can he 
 procure them, without great trouble and 
 charge, especially, if he live at a place far 
 distant from London. I have observed it 
 therefore as a great point of discretion, as 
 well as a matter of charity, in Mr. Calfe,that 
 in founding his Grammar-Schoole at 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 dispo- 
 sed Gentleman,and Citizen Deputy Adams ^ 
 that when he went about to erect a School in 
 his native country of Shropshire (if I mistake 
 not) he consulted with Mr. Langley, and 
 brought him along with him to Sion Colledge y 
 to see what books he judged most convenient 
 to furnish a Library withall for the Schoole- 
 Masters use, and I heard since he bestowed 
 (at least) 100. 1. in choice books for that 
 purpose. I onely mention these two wor- 
 thy persons (the former whereof is dead, 
 and the latter living in Lawrence Lane 
 London) to let others see, that in this 
 present age of ours, we want not patterns 
 of well doing, if any be desirous to imitate 
 them in their pious actions ; and I hope God 
 hath already inclined the hearts of many, as 
 
 he
 
 292 Scholastick Discipline. 
 
 he hath given them store of riches, to en- 
 deavour to distribute and do good in this 
 kind, even now whilest they live, in their 
 generation. 
 
 I will conclude this Chapter with that 
 which I heard lately related, of a cheap, easy, 
 profiting, and pious work of charity, which 
 one did, in bestowing 40. s. per annum, to- 
 wards buying English Bibles, which were to 
 be given to those children in the Parish, that 
 were best able to read in them ; and I do ve- 
 rily 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 grea- 
 ter incitement to provoke children to learn, 
 then anyperswasions or enforcements which 
 are commonly yet used. 
 
 CHAP. IX. 
 
 Of Exclusion, and breaking up Schoole, 
 and of Potations. 
 
 I Should here adde something touching 
 those usual customs which are yet on 
 foot in most places, of Scholars excluding, 
 or shutting out the Master once a year, and 
 capitulating with him about orders to be ob- 
 served, orthelike; but forasmuchasl see they 
 differ very much, and are of late disconti- 
 nued
 
 Scholastic k Discipline. 293 
 
 nued in many Schooles,! will onely mention 
 how they may be carried on, where they 
 yet remain, without any contest, or distur- 
 bance, till at last they dye of themselves. 
 
 1. Therefore there should be no Exclusion, 
 till after Saint Andrews day, and that the 
 Master know of it before- hand, that all 
 things may be ordered handsomely to the 
 credit of the Schoole. 
 
 2. That at the time of Exclusion, the 
 Scholars behave themselves merrily and ci- 
 villy about the Schoole, without injuring 
 one another, or making use of any weapons, 
 whereby to endanger themselves, or doe 
 harm to any thing in the Schoole. 
 
 3. That the Heads of each Form consult 
 with their fellowes, what things they would 
 desireof the Master, and that they bring their 
 suites to the highest Scholar in the Schoole, 
 that he may prefer them to the Master writ 
 fairly in Latine, to receive his approbation 
 or dislike of them, in a milde way of argu- 
 ing. 
 
 4. That the Master doe not molest, or 
 come amongst his Scholars, all the while 
 they are drawing up their Petition about 
 Schoole-orders, nor trouble himself con- 
 cerning them, more then to hear that they 
 keep good rule. 
 
 5. That every Scholar prepare all his Ex- 
 ercises, according to his Form, to be ready 
 
 to
 
 I 
 
 294 Scho las tick Discipline. 
 
 to be hanged out before the Schoole doors, 
 or windowes (or rather to be hanged over 
 his place within the Schoole, against the 
 Masters coming. 
 
 6. That the Master upon notice that all 
 things are prepared for his coming, goe 
 quietly to the Schoole, being accompanied 
 with some of the Scholars Parents, and after 
 he have before witnesse subscribed to their 
 Petition at the door, to enter into the School 
 in a peaceable and loving manner, and 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 pre- 
 vent his Scholars, behaving themselves a- 
 gainst him, in such rude and tumultuous 
 manner, as hath formerly been used ; and 
 give them and their Parents no occasion to 
 grudge at him, for seeming to take upon him 
 too abruptly to break old use and custome ; 
 which so long as it becometh an encourage- 
 ment to their learning, may the better be 
 indulged to young Scholars, whitest no evill 
 consequences attend it. It is yet a custome 
 retained in some Schooles in the Countrey, 
 for Scholars to make a Potation or general! 
 Feast once a yeare ; (and that commonly 
 before Shrovetide) towards defraying the 
 charge whereof, every one bringeth so much 
 money, as his Parents think good to allow 
 
 him,
 
 Scholastick Discipline. 295 
 
 him, and giveth it to the Master to be ex- 
 pended in a dinner orderly provided for 
 them, or in some kinde of banquetting man- 
 ner, which children are commonly more 
 delighted withall ; and for this there need- 
 eth no further direction then to say, that it 
 concerneth the Master at such times to be 
 cheerfull and free in entertainment of his 
 Scholars (whether at his own house or else- 
 where) and to see that they keep such order 
 and moderation (especially in drinking) 
 that it may rather be a refreshment and en- 
 couragement to them (as it is indeed in- 
 tended) then any occasion of distemper or 
 debauched behaviour amongst them. And 
 after thanks given to God for his mercy to- 
 wards 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 Recre- 
 ation, then ordinary ; yet with an especial 
 regard had, that they catch no cold, or 
 otherwise endanger their bodies. 
 
 In London, and most other places, the usu- 
 all manner remaineth of Breaking up Schooles 
 (for a time of intermission of Studies, and 
 visiting of friends) about a week before 
 Christmas, Easter, and Whitsuntide, till the 
 week following those holy dayes begin, at 
 which time every Scholar bringeth some- 
 thing to the Master as a token of his own, 
 
 and
 
 296 Scholastic^ Discipline. 
 
 and his Parents gratitude, for his care and 
 love towardshim. Now that the Master may 
 also then testify his forwardnesse to requite 
 their courtesies, and encourage his Scholars, 
 he should every Breaking up day, 
 
 1. Provide some fitting Collation to 
 be imparted and distributed by himselfe 
 to his Scholars, who will thankfully take a 
 small gift, as a token of more singular fa- 
 vour at his hands, then anothers. 
 
 2. Invite his Scholars Parents, together 
 with such Gentlemen and Ministers, as he is 
 better acquainted withall, as well totakeno- 
 tice 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 
 Translations writ fairly in their books, to be 
 ready to shew to any one that shall desire to 
 look upon them. The higher Forms should 
 entertain the company with some elegant 
 Latine Comedy out of Terence or Plautus, 
 and part of a Greek one out of Aristophanes^ 
 as also with such Orations, and Declama- 
 tions, and Coppies of several sorts of verses, 
 as are most proper for celebrating the so- 
 lemnity of the time at hand, and to give 
 satisfaction to the present meeting. The les- 
 ser boyes should remain orderly in their 
 
 formes,
 
 Schola stick Discipline. 297 
 
 formes, to be ready to give answer to any 
 one that shall examine them in what they 
 have learnt, or would know what they are 
 able to perform. 
 
 This, as it will be an encouragement to 
 the Scholars to go on cheerfully at their 
 books, so will it be an endearment of their 
 friends to the Master, and a meanes to pre- 
 serve the credit of the Schoole against all 
 virulous aspersions, that are apt causelessly, 
 and too often to be cast upon it, by unwor- 
 thy and illiterate persons. 
 
 It were necessary that such orders as you 
 would have your Scholars duely to observe, 
 and the mulct to be undergone for every 
 particular default, were fairely written in a 
 Table, and hanged up in some eminent 
 place in the Schoole, that every one may at 
 any time take notice of them, and learn 
 more readily to conform to your Discipline. 
 I had thought here to have added another 
 sheet or two concerning Schoole-orders^ and 
 Scholars more decent Behaviour ; but consi- 
 dering the present haste of the press in finish- 
 ing the work, and fearing lest this little 
 Book should swell to too great a Bulke, 
 I choose rather to deferre them till another 
 opportunity. For, whilest I intended onely 
 to give a few directions to the lesse experi- 
 enced for the better ordering of Grammar 
 Scholars ; I have run over most of the most 
 
 consi-
 
 298 Scholastick Discipline. 
 
 considerable matters which concern the ma- 
 naging 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 cal- 
 ling of a Schoole-Master, may undoubtedly 
 perform without any extraordinary toyle or 
 disturbance, either of minde or body. God 
 in mercy enable me, and all that labour in 
 this necessary profession to persevere in our 
 duty, whatever discouragements may seem to 
 attend it. 
 
 CHAP. X. 
 
 Of the Method of Teaching^ which was used in 
 Rotherham Schoole by Mr. Bonner, an ex- 
 perienced Schoole-Master there y who was 
 thence chosen to Chesterfield, where he 
 died. 
 
 THat none may censure this Discovery 
 which I have made to be an uncouth 
 way of Teaching, or contrary to what had 
 been aforetime observed by my Predecessors 
 at Rotherham Schoole (which is the same 
 that most Schoole-Masters yet use) I have 
 hereto annexed their method, just as I recei- 
 ved it from the mouth of some Scholars, who 
 
 had
 
 Scholastick Discipline. 299 
 
 had been trained up therein all their time 
 at that Schoole, and thence sent to the Uni- 
 versity ; before I came thither to be Master, 
 The custom e was, 
 
 1 . To enter boyes to the Schoole one by 
 one, as they were fit for the Accidents, and 
 to let them proceed therein severally, till so 
 many others came to them, as were fit to be 
 ranked with them in a form. 
 
 These were first put to read the Accidents, 
 and afterwards made to commit it to me- 
 mory ; which when they had done, they 
 were exercised in construing and parsing the 
 examples in the English Rules, and this was 
 called the first form : of which it was requi- 
 red to say four Lessons a day ; but-of the o- 
 ther forms, a part and a Lesson in the fore- 
 noons, and a Lesson onely in the after. 
 
 2. The second form was, 
 
 1. To repeat the Accidents for Parts. 
 
 2. To say fore-noons Lessons in Propria 
 quts maribtiS) Qute genus^ and As in prasenti t 
 which they repeated memoriter, construed 
 and parsed. 
 
 3. To say an after-noons Lesson in Sen- 
 tentics Pueriles y which they repeated by 
 heart, and construed and parsed. 
 
 4. They repeated their tasks every Fri- 
 day memoriter, and parsed their Sentences 
 out of the English. 
 
 3. The third form was enjoyned first to 
 
 repeat
 
 300 Scholastick Discipline. 
 
 repeat two parts together every morning, one 
 out of the Accidents, and the other out of 
 that forementioned part of the Grammar, 
 and together with their parts, each one was 
 made to form one person of a verb Active in 
 any of the four Conjugations. 
 
 2. Their fore-noons Lessons were in 
 Syntax};, which they used to say memoriter, 
 then to construe it, and parse onely the words 
 which contain the force of the Rule. 
 
 3. Their fore-noons Lessons were two 
 dayes in sops Fables y and other two dayes 
 in Cato; both which they construed and 
 parsed, and said Cato memoriter. 
 
 4. These Lessons they translated into 
 English, and repeated all on Fridayes, con- 
 struing out of their TranslationsintoLatine. 
 
 4. The fourth forme having ended Syn- 
 taxis, first repeated it, and Propria qu& mari- 
 bus y &c. together for parts, and formed a 
 person of a verb Passive, as they did the 
 Active before. 
 
 2. For Lessons, they proceeded to the 
 by-rules, and so to Figura and Prosodia. 
 
 3. For after-noon Lessons, they read Te- 
 rence two dayes, and Mantuan two dayes, 
 which they translated into English, and re- 
 peated on Fridayes, as before. 
 
 5. The fifth forme said one part in the 
 Latine, and another in the Greek Grammar 
 together. 
 
 2. Their
 
 Scho las tick Discipline. 301 
 
 2. Their fo re-noon es Lessons were in 
 Butler's Rhetorick, which they said memori- 
 ter, and then construed, and applyed the ex- 
 ample to the definition. 
 
 3. Their after- noons Lessons were 2 days 
 mOvidsMetamorphosis,&2 daysmTut/iesOf- 
 y?m,both which they translated into English. 
 
 4. They learned to scan and prove ver- 
 ses in F lores Poetarum, and repeated their 
 weeks works on Fridayes, as before. 
 
 6. The sixth forme continued their parts 
 in the Greek Grammar, and formed a verb 
 Active at every part. 
 
 2. They read the Greek Testament for 
 fore-noones Lessons, beginning with Saint 
 Johns Gospel. 
 
 3. Their after-noones Lessons were two 
 dayes in Virgil^ and two dayes in Tutties Ora- 
 tions. They construed the Greek Testament 
 into Latine, and the rest into English. 
 
 7. The seventh forme went on with the 
 Greek Grammar, forming at every part a 
 verb Passive, or Medium. 
 
 2. They had their fore-noones Lessons 
 in Isocrates, which they translated into Latin. 
 
 3. Their after-noon lessons were 2 dayes 
 in Horace, and 2 days in Seneca's Tragedies ; 
 both which they translated into English. 
 
 8. The eighth forme still continued their 
 parts in the Greek Grammar. 
 
 2. They said fore-noones Lessons in 
 
 Hesiody
 
 302 Scholastic k Discipline. 
 
 Hesiod ; which they translated into Latine, 
 and afternoones Lessons in Juvenal, and af- 
 terwards in Persius, which they translated 
 into English. 
 
 9. The ninth and highest forme said 
 morning parts in the Hebrew Grammar, 
 forenoons Lessons in Homer, and afternoons 
 Lessons in some Comical Authour. 
 
 Thus when I came to Rotherham, I found 
 two or three sorts of boyes in the Accidents, 
 and nine or ten several formes, whereof 
 some had but two or three Scholars in it ; 
 and one of these formes also was not very 
 far from that which was below it. So that I 
 being to teach all my self alone, was necessi- 
 tated to reduce them to a lesser number, and 
 to provide such helps for the weaker boyes, 
 as might enable them to go on with the 
 stronger. Besides, observing how barren the 
 Scholars were of proper words and good 
 phrases, with which their present Authours 
 did not sufficiently furnish them for speak- 
 ing or writing Latine, I was enforced to 
 make use of such books amongst the rest, as 
 were purposely made for that end, and ha- 
 ving at last brought the whole Schoole into 
 a good method and order, so as the Scho- 
 lars learned with profit, and I taught them 
 with much ease and delight ; I was per- 
 swaded to write over what I had done, that 
 I might leave it as a pattern for him that 
 
 sue-
 
 Scholastic^ Discipline. 303 
 
 succeeded me ; andthiswasthe ground-work 
 of my Discovery. 
 
 The manner of giving Lectures before I 
 came was, 
 
 1. For the two highest boyes in the 
 eighth forme, to give Lectures to all the 
 lower formes, each his week by turnes. 
 
 2. The highest Scholar in the Schoole, 
 gave Lectures to the second form. 
 
 3. Those in the highest form were 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 
 coming to say, construed his Lesson two or 
 three times over, till he was perfect in it, 
 that his fellowes might all learn by him, to 
 construe as well as he ; then every one 
 construed according to the order in 
 which he stood. 
 
 2. They parsed their Lesson [s] in that or- 
 der, that they had construed it in. 
 
 3. They translated every day after the 
 Lesson, and shewed it altogether fair writ- 
 ten on Fridayes. 
 
 Their Exercises were these ; 
 
 1. The four lowest formes translated at 
 vacant times, out of some English book. 
 
 2. The higher formes, having a subject 
 given them every Saturday, madeThemes& 
 Verses upon it, against that day seven night. 
 
 The
 
 304 Scholastic^ Discipline. 
 
 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 six principles of Christianity made by Mr. 
 Perkins. 
 
 Finding this method (which is used also 
 in most Grammar Schooles) to concurre 
 in the main grounds with that which I had 
 been taught at Wakefield^ but not to be so 
 plain and easie, as that was to chil- 
 dren of meaner capacities : I began to 
 seek (not so much to alter any thing, as) 
 to supply what I saw defective in it ; having 
 these and such like considerations often in 
 my mind, 
 
 1. Though every man liketh his own me- 
 thod best, yet none ought so far to be con- 
 ceited of his own, as not to search after a 
 better for the profiting of his Scholars. 
 
 2. Though one constant method must di- 
 ligently be observed, yet triall may be made 
 
 of
 
 Scholastick Discipline. 305 
 
 of another at fit times, so it be done without 
 any distraction to the Master, or hinderance 
 to his Scholars. 
 
 3. A new course of teaching must not be 
 brought in suddenly upon Scholars, that 
 have been long trained in a worse, but by 
 degrees. 
 
 4. Some modern Schoole-masters,seemto 
 have gained a far more easie, and nearer way 
 of teaching, then many of the more ancient 
 seemed to have. 
 
 5. Mr. Brinsley seemeth to have made a 
 Discovery of a more perfect method, then 
 was in his time used, or is yet generally re- 
 ceived. Mr. Farnaby, Mr. John Clerke and 
 some others, have facilitated the way fur- 
 ther ; but Mr. John Comenius hath lately 
 contrived a shorter course of teaching, which 
 many of late endeavour to follow ; and 
 others have more contemplatively written 
 what they have thought of learning the La- 
 tine tongue in the easiest manner. 
 
 6. That for me it would not be amisse, by 
 imitating these and others, of whose learn- 
 ing and dexterity in teaching I had got 
 some little experience, and observing the 
 severall tempers and capacities of those I 
 taught, to endeavour to finde out, and con- 
 trive such helps, as might make the most 
 generally received method of teaching by 
 Grammar, Authours, and Exercises, more 
 
 briefe
 
 306 Scholastic^ Discipline. 
 
 briefe in it self, and more easie and delight- 
 ful to the Teacher and Scholar. And for 
 what I have done in this kinde these Argu- 
 ments were especiall inducements. That, 
 
 1. It is not only possible, but necessary to 
 make children understand their tasks, from 
 their very first entrance into learning; seeing 
 they must every one bear his own burden, 
 and not rely upon their fellowes altoge- 
 ther in what they doe. 
 
 2. It is possible and meet for every teach- 
 er so to ground his Scholars, as that change 
 of Masters may not much hinder their pro- 
 gress in learning. 
 
 3. Things most familiar and obvious to 
 the senses are first to be learned, and such as 
 may be an easie step towards those which 
 are next to be attained. 
 
 4. The most vocabula's, and phrases of 
 ordinary discourse, may and ought to be 
 taught together with the Latine Grammar, 
 and the lowest sort of Schoole-Authours. 
 
 5. Boyes ought to know the meaning, 
 and how to make use of each Rule, as they 
 learne, yet so as not they be forced upon un- 
 derstanding of it. 
 
 6. The most useful books ought to be 
 read, and may be taught after one manner 
 in every Grammar-Schoole. 
 
 7. Children must be furnished with store 
 of matter, and able to write a good style, 
 
 and
 
 Scholastick Discipline. 307 
 
 and shewed how to imitate their Authours, 
 for making Exercises, before they be put to 
 use their own invention. 
 
 8. It is tyranny in the Master to beat a 
 Scholar for not doing that which he know- 
 eth not how to goe about ; so that he must 
 first know him to be well able, and then he 
 may more justly punish his neglect. 
 
 9. Many young Schoole-masters are 
 more pusled about frameing to themselves 
 a good method, then toyled in the exercise 
 of teaching Schoole. 
 
 10. No man ever had such an acute and 
 direct method, but another able Scholar 
 might observe and follow it. 
 
 11. Many Masters that are excellent in 
 perfecting Scholars, have not the patience 
 to ground them, and many that have the 
 skill to ground a Scholar well in his Rudi- 
 ments, are not of ability to bring him on to 
 perfection in Grammatical Exercises. 
 
 12. In many Schooles, one Master alone 
 beareth the whole burden of teaching, with- 
 out any help of an Usher. 
 
 13. Every one that teacheth a Grammar 
 Schoole, is not able to make a right choyce, 
 nor knoweth he the true use of our best clas- 
 sical Authours. 
 
 14. It is a prime part of a School e- 
 master, to instruct his Scholars well in 
 the principles of Christian Religion, and 
 
 to
 
 308 Scholastick Discipline. 
 
 to make them acquainted with the holy 
 Scriptures. 
 
 15. It is an utter undoing to many Scho- 
 lars, to be sent ungrounded to the Univer- 
 sities ; and Parents are generally unwilling 
 to have their children tarry long at the 
 Schoole, and therefore it is good for Ma- 
 sters to make use of the shortest and surest 
 way of teaching. 
 
 16. It is very necessary, and hath been 
 ever wished, that some of our most famous, 
 and best Schoole-masters, would for the be- 
 nefit of others set themselves on work, to 
 finde out, and publish the exactest method 
 of teaching, which might be generally re- 
 ceived, till a better were knowne ; for 
 by that meanes they should doe much 
 good to the Church and Common- 
 wealth, and somewhat herein advantage 
 themselves, seeing every Parent will be wil- 
 ling to have his son taught, by one whom 
 he knoweth to be constantly diligent in a 
 good way of teaching. 
 
 And the hopes that I conceived hereby 
 to provoke my betters, hath especially en- 
 couraged me (at last) to yield to my friends 
 importunity, in setting down this Method of 
 Teaching, and writing down also this forme 
 of Schoole-Governmenty which I heartily 
 commend to Gods heavenly blessing, and 
 the candid censure of the more judicious, 
 
 hoping
 
 I 
 Scholastic^ Discipline. 309 
 
 hoping that as I intend chiefly the generall 
 good, so none will requite me with malici- 
 ous obtrectation, which if any shall doe, I 
 charitably pray for them before hand, that 
 God would for Christs sake forgive them, 
 and grant that I may not heed what they 
 write or say concerning me, or my labours, so as 
 to be discouraged in my honest endeavours for 
 the publick service. 
 
 KCU C7TI y 
 
 A.OUK. 
 
 FINIS.
 
 BIBLIOGRAPHICAL NOTES 
 
 Adagia. s. Proverbia Graecorum ex Zenobio, Diogeni- 
 ano et Suidae Coll. partim ed. nunc prim, partim lat. 
 redd, et schol. parall. ill. ab Andr. Schotto. 
 
 4, Antwerp, 1612 
 
 Possibly the collection referred to by Hoole as Adagia 
 Selecta. 
 
 AELIANUS (Claudius), d. 222. Born at Praeneste. 
 
 Variae historiae libri xiv. . . 4, Rome, 1545 
 
 De historia animalium libri xvii. 8, Lyons, 1562 
 
 ^ERARIUM POETICUM, see WEINRICH. 
 
 AGRICOLA (Rodolphus) [Roelof Huysmann], 1443- 
 1485. Born near Groningen. Professor of Greek and 
 Roman literature at Heidelberg, 1482. 
 
 De inventione dialectica libri iii. 4, Strasburg, 1521 
 
 ALCIATUS (Andreas), 1492-1550. Born near Milan. 
 Professor of law at Avignon, 1521 ; later at Bourges, 
 Pavia, Boulogne and Ferrara. 
 
 Viri clarissimi D. A. Alciati. . . . Emblematum liber. 
 
 8, Augsburg, 1531 
 
 ALVAREZ or ALVARUS (Emmanuel), 1526-1583. Born 
 in Madeira. Rector of the colleges of Coimbra and 
 Evora, and of the Society of Jesus in Lisbon. 
 
 Prosodia, sive Institutionum linguae Latinae liber 
 quartus 16 [London ?], 1632 
 
 De institutione grammatica libri tres ex postrema 
 Romana editione . . . aucti. 16, Bergamo, 1642 
 
 AMAMA (Sixtinus). Born in sixteenth century in 
 West Friesland. Taught Hebrew in Exeter c. 1613, 
 and later at Franeker University. 
 
 De Nomine Tetragrammato, dissertatio cum respon- 
 sione ad argumenta . . .8, Franeker, 1620 
 
 Antibarbarus Biblicus. . 8, Amsterdam, 1628 
 
 Paraenesis supplex de excitandis sacr. lit. studiis. 
 2 A 3"
 
 312 Art of Teaching School. 
 
 AMOMA, see AM AM A. 
 
 Animadversions upon Lily's Grammar, or Lily 
 scanned. An extract of grammatical problems , gathered 
 out of the inquiries ... of the . . . grammarians. 
 Set down by way of question and answer. 
 
 8, London, 1625 
 
 APHTHONIUS (Sophista) of Antioch. Fl. 375 A.D. 
 Rhetores in hoc volumine habentur hi. Aphthonii 
 Sophistae Progymnasmata ; Hermogenis Ars rhetorica ; 
 &c. [In Greek. Ed. by Aldus Manutius]. 
 
 f, Venice, 1508 
 
 Progymnasmata, partim a R. Agricola, partim a J. 
 M. Catanaeo Latinitate donata ; cum luculentis et utili- 
 bus in eadem scholiis R. Lorichii Hadamarii, &c. 
 
 8, London, 1583 
 
 Novissima editio ... 8, London, 1650 
 
 Artis poeticae compendium, see LLOYD (Richard) and 
 Vossius. 
 
 ASCHAM (Roger), 1515-1568. Born at Kirby Wiske, 
 Yorks. Taught in Cambridge c. 1537. Professor of 
 Greek before 1540. Tutor to Princess Elizabeth. Sec- 
 retary to Sir Richard Morrison, then Latin secretary to 
 Queen Mary. Later canon in York Minster. 
 
 The schoolmaster ... 4, London, 1570 
 
 Assembly's Catechism. 
 
 The humble advice of the Assembly of Divines, now 
 by authority of Parliament sitting at Westminster, con- 
 cerning i. A confession of faith, ii. A larger catechism, 
 iii. A shorter catechism . . 12, London, 1648 
 
 Many subsequent editions. 
 
 Confessio Fidei in conventu theologorum authoritate 
 Parliamenti Anglicani indicto elaborata. . . . Una cum 
 catechismo duplici majori, minorique. 
 
 8, Cambridge, 1656 
 
 AUGUSTINE, Saint, 354-430. 
 
 Meditationes sanctorum cum aliis piis opusculis. . . . 
 Meditationes sancti Augustini . . . Soliloquia ejusdem. 
 . . . Manuale ejusdem. ... 8 [Paris], 1510 
 
 In the same book are included the Meditations of St. Anselm 
 and St. Bernard. 
 . [Another edition] . . . 12, Cologne, 1614 
 
 A precious book of heavenly meditations. . . . Written 
 (as some think) by ... S. Augustine ; . . . translated 
 ... by T. Rogers. . . . 12, London, 1612
 
 Bibliographical Notes, 313 
 
 AVIANUS (Hieronymus). 
 
 Clavis poesos sacrae . . . trium principalium lingua- 
 rum Orientalium, Hebraeae, Chaldaeae, ac Syrae 
 rhythmos . . . exhibens ... ex authenticis Buxtorfii 
 utriusque, Crinesii, and Trostii lexicis . . . fidelitercon- 
 cinnata, &c. 3 pts 8, Leipzig, 1627 
 
 BACON (Francis) Viscount St. Albans, 1561-1626. De 
 
 Sapientia Veterum liber. . . 12, London, 1609 
 
 [Another edition] . . . 12, London, 1658 
 
 BALDWIN (William). 
 
 A treatise of moral philosophy, containing the sayings 
 
 of the wise 8, London [1547] 
 
 [Another edition]. Enlarged by T. Palfreyman. 
 
 8, London [1620 ?] 
 
 Argenis 8, Paris, 1621 
 
 [Another edition] .... 12, Oxford, 1634 
 
 BARCLAY (John), 1582-1621. Born at Pont-a-Mous- 
 
 son. Euphormionis Lusinini, sive Satyricon, quadri- 
 
 partitum ; recognitum, emendatum et illustratum. 
 
 Adjecta Clavi, sive obscurorum et quasi aenigmaticorum 
 
 nominum, in hoc opere passim occurrentium, dilucida 
 
 explicatione. 4 pt. . . . 12, Leiden, 1623 
 
 [Another edition] . . . 12, Oxford, 1634 
 
 BARLEMENT (Noel). 
 
 Cplloquia et dictionariolum octo linguarum Latinae, 
 Gallicae, Belgicae, Teutonicae, Hispanicae, Italicae, 
 Anglicae, et Portugallicae. . 8, Antwerp, 1630 
 
 [Another edition, printed by Michael Sparkes.J 
 
 8, London, 1639 
 
 BARRET or BARET (John), d. 1580 ? Taught Latin 
 in Cambridge c. 1555. 
 
 An Alvearie. or triple dictionary in, Latin and French. 
 
 f [London, 1573] 
 
 An Alvearie, or quadruple dictionary containing four 
 sundry tongues, namely English, Latin, Greek and 
 French fo [London, 1580] 
 
 BATHURST (George). Collaborated with William 
 Burton, master of the Free Grammar School at Kingston- 
 upon-Thames, in producing : 
 
 In doctissimi . . . Senis, T. Alleni Exequiarum 
 Justis . . . orationes binae. . 4, London, 1632 
 
 Bathurst wrote the second. 
 
 BAUDIUS (Dominicus) [Dominique Baudier], 1561-
 
 314 -drt of Teaching School, 
 
 1613. Born at Lille. Professor of rhetoric, Leiden, 
 1606, of history, 1607, and lecturer on Roman law. 
 
 Orationes quatuor. . . . 8, Leiden, 1617 
 
 BAYLY (Lewis), d. 1631. Born at Carmarthen. 
 Chaplain to Henry, Prince of Wales. Bishop of Bangor, 
 1616. 
 
 The practice of piety, directing a Christian how to 
 walk that he may please God. 3rd edition, profitably 
 amplified by the author. . . 12, London, 1613 
 
 Dedicated to the Prince of Wales. Over 50 editions have 
 been published. 
 
 BECMANUS (Christianus), 1580-1648. Born at Stein- 
 bach. Rector at Naumburg 1608, Miihlhausen 1612, 
 Amberg 1615, and Bernburg 1625. Professor at Zerbst 
 1627. 
 
 Schediasma philologicum. 8, Wittenberg, 1612 
 
 De originibus Latinae linguae. Editio innovata. 
 
 8, 1613 
 
 BELLARMINO (Roberto Francesco Romolo), 1542- 
 1621. Born in Tuscany. Professor of theology, Lou- 
 vain, 1570. Cardinal, 1599. Archbishop of Capua, 
 1601. 
 
 Institutiones linguae Hebraicae. . . . Accessit in hac 
 secunda editione exercitatio grammatica in Psalmum 
 xxxiv. , eodem auctore. ... 8, Rome, 1580 
 
 BENEDICTUS (Joannes), M.D., and professor of Greek 
 at Saumur. 
 
 Pindari Olympia, Pythia. Nemea, Isthmia. J. Bene- 
 dictus ad metri rationem, variorum exemplariumfidem, 
 scholiastae ad verisimiles conjecturas directionem, totum 
 authorem innumeris mendis repurgavit. 
 
 4, Saumur, 1620 
 
 BERCHETUS (Tussanus), fl. in sixteenth century. Born 
 at Langres. Taught grammar in the college at Sedan. 
 
 Elementaria traditio Christianorum fidei, aut cate- 
 chismus . . . cum familiarissima . . . interpretatione 
 ... per T.B 8, Hanover, 1628 
 
 Versio et notae ad Stephani catechismum Graecum, 
 cum alio catechismo compendiosiori. London, 1646 
 
 First printed in 1615. 
 
 BERNARD (John), Captain. 
 
 The independent's catechism, or some observations 
 gathered out of Dr. Bastwicke his . . . treatise entituled 
 Independency not God's ordinance . . . by J. B. 
 
 8, London, 1645
 
 Bibliographical Notes. 315 
 
 BEZE (Theodore de), 1519-1605. Born at Vezelai, 
 Burgundy. Professor of Greek at Lausanne, 1549, and 
 at Geneva, 1558. Biographer and administrative suc- 
 cessor of Calvin. 
 T. B. Vezelii Poemata. . . 8, Paris, 1548 
 Poemata juvenilia. . . . 16 [Paris, 1580?] 
 
 BILIUS, see BILLY de PRUNAY. 
 
 BILLY de PRUNAY (Jacques de), 1555-1581. Abbe" 
 of St.-Michel-en-Lerme and of Notre-Dame-des-Cha- 
 teillers. 
 
 Locutionum Graecarum in communes locos per 
 alphabet! ordinem digestarum volumen. 
 
 8, Paris, 1578 
 
 BIRD (John), schoolmaster in Gloucester. 
 Grounds of [Latin] grammer [sic] penned and pub- 
 lished by J. B 8, Oxford, 1639 
 
 Another edition .... 8, Oxford, 1641 
 
 BIRKET, see BERCHETUS. 
 
 BISETUS (Odoardus). 
 
 Aristophanis comoediae undecim, cum scholiis anti- 
 quis, studio et opera O. Biseti, emendata et perpetuis 
 novis scholiis illustrata, &c. . . f, Geneva, 1607 
 
 BLEBEL (Thomas), 1539-1596. Born at Bautzen. 
 Progymnasma artis rhetoricae. 
 Grammatica Hebraea. 
 
 De Sphaera, et primis astronomiae rudiment is libellus 
 . . . denuo editus . . 8, Wittenberg, 1611 
 
 BODENHAM (John). 
 
 Ppliteuphuia : Wit's Commonwealth. (A ... col- 
 lection of . . . choice . . . admonitions and sentences, 
 compendiously drawn from infinite variety.) [Edited 
 by Nicholas Ling.] 
 
 Ling collected most of the materials for this volume. Diet. 
 Nat. Siog. 
 
 BOLZANIUS URBANUS [Urbano dalle Fosse]. Born 
 at Belluno. Died 1524. Monk of the Franciscan 
 order. 
 
 Urbanus Bolzanius Bellunensis ordinis minorum. 
 Institutiones Graecae grammaticae 4, Venice, 1497 
 
 [Another edition] ... 4, Venice, 1512 
 
 [Another edition] ... 8, Venice, 1557 
 
 BOND (John), 1550-1612. Born at Trull, Somerset-
 
 316 Art of Teaching School. 
 
 shire. Master of the Free School of Taunton c. 1580. 
 Afterwards practised as a physician. 
 
 Quinti Horatii Flacci poemata, scholiis sive annota- 
 tionibus, quae brevis commentarii vice esse possint 
 illustrata 8, London, 1606 
 
 Auli Persii Flacci satyrae sex. 8, London, 1614 
 
 BRINSLEY (John), the Elder, fl. 1663. Master of the 
 public school at Ashby-de-la-Zouch in Leicestershire. 
 Afterwards taught in London. 
 
 Ludus literarius : or, The grammar school. 
 
 4, London, 1612 
 
 Another edition was published in 1627. 
 
 Pueriles confabulatiunculae. 8, London, 1617 
 
 The posing of the parts. . . 4, London, 1630 
 
 Corderius dialogues, translated grammatically. 
 
 16, London, 1653 
 
 BUCHANAN (George), 1506-1582. Born in Killearn. 
 Taught in Paris in 1529 and in the college of Coimbra 
 in 1547. Translated the Psalms into Latin verse in 
 1551, while imprisoned in the monastery of Sao Bento, 
 Lisbon. 
 
 Psalmorum Davidis paraphrasis poetica, nunc 
 primum edita, authore Georgio Buchanano. 
 
 8 [Paris], 1566 
 
 Published in London in 1572. 
 
 BUCKLER (Joannes). Born in Gladbach in the 
 seventeenth century. 
 
 Sacrarum profanarumque phrasium poeticarum 
 thesaurus 12, Douai, 1633 
 
 This book is entered in the Stationers' Register the same 
 year as Thesaurus Poeticus. 
 
 [Another edition] Editio decima quarta. 
 
 12, London, 1652 
 
 Thesaurus conscribendarum epistolarum ex variis 
 optimisque auctoribus desumptus praeceptis quidem 
 paucis comprehensus, exemplis vero plurimis e M. T. 
 Ciceronis libris illustratus . 12, Antwerp, 1653 
 
 Synonyma Virgiliana. 
 
 Foster Watson (English Grammar Schools, p. 479) thinks 
 that the book referred to by Hoole as Res Virgiliana may 
 perhaps be the above. 
 
 BUDAEUS, see BUDE. 
 
 BUDE (Guillaume), 1467-1540. Born in Paris. 
 Secretary to Louis XII. and king's librarian 1522. 
 
 Commentarii linguae Graecae. . f [Paris], 1529 
 
 Lexicon Graeco-latinum, seu Thesaurus linguae 
 Graecae f [Paris], 1554
 
 Bibliographical Nates. 317 
 
 BURLES (Edward). 
 
 Grammatica Burlesa ; or, a new English grammar 
 made plain and easy for teacher and scholar, &c. 
 
 12, London, 1652 
 
 BURLEYES, see BURLES. 
 
 " BUSBY (Richard), 1606-1695. Born at Lutton, Lin- 
 colnshire. Appointed Iheadmaster of Westminster 
 School, 1638. Prebendary of Westminster, 1660. 
 A short institution of grammar . . . 1647 
 An English introduction to the Latin tongue 1659 
 Graecae grammaticae rudimenta . . . 1663 
 Rudimentum Latinum grammatica literalis et 
 numeralis. ....... 1688 
 
 Rudimentum grammaticae Graeco-Latinae metricum. 
 
 1689 
 
 BUSCHERUS (Marcus Antonius). 
 Ethicae Ciceronianae lib. ii., ex Ciceronis libris 
 collecti 12, London, 1652 
 
 BUTLER (Charles), died 1647. Born at Wycombe. 
 Schoolmaster in Basingstoke c, 1590. Vicar of Wotton 
 
 f- 1597- 
 
 The feminine monarchic. . . 8, Oxford, 1609 
 Rhetoricae libri duo, quorum prior de tropis et 
 
 figuris, posterior de voce et gestu praecipit; in usum 
 
 scholarum postremo recogniti. . 4, London, 1629 
 The English grammar, or the institution of letters, 
 
 syllables and words in the English tongue. 
 
 4, Oxford, 1633 
 
 BUXTORF (Johannes), the Elder, 1564-1629. Born 
 at Kamen in Westphalia. Professor of Hebrew in 
 Bale. 
 
 Epitome radicum Hebraicarum et Chaldaicarum. 
 
 8. Bale, 1607 
 
 Thesaurus grammaticus linguae sanctae Hebraeae. 
 
 8, Bale, 1609 
 
 Lexicon Hebraicarum et Chaldaicum . . . Editio 
 tertia . . . recognita ... 8, Bale, 1621 
 
 This is another edition of the Epitome Hebraicarum et 
 Chaldaicarum. 
 
 Lexicon Chaldaicum, Talmudicum et Rabbinicum. 
 
 Completed and edited by his son. 
 
 f, Bale, 1639 
 
 Epitome grammaticae Hebraeae. 12, London, 1653 
 
 Revised and edited by his son, 1666. Translated by Nicholas 
 Gray, 1627, and by John Davis, 1635.
 
 31 8 Art of Teaching School. 
 
 BUXTORF (Johannes), the Younger, 1599-1664. Born 
 at Bale. Succeeded his father as professor of Hebrew. 
 Lexicon Chaldaicum et Syriacum 4, Bale, 1622 
 
 Maimonidis liber More Nevochim 4, Bale, 1629 
 
 Florilegium Hebraicum ... 8, Bale, 1646 
 
 CALF or COLFE (Abraham), 1580-1657. Born at 
 Canterbury. Curate, and afterwards vicar, of Lewis- 
 ham, Kent. Founded there a free grammar school, 
 1652. 
 
 CALLIEPEIA, see DRAX. 
 
 CAMDEN (William), 1551-1623. Born in London. 
 Antiquary and historian. Headmaster of Westminster 
 school, 1593. Clarenceux king-of-arms, 1597. 
 
 Britannia ..... 8, London, 1586 
 Institutio Graecae grammatices compendiaria. 
 
 8, London, 1597 
 
 Annales fist part] ... f, London, 1615 
 ,, |2nd part] ... 8, Leiden, 1625 
 ,, ,, f, London, 1627 
 
 Translated by A. Darcie and T. Browne. 
 
 2 vols. 4, London, 1625-29 
 Translated by R. N[orton?], Gent. ... 3rd ed. 
 
 f, London, 1635 
 
 CANINIUS (Angelus), 1521-1557. Born in Anghiari, 
 Tuscany. Taught in Venice, Padua, Bologne, Rome, 
 and finally Paris, where he was summoned to the 
 University by Fran9ois I. 
 
 A. C. . . . "Et\\i)vtffnk. In quo quicquid vetus- 
 tissimi scriptores de Graecae linguae ratione praecipiunt 
 . . . facili methodo exponuntur. . . . Eo accedit 
 plurimorum verborum originis explicatio. 
 
 4, Paris, 1555 
 
 [Another edition] ... 8, London, 1613 
 
 CANTERUS (Gulielmus), ^542-1575. Born at Utrecht. 
 
 Lycophronis Alexandrae, sive Cassandrae versiones 
 
 duae : una ad verbum a G. Cantero ; altera carmine 
 
 expressa per J. Scaligerum. Annotationes in priorem 
 
 versionem G. Canteri. ... 4, Bale, 1566 
 
 Lycophronis Alexandra, cum versione Latina G. 
 
 Canteri. Ejusdem Canteri in eamdem annotationes. 
 
 8 [Heidelberg], 1596 
 
 CAROLINA APOPHTHEGM AT A, Apophthegmata Aurea 
 Regia Carolina. Apophthegms, i. Theological, ii. 
 Moral, iii. Poetical. Collected out of the incomparable 
 Ba<rt\tKiJ .... 8, London, 1649
 
 Bibliographical Notes. 319 
 
 CARTARI (Vincenzo). 
 
 Le Imagini con la Spositione de i Dei degli Antichi. 
 Raccolte per V.C. ... 4, Venice, 1556 
 
 Imagines Deorum, qui ab Antiquis celebrantur. . . . 
 OlimaV.C. . . . Italica lingua expositae, nunc vero. 
 . . . Latino sermone ab Verderio expressae. . . . 
 Accesserunt duo indices ... 4, Lyons, 1581 
 
 CASTALION, see CHATEILLON. 
 
 CATANAEUS (Joannes Maria), d. 1529. Born at 
 Novara. Secretary to Cardinal Bendinello Saulo at 
 Rome. 
 
 Isacrates Oratio Panegyrica . . . per J.M.C. . . . 
 translata 4, Rome, 1509 
 
 Aphthonii . . . prae-exercitamenta, J. M. Cataneo 
 interprete 8 [Paris, 1534?] 
 
 CAUSSIN (Nicholas), 1583-1651. Born at Troyes. 
 Taught in Rouen and Paris. Confessor to Louis XIII. 
 
 De eloquentia sacra et humana libri XVI. Editio 
 tertia. . . locupletata ... 4, Paris, 1630 
 
 CEPORINUS (Jacobus), 1499-1525. Born at Dynhart, 
 Zurich. Printer's reader in Bale. Professor of theo- 
 logy, Greek and Hebrew, Zurich, 1525. 
 
 Compendium grammaticae Graecae . . . jamtertium 
 de integro ab ipso authore locupletatum. Hesiodi 
 Georgicon ab eodem . . . brevi scholio adornatum 
 [with the text]. . . . Epigrammata quaedam . . . 
 adjecta 8, Zurich, 1526 
 
 The Hesiod commentary was printed separately in 1533. 
 
 [Another edition] . . . ex postrema authoris editone, 
 nunc primum opera Joannis Frisii . . . castigatum et 
 auctum 8, London, 1585 
 
 CERAPINE, see CEPORINUS. 
 
 CERDA (Joannes Ludovicus de la), c. 1560-1643. 
 Born at Toledo. Entered the Society of Jesuits. Pro- 
 fessor of theology, logic and rhetoric. 
 
 P.V.M. Bucolica et Georgica (P.V.M. Aeneidos libri 
 sex priores. P.V.M. Aeneidos sex libri posteriores). 
 Argumentis, explicationibus, et notis illustrata a J.L. 
 de la Cerda ... 3 vols. f, Cologne, 1728 
 
 CHAPMAN (George), 1559 7-1634. Born near Hitcbin. 
 Seven books of the Iliads of Homer, Prince of Poets. 
 
 4, London, 1598 
 
 The whole works of Homer, Prince of Poets, in his 
 Iliads and Odysses. Translated according to the Greek. 
 . . . 2 pts f, London [1612]
 
 320 Art of Teaching School. 
 
 CHARTARIUS (Job. Lud.). 
 
 Conciliationes controversiaram super libros Posterio- 
 rum Aristotelis ..... 8, Bonn, 1590 
 
 CHATEILLON (Sebastien), 1515-1553. Born in the 
 
 Dauphine. Professor of humanity, Geneva, c. 1540. 
 
 Professor of Greek, Bale, c. 1544. 
 
 Colloquia sacra 8, Bale, 1545 
 
 Dialogorum sacrorum ad linguam et mores puerorum 
 
 formandos libri IV ... 8, Antwerp, 1552 
 
 CHRYSOLORAS (Emanuel), c. 1355-1415. Born at 
 Constantinople. Professor of Greek, Florence, 1395. 
 Translated Homer and Plato. Secretary to Gregory XII. 
 
 'EpuTTjfj.a.Ta TOV XpvcroXupa. (Ed. Pr.] 
 
 8 [Florence, 1487?} 
 
 Graecae grammaticae institutiones. ... D. Sylvio 
 interprete 8, Venice, 1538 
 
 CLARKE (John), schoolmaster, and pastor of the 
 church of Fiskerton, near Lincoln. 
 
 Transitionum formulae in usum scholarum concin- 
 natae quibus adiungitur Dux Poeticus. 
 
 London, 1628? 
 
 Formulae oratoriae in usum scholarum concinnatae 
 una cum mult is orationibus, declamationibus . . . 
 4th ed 12, London, 1632 
 
 Dux grammaticus tyronem scholasticum ad rectarn 
 orthographiam, syntaxin, et prosodiam dirigens. 
 
 12, London, 1633 
 
 Dux oratorius .... London, 1633 
 
 Phraseologia puerilis Anglo-Latina. 
 
 8, London, 1638 
 
 [Another edition] revised by William Dugard. 
 
 8, London, 1650 
 
 Paroemiologia Anglo-Latina in usum scholarum con- 
 cinnata. Or, Proverbs English and Latin, methodically 
 disposed according to the commonplace heads in 
 Erasmus his Adages ... 8, London, 1639 
 
 Clavis Graecae linguae, see LUBIN. 
 
 Clavis Homerica, see ROBERTI. 
 
 CLEONARD, see KLEINARTS. 
 
 COMENIUS (Joannes) [Jan Amos Komensky], 1592- 
 1671. Born at Comna, Moravia. Rector at Prerau, 
 1614, and at Fulnek, 1618. Taught Latin at Lissa, 
 c. 1625, Bishop of the Moravian Brethren, 1648. 
 
 Janua linguarum reserata . . 8, Lissa, 1631
 
 Bibliographical Notes. 321 
 
 [Another edition.] The Gate of languages unlocked 
 . . . formerly translated by T. Horn, afterwards cor- 
 rected ... by T. Robotham ... 6th ed. 
 
 8, London, 1643 
 
 Janua Aurea Linguarum auctior . . . cum Graeca 
 versione, autore T. Simonio . 12, Amsterdam, 1642 
 
 Orbis sensualium pictus . 8, Nuremberg, 1653 
 
 Translated by Hoole, 1659. 
 
 Vestibulum Novissimum linguae Latinae . . . made 
 English and . . . fitted with a Vestibulary Grammar 
 and an English table ... by J. Brookbank. 2 pts. 
 
 8, London, 1657 
 
 COMES (Natalis) [Noel Conti]. Born at Milan in 
 the sixteenth century. Lived and wrote in Venice. 
 
 Mythologiae, sive explicationes fabularum libri 10. 
 
 4, Venice, 1568 
 
 COOPER or COUPER (Thomas), c. 1517-1594. Born 
 in Oxford. President of Magdalen College. Bishop 
 of Lincoln, 1570, and of Winchester, 1585. 
 
 Thesaurus linguae Romanae et Britannicae [Cooper's 
 Dictionary] f, London, 1565 
 
 The foundation of this work was Sir Thomas Elyot's Diction- 
 ary, which Cooper had edited in 1552. 
 
 COOTE (Edmund). Headmaster of the Free School 
 at Bury St. Edmunds, 1597. 
 
 The English schoolmaster, teaching all his scholars 
 , . . the most easy . . . order of distinct reading and 
 true writing our English tongue . 4, London, 1596 
 
 CORDERIUS, see CORDIER. 
 
 CORDIER (Mathurin), c. 1480-1564. Born in Nor- 
 mandy. Schoolmaster in Paris and Geneva. 
 
 De corrupti sermonis emendatione libellus. 
 
 8, Paris, 1530. 
 
 Colloquiarum scholasticorum libri quatuor ad pueros 
 in sermone Latino paulatim exercendos. 
 
 8, Geneva, 1563 
 
 COULON (Louis), 1605-1664. Born at Poictiers. At 
 one time member of the Society of Jesus. Author 
 chiefly of geographical and historical works. 
 
 Lexicon Hpmericum ; seu accurata vocabulorum 
 omnium quae in Homero continentur explanatio. 
 
 8, Paris, 1643 
 
 CRINESIUS (Christophorus), 1584-1629. Born in 
 Bohemia. Taught Oriental languages at Wittenberg. 
 Later professor at the University of Altdorf.
 
 322 Art of Teaching School. 
 
 Gymnasium Syriacum . . 4, Wittenberg, 1611 
 Lexicon Syriacum . . 4 Wittenberg, 1612 
 Exercitationes Hebraicae . . 4, Altdorf, 1625 
 
 CULMANN (Leonhard). Born 1497 at Crailsheim. 
 Rector at Nuremberg. 
 
 Sententiae pueriles, pro primis Latinae linguae tyroni- 
 bus, ex diversis scriptoribus collectae. His accesserunt 
 pleraeque veterum theologorum sententiae de vera 
 religione 8, Leipzig, 1544 
 
 Translated by Hoole, 1658. 
 
 CURTIUS RUFUS, Quintus, Fl. 41. 
 De Rebus gestis Alexandri Magni libri x. Accedunt 
 T. Popmae natae . . . 12, Leiden, 1622 
 First published at Venice in 1470. 
 
 DANES (John). 
 
 Paralipomena orthographiae, etymologiae, prosodiae, 
 una cum scholiis ad canones de genere substantivorum, 
 de anomalis, &*c 4, London, 1638 
 
 DEVARIUS (Matthaeus). Born at Corfu at the end 
 of the fifteenth century. Librarian to Cardinal Ridolfo, 
 and afterwards in the Vatican. 
 
 De linguae Graecae particulis . 4, Rome, 1588 
 
 Dictionariolum octo linguarum, see BARLEMENT. 
 A little dictionary English and Latin, see WlTHALS. 
 
 DlODORUS SlCULUS. Fl. 60 B.C. 
 Bibliothecae historicae libri quindecim de quadra- 
 ginta. . . [Ed. by H. Estienne] f [Geneva], 1559 
 
 Bibliothecae historicae libri xv. f Hanover, 1604 
 
 DISPAUTERIUS or DESPAUTERIUS (Joannes) [Jan van 
 Pauteren], died 1520. Educated in Louvain. School- 
 master in Bois-le-duc, Lille and Comines. 
 
 De accentibus et punctis non minus utilis quam 
 necessarius London, 1525 
 
 Grammatica J. Despauterii (syntaxis . . . ars versi- 
 ficatoria . . . de figuris . . . ortographia . . . ars 
 epistolica . . . etc.), 6 pts. . 4, Lyons, 1528-25 
 
 Commentarii grammatici . . f, Paris, 1537 
 
 DRAX (Thomas), d. 1618. Born near Coventry. Vicar 
 of Dovercourt-cum-Harwich, Essex, 1601. 
 
 Calliepeia ; or a rich storehouse of proper, choice 
 and elegant Latin words and phrases, collected for 
 the most part out of all Tully's works. 
 
 8, London, 1612
 
 Bibliographical Notes. 323 
 
 Bibliotheca scholastica instructissima ; or, Treasury 
 of ancient adagies and sententious proverbs. 
 
 8, London, 1633. 
 
 DRURY, see DURY. 
 
 DUGARD (William), 1606-1662. Born in Bromsgrove 
 Lickey, Worcestershire. Headmaster of Merchant 
 Taylors' School from 1644. Set up a private press, which 
 he used in spite of prohibitions, from about 1649 until 
 his death. 
 
 Rudimenta Graecae linguae . . London, 1656 
 
 Written for the use of Merchant Taylors' School. 
 
 The English rudiments of the Latin tongue. 
 
 12, London, 1656 
 
 Lexicon Graeci testamenti alphabeticum. 
 
 8, London, 1660 
 
 Rhetorices elementa, quaestionibus et responsionibus 
 explicata. . . . Editio septima . 8, London, 1673 
 
 DUGRES (Gabriel). 
 
 Grammaticae Gallicae compendium. 
 
 8, Cambridge, 1636 
 
 Dialogi Gallico-Anglico-Latini . 8, Oxford, 1639 
 
 DURY (John). 
 
 The Reformed School. [Edited, with additions, by 
 S. Hartlib] .... 12, London [1649?] 
 
 Du VERDIER (Antoine), 1544-1600. Born at Mont- 
 brison. 
 
 See Cartari. 
 
 ELIZABETH, History of Queen, see CAMDEN, Annales. 
 
 Enchiridion morale, see HARWARD. 
 
 Enchiridion oratorium, see MORELLUS and PEMBLE. 
 
 Enchiridion poeticum, see MORELLUS. 
 
 (The) English, Latin, French and Dutch school- 
 master London, 1639 ? 
 
 Printed by Michael Sparkes. 
 
 ERASMUS (Desiderius), 1466-1536. 
 
 Adagiorum Chiliades tres . . f, Venice, 1508 
 
 First printed in Paris in 1500. 
 
 De copia verborum . . 4, Strassburg, 1513 
 
 De ratione studii et instituendi pueros commentarii. 
 
 4, Paris, 1514 
 
 De conscribendis epistolis . 4, Cambridge, 1521 
 
 Familiarium Colloquiorum D. Erasmi. 
 
 8, Florence, 1531 
 
 First published 1523-4.
 
 324 drt of Teaching School. 
 
 Apophthegmatum opus . . 4, Paris, 1533 
 ESTIENNE (Charles). Printer to the King, 1552. Died 
 
 Dictionarium historicum, geographicum, poeticum. 
 
 4, Geneva, 1566 
 
 This is probably the book referred to by Hoole as Lexicon 
 geographicum, poeticum et historicum. 
 
 Estienne (Henri), 1528-1598. Born in Paris, where 
 he commenced printing 1554. 
 Thesaurus Graecae linguae . . f, Paris, 1572 
 
 ESTIENNE (Robert) the Elder, 1503-1559. Born in 
 Paris. Printer to the King of Latin and Hebrew. 
 
 Thesaurus linguae Latinae . . f, Paris, 1532 
 
 Ethica Ciceroniana, see BUSCHERUS. 
 
 EUSTATHIUS, died c. 1193. Probably born in Con- 
 stantinople, where he taught rhetoric. Bishop of Myra, 
 1174, and of Thessalonica, 1175. 
 
 eis rty'Qijrfjpov 'IXtaSo, /cai'05iJ<T<r(w /xerd eviropurdrov 
 teal irdvv wpeKlnov wiv&Kos [by M. Devarius. With the 
 text. Ed. by N. Majoranus]. 4 vols. f, Rome, 1550 
 
 Eustathii ... in Homeri Iliadis et Odysseae libros 
 irapK^6\a.i, indice adjuncto perutili, &c. [By S. Gulden- 
 beck. With the text] f, Bale, 1559-60 
 
 FABRICIUS (Georg), 1516-1571. Born at Chemnitz. 
 Schoolmaster in Leipzig, Chemnitz and Freiburg. 
 Rector in Meissen 1546. 
 
 Virgilii opera a Fabricio castigata 8, Leipzig, 1551 
 
 Poematum sacrorum libri quindecim 16, Bale, 1560 
 
 FARNABY (Thomas), c. 1575-1647. Born in London. 
 Voyaged with Drake and Hawkins. Afterwards taught 
 in Martock and London. 
 
 Phrases oratoriae elegantiores et poeticae. 8th ed. 
 
 12, London, 1628 
 
 Florilegium epigrammatum Graecorum eorumque 
 Latino versu a variis redditorum 12, London, 1629 
 
 Index rhetoricus scholis et institutioni tenerioris aetatis 
 accomodatus. Cui adjiciuntur formulae oratoriae. 
 
 12, London, 1633 
 
 P.V.M. Opera . . . notis ad marginalibus illustrata 
 a T. Farnabio g. London, 1634 
 
 Index poeticus, commonstrans descriptiones . . . 
 quae habentur apud poetas veteres et recentiores. 
 
 8, London, 1634
 
 Bibliographical Notes. 325 
 
 Systema grammaticum . . 8, London, 1641 
 Index rbetoricus et oratoricus cum formulis oratoriis 
 et indice poetico .... 12, London, 1646 
 A reissue of Index rhetoricus scholis. 
 
 Floras doctorum, see PALMER. 
 
 Floras Poetarum de virtutibus et viciis. 
 
 4 [Cologne, 1480?] 
 
 [Another edition] ... 4 [Cologne, 1490] 
 Many later collections. 
 
 FLORUS (Lucius Annaeus), Roman historian of the 
 2nd century. 
 
 L. A. Flori Rerum Romanorum libri iv., cum notis 
 J. Gruteri. Nunc primum accesserunt notae et cas- 
 tigationes C. Salmasii . . 8. Heidelberg, 1609 
 
 FRANKLIN or FRANCKLIN (Richard), Minister of 
 Elsworth. 
 
 'Opdorovla, seu tractatus de tonis in lingua Grae- 
 canica 8, London, 1630 
 
 FRISIUS (Joannes), Tigurinus, 1505-1565. Born in 
 the canton of Zurich. Head of college in Zurich ; or- 
 ganised and encouraged the study of Oriental languages. 
 
 See CEPORINUS. 
 
 FRONTO (Marcus Cornelius), c. 100-170. Roman 
 grammarian, rhetorician and advocate. Tutor to Marcus 
 Aurelius and Lucius Verus. 
 
 De differentiis vocabulorum . 4, Hanover, 1605 
 
 Included in : Grammaticae Latinae auctores antiqui . . . 
 augentur et emendatur . . . opera et studio H. Putschii. 
 
 A Popmae . . . de differentiis verborum libri quatuor, 
 et de usu antiquae locutionis libri duo . . . (C. Frontonis 
 de vocum differentiis libellus), editio secunda. 2 pts. 
 
 8, Giessen, 1618 
 
 Garthius (Helvicus), 1579-1619. Born in Hesse. 
 Studied at Marburg, Strasburg and Tubingen. 
 
 Lexicon Latino-germano-graecum. 
 
 Garthei Lexicon .... London, 1618 
 
 GAZA (Theodorus), c. 1400-1475. Born at Thessa- 
 lonica. Professor of Greek, Ferrara, 1447. Afterwards 
 worked in Rome and Naples, translating into Latin 
 Aristotle and other Greek authors. 
 
 Theodori Introductivae grammatices libri quatuor. 
 {Ed. by Aldus Manutius] . . f, Venice, 1495 
 
 Partially translated by Erasmus in 1521. 
 
 GERARD, see GERHARD.
 
 326 Art of Teaching School. 
 
 GERHARD (Johann), 1582-1637. Born in Quedlin- 
 burg. General superintendent of the duchy of Coburg, 
 1607. Professor of theology, Jena, 1616. 
 
 Meditationes sacrae, &c. . . 12, Leiden, 1627 
 Translated into English the same year by R. Winterton. 
 
 Meditationes sacrae, &c. . . 12, Oxford, 1633 
 
 GOCLENIUS (Rodolphus), 1547-1628. Born at Cor- 
 bach. Professor of logic at Marburg. 
 
 Observationes linguae Latinae 8, Francfort, 1609 
 
 GODWIN (Thomas), d. 1642. Born at Wookey, 
 Somersetshire. Master of Abingdon School, 1609. 
 Later rector of Brightwell, Berkshire. 
 
 Romanae historiae anthologia : an English exposition 
 of the Roman antiquities . . 4, Oxford, 1014 
 
 Golden Grove, see VAUGHAN. 
 
 GOUGE (William), 1578-1653. Born at Stratford-le- 
 Bow. Religious writer. Took orders, 1607. Rector of 
 St. Anne's, Blackfriars, 1621. Member of the West- 
 minster Assembly, 1643. 
 
 A short catechism . . . 16, London, 1631 
 
 GREGORY (Francis), 1625-1707. Born at Woodstock. 
 
 Usher at Westminster School. Afterwards headmaster 
 
 of Grammar School at Woodstock. Chaplain to the 
 
 King. 
 
 Greek-Latin lexicon . . . . . 1654 
 Instructions concerning the art of oratory, for the use 
 
 of schools 1659 
 
 Nomenclatura brevis Anglo- Latino-Graeca. 
 
 8, London, 1675 
 
 GRETSERUS (Jacobus), 1561-1625. Born at Marck- 
 dorf. Entered the Society of Jesus, 1578. Professor 
 of philosophy and theology, Ingolstadt. 
 
 Institutiones linguae Graecae 8, Ingolstadt, 1593 
 Rudimenta linguae Graecae cum catechesi Christiana. 
 
 4. Ingolstadt, 1595 
 
 Nomenclator Latino-Graecus 8, Ingolstadt, 1596 
 Phraseologia Graecc-latinae . 8, Ingolstadt, 1606 
 GRUTER or GRUYTERE (Jan), 1560-1627. Born at 
 Antwerp. Professor of history, Wittenberg, 1586. 
 Taught at Rostock, 1589-1592. Librarian to Heidel- 
 berg University, 1602. 
 
 Florilegium ethico-politicum. 
 
 3 vols. , 8, Frankfort, 1610-12 
 Florilegii magni seu Polyantheae tomus secundus
 
 Bibliographical Notes. 327 
 
 parte secunda . . . formatus concinnatusque ex quin- 
 quaginta minimum auctoribusvetustis, Graecis, Latinis, 
 Sacris, Profanis f, Strasburg, 1624 
 
 HAMPTON (Barnabas). 
 
 Prosodia construed, and the meaning of the most 
 difficult words therein contained plainly illustrated ; 
 being an addition to the construction of Lily's rules and 
 of like necessary use . . . 12, London, 1704 
 
 First printed in 1639. 
 
 HARMAR (John), 15947-1670. Born at Churchdown, 
 near Gloucester. Usher at Magdalen College School, 
 1617. Master of free school, St. Albans, 1626. Pro- 
 fessor of Greek, Oxford, 1650. 
 
 Praxis grammatica . . . . .8, 1622 
 
 Janua linguarum ... 4, London, 1626 
 
 'H KaTijx 7 ? " 1 * T ^ s xP lffriavlK ^ s QpiiffKftas ffWTo/j.u- 
 ripa.. Sive catechesis religionis Christianae compen- 
 diosior ...... 8, London, 1659 
 
 HARWARD (Simon), fl. 1572-1614. Divine and 
 author. Chaplain of New College, Oxford, 1577. Rector 
 of Warrington, 1579. 
 
 Encheridion morale in quo virtutes quatuor . . . 
 cardinales, ex clarissimis oratoribus et poetis . . . de- 
 scribuntur ..... 8, London, 1596 
 
 HAWKINS (Francis), 1628-1681. Born in London. 
 Entered .the Society of Jesus, 1649. Professor of Holy 
 Scripture at Liege College, 1675. 
 
 Youth's Behaviour: or, Decency in conversation 
 amongst men. Composed in French . . . now newly 
 turned into English by F. H. Fourth edition, with the 
 addition of twenty-six new precepts 8, London, 1646 
 
 HAWKINS (John), M.D., fl. 1635. Translator and 
 grammarian. 
 
 A brief introduction to syntax. . . . Collected . . . 
 out of Nebrissa. . . . With the concordance supplied 
 by J[ohn] H[awkins], &r"c. 
 
 8, London, 1631 
 
 Particulae Latinae orationis, collectae, dispositae, et 
 confabulationibus digestae, &r"c. . 8, London, 1635 
 
 HAYNE (Thomas), 1582-1645. Born at Thrussington. 
 Second undermaster at Merchant Taylors' School, 1605- 
 1608. Usher at Christ's Hospital, 1608. 
 
 Linguarum cognatio . . 12, London, 1639 
 
 Grammatices Latinae compendium. 
 
 8, London, 1640 
 2 B
 
 328 Art of Teaching School. 
 
 HAYNE or HAINE (William). Headmaster of Mer- 
 chant Taylors' School, 1599. 
 
 Certain epistles of Tully verbally translated. 
 
 8, London, 1611 
 
 Lillies rules construed . . 8', London, 1642 
 [Another edition] ... 8, London , 1653 
 Henry's Phrases ; a very useful book to enable young 
 scholars to make and speak eloquent Latin. 
 
 8, London, 1653 
 
 HEIDFELDIUS (Johannes). 
 
 Sphinx Theologico-Philosophica, aenigmata varia pro- 
 ponens ad acuendum ingenium. 
 
 8, Herborn, Hesse-Nassau, 1604 
 
 HEINSIUS or HEINS (Daniel), 1580-1655. Bom at 
 Ghent. Professor of Latin at Leiden, 1602, professor of 
 Greek, 1605, librarian, 1607. 
 
 Orationes. Nunc primum omnes simul, nonnullae 
 etiam nunc primum editae . . 12, Leiden, 1612 
 
 HELVICUS (Christophorus), 1581-1617. Born at 
 Sprendlingen. Professor of Greek and Hebrew at 
 Giessen, 1605. Professor of theology, 1610. 
 
 Theatrum chronologicum, sive chronologiae systema 
 novum ...... f, Giessen, 1609 
 
 Helvici colloquia familiaria . London, 1638 ? 
 
 Familiaria Colloquia, opera Christophori Helvici, D. 
 et Professoris Giessensis olim ; ex Erasmo Roterodamo, 
 Ludovico Vive et Schottenio Hasso selecta. 
 
 Editio undecima ad pristina exemplaria denuo recog- 
 nita. 
 
 12, Londini, typis Johannis Redmayne, 1673. 
 
 MS. note by Jo. Aubrey, inside the cover : 
 
 " See the first edition of this booke in octavo, printed 
 at Gissa or Marpurge, ubi alternis paginis nomina et 
 verba textus pcedentis in prima irrCoae, ut in Lexicis 
 fieri solet. 
 
 ' ' Scottenii Dialogi is the most usefull booke for schoole- 
 boyes, better than Vives or Erasmus by much. J. A." 
 
 The earliest edition appears to have been issued in 1533 ; 
 and six others are mentioned before 1556. 
 
 HERBERT (George), 1593-1633. Born at Mont- 
 gomery Castle. Reader in Rhetoric at Trinity College, 
 Cambridge, 1618. Orator to the University, 1619. 
 Prebendary of Leighton Bromswold, Huntingdon, 1626. 
 Later held the living of Bemerton, near Salisbury.
 
 Bibliographical Notes. 329 
 
 The Temple : sacred poems and private ejaculations. 
 18, Cambridge [1631] 
 
 Very many subsequent editions. 
 
 Hermes Anglo-Latinus : or directions for young Latin- 
 ists to speak Latin purely . . 12, London , 1639 
 
 HESYCHIUS, Illustris, fl. at Constantinople fifth cen- 
 tury A.D. 
 
 'fLcrvxtov KeiK.bv. Hesychii Dictionarium [Ed. by 
 Aldus ManutiusJ f, Venice, 1514 
 
 Much of this is incorporated in the Lexicon of Suidas. 
 
 [Another edition] . . f, Haguenau, 1521 
 
 HIGGINS (John), c. 1545-1602. Poet and compiler. 
 
 Huloet's dictionarie, newly corrected. 
 
 f, London, 1572 
 
 The mirour for magistrates. 
 
 2 pts., 4, London, 1574 
 
 Flowers, or eloquent phrases of the Latin speech, 
 gathered out of the six comedies of Terence. 
 
 8, London, 1575 
 
 In collaboration with Nicholas Udall. 
 
 HODDER (James), fl. 1661. Arithmetician and writing- 
 master. Kept a school in Lothbury in 1661, and later 
 at Bromley-by-Bow. 
 
 The penman's recreation, containing sundry examples 
 of fair writing .... 4, London [1660 ?] 
 
 Hodder's Arithmetic . . 12, London, 1661 
 
 HOLIDAY or HOLYDAY (Barten), 1593-1661. Born 
 in Oxford. Took orders c. 1616. Chaplain to Charles 
 I. Archdeacon of Oxford, 1626. Rector of Chilton 
 during the Commonwealth, afterwards returning to 
 Oxford. 
 
 A. Persius Flaccus his satires . 8, Oxford, 1616 
 
 All Horace his lyrics . . .8, London, 1653 
 
 A survey of the world in ten books. 
 
 8, Oxford, 1 66 1 
 
 HOLYOAKE (Francis), 1567-1653. Born at Nether 
 Whitacre, Warwickshire. Taught at Oxford and in 
 Warwickshire. Rector of Southam, 1604. Member of 
 Convocation, 1625. 
 
 Dictionary etymological. 2 pts. 8, London, 1617 
 
 Annexed to Rider's Dictionary. 
 
 [Another edition] To which are joined many useful 
 alterations, with additions, by N. Gray. 
 
 4, London, 1626 
 
 Dictionarium etymologicum Latinum. 
 
 3 pts. 4, London, 1633
 
 330 Art of Teaching School. 
 
 HOOKER (Richard), 1554-1600. Born at Exeter. 
 Took orders c. 1581. Master of the Temple, 1585. 
 Rector of Boscombe and minor prebendary of Salisbury, 
 
 I59I- 
 Of the laws of ecclesiastical politic eight books. 
 
 f, London [1594?] 
 
 HOOLE (Charles), 1610-1667. Born at Wakefield. 
 Educated at the Free School, Wakefield, and at Lincoln 
 College, Oxford. Took holy orders c. 1632. Master 
 of the Free School at Rotherham. Rector of Great 
 Ponton, Lines., 1642. Later lived in London and 
 taught at private schools in Aldersgate St. and Lothbury. 
 Rector of Stock, Essex, 1660. 
 An easy entrance to the Latin tongue. 
 
 8, London, 1649 
 
 Propria quae maribus, Quae Genus and As in prae- 
 
 senti, Englished and explained. 8, London, 1650 
 
 Terminationes et exempla declinationum et conjuga- 
 
 tionum 8, London, 1650 
 
 Lily's Latin grammar fitted for the use of schools. 
 
 8, London, 1651 
 Corderius' school-colloquies, English and Latin. 
 
 8, London, 1657 
 
 Vocabularium parvum Anglo-Latinum. ... A little 
 vocabulary . . . . . 8, London, 1657 
 Culmann's Sentences for Children , translated. 
 
 8, London, 1658 
 
 Comenii Orbis Pictus, translated 8, London, 1659 
 Catonis Disticha de moribus . 8, London, 1659 
 Pueriles confabulatiunculae Anglo- Latinae. 
 
 8, London, 1659 
 Centuria epistolarum Anglo-Latinarum. 
 
 8, London, 1660 
 Examinatio grammaticae Latinae. 
 
 8, London, 1660 
 
 HORNE (Thomas), 1610-1654. Born at West Hallam, 
 Derbyshire. Schoolmaster in London, Leicester and 
 Tunbridge. Afterwards master at Eton College. Trans- 
 lated Comenius' Janua linguarum reserata. 
 
 Xeipa-ywyia, sive manuductio in aedem Palladis, qua 
 utilissima methodus authores bonos legendi indigitatur. 
 
 8, London, 1641 
 
 Janua linguanim, sive methodus et ratio compen- 
 diaria et facilis ad omnes linguas ad Latinam vero 
 maxime viam aperiens ... 8, London, 1645 
 Rhetoricae compendium Latino- Anglice. 
 
 8, London, 1651
 
 Bibliographical Notes. 331 
 
 Horologium Hebreae linguae, see SCHICKARD. 
 
 HUISE (John). 
 
 Florilegium Phrasicon ; or, a survey of the Latin 
 tongue . . . now enlarged ... by A. Ross. 
 
 8, London, 1659 
 
 JACOBUS [Spanmueller], Pontanus, 1542-1626. Born 
 at Brack in Bohemia. Member of the Society of Jesus. 
 Taught languages and rhetoric in Ingolstadt. 
 
 Progymnasmatum Latinitatis, sive dialogorum libri 
 quatuor, cum annotationibus . 8, Francfort, 1630 
 
 K.LEINARTS (Nicolaus), 1495-1542. Born at Diest, 
 in Brabant. Professor of Greek and Hebrew in Lou vain 
 and Salamanca. Tutor to the brother of the King of 
 Portugal. Later professor of Latin, Braga. 
 
 Meditationes Graecanicae in artem grammaticam, 
 multo quam ante hac castigatiores, &c. 
 
 8, Venice, 1543 
 Institutiones ... in linguam Graecam. 
 
 8, Antwerp, 1545 
 
 [Another edition] . . . meliore ordine digestae atque 
 . . . locupletatae . . . opera G. J. Vossii. 
 
 8, Leiden, 1632 
 
 LANGLEY (John), d. 1657. Born near Banbury. 
 Headmaster of the college school, Gloucester, 1617, and 
 of St. Paul's School, 1640. 
 
 Totius rhetoricae adumbratio . . . 1644 
 
 Introduction to grammar. 
 
 Compendium prosodiae. 
 
 LAUBEGEOib ^Antonyde). Member of the Society of 
 Jesus. 
 
 Graecae linguae breviarum ... in gratiam Graecis 
 litteris initiatorum .... 8, Douai, 1626 
 
 Lexicon geographicum, poeticum et historicum, see 
 ESTIENNE (Charles). 
 
 Lexicon Homericum, see COULON. 
 
 LIBANIUS, 314-393. Born at Antioch. Taught at 
 Constantinople, Nicomedia and finally at Antioch. 
 
 Aifiaviov 2o(j>iffTov /aeXerat, \6yoi re Kai f/c</>pd<ras 
 '[Edited by Soterianus Capsalis]. Ed. Pr. 
 
 4, Ferrara, 1517 
 
 Libanii Sophistae Praeludia, oratoria, declamationes 
 et dissertationes morales f, Paris, 1627 
 
 LILY (William), c. 1468-1522. Born at Odiham,
 
 332 Art of Teaching School. 
 
 Hampshire. Private teacher of grammar in London. 
 First headmaster of St. Paul's School, 1510. 
 
 G. Lilii. . . . De generibus nominum, ac verborum 
 praeteritis et supinis, regulae. . . . Opus recognitum et 
 adauctum cum nominum ac verborum interpretamentis, 
 per J. Rituissi, Scholae Paulinae praeceptoris [sic]. 
 
 4 [1520?] 
 
 Brevissima Institutio, seu Ratio Grammatices cog- 
 noscendae ..... 4, London, 1528 
 
 Prefixed to this edition are the epistle and directions for 
 teaching the eight classes in Ipswich school, written by Cardinal 
 Wolsey. 
 
 LINACEE or LINACRE (Thomas), c. 1460-1524. Born 
 at Canterbury. Humanist and physician. Tutor to 
 Prince Arthur ; later physician to Henry VIII. Instru- 
 mental in founding the College of Physicians, London, 
 to which he gave his library. Ordained priest, 1520. 
 
 De temperamentis . . 4, Cambridge, 1521 
 
 Translated from the Greek of Galen. 
 
 De emendata structura Latini sermonis. 
 
 4, London, 1524 
 
 Progymnasmata grammatices vulgaria. 
 
 4, London, 1525? 
 
 Written in English ; afterwards translated into Latin by 
 Robert Buchanan. 
 
 LIPSIUS (Justus) [Joest Lips], 1547-1606. Born near 
 Brussels. Latin secretary to Cardinal Granvella. Pro- 
 fessor of history in Leiden University from 1579. 
 
 Variarum lectionum libri tres . . . 1567 
 
 Tacitus 8, Antwerp, 1574 
 
 Antiquarum lectionum libri quinque . . *575 
 
 Politicorum libri sex 1589 
 
 J. L. Epistolarum selectarum centuria prima. 
 
 8, Antwerp, 1586 
 J. L. Epistolarum selectarum centuriae VIII. 
 
 8, Geneva, 1639 
 
 LLOYD (Hugh), 1546-1601. Born in Lleyn. Master 
 of Winchester College, 1580-1587. Prebendary of St. 
 Paul's, 1584. Rector of Islip, near Oxford, 1588. 
 
 Phrases elegantiores ex Caesaris commentariis, Cice- 
 rone, aliisque, in usum scholae Winton. 
 
 8, Oxford, 1654 
 
 LLOYD (Richard), 1595-1659. Born in Anglesea. 
 Rector of Sonning. Vicar of Tilehurst. Later taught 
 in a private school at Oxford.
 
 Bibliographical Notes. 333 
 
 The school-master's auxiliaries, to remove the Bar- 
 barians' siege from Athens, advanced under two guides. 
 The first, leading by rule and reason to read and write 
 English dexterously. The second, asserting the Latin 
 tongue in prose and verse to its just . . . elegancy. 
 
 2 pts 8, London, 1653-1654 
 
 [Another edition] . . . 12, London, 1659 
 
 Artis poeticae, Musarum candidatis addiscendae, 
 
 formula recens et dilucida . . 8, London, 1653 
 
 LoiNUS (Joannes). 
 
 Gnomologiae, id est sententiae collectaneae et similia 
 ex Demosthenis orationibus et epistolis . . . collectae. 
 Authore J. Loino .... 8, Paris, 1551 
 
 [Another edition] .... 16, Lyons, 1603 
 
 LONGOLIUS (Gilbertus) [Gilbert de Longueil], 1507- 
 1543. Born at Utrecht. Physician and man of letters. 
 Professor of literature and Rector in Deventer. Pro- 
 fessor of Greek and Latin in Cologne. 
 
 Lexicon Graeco-Latinum . 8, Cologne, 1533 
 
 LORICHIUS (Reinhardus), born in Hadamar. Pro- 
 fessor of rhetoric in Marburg, 1535-48. 
 
 De Institutione principum Loci Communes, ex ... 
 optimis auctoribus collecti . 8, Frankfort, 1538 
 
 Tabulae de schematibus et tropis Petri Mosellani. 
 . . . Jam recens compluribus figuris locupletatae, 
 variisque novis autorum optimorum exemplis illustratae, 
 per R. Lorichium ... 8, Frankfort, 1540 
 
 Aphthonii Progymnasmata . . . cum luculentis et 
 utilibus in eadem scholiis R. Lorichii Hadamarii. 
 
 8, London, 1583 
 
 LUBIN (Eilhard), 1565-1621. Born at Werterstede, 
 in Oldenburg. Professor of literature, Rostock, 1595. 
 Later professor of theology. 
 
 i D. Junii Juvenalis Satyrarum libri v. . . . Cum 
 analysi et . . . commentariis . . . E Lubini. 
 
 4, Hanover, 1603 
 
 Clavis Graecae linguae, sive vocabula latino-graeca. 
 13, Amsterdam, 1651 
 
 LUCANUS (Marcus Annaeus), 39-65. Born at 
 Corduba. 
 
 Pharsalia . . . adjectus ad marginem notis T. 
 Farnabii, &c 8, London, 1618 
 
 First printed at Rome in 1469.
 
 334 -Art of Teaching School. 
 
 LUCIANUS, c. 120-180. Born at Samosata. 
 [Dialogi] Ed. Pr. . . f, Florence, 1496 
 
 Mortuorum dialog! 4, Louvain, 1531 
 
 Luciani dialogorum selectorum libri II. A Guil. 
 Dugardo recogniti. ... 8, London, 1655 
 
 LYCOSTHENES (Conradus), 1518-1561. Born at 
 Ruffach, in Alsace. Taught grammar and logic at 
 Bale, 1542. 
 
 Apophthegmatum ex optimis utriusque linguae 
 scriptoribus per C. Lycosthenem . . . collectorum loci 
 communes, denuo aucti et recogniti. . . . His acces- 
 serunt Parabolae . . . olim ex gravissimis auctoribus 
 collectae [by D. Erasmus], nunc vero per C. Lycos- 
 thenem in locos communes digestae 8, Lyons, 1574 
 
 [Another edition] ... 8, Geneva, 1602 
 
 MANTUANUS, see SPAGNUOLI. 
 
 MANUTIUS (Aldus) the Younger, 1547-1597. Born 
 at Venice. Professor of rhetoric, Bologna, 1585, and of 
 belles-lettres, Rome, 1589. Director of the Vatican 
 press, 1590. 
 
 Phrases linguae Latinae, in Anglicum sermon em 
 conversae. ..... 16, London, 1579 
 
 MANUTIUS (Paulus), 1512-1574. Born at Venice. 
 Took charge of his father's press at Venice, 1533. Re- 
 moved to Rome and printed there, 1561, till his death. 
 Antiquitatum Romanarum liber de legibus. 
 
 f, Venice, 1557 
 
 P. Manutii Epistolae, et Praefationes quae dicuntur. 
 
 8, Venice, 1558 
 
 De Civitate Romana. ... 4, Rome, 1585 
 
 Epistolarum P. Manutii libri xii. Ejusdem quae 
 
 praefationes appellantur ; cum nova quoque accessione. 
 
 16, London, 1591 
 
 MARTIALIS (Marcus Valerius), c. 38-102. Born at 
 Bilbilis, Spain. Removed to Rome in 64. 
 Epigrammata . . . . f, Venice, 1510 
 Epigrammaton libri ; animadversi, emendati et com- 
 mentariolis luculenter explicati [by T. Farnaby]. 
 
 8, London, 1615 
 
 MARTINIUS (Matthias), 1572-1630. Studied at Pader- 
 born under Piscator. 1596, Rector at Herborn. 1610, 
 Rector and Professor of Theology at Bremen. 1618, 
 delegate to the Synod of Dordrecht, and opposes the 
 Supralapsarians.
 
 Bibliographical Notes. 335 
 
 His principalworkwas Lexicon Philologicum, Bremen, 
 1623, fol. He also wrote Cadmus Graeco- Phoenix, 
 Bremen, 1625, 8. The work named by Hoole waslpub- 
 lished at Herborn, 1603, entitled Memoriale Biblicum 
 metrico compendio, quam fieri potuit, brevissimo factum, 
 in omnes libros canonicos V. et N. Testamenti, etiam 
 in apocryphos. Una cum admonitione de S. Bibliorum, 
 item de veteris Cononicis divisione in legem, Mosen et 
 Hagiographa ex Hieronymo. Herbornae, 1603. Other 
 editions in 1608, 12, and 1622, 12, and later. 
 
 His remains include good Latin poetry. 
 
 MARTINIUS (Petrus). Born in Navarre. Died 1594. 
 
 Professor in the college at La Rochelle, 1572. 
 Grammaticae Hebraeae libri duo 8, Paris, 1567 
 
 Grammatica Ebraea Martinio-Buxtorfiana. . . S. Ama- 
 
 ma . . . mutavit, correxit et auxit 8, Amsterdam, 1634 
 
 MELANCHTHON (Philipp), 1497-1560. Born in 
 Baden. Taught in Tubingen, 1512. Professor of 
 Greek at Wittenberg, 1518. 
 
 Elementa Latinae grammatices 8 [Cologne], 1526 
 
 Grammatica Graeca ... 8, Hayn, 1527 
 
 Sintaxis P.M. recens nota et edita 8, Paris, 1529 
 
 In Hesiodi libros de opere et die enarrationes P.M. 
 Una cum authoris praefatione. . 8, Paris, 1543 
 
 Memoriale Biblicum, see MARTINIUS (Matthias). 
 
 Merchant Tailors' School probation book, see School's 
 Probation. 
 
 MINUTIUS, see MANUTIUS (Paulus) 
 
 Moral Philosophy, see BALDWIN. 
 
 MORELIUS (Gulielmus), 1505-1564. Born in Nor- 
 mandy. Taught Greek in Paris. Printer's reader. 
 Later joined Turnebe, printer to the King for the Greek 
 language. 
 
 Alphabetum Graecum literarum Graecarum appella- 
 tiones et pronunciationes. . . 8, Paris, 1550 
 
 Verborum Latinorum cum Graecis Anglicisque con- 
 junctorum locupletissimi commentarii. 
 
 f, London, 1583 
 
 MORELLUS (Theodoricus). 
 
 Enchiridion duplex : oratorium nempe et poeticum ; 
 hoc ab A. Rossaeo, illud a T. Morello concinnatum, 
 sed ab eodem Rossaeo recognitum et auctum. 
 
 8, London, 1650 
 
 MULCASTER (Richard), I53o?-i6n. Born in Brack-
 
 336 Art of Teaching School. 
 
 enhill Castle. Schoolmaster in London, 1559. First 
 headmaster of Merchant Taylors' School, 1561-1586. 
 
 Positions, wherein those primitive circumstances be 
 examined which are necessary for the training up of 
 children, either for skill in their book or health in their 
 body 8, London, 1581 
 
 The first part of the elementary which entreateth 
 chiefly of the right writing of our English tongue. 
 
 4, London, 1582 
 
 Catechismus Paulinus . . 8, London, 1599 
 
 MURET (Marc Antoine), 1526-1585. Born near 
 Limoges. Taught Latin at Villeneuve and Bordeaux. 
 Finally settled at Rome. 
 
 Orationes xxiii. . . . ejusdem interpretatio quincti 
 libri ethicorum Aristotelis ad Nicomachum. Ejusdem 
 hymni sacri et alia quaedam poematia. 3 pts. 
 
 8, Venice, 1575 
 
 NANNUS MIRABELLIUS (Dominicus). 
 
 Polyanthea. Opus suavissimis floribus exornatum. 
 
 f, Venice, 1507 
 
 Polyanthea, hoc est, opus suavissimis floribus sen- 
 ten tiarum tarn Graecarum quam Latinarum exornatum, 
 quos . . . collegere D. Nannus Mirabellius, B. 
 Amantius et F. Fortius. Quibus accessere recenti hac 
 editione ccxxi. additiones. . . f, Lyons, 1600 
 
 Polyanthea Nova . . . Opus . . . nunc . . . ordine 
 bono digestum . . . auctum . . . opera J. Langii. 
 
 f, Lyons, 1604 
 
 Florilegii magni, seu Polyantheae floribus novissimis 
 sparsae, libri xx. f, Lyons, 1620 
 
 NOWELL or NOEL (Alexander), iso7?-i6o2. Born 
 at Whalley. Master of Westminster School, 1543. 
 Prebendary of Westminster, 1551. Deaniof St. Paul's, 
 1560. 
 
 Catechismus, sive prima institutio disciplinaque 
 pietatis christianae. [Large catechism.] 
 
 4, London, 1570 
 
 Translated by T. Norton, 1570. 
 
 Christianae pietatis prima institutio ad usum schol- 
 arum. [Middle catechism] . 4, London, 1570 
 
 Translated by Norton, 1572. 
 
 Catechismus parvus pueris primum Latine qui 
 ediscatur, proponendus in scholis. [Little catechism]. 
 
 12, London, 1572 
 
 Translated by Norton, 1577. 
 
 OGILBY (John), 1600-1676. Born in; Edinburgh.
 
 Bibliographical Notes. 337 
 
 Dancing-master, subsequently printer and publisher in 
 London. 
 
 The works of P. Virgilius Maro, translated by J. 
 Ogilby 8, London, 1649 
 
 Orator Extemporaneus, see RADUA. 
 
 OWEN (John), 15607-1622. Born at Llanarmon, 
 Carnarvonshire. Schoolmaster at Trelleck, 1591. 
 Headmaster of King Henry VIII's School, Warwick, 
 
 1594- 
 
 Joannis Audoeni Epigrammatum libri tres. 
 
 16, London, 1606 
 
 There were many subsequent editions. 
 
 PAGET or PAGIT (Eusebius), 1551-1617. Born at 
 Cranford, Northants. Rector of Lamport, 1572, and 
 later of Kilkhampton. Suspended c. 1585 on account 
 of his Nonconformist tendencies. Rector of St. Agnes, 
 Aldersgate St., London, 1604, till his death. 
 
 The history of the Bible, briefly collected, by way of 
 question and answer. . . 12, London, 1613 
 
 PAGNINUS (Sanctes) c. 1470-1541. Born at Lucca. 
 Entered the Dominican order, 1486. Professor of 
 Oriental languages at Rome. Finally settled at Lyons, 
 of which he was made a citizen. 
 
 Thesaurus linguae sanctae . . f, Lyons, 1529 
 
 Thesauri Pagnini epitome . 8, Antwerp, 1616 
 
 PALAEMON (Quintus Remmius). Fl. in the first 
 century. Native of Vicentia. Taught grammar in 
 Rome. 
 
 Ars Grammatica [in Grammaticae Latinae Auctores 
 Antiqui . . . augentur et emendantur . . . opera et 
 studio H. Putschii] ... 4, Hanover, 1605 
 
 This book, discovered by Jovianus Pontanus in the fifteenth 
 century, is doubtfully ascribed to Palaemon. 
 
 Palatinate Catechism [Heidelberg Catechism]. 
 
 Ka.T'/ixW-* T W XP lff vlK fy TtcFTfws . . Catechesis 
 religionis Christianae, quae in Ecclesiis et scholiis 
 Electoralis Palatinatus traditur . 8, Geneva, 1609 
 
 [Another edition] . . . 12, Hanover, 1625 
 
 Printed in London c. 1622. 
 
 PALMER (Thomas), Hibernicus. 
 
 Manipulus florum ... 4, Venice [1495 ?] 
 
 [Another edition] Flores omnium pene doctorum, 
 qui cum in theologia, turn in philosophia hactenus 
 claruerunt . . . exactiore . . . animadversione quam 
 usquam antea castigati '. . . 8, Lyons, 1558
 
 338 Art of Teaching School. 
 
 PARAEUS or PAREUS (Daniel), c. 1605-1635. Born 
 at Neuhausen. Professor of humanity, Kaiserslautern, 
 
 I 6 33- 
 
 Mellificium atticum . . 4, Frankfort, 1627 
 Medulla historiae universalis profanae . 12, 1631 
 Bayle disputes the authorship, and attributes it to Henri 
 
 Alting. 
 
 PAREUS (Johannes Philippus), 1576-1648. Born at 
 Hemsbach, near Worms. Rector in Kreuznach, 1600, 
 in Neustadt, 1610, and in Hanau, 1623. 
 
 Calligraphia Romana, sive thesaurus linguae Ro- 
 manae ... 8, Neustadt an der Hardt, 1616 
 
 Calligraphia Symmachiana. 
 
 8, Neustadt an der Hardt, 1617 
 
 Lexicon Plautinum ; in quo, velut thesauro, antiquae 
 linguae romanae elegantiae in Plauto extantes expli- 
 cantur 8, Hanover, 1634 
 
 PASOR (George), 1570-1637. Born at Herborn. 
 Professor of theology and Hebrew, Herborn, 1597. 
 Professor of Greek, Franeker, 1626, till his death. 
 
 Lexicon Graeco-latinum in N. Testamentum . . . 
 Editio quarta .... 8, Herborn, 1632 
 
 [Another edition] . . . 8, London, 1644 
 
 Novum testamentum. Huic editioni omnia difficili- 
 orum vocabulorum themata, quae in G. Pasoris lexico 
 grammatice resolvuntur, in margine apposuit C. Hoole. 
 
 12, London, 1653 
 
 Analysis difficilium vocum in operibus Hesiodi. 
 
 PELEGROMIUS (Simon). 
 
 Synonymorum Sylva . . . recognita et multis in locis 
 aucta 8, Antwerp, 1555 
 
 Synonymorum Sylva olim a S. Pelegromio collecta, 
 et Alphabeto Flandrico . . . illustrata : nunc autem e 
 Belgarum sermone in Anglicanum transfusa et in alpha- 
 beticum ordinem redacta per H.F. et ab eodem . . . 
 emendata et aucta. Accesserunt huic editione synonyma 
 quaedam poetica .... 8, London, 1609 
 
 [Another edition] ... 8, London, 1650 
 
 PEMBLE (William), 1592 ?-i623. Born at Egerton, 
 Kent. Divinity reader of Magdalen Hall. 
 
 Enchiridion oratorium . . 4, Oxford, 1633 
 
 PERKINS (William), 1558-1602. Born at Marston 
 Jabbet, Warwickshire. Fellow of Christ's College, 
 1584-1594. 
 
 The foundation of Christian religion ; gathered into
 
 Bibliographical Notes. 339 
 
 six principles to be learned of ignorant people that they 
 may be fit to hear sermons with profit. 
 
 8 [London], 1591 
 
 PHAEDRUS. Born in Macedonia : a slave, probably 
 of Augustus, and manumitted by him. 
 
 Fabularum Aesopiarum libri v, nunc primum in 
 lucem editi [by P. Pithou] . . 12, Troyes, 1596 
 
 [Another edition] ... 8, Leiden, 1598 
 
 [Another edition] . . . 4> Paris, 1617 
 
 PIERIUS, see VALERIANUS. 
 
 POLITIANUS, see POLIZIANO. 
 
 POLIZIANO (Angelo Ambrogini), 1454-1494. Born 
 in Tuscany. Professor of humanity in Florence. 
 
 Epistolarum libri XII . . 8, Antwerp, 1567 
 
 Polyanthea, see NANNUS MIRABELLIUS and GRUTER. 
 
 PONTANUS, see JACOBUS, Pontanus. 
 
 POOLE (Joshua), fl. 1640. Some time in charge of a 
 private school at Hadley. 
 
 The English accidence . . 4, London, 1655 
 
 The English Parnassus : or, a help to English poesy. 
 
 12, London, 1657 
 
 POPMA (Ausonius), i563?-i6i3. Born at Alst. 
 Studied philosophy at Cologne and law at Lou vain. 
 
 De differentiis verborum libri quatuor, et de usu 
 antiquae locutionis libri duo . . . (C. Frontonis de 
 vocum differentiis libellus). Editio secunda. 2 pts. 
 
 8, Giessen, 1618 
 
 Fragmenta historicorum veterum Latinorum, ab A. 
 Popma collecta, emendata et scholiis illustrata. 
 
 8, Amsterdam, 1620 
 
 POSSELIUS (Joannes) the Elder, 1528-1591. Born at 
 Parchim, in the duchy of Mecklenburg. Professor of 
 Greek in Rostock. 
 
 Syn taxis Graeca . . . 8, Wittenberg, 1560 
 
 Calligraphia oratoria linguae Graecae. 
 
 8, Francfort, 1582 
 
 Revised and enlarged by his son. 
 
 Familiarum colloquiorum libellus. 
 
 8, Wittenberg, 1586 
 
 [Another edition] . . . 12, London, 1652 
 
 POSSELIUS (Joannes) the Younger, 1565-1633. Born 
 at Rostock, where he taught Greek literature. 
 
 Apophthegmata ex Plutarcho et aliis selecta, inque 
 locos communes redacta . 8, Wittenberg, 1598
 
 34O Art of Teaching School. 
 
 Practice of piety, The, see BAYLY. 
 Practice of quietness, The, see WEBBE. 
 
 PUTEANUS (Erycius) [Henry du Puy], 1574-1646. 
 Born at Venlo. Professor of rhetoric, Milan, 1601. 
 Succeeded Lipsius as professor of belles-lettres, Louvain, 
 1606. 
 Comus, sive Phagesiposia Cimmeria. 
 
 8, Louvain, 1611 
 Democritus, sive de risu dissertatio saturnalis. 
 
 12, Louvain, 1612 
 
 Amoenitatum humanarum diatribae xii. , quae partim 
 philologiam, partim philcsophiam spectant. 
 
 8, Louvain, 1615 
 De Annunciatione Virginis-Matris oratio. 
 
 4, Antwerp, 1618 
 
 Doctrinae Politicae Fontes Aristotelici, perpetuis 
 aphorismis descripti . 4 [Amsterdam ? 1646 ?] 
 
 QUARLES (Francis), 1592-1644. Born at Ramford. 
 Secretary to Ussher, Primate of Ireland, 1629. Ap- 
 pointed city chronologer, 1639. 
 
 Divine fancies .... 8, London, 1632 
 Emblemes .... 8, London, 1635 
 
 QUINTUS CURTIUS, see CURTIUS RUFUS, Quintus. 
 
 RADAU (Michael). 
 
 Orator extemporaneus, seu artis oratoriae breviarum 
 bipartitum. Cujus prior pars praecepta continet 
 generalia, posterior praxin ostendit. 
 
 8, London, 1657 
 
 RAINOLDS or REYNOLDS (John), 1549-1607. Bom 
 at Pinhoe, near Exeter. Reader in Greek at Oxford, 
 1572. Dean of Lincoln, 1593. President of Corpus 
 Cnristi, 1598. 
 
 Orationes duodecim ; cum aliis quibusdam opusculis. 
 
 12*, London, 1619 
 
 RAVISIUS (Joannes), c. 1480-1524. Born at Saint- 
 Saulge in the Nivernais. Professor of rhetoric, Paris. 
 Rector of the university, 1520. 
 
 Officina, partim historiis partim poeticis referta 
 disciplinis f [Paris], 1520 
 
 Officina vel potius naturae historia 4 [Paris], 1522 
 
 Officina . . . multo nunc quam prius auction 
 
 f [Paris], 1532 
 
 Res Virgiliana, see BUCKLER.
 
 Bibliographical Notes. 341 
 
 REUSNER (Nicolas), 1545-1602. Born at Loewen- 
 berg. Professor of belles-lettres, and later rector, of 
 the college at Laningen. Subsequently rector of the 
 academy at J ena. 
 
 Emblematum libri iv. . . 8, Francfort, 1581 
 Opera poetica 8, Jena, 1593 
 
 RHEMUS, see PALAEMON. 
 
 RHENIUS, Johann. Born at Oschatz, in Meissen. 
 Corrector at Husum. 
 
 Tyrocinium artis grammaticae Magdeburg, 1623 
 
 Tirocinium Linguae Graecae per singulos singularum 
 
 diaOefftuv et conjugationum modos tempora, numeros 
 
 et personas, praecipuam cuiusque significationem et 
 
 usum . . . monstrans. Gr. Lat. et Germ. 
 
 8, Lipsiae, 1630 
 
 RIDER or RYDER (John), 1562-1632. Born at Car- 
 rington, Cheshire. Rector of South Okenden, 1583- 
 1590, and of Winwick, 1597-1615. Bishop of Killaloe, 
 1612. 
 
 Bibliotheca scholastica : a double dictionary. Penned 
 for all those that would have within short space the use 
 of the Latin tongue ... 4, Oxford, 1589 
 
 Recast and edited by Francis Holyoake, 1617, and by 
 Nicholas Grey 1626. 
 
 ROBERTI (Antonius). 
 
 Clavis Homerica, reserans significationes, etymo- 
 logias, derivationes, compositiones, et dialectos omnium 
 fere vocabulorum, quae in viginti quatuor libris Iliadis 
 Homeri continentur, eodem ordine quo in ipsis libris 
 leguntur . . . Huic adjicitur brevis appendix de 
 dialectis 8, Douai, 1636 
 
 [Another edition] Editio tertia . . . opera G. 
 Perkins .8. London, 1647 
 
 ROBINSON, ? Hugh Robinson, 15847-1655. Born in 
 Anglesea. Headmaster of Winchester School, 1613- 
 1627. 
 
 Scholae Wintoniensis Phrases Latinae. 
 
 8, London, 1658 
 
 Ross (Alexander), 1590-1654. Born at Aberdeen. 
 
 Master of the Free School at Southampton c. 1616. 
 
 Chaplain to Charles I, 1622. Subsequently vicar of 
 
 Carisbrooke. 
 
 Virgilius Evangelizans , . 8, London, 1634 
 Gnomologicon Poeticum . . 12, London, 1647
 
 342 Art of Teaching School. 
 
 Mystagogus Poeticus, or the Muses Interpreter ; ex- 
 plaining the . . . mystical histories of the ancient 
 Greek and Latin poets . . 8, London, 1647 
 
 [Another edition] The third edition corrected and 
 enlarged. To which is prefixed the genealogy of the 
 heathen Gods 8, London, 1653 
 
 RULAND (Martin) the Elder. 
 
 Synonyma. Copia Graecorum verborum omnium 
 absolutissima . . . .8, Augsbourg, 1563 
 
 Synonymia Latino-Graeca . . . Emendata et . . . 
 locupletata opera D. Hoeschelii . . . Editio postrema 
 emendatior 8, Geneva, 1624 
 
 SALMATIUS, see SAUMAISE. 
 
 SANDYS (George), 1578-1644. Born at Bishop- 
 thorpe. 
 Ovid's Metamorphosis, englished by G. S. 
 
 f, London, 1626 
 The first five books were published in 1621. 
 
 SAUMAISE (Claude), 1588-1653. Born at Semur-en- 
 Auxois. Professor of history, Leiden, 1632. 
 
 De Hellenistica commentarius, controversiam de 
 lingua Hellenistica decidens, et plenissime pertractans 
 originem et dialectos Graecae linguae 8, Leiden, 1643 
 
 Defensio Regia pro Carolo I ad serenissimum 
 Magnae Brittanniae Regem Carolum II. 12, 1649 
 
 SCAPULA (Johann). Born in Germany in the six- 
 teenth century. 
 
 Lexicon Graeco-Latinum . . f, Bale, 1579 
 
 Lexicon Graeco-Latinum novum . . . Accesserunt 
 opuscula . . . de dialectis, de investigatione thematum 
 et alia f, Geneva, 1609 
 
 SHICKARD (Wilhelmus) the Elder, 1592-1635. Born 
 near Tubingen. Professor of Hebrew at Tiibingen, 
 1619. Professor of astronomy, 1631. 
 
 Horologium Hebraeum . . 8, London, 1639 
 
 SCHINDLER (Valentin). 
 
 Lexicon Pentaglotton, Hebraicum, Chaldaicum. 
 
 f, Hanover, 1612 
 Schindleri Lexicon Pentaglotton f, London, 1635 
 
 SCHOENBORN (Bartholomaeus). 
 
 Versus sententiosi et eximii juxta literarum ordinem 
 e veteribus poe'tis consignati, a Bartolemeo Schoonborn 
 Witebergensi .... 8, Wittenberg, 1565 
 
 Versus sententiosi, ex Graecorum poematis vetustis
 
 Bibliographical Notes. 343 
 
 collect! , . . . et nunc auctiores editi opera . . . B. 
 Schonbornii .... 8, Wittenberg, 1583 
 
 Schoolmaster, The, see English . . . schoolmaster, 
 The. 
 
 School's Probation, or Rules for certain set exercises 
 on Probation Days, for the use of the Merchant Tailors' 
 School ...... 8, London, 1661 
 
 SCHOTTENIUS (Hermannus). 
 
 Confabulationes tyronum literariorum, adamussim 
 colloquiorum Erasmi ... 8, Krakow, 1533 
 
 Instructio prima puerorum a legendi peritia . . . per 
 colloquia mutua .... 8, London, 1533 
 
 Published in Cologne in 1527. 
 
 SCHREVELIUS (Cornelius), c. 1615-1664, Born at 
 Haarlem. Rector of the college, Leiden, 1662. 
 
 Lexicon manuale Graeco-latinum et Latino-graecum. 
 2 pts. . ..... 8, Leiden, 1654 
 
 SCOTUS [Joannes Scotus Duns], c. 1265-1308. De 
 modis significandi sive grammatica speculativa. 
 
 f, Lyons, 1639 
 
 Included in Vol. I. of the complete edition in 12 vols. by 
 Luke Wadding. 
 
 SEIDELIUS (Casparus). 
 
 rrjs 'EXXd5os (puvrjs. Sive manuale 
 
 Graecae linguae gnomologicum novum . . . Editio 
 tertia. [Edited by W. Dugard] 8, London, 1665 
 
 Sententiae Pueriles, see CULMANN. 
 
 SERVIUS (Maurus Honoratus), fl. 475. 
 
 Maronis Vita . . . P.V.M. Bucolica . . . Georgi- 
 corum liber primus (-quartus) . . . Aeneidos liber 
 primus (-duodecimus). [With the commentaries of 
 Servius Maurus Honoratus on all these works . . .] 
 
 f, Venice, 1475 
 
 P.V.M. Bucolicorum, Eclogae x., Georgicorum 
 libri iv., Aeneidos libri xii. , et in ea Mauri Servii 
 Honorati . . . commentarii ex antiquiss. exemplaribus 
 longe . . . auctiores f, Paris, 1600 
 
 SHIRLEY (James), 1596-1666. Born at Walbrooke. 
 Master of Edward VI's grammar school, St. Albans, 
 1623-25. Play-wright. Recommenced teaching at 
 Whitefriars c. 1645. 
 Via ad Latinam linguam complanata. 
 
 8, London, 1649 
 2 C
 
 344 ^ rt f Teaching School. 
 
 , sive, Introductorium Anglo-Latino-Grae- 
 cum. Complectens colloquiafamiliaria, Aesopi fabulas, 
 et Luciani selectiores mortuorum dialogos. In usura 
 scholarum per J. Sh. ... 8, London, 1656 
 Rudiments of grammar . . 12, London, 1656 
 Manductio, or a leading of children by the hand 
 through the principles of grammar 12, London, 1660 
 An enlarged edition of the rudiments of grammar. 
 
 SIMONIUS (Theodorus). 
 
 Joannis A. Comenii Janua aurea linguarum . . . 
 cum Graeca versione autore T. Simonio. 
 
 12, Amsterdam, 1642 
 SMETIUS (Henricus). 
 
 Prosodia H. Smetii . . . reformata ... et ... 
 adaucta. Editio postrema, emendatior, cum appendice 
 aliquot vocum, ab ecclesiasticis poetis aliter usurpatarum. 
 
 8 [Paris?], 1621 
 
 [Another edition] Editio decima quarta prioribus cor- 
 rectior mantissaque . . . locupletior. 
 
 8, London, 1635 
 
 SPAGNUOLI (Baptista), 1448-1516. Born in Mantua. 
 Head of the order of Carmelites. 
 Bucolica seu adolescentia in decem aeglogas divisa. 
 
 4, Strasburg, 1503 
 
 [Another edition] ... 8, London, 1627 
 Translated by Turberville in 1567. 
 
 The Bucolicks of Baptist Mantuan in ten eclogues. 
 Translated out of Latine into English by Tho. Harvey, 
 Gent. London. Printed for Humphrey Moseley, 1656, 8 
 
 Sphinx Philosophica, see HEIDFELDIUS. 
 
 STEPHANUS, see ESTIENNE. 
 
 STOBAEUS (Joannes), fl. c. 475, 
 
 Collectiones sententiarum. Ed. Pr. 
 
 4, Venice, 1536 
 
 Stobaei sententiae ex thesauris Graecorum delectae. 
 . . . Huic editioni accesserunt ejusdem J. Stobaei eclo- 
 garum physicarum et ethicarum libri ii. 
 
 f, Geneva, 1609 
 
 STOCKWOOD (John), d. 1610. Headmaster of Tun- 
 bridge Grammar School, 1578. Wrote and translated 
 many religious works. 
 
 A plain and easy laying open of the meaning and 
 understanding of the rules of construction in the English 
 accidence ..... 4, London, 1590 
 
 Quaestiones et responsiones grammaticales ad faci-
 
 Bibliographical Notes. 345 
 
 liorem earum regularum explanationem quae in gram- 
 matica Liliana habentur accomodatae. 
 
 8, London, 1592 
 
 Progymnasma scholasticum . 8, London, 1597 
 Disputatiuncularum grammaticalium libellus. 
 
 12, London, 1598 
 
 The treatise of the figures at the end of the rules of 
 construction in the Latin grammar [of W. Lily] con- 
 strued, &c 8, London, 1686 
 
 First published in 1609. 
 
 STURMIUS (Joannes), 1507-1589. Born at Schleinden. 
 Taught in Paris, 1529. Rector of the college at Stras- 
 burg, 1538. 
 
 In partitiones Ciceroms oratonas dialogi quatuor. 
 
 8, Strasburg, 1539 
 
 De universa ratione elocutionis rhetoricae libri quatuor. 
 
 8, Strasburg, 1576 
 
 Epistolarum M. T. Ciceronis libri tres a J. S. ex uni- 
 versis illius epistolis collecti ad institutionem puerilem. 
 
 8, Prague, 1577 
 
 SUIDAS, fl. 975. Greek lexicographer, frequently 
 quoted by Eustathius. 
 
 [Lexicon Graecum] Ed. Pr. . . f, Milan, 1499 
 
 Suidas, nunc primum integer Latinitate donatus . . . 
 opera et studio A. Porti, &c. [Gr. and Lat.]. 
 
 2 vols. , f, Geneva, 1619-30 
 
 SULPICIUS or SULPIZIO (Giovanni). Born at Verulum 
 in the fifteenth century. Professor of belles-lettres in 
 Rome. 
 
 De arte grammatica opusculum compendiosum. 
 
 4, Perugia, 1475 
 
 Published by Punson in 1494. 
 
 SUSENBROTUS (Joannes). 
 
 Epitome troporum ac schematum et grammaticorum 
 
 et rhetorum 8, Zurich [1540?] 
 
 [Another edition] . . . 8, London, 1621 
 
 Sylva Synonymorum, see PELEGROMIUS. 
 
 SYMMACHUS (Quintus Aurelius), c. 345-410. 
 Epistolae familiar es . . 4, Strasburg, 1511 
 Epistolarum ad diversos libri decem. 
 
 4, Paris, 1580 
 TALAEUS (Andomarus). 
 
 Rhetorica . . . Quinta . . . editio, ex vera . . . 
 
 authoris recognitione ... 8, Paris, 1552 
 
 [Another edition] . . . 8, Francfort, 1589
 
 346 Art of Teaching School. 
 
 TAUBMANUS (Fridericus), 1565-1613. Born at Won- 
 seich. Professor of belles-lettres in Wittenberg, 1595. 
 
 M. Accii Plauti. . . . Fabulae xx. superstites cum 
 novo . . . commentario doctorum virorum, opera F. 
 Taubmanni .... 4 [\Vittenberg, 1605] 
 
 M. Accii Plauti. . . . Comoediae, ex recognitione 
 J. Grated. . . . Accedunt commentarii F. Taubmanni 
 auctiores .... 4 [Wittenberg], 1621 
 
 TESMARUS (Joannes) the Elder. 
 
 Exercitationum rhetoricarum libri viii. 
 
 8, Amsterdam, 1657 
 
 TEXTOR, see RAVISIUS. 
 
 THEOGNIS, of Megara, fl. sixth century B.C. Greek 
 poet. 
 
 Theognidis Megarensis. . . . Sententiae Elegiacae. 
 
 4, Paris, 1537 
 
 Poetae minores Graeci [including Theognis]. 
 
 8, Cambridge, 1652- 
 
 Thesaurus poeticus, see BUCKLER and FARNABY. 
 
 THOMAS (Thomas), 1553-1588. Born in London. 
 First printer to Cambridge University, 1582. 
 
 Dictionarium summa fide ac diligentia accuratissime 
 emendatum, magnaque insuper rerum scitu dignarum 
 et vocabulorum accessione, longe auctius locupletiusque 
 redditum ..... 8, Cambridge, 1587 
 
 Largely used by Rider in his dictionary published in 1589. 
 
 THOMAS A KEMPIS [Thomas Haemmerlein], c. 1380- 
 1471. 
 
 [Imitatio Christi] . . f [Augsburg, 1471?] 
 
 Of the Imitation of Christ. Three . . . most excellent 
 books made 170 years since by one Thomas of Kempis. 
 . . . Now newly translated . . . by T. Rogers. 
 
 12, London, 1584 
 
 The first English translation was printed by W. de Worde 
 in 1502. 
 
 TOSSANUS (Paul), 1572-1629. Born at Montargis. 
 Rector in Deventer. Later lived at Bale ; theologian. 
 
 Enchiridion locorum communium theologicorum. 
 
 Dictionum Hebraicarum, quae in libro Psalmorum 
 continentur, syllabus. 
 
 TROST (Martin), 1588-1636. Born in Westphalia. 
 Professor of Hebrew at Koethen, Helmstadt, Rostock 
 and Wittenberg. 
 
 Novum testamentum Syriace cum versione latina. 
 
 4, Koethen, 1621
 
 Bibliographical Notes. 347 
 
 Lexicon Syriacum . . 4. Koethen, 1623 
 Grammatica Ebraea . . 4, Wittenberg, 1633 
 
 TURNER (Robert), d. 1599. Born at Barnstaple. 
 Ordained priest, 1574. Professor of rhetoric in the 
 English college, Douai. Taught classics in the German 
 college, Rome, 1576. Later professor in Eichstadt and 
 Ingolstadt, where he subsequently became rector of 
 the university. 
 
 Roberti Turneri Devonii Panegyrici duo . . . ejusdem 
 orationes xvi. . . . Additae sunt ejusdem epistolae. 
 Editio secundo . . . auctior . 8, Ingolstadt, 1599 
 
 Orationes, epistolae, tractatus de imitatione rhetorica, 
 a R. Turnero . . . collecta, omnia nunc primum e 
 MS. edita 8, Ingolstadt, 1602 
 
 TURSELINUS (Horatius), 1545-1599. Born at Rome. 
 Professor of belles-lettres in Rome. Rector at Florence 
 and Loretto. 
 
 De particulis latinae orationis . 12, Rome, 1598 
 
 TZETZES (Joannes), c. 1120-1183. Born at Con- 
 stantinople. Poet and grammarian. 
 
 Lycophronis Chalcidensis Alexandra, sive Cassandra : 
 poema . . . eruditissimis J. Tzetzis . . . commentariis 
 (quae . . . nunc primum in lucem eduntur) illustratum. 
 . . . Adjectus quoque est J. Tzetzae variarum his- 
 toriarum liber f, Bale, 1546 
 
 Lycophronis Alexandra, cum J. Tzetzis commentariis. 
 . . . Adjuncta est interpretatio versuum Latina. per G. 
 Canterum 4 [Geneva], 1601 
 
 URBANIUS, see BOLZANIUS URBANUS. 
 
 VALERIANUS (Joannes Pierius), 1477-1558. Born 
 at Belluno. Tutor to Hippolytus and Alexander de 
 Medici, to the former of which, as cardinal, he was 
 afterwards secretary. 
 
 Hieroglyphica, sive de sacris ^Egyptiorum literis 
 commentarii f, Bale, 1556 
 
 [Another edition] ... 4, Cologne, 1631 
 
 VALERIUS (Cornelius) [Kornelis Wouters], 1512-1578. 
 Born near Utrecht. Private teacher, 1544. Professor 
 of Latin, Louvain, 1557. 
 
 Grammaticorum institutionum libri iv. . . . Recog- 
 niti et multis . . . annotationibus aucti. 
 
 8, Louvain, 1560
 
 348 Art of Teaching School. 
 
 VALERIUS MAXIMJJS, fl. A.D. 27. 
 Valerii Maximi factorum et dictorum memorabilium 
 ad Tiberium Caesarem. . . . Ed. Pr. 
 
 f [Strasburg, 1470 ?] 
 [Another edition] . . . Cum J. Lipsii notis. 
 
 12, Amsterdam, 1647 
 
 VALLA (Lorenzo or Laurentius), c. 1406-1457. Born 
 in Rome. Ordained priest and appointed apostolic 
 secretary in 1448. Professor of rhetoric, 1450. 
 
 De elegantiis Latinae linguae . f, Rome, 1471 
 
 VARRO (Marcus Terentius), 116-27 B.C. Born at 
 Reate. 
 
 [De lingua Latina] Ed. Pr. . . 4, Rome, 1471 
 
 [Another edition] . . . 8, Lyons, 1563 
 
 VAUGHAN {Sir William), 1577-1641. Poet and 
 colonial pioneer. 
 
 The Golden-Grove, moralized in three books. . . . 
 Second edition . . . enlarged by the author. 
 
 8, London, 1608 
 
 VECHNER (Daniel), 1572-1632. Born at Goldberg, 
 Silesia. Rector in Jauer, 1610. Prorector in Goldberg, 
 1618-1622. 
 
 Hellenolexia, sive Parallelismus Graeca-Latinus, 
 imitationem Graecorum in lingua Latina . . . mon- 
 strans. Editio nova . . . auctior 8, Leipzig, 1680 
 
 VERDERIUS, see Du VERDIER. 
 
 VEREPAEUS (Simon). Born in Brabant. Died, 1598. 
 Rector in Turnhout and in Herzogenbusch. 
 
 Praeceptiones de figuris seu de tropis et schematibus, 
 in communem scholarum usum . . . per quaestiones 
 explicatae ..... 8, Cologne, 1590 
 
 De epistolis Latine conscribendis libri v. , denuo . . . 
 illustrate et . . . postremum aucti. 8, London, 1592 
 
 VIVES (Joannes Ludovicus), 1492-1540. Born at 
 Valencia. Professor of humanity, Louvain, 1519. Tutor 
 in England to Princess Mary, 1523. Afterwards lived 
 and wrote in Bruges. 
 
 Colloquia, sive Exercitatio Latinae linguae, Freigii 
 notis illustrata ... 8, Nuremberg, 1532 
 
 Vossius (Gerhardt Johann), 1577-1649. Born near 
 Heidelberg. Director of the High School, Dort, 1600, 
 and of the Theological College, Leiden, 1614-1619. 
 Professor of rhetoric and later of Greek in Leiden Uni-
 
 Bibliographical Notes. 349 
 
 versity. Professor of history, Amsterdam, 1632, till his 
 death. 
 
 De historicis Graecis libri quatuor 4, Leiden, 1624. 
 
 De historicis Latinis libri tres . 4, Leiden, 1627 
 
 Rhetorices contractae, sive partitionum oratoriarum 
 libri v. 
 
 Editio altera castigatior . . 12, Oxford, 1631 
 
 First published in 1621. 
 
 De arte grammatica libri septem. 
 
 4, Amsterdam, 1635 
 
 De artis poeticae natura ac constitutione liber. 
 
 4, Amsterdam, 1647 
 
 Foster Watson (English Grammar Schools, p. 479) thinks 
 that the book referred to by Hoole as Artis poeticae compen- 
 dium may possibly be a smaller form of the above book. 
 
 WALKER (William), 1623-1684. Born in Lincoln. 
 Taught at Fiskerton. Headmaster of Louth Grammar 
 School, later of Grantham Grammar School. Finally 
 vicar of Colsterworth. 
 
 Treatise of English particles . 8, London, 1663 
 Dictionary of English and Latin idioms. 
 
 8, London [1670] 
 
 WALTON (Bryan), 1600 ?-i66i. Born in Cleveland. 
 Held livings in London and Sandon. Bishop of Chester, 
 1660. 
 
 Biblia sacra polyglotta . . f, London, 1657 
 
 WEBBE (George), 1581-1642. Vicar of Steeple- Ast on , 
 Oxfordshire, 1605. Kept a grammar school there and 
 also at Bath. Chaplain to Prince of Wales. Bishop of 
 Limerick, 1634. 
 
 The practice of quietness, directing a Christian how 
 to live quietly in this troublesome world. 6th edition 
 amplified 12, London, 1633 
 
 WEINRICH (Melchior). 
 
 ^Erarium poeticum ; hoc est phrases et nomina poetica 
 . . . poetarum Latinorum, cum veterum . . . turn 
 recentiorum quorundam, et praesertim F. Taubmanni 
 . . . exauctius protractum a forulis scholasticis M. J. 
 Clauderi 8, Francfort, 1647 
 
 WHARTON (J.). 
 
 A new English grammar, &c. . 8, London, 1655 
 
 WHITTINGTON or WHYTYNTON (Robert), fl. 1520. 
 Born at Lichfield. 
 Editio secunda de concinnitate grammatices. 
 
 4. 1512
 
 350 Art of Teaching School. 
 
 De syllabarum quantitate . 4, London, 1519 
 Accidentia ex Stanbrigiana editione. 
 
 4, London, 1528 
 
 WILLIS (Thomas), 1582-1660 ? Born in Warwick 
 
 shire. Schoolmaster at Isleworth, 1609. 
 
 Vestibulum linguae Latinae . 8, London, 1651 
 Phraseologia Anglo-Latina . 8, London, 1655 
 [Anglicisms Latinized.] Republished in 1672 by William 
 
 Walker, who added to it his own Paroemiologia Anglo-Latina. 
 
 WINCHESTER'S PHRASES, see ROBINSON. 
 
 WITHALS (John). 
 
 A short dictionary in Latin and English . . . com- 
 piled at the first by J.W. Afterwards revised and 
 increased with phrases ... 4, London, 1586 
 
 A dictionary in English and Latin . . . With phrases 
 . . . Recognised by Dr. Evans, after by A. Fleming, 
 and then by W. Clerk. And now, at this last impres- 
 sion, enlarged with an increase of words, sentences . . . 
 
 8, London, 1616 
 
 Wit's Commonwealth, see BODENHAM. 
 
 WOLSEY (Thomas) Cardinal, c. 1475-1530. Born at 
 Ipswich. Headmaster of Magdalen College School, 
 1498. Rector of Limington, Somerset, 1500. Chaplain 
 to Henry VII. Almoner to Henry VIII. 
 
 See LILY. 
 
 WOODWARD (Hezekiah or Ezekias), 1590-1675. Born 
 in Worcestershire. Schoolmaster at Aldermanbury, 
 1619. Vicar of Bray, near Maidenhead, 1649. 
 
 A child's patrimony . . . London, 1640 
 
 A light to grammar and all other arts and sciences. 
 
 London, 1641 
 
 Youth's Behaviour, see HAWKINS (Francis). 
 ZETZIUS, see TZETZES.
 
 INDEX 
 
 References to the Treatises are given in large Roman 
 numerals (I, II, III, IV), followed by small Arabic 
 figures for the pages. 
 
 References to the Epistles and the Note on School 
 Authors are given in small Roman numerals. 
 
 ADAGIA Selecta, xxi, III. 
 
 181 
 Aelian, Histories xxi, III. 
 
 180, 181, 189 
 Aerariura Poeticum, see 
 
 Weinrichius 
 Aesop, Fables xviii, II. 
 
 59, 60, 61, 63, 83, 121, 
 
 III. 158, 180, 181, 189, 
 
 IV. 300 
 Agricola(Rodulphus), III. 
 
 184 
 Alciat, Emblemes xx, 
 
 xxii, III. 159, 182 
 Alvarez, xxiii, III. 131 
 Amama, 192 
 Amoma, see Amama 
 Animadversions upon 
 
 Lily's grammar, xviii, 
 
 HI. 131 
 Aphthonius, xxi, III. 172, 
 
 184, 201 
 Aristophanes, Comedies 
 
 xxiii, III. 197, 203, IV. 
 
 296 
 
 Artis poeticae compen- 
 dium, xxiii, III. 187 
 Ascham, xxiii. II. 53, 58, 
 
 122, III. 146, 155 
 Assembly's Catechism, 
 
 xvii, xviii, xix, II. 53, 71, 
 
 79; III. 188 
 Augustine (Saint), xviii, 
 
 II- 59 
 Avianus, III. 194 
 
 BACON (Francis), xx, III. 
 162 
 
 Barclaius, xxiv, III. 200 
 
 Barret, xxii, III. 184 
 
 Bathurst, I. 34 
 
 Baudius, xxiv, III. 200 
 
 Beckman, see Becmanus 
 
 Becmanus, xxiv, III. 144 
 
 Bellarmine, III. 192 
 
 Benedictus (Joannes), III. 
 196 
 
 Berchetus, xxiv, III. 201, 
 204 
 
 Bernard, II. 42 
 
 Beza, III. 182 
 
 Bilius, see Billy de Prunay 
 
 Billy de Prunay, xxi, III. 
 176 
 
 Bird, xix, III. 131 
 
 Birket, see Berchetus 
 
 Bisetus, III. 197 
 
 Blebelius, III. 192 
 
 Bond, III. 198 
 
 Bonner, IV. 298 
 
 Brinsley, I. 7, II. 44, 
 69, III. 146, IV. 241, 
 305 ; Posing of the Acci- 
 dents, III. 131 
 
 Brownelwoc(5rWilliam), 
 iii. 
 
 Buchanan, xix, II. 123, 
 III. 163 
 
 Buchlcrius, xx, III. 155 
 
 Budaeus, III. 202 
 
 Buries, xix, III. 131
 
 352 Art of Teaching School. 
 
 Burleyes, see Buries 
 Busby, III. 176, IV. 
 
 220 ; Greek grammar, 
 
 xix, xxi, III. 134, 171 
 Butler, III. 132, 182, IV. 
 
 301 
 Buxtorf, xxiii, xxiv, III. 
 
 192, 194, 205 
 
 CAESAR, xxi, II. 122, 
 III. 177, 189 
 
 Calfe, 291 
 
 Calliepeia, see Drax 
 
 Camden, History of Queen 
 Elizabeth, I. 29 ; Greek 
 grammar, xviii, xx, 
 xxiii, III. 134, 164, 205 
 
 Caninius, xxi, III. 171 
 
 Canterus, III. 196 
 
 Carolina Apophthegmata , 
 III. 182 
 
 Castalion, see Chateillon 
 
 Castilion, III. 176 
 
 Catanaeus, III. 184 
 
 Catineus, see Catanaeus 
 
 Cato, xvii, II. 49, 76, III. 
 206, IV. 300 
 
 Caussin, xxi, xxiii, III. 
 
 133- l82 
 Ceporinus, xxi, III. 171, 
 
 r I95 r 
 
 Cerapme, see Ceporinus 
 
 Cerda, III. 180 
 Chapman, III. 196 
 Chartarius, III. 182 
 Chateillon, xviii, II. 69 
 Chrysoloras, xxi, III. 171 
 Cicero, xxii, 1. 14, III. 137, 
 
 151 ; Epistles xxiii, II. 
 
 122, 123, III. 144, 155; 
 
 De Senectute, II. 122 ; 
 
 Hoole's Century of select 
 
 epistles, III. 145 ; Six 
 
 Paradoxes, III. 173 ; 
 
 Sentences, III. 180, 182 ; 
 
 Orations xxiv, III. 199, 
 
 200, 203, IV. 301 
 
 Clarke, I. 57, IV. 305; 
 Dux oratorius, xix, III. 
 152 ; Phraseologia pue- 
 rilis, xix, xxii, III. 154, 
 183 ; Epistolographia, 
 xix, III. 155 ; Dux poeti- 
 cus xx, III. 161 ; Dux 
 grammaticus, III. 179 ; 
 English adagies, xxii, 
 111.183; Formulae ora- 
 toriae, III. 184, 200 
 
 C la vis Graecae linguae, see 
 Lubin 
 
 Clavis Homerica, see Ro- 
 bert i 
 
 Clenardus, xxi, III. 171 
 
 Cleonard, see Clenardus 
 
 Clerk, see Clarke 
 
 Comenius, II. 57, IV. 305 ; 
 Orbis Pictus, xvii, II. 6, 
 32 ; Janua linguarum, 
 xviii, II. 65, 121, III. 
 194 ; Janua Latinae lin- 
 guae, xix, II. 121, III. 
 143, 165 ; Janua lingua- 
 rum Graeca xxi, III. 177, 
 189 
 
 Comes (Natalis), xx, xxi> 
 162, 181 
 
 Cooper, Dictionary, xxii, 
 II. 122, III. 184 
 
 Coote, I. 15 
 
 Corderius, 218 ; Collo- 
 quies, xvii, II. 30, 32, 
 49' S 1 - 54. 6 7. 121 
 
 Coulon, xxiv, III. 195 
 
 Cramoisy, 199 
 
 Crinesius, xxiv, 194 
 
 DANES, xix, III. 131 
 Demosthenes, Sententiae, 
 
 xxi, III. 175, 177, 182 
 Devarius, xxi, III. 176 
 Dictionariolum octo lin- 
 guarum, II. 121 
 DiodorusSiculus, xxii, III. 
 182
 
 Index. 
 
 353 
 
 Dispauterius, xxiii.III.i3i 
 
 Doughty (Robert), vii. 
 
 Drax, Bibliotheca Scho- 
 lastica.xxi, III.iSi, 184; 
 Calliepeia, xxii, III. 183 
 
 Drury, see Dury 
 
 Dugard, III. 176, 199 ; 
 Elementa Rhetorices, 
 xviii, xxi, xxiii, III. 132, 
 133, 169, 188, 191, 203, 
 IV. 264 ; Greek gram- 
 mar xix, III. 134, 136 ; 
 Lexicon Graeci Testa- 
 ment! Alphabeticum, 
 "I. 135 
 
 Dugres, II. 121 
 
 Dury, IV. 229 
 
 Duty of man, The whole, 
 
 I. 29 
 
 ELIZABETH, History of 
 
 Queen , see Camden 
 Enchiridion Morale, III. 
 
 182 
 Enchiridion Oratorium, 
 
 xxii, III. 183 
 Enchiridion Poeticum, 
 
 xxii, III. 187 
 Epictetus, xxi, III. 180, 
 
 189 
 Erasmus, I. 14, II. 61, 
 
 III. 179 ; Colloquia xxi, 
 
 II. 67, III. 177, 189 ; 
 De ratione instituendi 
 discipulos, III. 142 ; De 
 copia verborum.xix, III. 
 152 ; De conscribendis 
 epistolis, xx, xxiii, III. 
 155; Adagia, xxi, III. 
 181 ; Apophthegmata 
 xxii, III. 182 
 
 Ethica Ciceroniana, xxii, 
 
 III. 182 
 
 Euripides, xxiii, III. 196, 
 
 203 
 
 Eustathius, xxiv, III. 196 
 Evans (Roger), IV. 284 
 
 Examinatio Latinae gram- 
 maticae, see Hoole 
 
 FABRICIUS, xix, III. 152 
 
 Farnaby, III. 184, IV. 217, 
 286,305; Grammar, xix, 
 III, 131 ; Index Rhetori- 
 cus, xix, III. 133, 181, 
 182 ; Collection of epi- 
 grams, xx, xxi, III. 158, 
 180, 189 ; Notes on Vir- 
 gil, III. 180; Phrases, 
 xxii, III. 183; Index 
 Poeticus, III. 186, 187, 
 199 ; Notes on Horace, 
 III. 198 
 
 Flores Doctorum, III. 182 
 
 Flores Poetarum.xxii, III. 
 186, IV. 301 
 
 Floras (Lucius), xxi, II. 
 122, III. 177, 189 
 
 Franklin, xx, III. 170 
 
 Frisius, III. 195 
 
 Fronto, III. 144 
 
 GARTHIUS, xxi, III. 176 
 Gaza, xxi, III. 171 
 Gerard, see Gerhard 
 Gerhard, xviii, II. 59 
 Gesta Romanorum, II. 
 
 60 
 
 Goclenius, xxiv, III. 191 
 Godwin, Antiquities, xxiv, 
 
 II. 199, 203 
 
 Golden Grove, III. 182 
 Goodwin, see Godwin 
 Gouge, I. 34 
 
 Gregory, Grammar, xix, 
 
 III. 131; Nomenclatura, 
 xviii, III. 137 
 
 Gretserus, xxi, III. 171 
 Gruter, xxii, III. 182 
 
 HARMAR, xix, III. 164, 
 
 165 
 
 Hampton, xviii, II. 76 
 Hardwick, xx, III. 158
 
 354 
 
 of Teaching School. 
 
 Harvey, see Hardwick 
 Hawkins, Grammar, xix, 
 III. 131 ; Particulae 
 Latinae orationis, xxiii, 
 
 III. 154 
 
 Hayne (Thomas), III. 131 
 Hayne or Haine( William), 
 
 Heinsius, xxiv, III. 200 
 Helvicus, xviii, II. 67 
 Herbert, Poems, xx, I. 29, 
 
 III. 158 
 
 Hermes Anglo-Latinus, 
 
 xviii, III. 131 
 Hesiod, II. 195, 203, IV. 
 
 302 
 
 Hesychius, III. 202 
 Higgins, III. 184 
 Hodder, IV. 285, 288 
 Holiday, III. 198 
 Holyoake, xx 
 Homer, xxiii, III. 195,203, 
 
 IV. 302 ; Chapman's 
 translation, III. 196 
 
 Hooker, IV. 287 
 
 Hoole, Little Vocabulary, 
 xvii, II. 32, 33, 42 ; Pro- 
 pria quae maribus, xvii, 
 II. 43-46, S3 1 Pueriles 
 confabulatiunculae, xvii, 
 
 II. 50, 54 ; Easy entrance 
 to the Latin tongue, 
 xvii, II. 83, 114; Lily's 
 grammar fitted for the 
 use of schools, xviii, II. 
 114,111. 130; Examin- 
 atio Latinae gramma- 
 ticae, II. 116, IV. 264; 
 Translation of Terence, 
 
 III. 138; Century of 
 select epistles, III. 145 ; 
 Index to Wit's common- 
 wealth, III. 163 
 
 Horace, xxiii, II. 122, 123, 
 III. 197, 198, 203, IV. 
 301 
 
 Home, III. 199 ; Com- 
 
 pendium rhetorices, xix, 
 
 III. 133 ; De usu auth- 
 oris, III. 187, 198, 200 
 
 Horologium Hebrae lin- 
 guae, III. 192 
 Huise, xxii, III. 183 
 Huloet, III. 184 
 
 ISOCRATES, xxi, III. 174, 
 
 J 75' J 77. l8 9. 2 i. IV. 
 301 
 
 JUSTIN, xxi, II. 122, III. 
 
 177, 181, 189 
 Juvenal, xxiii, III. 198, 
 
 203, IV. 302 
 
 LANGLEY, III. 176, 179, 
 
 IV. 291 
 Laubegeois, xxiii, III. 197, 
 
 203 
 Lexicon geographicum, 
 
 poeticum et historicum, 
 
 xx, III. 162 
 Lexicon Homericum, see 
 
 Coulon 
 
 Libanius, xxiv, III. 201. 
 Lily, Grammar, xvii, 
 
 xviii, xx, xxiii, II. i et 
 
 seq. 
 
 Linacer, xxiii, III. 131 
 Lipsius, xxiii, xxiv, II. 
 
 122, III. 155, 200 
 Little dictionary English 
 
 and Latin in Octavo, 
 
 A, xix, III. 154 
 Little English dictionary, 
 
 A, 16, III. 184 
 Livy, xxi., II. 122, III. 
 
 173, 181, 189, 200 
 Lloyd (Hugh), Phrases, 
 
 xxii, III. 183 
 Lloyd (Richard), Gram- 
 mar, III. 163 
 Loi'nus, III. 175 
 Longolius, III. 196 
 Lorichius, III. 184
 
 Index. 
 
 355 
 
 Lubin, Clavis Graecae 
 linguae, xix, III. 137 ; 
 Commentary on Juve- 
 nal, III. 198 
 
 Lucan, xxiii, II. 122, III. 
 198, 203 
 
 Lucianus, xxiv, III. 198, 
 203 
 
 Lycophron, xxiii, III. 
 196, 203 
 
 Lycosthenes, xxii, III. 
 182 
 
 MANTUANUS, xviii, II. 
 65, 69, 76, IV. 300 ; 
 translation by Hard- 
 wick, xx, III. 158 
 
 Manutius (Aldus), xxii, 
 III. 184 
 
 Manutius (Paulus), Epi- 
 stles, xxiii, III. 155; 
 Ancient laws, III. 182 
 
 Martial, xxiv, III. 198, 
 203 
 
 Martinius, III. 192 
 
 Melancthon, II. 57 ; 
 Grammatica antiqua, 
 xxiii, III. 131 ; Com- 
 mentary, III. 195 
 
 Memoriale Biblicum, IV. 
 268 
 
 Merchant Taylors' School 
 Probation Book, III. 
 184 
 
 Minutius, see Manutius 
 (Paulus) 
 
 Moral Philosophy, III. 
 182 
 
 Morelius, xxi, III. 176 
 
 Mulcaster, I. 17, II. 9, 13, 
 14, IV. 227, 228 ; Posi- 
 tions, IV. 217, 232 
 
 Muretus, xxiv, III. 200 
 
 NOWELL, Catechism, xxi, 
 
 III. 188, 189, 201, 204, 
 
 IV. 268 
 
 OGILBY, III. 158, 179 
 
 Orator extemporaneus, 
 xxii, III. 133, 182, 200 
 
 Ovid, II. 122, III. 181, 
 187 ; De tristibus, xix, 
 III. 156, 165, 176; 
 Metamorphosis, xix, 
 III. 161, 165, IV. 301 
 
 Owen, xx, III. 158 
 
 PAGET, IV. 267 
 Pagninus, xxiv, III. 193, 
 
 194 
 
 Palaemon, III. 131 
 Palatinate catechism, III. 
 
 188, 189 
 Pareus (Daniel), xxi, III. 
 
 181 
 
 Pareus (Johannes Philip- 
 pus), Calligraphia, xxii, 
 
 III. 184 ; Notes on 
 
 Plautus, III. 198 
 Perkins (Edward), III. 173 
 Perkins (William), Six 
 
 Principles, xviii, II. 71, 
 
 72, IV. 304 
 Persius, xxiii, III. 198, 
 
 203, IV. 302 
 Phaedrus, xxi, III. 181 
 Phalerius, xix, III. 131, 
 
 184 
 
 Pierius, see Valerianus 
 Pindar, xxiii, III. 196, 203 
 Plautus, xxiv, III. 198, 
 
 203, IV. 296 
 Pliny, Natural History, 
 
 xxi, II. 122, III. 182 ; 
 
 Epistles, xxiii, III. 155 ; 
 
 Panegyrica, xxiv, III. 
 
 199, 203 
 Plutarch, xxi, III. 181, 
 
 182 
 
 Politianus, xxiii, III. 155 
 Polyanthea, xxii, III. 
 
 182 
 Pontanus, xxiv, III. 199, 
 
 203
 
 356 Art of Teaching School. 
 
 Poole, English Accidents, 
 xviii, I. 7, III. 131 ; 
 English Parnassus, xx, 
 
 HI. 159 
 Popma (Ausonius), xxiv, 
 
 III. 144 
 Posselius (Joannes) the 
 
 elder, Dialogues, xix, 
 
 III. 137; Syntaxis, xxi, 
 
 III. 171 ; Calligraphia, 
 xxi, III. 176 
 
 Posselius (Joannes) the 
 younger, Apophtheg- 
 mes, xxi, III. 175 
 
 Practice of piety, The, 1.29 
 
 Practice of quietness, The, 
 I. 29 
 
 Principles of Christianity, 
 see Hoole's Easy en- 
 trance to the Latin 
 tongue 
 
 Propria quae maribus, see 
 Hoole 
 
 Pueriles confabulatiuncu- 
 lae, see Hoole 
 
 Puteanus, xxiv, III. 200 
 
 QUARLES, Emblemes, xx, 
 I. 29, III. 182 ; Divine 
 poems, III. 158 
 
 Quintilian, II. 13, III. 200, 
 
 IV. 277 ; Declamationes, 
 xxiv, III. 199, 203 
 
 Quintus Curtius, III. 173, 
 200 
 
 RAINOLDS, xxiv, III. 200 
 
 Ravisius, Epistles, xix, III. 
 144,165,186, 187; Offi- 
 cina, xxii, III. 182 
 
 Res Virgiliana, xxiii, III. 
 187 
 
 Reusner, xxii, III. 182 
 
 Rhemus, see Palaemon 
 
 Rhenius, xxiii 
 
 Rider, III. 144 
 
 Roberti, xxiv, III. 195 
 
 Robinson, I. 14 ; Win- 
 chester's Phrases, xxii, 
 III. 183, 184 
 
 Roe, I. 14 
 
 Ross, English mythologist, 
 xx, III. 162 ; Virgilius 
 Evangelizans, III. 188 ; 
 Gnomologicon Poeti- 
 cum, IV. 262 
 
 Ruland, xxi, III. 176 
 
 SALMASIUS, xxiv, III. 200 
 Salust, II. 122, III. 173, 
 
 200 
 Sandys, Translation of 
 
 Ovid, xx, III. 158, 162 
 Saunderson (Robert), iii. 
 Scapula, Lexicon, xx, III. 
 
 196 ; Appendix de dia- 
 
 lectis, III. 170 
 Schindler, xxiv, IV. 194 
 Schonborn, IV. 262 
 Schoolmaster, The, II. 121 
 Schottenius, II. 67 
 Schrevelius, Lexicon man- 
 
 uale, xx, III. 176, 195 
 Scot (Thomas), IV. 230 
 Scotus, xxi, III. 171 
 Seidelius, xix, III. 137 
 Seneca, xxiii, II. 122, III. 
 
 155, 198, 203, IV. 301 
 Sententiae Pueriles, xvii, 
 
 II. 38, 42 
 Servius, III. 180 
 Shirley, Grammar, xix, 
 
 III. 131 ; Introducto- 
 rium, xix, III. 137, 165 
 
 Simonius, III. 178 
 Singleton, III. 176 
 Smetius, III. 187 
 Snell, IV. 231 
 Sophocles, xxiii, III. 196, 
 
 203 
 
 Sparkes, II. 121 
 Sphinx Philosophica, III. 
 
 182
 
 Index. 
 
 357 
 
 Stephanus, III. 202 
 
 Stobaeus, III. 182 
 
 Stock wood, Figura con- 
 strued, xviii, II. 74 ; Dis- 
 putations, xviii, III. 131, 
 IV. 263 ; Progymnasma 
 Scholasticum, III. 160 
 
 Sturmius, Tully's epistles, 
 xix, III. 144, 146, 165 
 
 Suidas, III. 202 
 
 Sulpicius, Grammar, xxiii, 
 III. 131 
 
 Susenbrotus, xix, III. 133 
 
 Sylva Synonymorum, xxii, 
 III. 183 
 
 Symachus, xxiv, III. 201 
 
 TACITUS, II. 122, III. 173, 
 
 200 
 
 Talaeus, III. 132 
 Taubmann, III. 198 
 Taylor, IV. 286 
 Terence, xix, II. 122, III, 
 
 137, 164, IV. 296, 300 ; 
 
 Hole's translation, III. 
 
 138 
 Tesmarus, Exercitationes 
 
 Rhetoricae, xxiii, III. 
 
 133, 182, 200 
 Textor, see Ravisius 
 Theognis, xxi, III. 175, 
 
 176, 189 
 Thesaurus Poeticus, xxiii, 
 
 III. 187 
 Thomas, xx 
 Thomas 4 Kempis, xviii, 
 
 II.S9 
 
 Tossanus, xxiv, III. 193 
 Tradescants (John), IV. 
 
 285 
 
 Tresmarus, see Tesmarus 
 .Trostius, xxiv, III. 194 
 Tully, see Cicero 
 Turner, xxiii, xxiv, III. 
 
 2 CO 
 
 Turselinus, xxiii, III. 154 
 Tzetzes, III. 196 
 
 URBANUS, xxi, III. 171 
 
 VALERIANUS, xxi, III, 
 
 182 
 Valerius (Cornelius), xxiii, 
 
 HI. 131 
 Valerius Maximus, xxi, 
 
 III. 181 
 Valla, III. 144 
 Varro, III. 144 
 Vechnerius, xxi, III. 170 
 Verderius, xx, III. 162 
 Verepaeus, xx, III. 155 
 Virgil, xxi, II. 122, 123, 
 
 III. 178, 187, 188, 189, 
 
 IV. 301 ; Ogilby's trans- 
 lation, III. 158 
 
 Vives, II. 67 
 
 Vossius, Grammar, xxiii, 
 III. 131, 163 ; Partitiones 
 Oratoriae, xxii, III. 133, 
 182 
 
 WALKER, Book of par- 
 ticles, xix, xxii, III. 154, 
 184 
 
 Walton, III. 194 
 
 Weinrichius, xxii, III. 187 
 
 West, IV. 231 
 
 Wharton, I. 7 
 
 Whittington, II. 57 
 
 Willis, Anglicismes Latin- 
 ized, xix, xxii, III. 154, 
 184 
 
 Winchester's Phrases, see 
 Robinson 
 
 Wit's Commonwealth, xx, 
 III. 163, 165, 182 
 
 Wolsey, I. 33 
 
 Woodward, I. 5 
 
 XENOPHON, xxiii, III. 196, 
 203 
 
 YOUTH'S Behaviour, I. 35 
 ZETZIUS, see Tzetzes
 
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