Selected quad for the lemma: book_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
book_n	call_v	great_a	year_n	1,978	5	4.3484	3	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A31357	1. Catonis disticha de moribus, 2. Dicta insignia septem sapientum Græciæ, 3. Mimi publiani, sive, Senecæ proverbia, Anglo-Latina Cato item grammaticè interpretatus, Latinis & vernaculis vocibus, pari ordine, sed diversis lineis alternatis, quò sc. Ætatula puerilis præcepta vitæ communis ita legant ut intelligant / a Carolo Hoolo ... = 1. Cato's distichs concerning manners, 2. Excellent sayings of the seven wise men of Greece, 3. Publius's stage-verses, or, Seneca's proverbs in Latine and English : likewise Cato construed grammatically, with one row Latine and the other English, whereby little children may understandingly learn the rules of common behaviour / by Charles Hoole ...	Hoole, Charles, 1610-1667.	1688 (1688)	Wing C1508; ESTC R35933	49,054	118

2. Let him construe them word by word memoriter and to help him in so doing let him make use of Cato Grammatically construed and parse them according to the grammatical order 3. Let him oppose every Lesson by way of Question and Answer both English and Latin which he should thus write down in two columes in a little Book ex gr out of the first Distioh Q. What is God Quid est Deus A. A Spirit Spiritus Q. How know you that Unde id scis A. Verses tell me so Sic dicunt carmina Q. How is God then to be worshipped Quommodo ergo colendus est Deus A. With a pure mind Purd mente And then 4. Let him give you the sense of the Distich thus God who is a Spirit is chiefly to be worshipped of us and that with a pure mind Deus qui est Spiritus à nobis precipuè purâ mente colendus est On Tuesdays and Thursdays in the afternoons let Children learn to talk with one another according to the expressions they meet with in Pueriles Confabulatiunculae and Corderius ' s School-Colloquies thus 1. Let them construe a Colloquy or more verbatim 2. Cause them to analyse exactly at the least one of every part of Speech in it and to deeline a Noun and conjugate or form a Verb thorowout 3. Let them take a Clause or a whole Sentence and alter it quite to another meaning by other words placed in the same order that those are in the Book 4. Let them try who can say the most part of a Colloquy by heart and see how well they can imitate it 5. Let them frame a Colloquy of their own in English and turn it into Latin marking according to the figures of their Books the page or Colloquy and line where the words and Phrases or Sentences they make use on are to be found especially if they be such as they seldom meet withal But however Let them have a paper Book wherein the Grammar Rules are written after the manner of common-place heads and ever as they find examples in these Authors answering their Rules let them write them down under them Let them likewise have a book for Phrases Alphabetically contrived wherein they may write down such elegancies as are worthy the present noting and of which they may come to make use of at another time The benefits that accrew to Children by thus canvasing these lesser Authors are extraordinary For 1. It bettereth them in reading either English or Latin 2. It teacheth them Orthography and fair writing 3. It makes them rightly to understand what they Learn and easily to remember it by presenting every thing to the Phantasie as well by the eye as by the ear and imprinting them fast upon the memory by an earnest intention and reiteration 4. It not only helps them to construe surely and with confidence and 5. To parse readily any word in their lesson which are things meerly Grammatical but also 6. Instructeth them in the Moral part of Learning both how to behave themselves and to speak as those of better breeding For it maketh the matter words and Phrases in every lesson their own and stores them with Copy and Variety of both to use upon any occasion And this is it which Mr. Brinsley truly calls the very picking out of the kernel and the life of every Lecture Now for the translating of these books to the end they might be thus improved to the Childrens greater advantage I conceived there was to me a necessity so to do if I meant at all to use them as I observe the generality of School-Masters have done both here and beyond the Seas for many years and some Ages together 1. In regard the parties to whom they are commonly taught are but little ones of about seven or eight years old who are not so well able to apprehend terms of Art and digest Rules as to imitate remember and repeat the forms of Speech in any Language whereof when they have gained some knowledge the Rules may be better instilled into them by informing them in a Practical way why they said thus and thus and directing them withal how to say the like when they are put to it 2. A Book altogether Latin is as I may term it a meer Barbarian to our Children that are ignorant in the tongue and therefore know not one word in the Book what it meaneth further than it is told them Hence cometh it to pass that when the Master or as in many Schools a boy takes upon him to interpret a place in an Author and to tell Children verbatim what it meaneth though never so distinctly and twice or thrice over the work of Construing proves so elaborate that they can receive but a very little at one Lesson whereas the more one hears or reads of any language and the oftner he meets with the words and phrases in it so he do but well understand what they mean the more apt he is to remember them and the sooner and the surelier to attain the Tongue Moreover a Book only Latin presents in it many things to be considered at once and the most of them beyond a Boys apprehension before one can understand it viz. the proper and then the tropical signification of the words and which of many is to be used in each particular place 2. How the words are to be transprosed from the Rhetorical to a Grammer order 3. How every Elegancy and Phrase is to be rendred according to the natural Idiom 4. How the Sentence or Speech doth hang together in our language so as to express the same sense that it bears in Latin For the pondering of all which a young Learner had need to be helped by having the languages set down as they answer one another that thereby he may be able to compare them both together and express the one by the other giving to each its due propriety 3. Because the profession of a Latin School-master is to teach the Latin tongue and not the Grammer only which is but an introduction to it and experience tells us that no language is more readily got than by familiar discourse in it and ability therein is no way sooner gained than by comparing the tongue we learn with that we know and asking how they call this or how they say that in another language which we are able to express in our own 4. The having of these first Books meerly Latin seemed a main cause why Children made so little progress in them and with so little benefit or pleasure For commonly they peruse not above six or seven leaves in some one of those Authors not regarding them further than to construe or parse their present Lesson which they seldom do as they ought because they do not well understand them whereas by having them in English and Latin together they will run their Books two or three times through and readily perform any task their Masters shall impose upon

them 5. Whereas many that had tasted the sweat of their own labours and were free in imparting it to others had formerly translated certain School-Books by which many hundreds that have industriously used them to help themselves and others in the Latin have received much benefit I observe the present rarity of such Books had made them excessive dear and therefore conceived it requisite to make them more common and that both the English an Latin might be had under one I have set them down constantly together 6. This I conceive is the surest if not the only way to avoid Anglicisms and other Barbarisms which are incident to Children in making Latin For where a Rule many times cannot be had to direct them nor their Dictionaries be able to supply them with words and phrases their Authors may And it is undoubtedly better for a Child to learn to speak well at the first than after he hath got an habit of Bald duncical Latin as they call it by attending only the Rules to be first made to unsay it and then to express it better as his Author hath done 7. I might alledge further that these manner of Translations may prove beneficial though not so necessary altogether to many at riper years as well as to little boys viz. 1. To the weaker sort of Country School Masters that have no supply of Books who may hence gain the true construction of a place which seems doubtful obscure or erroneous 2. To young Students who come not perfectly grounded to the Universities as it is meet who by using Books translated may attain a Copy of proper Language without trusting too much to Dictionaries which do oft-times fail if not deceive them 3. To those that have lost their Latin Tongue and would recover it by their own industry And lastly to them that after a little insight into it having no other means to increase it but by these Books which do serve upon my knowledge to many instead of private Teachers and are affectual with a little direction now and then when the Learner finds himself at a loss Touching the manner of Translating I observe Many Men many Minds and therefore there are many Methods or ways taken by many Some set down the English only as Mr. Brinsley some the English and Latin together and that word by word as Mr. Hain or clause by clause as Dr. Web or speech after speech as Mr. Bernard For my part I have observed that course which I found most agreeable to my Scholars apprehensions which I see also taken by the French Dutch and other School masters in foreign parts who do certainly sooner gain the Latin Tongue by admitting these helps than we that abandon them in England I have endeavoured to frame my English stile to the Latin so as at once to reach the Authors true meaning and to condescend to the capacity of a young Learner As for rendring of words Grammatically I have sometimes done it where other words would have seemed to carry the child too far aside Sometimes I have purposely set down the sense of the Latin as we express it in English discourse that a child may thereby be enforced more diligently to search out his way of Construing And I find that children which have been exercised in Vocabularies and Grammar-Rudiments will in a very short time be able to construe Grammatically of themselves because the sense and Grammar order and knowledge of the words before hand direct them very readily to what they would say and they quickly recal their own errours I have therefore taken the most care to make our English answer the Latin in its propriety of Words and phrases For To render the Latin word for word would seem too harsh in our English tongue which would sometimes scarce be understood to be English and children are short of Judgment how to give the right significations of Words especially where the matter is not familiar unto them which I conceive to be the main reason why so many have rejected these more ancient and first school-School-Books especially of late years and since our Children are put to Latin so early Where places admit of a double sense I have followed that which in the judgement of Commentators upon that place seemeth the most natural and where they admit sometimes of a double Text I have made the Construction also double The elegances that occur more remarkable I have caused to appear by the change of the Letter in the print and the Sentences are pointed at with this mark ☞ I have commonly rendred you for thou or thee because our children are generally now taught to say so especially in common discourse for manners sake For quid me tuissas is every bodies reply now a dayes to whom do we say thou except he be much our inferiour though Erasmus was very angry with all such in his time as would not indure to be thou'd Some School Masters there are very eminent for their excellent abilities and long experience and such whose Persons I acknowledg my self much bound to reverence that because of some suspected inconveniences are utterly averse to all manner of Translations of School Books Now I intreat these more seriously and in friendly manner as I study to write this to consider whether more benefit hath not commonly redounded to Schools where Translations have been used than where they are totally excluded I mean so as to make the Scholars learn more chearfully and the Masters to teach more comfortably 1. Seeing it is manifestly apparent that since Mr. Hayn put out the Construing Book the Grammer hath been sooner and more profitably learn'd by the generality of Children under ten than ever it was before by here and there a youth near twenty years old And tho the most School masters at its first coming up exclaim'd against it and with all strictness forbid it to come within their Schools yet the help it did to children at home and underhand towards the performance of their tasks and the ease that Masters found in having their children prepared aforehand for their Lessons hath so far convinced men and prevailed that a million I believe of those Books have been sold and that which we call Lillies Grammer is now seldom bought without a Construing Book to explain its meaning 2. We see it evidently that the Greek tongue hath been more generally studied and more easily attained and that to a great deal more perfection than formerly both at Universities and elsewhere since all those Orators Poets Histories Fathers and what not have been translated into Latin 3. The Practice of some Masters that make use of Interliniaries for themselves whereby they learn the Eastern Languages not to speak of their Construing the French or Spanish Bibles by the help of an English one may excuse their Scholars and convince them that Translations may as well be allowed to Children as Men. If they say Boyes must work it out by their own selves I

Praeceptis Catonis whereby some have thought Tully compos'd it or Libellus elegantissimus qui inscribitur Cato Or 4. To censure with Erasmus and Scaliger that this Book was called Cato because it hath in it Sentences worthy of Cato or is able to make one that observes them a wise well behaved man as Cato was I shall only say that this Book hath been every where approved on and taught in Schools and all Countries for these many Ages together insomuch as Planudes turned the Distichs into Greek Erasmus made Scholia's and others before him had written Commentaries upon them Corderius for his own ease and Scholars benefit construed them in French and some about 70 years since converted his construction into English Sir Rich. Baker J. P. and sundry others have rendred them in English verse So that I shall neither seem to introduce a new Author or to bring any uncouth device into our Schools if for the sweetning of this Poet and that children may more easily digest it I take the like course that others of greater worth have done before me Those arguments I confess which Mr. Mulcaster and some others have used against this Book and this chiefly that it was too serious for little Ones that mind nothing beyond their toys did much sway me to forbear the use of it in my School till both by turning it into an easie English verse as near as might be to the Latin and construing it verbatim in an Interlineary way I had rendred it more suitable to their apprehensions And now they sometimes delight both me and themselves in striving who can repeat the most Distichs both English and Latin by heart after they have writ them fair as I have said in Paper Books Corderius in one of his Colloquies brings in some of his Scholars thus exercising themselves and vying memories What I have hitherto done or intend by Gods blessing further in facilitating the way of teaching was occasioned by my own private endeavours to bring on Children in a chearful and continued exercise of reading writing and speaking the Latin tongue as well as English and to acquaint them all along according to the pitch of their capacity with the Rules of Grammar letting them see how far both languages agreed in that Art and wherein they differed And this I dare thus publickly aver upon tryal that whereas especially since I have got those Helps printed I am constant to my Rule Which of late I have observed to de injoyned by Chr. Helvicus never to whip a Boy for his Book or as my Tutor once advised me not to punish a Child for his intellectuals though I seldom let voluntary misdemeanours in point of manners go unpunished especially where I meet with a stubborn Spirit I rarely have a Child come to me that doth not studiously attend his learning and after a while make shew of profit And again whereas I had formerly framed my Method so as I usualy saved one year in seven of what I knew others commonly spent I have sensibly of late gained upon my self so as to gain one of three of what I have spent heretofore Nay further where I have to do with those of riper years whose abilities and occasions require more expedition and less attendance I do constantly undertake in six Months to make them intelligibly to peruse any ordinary Latin Author and to give the Grammatical reasons for what they read and I bless God I fail'd in performance with none that have carefully attended their appointed hours which is once in two days to receive directions and imploy their spare time accordingly The main thing to be required either from Children or men of years is a willing mind to be taught and an attentive ear Parents therefore might do very well when they bring their sons to the School either to engage for their quiet demeanor there or to leave the Master to his power to command it or at least to forbear such expressions of indulgency as may incourage them to rudeness beyond controul I have wondered to hear that some of our Profession should blame others for going about by these means to prostitute learning and to make the way of knowledge too common a thing which in my judgment is impossible For let the way be never so easie all will not desire to go it and if one should begin never so early and proceed never so fast in a way of learning it would be with him as it is with other Travellers who when they have once come whether the Earth and Skie seemed in their eyes to meet they find the Heavens as high as formerly it was above them and that meeting as some rudely call it of the Earth and Element to be still as far as they can ken before their face And the wisest man a live will ingeniously confess as wiser men than he perhaps have done before him that all the little which he knoweth is nothing in comparison to that infiniteness of things whereof he is ignorant Besides were the Art of School teaching never so common there are Children enough but especially in London to be taught and it is work for more than one man to reduce our corrupted nature to good order For my part I have often wisht that all Parents were able to teach their own children for then they would either ease School-masters by setting their work more forward as sometimes they do their servants or more liberally reward their pains that diligently and faithfully perform their trust in a thing of such concernment and wherein themselves have no judgment I know it is with Books as with dishes at a Table where every one tasteth what he best liketh and some prefer meer Kick-shaws before solid meats I ever liked that free law of hospitality viz. Every Man what he pleaseth and therefore amongst others I only present my dish and press it upon no mans stomach And forasmuch as I neither oppose nor prescribe to others I hope none will trouble themselves to oppose or detract from me but either candidly censure what I thus freely communicate or commit their misdoings to the common test It is God I serve in what I do and my Country that I desire to benefit and as I repose my self securely upon God in assurance of his protection so I hope none of my Countrymen will envy or malign my undertakings But if any man do so I account Gods amiable countenance and the incouragement I receive from men of known integrity and learning to have far more force to bear up my spirits than their cavils can be to deject them And now whether I seem to have said too much or too little of this subject I forbear more than to say Reader though perhaps this may not please thee it may profit some of thine and therefore scorn not the tender from him that hath often profest himself and now subscribes that he is thus From my School June 3. 1659. ready to serve

thee and thine Charles Hool Mr. Triplet's Opinion touching those Translations SIR 'T Is true that Translations of School Authors are excepted against by many persons of Learning and Judgment as conducing to promote Truantry in Children who are forward enough to learn with as much ease as they can and delight not in any thing that exacts any pains at their hands But as some would not swim at all if they were not first entred with bladders so many would not so much as think of wading in the Latin Tongue if they were not brought on with such facile Manuductions as these Since I have rolled this stone I can upon good experience say that I have good cause to thank you for your pains in this kind For what between dulness on the one side and laziness on the other I should not have made so great a progress in many under my charge had not your smoothing the way thus invited us to pass on And if the Master please these Translations may prove meer Helps and no truantly refuges When he doth not content himself with the Childs answer simply as it lies in the Book but by varying Genders Numbers Voices Persons Moods Tenses c. doth so Grammatically Catechize and instruct his Scholar that by every Sentence which you have translated he is able to make such another and perhaps the Child that is thus taught may sooner learn to go a high lone than he that is taught to go without a standing-stool This is my Opinion I will not call it Judgment for fear of offending them that judge against it The truth thereof I submit to the wise This truth I am pretty sure of that I am Hayes June 25. 53. Sir Your affectionate Friend and Lover THO. TRIPLET The Preface with some very short Precepts in Prose WHen I observed very many men to mistake grosly in point of manners I thought we were to help and inform their judgments chiefly that they might live gloriously and attain to honour line 5 Now dear Child I will teach thee how thou mayst order thy behaviour Therefore read my instructions so as that thou mayst understand them For To read and not to understand is to neglect And therefore Humbly pray to God line 10 Love thy Parents Respect thy Kinsfolks Stand in fear of thy Master Keep that which is committed to thy trust Fit thy self for the pleading place to the present occasion line 15 Keep Company with good men Come not to the Council before thou be'est called Be cleanly Salute willingly Give place to thy better line 20 Spare thine inferiour Keep thy estate Preserve modesty Vse Diligence Read Books line 25 Remember those which thou hast read Have a care of thine Household Be kind spoken Be not angry without a cause Mock no body line 30 Laugh not a man in misery to scorn Lend a thing but See to whom thou lendest it Be by in judgment Make feasts seldom line 35 Sleep as much as may suffice Nature Keep thine Oath Refrain thy self from Wine Fight for thy Country Believe nothing rashly line 40 Take counsel of thy self or Take safe advice Avoid a Whore Attend Learning Thou must not lie Do good to good Men. line 45 Be not a Railer Keep thy reputation Judge according to right Win thy Parents by forbearance Remember a courtesie received line 50 Stand by the Judgement-seat Be advised Vse vertue Moderate thine anger Play with a top line 55 Eschew dice. Do nothing according to the opinion of thy strength Disdain not a meaner man than thy self Do not covet other mens goods Love thy Wife line 60 Instruct thy Children Admit the same condition which thou offerest to others or Endure the Law which thy self shalt make Speak little at the Table Affect that which is just Bear love contentedly or Be not angry because men love you Praefatio cum brevissimis citra carmen praeceptis CUM animadverterem quam plurimos homines errare graviter in via morum succurrendum consulendum Opinioni eorum existimavi maxime ut gloriose viverent honorem attingerent line 5 Nune te fili charissime docebo quo pacto mores animi tui componas Igitur praecepta mea ita legas ut intelligas Legere enim non intelligere negligere est Itaque Deo supplica line 10 Parentes ama Cognatos cole Magistrum merue Datum serva Foro te para vel Foro pare line 15 Cum bonis ambula Ad Concilium ne accesseris antequam voceris Mundus esto Saluta libenter Majori cede line 20 Minori parce Rem tuam custodi Verecundiam serva Diligentiam abhibe Libros lege line 25 Quos legeris memento Familiam cura Blandus esto Irasci abs re noli Neminem riseris line 30 Miserum ne irriseris Mutuam dato sed Cui des videto Judicio adesto Convivare rarò line 35 Quod satis est Dormi Jusjurandum serva Vino te tempera Pugna pro patria Nihil temere credideris line 40 Tu te consule vel Tutò consule Meretricem fuge Literas disce Nihil mentiri debes Bonis bene-facito line 45 Maledicus ne esto Existimationem retine Aequum judica Parentes patientiâ vince Beneficii accepti memor esto line 50 Ad praetorium slato Consultus esto Utere virtute Iracundiam tempera Trocho lude line 55 Aleas fuge Nihil ex arbitrio virium feceris Minorem te non contempseris Aliena concupiscere noli Conjugem ama line 60 Liberos erudi Patere legem quam ipse tuleris vel Pauca in convivio loquere Illud stude quod justum est Amorem libenter ferto The first Book of Cato's Distichs concerning Manners IF God as Poets say a Spirit be Let him with upright mind be serv'd by thee Watch always more and be not given to sloth For dayly rest affords to vices growth Think it a vertue chief to speak in season He 's next to God that can hold's tongue with reason Scorn to thy self by thwarting cross to be Who falls out with himself with none can ' gree If thou into the guise of men dost dive Whilst they blame others none without fault live What thou hold'st hurtful leave though dear to thee Safety sometimes to wealth preferr'd must be As things require be either stern or kind For wise men without blame oft change their mind Believe not rashly when thy Wife complains Of servants Whom thou lov'st she oft disdains When you advise one though he do not heed Yet if you love him in your way proceed To strive in words with men of words despise All men can speak but few are truly wise Love others well but love your self still most Be good to good men but not to thy cost Shun rumours lest thou be'st as th' Author nam'd Silence hurts none but some for words are blam'd Do not thou promise what is promis'd thee Faith is but rare because words are so free When any thee commend past judgment just