acquainted with this First for that this booke together with the Hebrew of the Old Testament were written by the Lord himselfe not onely the matter but also euen the very words of them Secondly for that eternall life is onely in these bookes being truely vnderstood and beleeued So that wee may rightly tearme these the Bible or Book of books because all other bookes are but as seruants vnto these and all other are nothing without these for any true good but only to condemnation by leauing men more without excuse Yea euery one who can haue opportunitie should labour to see with his owne eyes for the fulnesse of his assurance rather then to rest on others And much more because there are so many and such malicious slâ—unders against all our translations as that those shamelesse calumniations haue beene a principall meanes to turne many thousand soules after Sathan and Antichrist by causing them to reiect the sacred Scriptures vtterly to their endless perdition and haue beene enough to shake the faith of Gods Elect. Vnder this very pretence of false translations and obscuritie of the Scriptures hath Antichrist principally holden vp his kingdome keeping all in palpable ignorance to be drawen to dumb Idols to murther Princes to lying and all abhominations which himselfe listeth And therefore in these respects it were to bee wished that all schollars who haue any leasure and may come to these studies of Greeke and Hebrew especially they who purpose in time to become teachers of others would doe their indeauours to be as perfect in these two bookes and to haue them as familiarly as euer the auncient Iewes had the Hebrew This cunning in the Text should make them to speake as the words of God indeed with facility authority and power Those also who haue but a little time to bestow in the Greeke would bestow it here for the former reasons and because they may haue good occasion helpe to increase in this continually by the daily vse which they haue of the scriptures wheras they hauing but a smattring insom other Greek Authors and contenting themselues therewith doe come in a short time vtterly to forget all and so all that labour which was taken therin is altogether lost If any doe preferre some other Greek Author for the sweetnesse and purity of the Greek and so will spend their little time â—o that Luke is inferior to none therein by the iudgement of the learned If they look to the excellencie of all wisdom what light is there to the light of the Sunne Also for them who haue a desire to trauel further amongst all the famous Greeke writers for the surpassing humane wisedome to bee found therein this booke once perfectly knowen will make the passage thorough all of them both very direct and plain and also full of all delight and contentment to read al other Authors without any danger In the Greeke Testament to begin at the Gospell of Iohn as being most easie and next vnto that to go through the Gospell of Luke if you please In which two Euangelists most of the history of the Gospell is contained that by them the Euangelists may be soone run thorough And also the Acts Then all the Epistles may be read with speed Spoud I cannot but allowe and like of all these things and principally of reading the Greeke Testament in the first place making it the entrance and another foundation to all the Greek studies But if that could be brought to passe that schollars as they proceeded herein might growe as perfect in the Greeke Testament as it is sayde of the learned Iewes that they were in the bookes of the Olde Testament what a blessing might it bee to the Church of God and what a happinesse to all posterity Phil. Surely I am fully perswaded of it that very much may be done in it and after also in the Hebrew of the Old to come neere vnto them except that that was their natiue language This perswasion I ground partly from that little experience which I haue had in mine owne triall yet sufficient to confirme me by proportion More specially by that which is well knowen in a worthy schoole in London to which I acknowledge my selfe much beholden for that which I haue seene in this behalfe and some other where som of the schollars haue bin able in very good sort to câ—strue and resolue the Greek Testam out of the Latine into Greek wheresoeuer you would set them and to go verie neer to tell you where they had read any speciall word or phrase in it to turn to them And lastly for the euident reasons therof and the agreement of it with som former courses in the Latine wherof I haue a full assurance Spoud I pray you shew me the meanes how Phil. The means are these most easie plain for euery one to teach who hath any Greek and for others to learne 1. That they haue so much knowledge in the Grammar as I shewed chiefly in Nowns and Verbes 2 Besides the Greeke Testament I would haue euery one to haue his English Testament or Latine or both and euer in their entrance before they learne a lesson to haue read it ouer in the translation and to bee able eyther to say it without booke or make a report of it in English or Latine but better to say it without booke euen in the English which with a little reading ouer especially before bedde time those who are of good memories will get quickely This same done with vnderstanding will exceedingly bring the Greeke with it besides that thus they shall haue much opportunity and furtherance to get the English text almost by heart as we tearme it 3. In reading a Lecture to them euer tell them what example each Noune and Verbe is like vnto and for Pronounes Aduerbes and the like if they bee not perfect in Grammar tell them in a word or point them where they are in the Grammar iust after the manner as in the Latine 4 Shew them carefully al the hard words those which they haue not learned and for those which you thinke they cannot remember otherwise or wherin there is need of speciall labour cause euery one to write them in a little paper book made for that purpose with sundry columnes in each page to write at least the Greek word Latin or English in in each Chap. the Verse against them to the end to take most paines in those to run oft ouer them and so euer to see after where they haue had those wordes before And thereby also to account how many new wordes they haue in euery Lecture for all the rest learned before in any place or which are very easie are not to be accounted for any new wordes Thus shall you prouoke and encourage them to more paines when they haue not ouer fiue or sixe new words in a douzen or twenty
the same with the Latine Getting first the chiefe rules ☜ To be very perfect in Nownes and Verbs ☞ Terminating Nownes Coniugating terminating Verbs To giue the first person in euery Moode Tense in each voice together To bee very perfect in Pronowns Aduerbes Coniunctions Prepositions How schollars of vnderstanding iudgement may take yet a shorter course ☜ To make it plaiâ—e Grammatica Graecapro Schola Argentinensi per Theophilum Golium ☞ To begin Construction with the Greek Testament Reasons 1. For the familiarnesse of it 2. Because that booke with the Hebrew of the old Testament are the Books of books Being only written by the Lord. Hauing life in theâ— All who may are to labor to see with their owne eyes and why ☜ ☜ To striue to haue these books as familiarly as the Iewes had the Hebrew ☜ If any purpose to haue but a smattering in the Greek to haue it here and why ☜ The Testament compared to other Greek wâ—â—ters This is a notâ—ble entrance to read all other Greek Authors ☞ In the Testament to begin at the Gospell of Iohn How schollars may be made most perfect in the Greeke Testament ☞ Meanes partiâ—ularly 1 Why to haue the hard words written downe ☞ The speediest way to get the Greeke Raâ—ices first How it may be done easily without losse of time Manner of learning them Manner of examining them for speed and memory Benefit hereof Hauing Scapula in the school to run to they shall presently haue any thing ☞ How children may soone learne to reade the Greeke before they learn the Greeke Grammar In learning the Radices to obserue right pronuntiation for accents and spirits This booke laboured in for the common good Helpe for committing wordes to memory â—aueat in remembring The Greeke Radices contriued into continued speeches Strange Latine wordes Learning the Greeke out of our translations ☞ The readiest and surest way by a perfect verball translation or the verballâ—et in the Margent where it differeth from that we vse How to east the Greeke into the Grammaticall order ☞ How any who haue but a smatering may proceed of themselues in the Greeke Testament This cannot be so well done by the Interlineall or hauing the Greeke and Latine together as by hauing them separate Experience The Interlineal is continually a promptâ— to the scholâ—ar and a deceiuer of the mind insteed of a Master vnlesse it be vsed with great wisdome This euill cannot be preuented amongst schollars ☞ How men of vnderstanding may vse the Interlineall How the schollars may proceed in other Authors The benefit of such translations of some of the purest Authors performed by skilfull Grecians As the fables translated in the Strasburge Grammar Parsing in Greek ☞ Helps â—or construing and paâ—fing Praxis praeceptorum Grammatices Antesignani Berket on Stephens Catech printed by Wechelus an 1604 ☞ M Stockw Progimnasma scholasticum ex Anthologia HeÌ„â—ici Stephani ☞ The best fittest Authors â—or Poetry most easie Theognis Phociliâ—es Hesiode with Câ—poâ—ine and Mâ—lanchthon Homer with Eustathius To haue in readinesse a short briefe of all the dialects and figures a speedy help for the knowledge of the Poets A principal help for all Anomalies and difficulties in Greeke How to write purely in Greek ☜ How to write faire Versifying in Greek ☞ Theognis may be easily learned without booke by the helpe of the translation ☞ A Caueat for the time bestowed in such exercises of writing in Greekâ— Summe of all The knowledge of the Hebrew may be the soonest gotten and why 1 The Grammar to be gotten most exquisitely of them who desire to come to perfection in the Hebrew Some chiefe parts for others who onely desire the vnderstanding Grammars to be vsed Martinius with his Technologia Blebelius accounted most plaine and easie The seuerall points in Martinius you may finde in Blebelius by the table in the end of Blebelius The second principall meanes the perfect getting of the Radices Manner of committing the Radices to memorie Examples of helping memorie in the Hebrew ☜ The Hebrew the mother tongue most auncient and worthy Others deriued from it The benefit of diligence in comparing the tongues How other words may be remembred which cannot be so deriued The hardest rootes which seeme to haue no affiniâ—y To marke out also the harder deriuatiues in the Hebrew The best Epitome for getting the Radices This is not fully finished The way might be more compendious by the rootes reduced to Classes By the Dictionary alone they might be gotten in a short time The third help perfect verball translations and continuall practice of them The manner of vsing these repeated Experience of this for assurance A Student cannot be better imployed then in thus imprinting the originals in his hart if he haue leasure ☞ It seemeth that any tong may be gotten thus These tongues Latine Greeke and Hebrew may be gotten in each Nation by these means of translations in their owne â—ongues Greeke or Hebrew most easily learned by perfect translations in each tongue ☜ Of the vse of perfect verball translations for getting the originals Obseruation reâ— eated how much and what to learne in euâ—ry booke Schollars to be trained vp in Religion This most neglected in schooles The popish Schoolemasters shall rise vp against vs. ☞ How to teach them the Catechisme and when ☞ Manner of examining Catechisme Taking notes or writing sermons 2. All who can write to take notes ☜ Caueat of any noise or disorder in gathering notes 3. The higher to set downe parts of the sermon more oâ—derly 4. In all the highest fourmâ— to set downe the substance exactly ☞ Manner of noting for helping vnderstanding memorie ☞ Helps for memory in the margent for vnderstanding ☞ To leaue good margents To set downe quotations as they are spoken To set downe the heads of all in the margents after Benefit of this To turne it after into Latine for the next daies exercise ☞ Or to read it into Latine ex tempore ExperieÌ„ce how soone they will do this Examining the sermons One to make a short rehearsall of the whole first To aske questions of all things difficult To cause the least all sorts to repeate their notes Benefit of this strict examining How they may be able to repeat the whole sermons without booke Principall helps for it ☞ Helpe of notes for assurance Euery night to go thorough a peece of the historie of the Bible Manner of examining the history Not to trouble them with euery question Obiection coÌ„cerning them who would not haue their children taught any religion How to deale that this may not hinder any other learning How to teach the schollars ciuilitie The Schoole of good manners or The new Schoole of vertue for ciuilitie ☜ How to teach Religion and Latine all vnder one by reading each night a peece of a Chapter Practice this constantly and carefully and trie the experience of Gods blessing in it When the History to
goe through their Abcie and Primer And if they reade them twise ouer that they may bee very perfect in them it will bee the better for them For the second reading of any booke dooth much incourage children because it seemeth to bee so easie then and also it doth imprint it the more Besides that they will run it ouer so fast at the second time as it will be no losse of time at all vnto them After these they may reade ouer other English bookes Amongst which the Psalms in metre would be one because children wil learne that booke with most readinesse and delight through the running of the metre as it is found by experience Then the Testament in which the discreete Master may keepe his schollar lesse or more vntil he think him meet to enter into the Accidence If any require any other little booke meet to enter children the Schoole of Vertue is one of the principall and easiest for the first enterers being full of precepts of ciuilitie and such as children will soone learne and take a delight in thorow the roundnesse of the metre as was sayde before of the singing Psalmes And after it the Schoole of good manners called the new Schoole of Vertue leading the childe as by the hand in the way of all good manners By these meanes children if they be well applied and continually kept vnto it may be taught so to read within a yeere or little more as they may be meet to enter into their Accidence by that time that they bee six yeere olde at the vttermost especially if they bee in any measure apt and much practiced in spelling the hardest syllables For diuiding or distinguishing of syllables this one obseruation is to be remembred That what consonants are vsually ioined in the beginnings of words those are not to be disioined and separate in the middest of words except in Compound words But of this wee shall speake more fitly after And thus much may suffice for the present for the speedy reading of English for heereof I haue had much certaine experience Spoud I cannot iustly dislike of any thing which you haue sayd herein it standeth all with so great reason chiefly to make children so perfect in the hardest syllables For they being perfect in these must needs attaine all the rest in a short space Except onely one thing which you vttered which indeede seemes a strange Paradox to me Namely that some wise experienced would haue children taught to call and pronounce all their letters and to spell any syllable before they know a letter on the booke Phil. This is very true which you say it may seeme a Paradox to them who haue not tryed it I my selfe was of your minde when I heard it first Yet setting my selfe to make some triall of it for the reuerence I bare to him of whom I heard it and for that he shewed me experience of it in a child not fowre yeeres olde I found it the easiest pleasantest and shortest way of all where one would begin in a priuate house with little ones playing The manner is thus 1. You must teach them as I sayde to call their fiue vowels and to pronounce them right Which they will presently learne if you do but only cause them to repeat them oft ouer after you distinctly together thus a e i o u. after the manner of fiue bels or as we say one two three fowre fiue 2 Then teach them to put the consonants in order before euery vowell and to repeate them oft ouer together as thus to begin with b and to say ba be bi bo bu So d. da de di do du f. fa fe fi fo fu Thus teach them to say all the rest as it were singing them together la le li lo lu The hardest to the last as ca ce ci co cu. and ga ge gi go gu In which the sound is a little changed in the second and third syllables When they can do all these then teach them to spell them in order thus What spels b-a If the child cannot tell teach him to say thus b-a ba so putting first b. before euery vowell to say b-a ba b-e be b-i bi b-o bo b-u bu Then aske him againe what spels b-a and he will tell you so all the rest in order By oft repeating before him he will certainly do it After this if you aske him how he spels b-a he will answere b-a ba. So in all others Next these teach them to put the vowels first as to say ab eb ib ob ub Then thus a-b ab e-b eb i-b ib o-b ob u-b ub After what spelles a-b e-b c. Thus to goe with them backward and forward crosse in and out vntill they can spell any word of two letters Then you may adioine those of three letters Afterwards all the hard syllables to tell what any of them spels til they be perfect in al or as you shall thinke meete By this meanes and by a little repeating of the letters of the Alphabet ouer before them by three or fowre letters together as they stand in order so as they may best sound in the childrens eares they will soone learne to say all the letters of the A. B. C. if you will As to repeat them thus A. b. c. d. e. f. g. h. i. k. l. m. n. o. p. q. r. s. t. u. w. x. y. z. To say them thus by roat will nothing hinder but further them Then they may presently be taught to know the letters vpon the booke either one by one finding first which is a in the Alphabet and after in any other place Then to finde which is b and so through all the rest as you will Then when they are cunning in their letters and spelling if you make them to vnderstand the matter which they learne by questions for a little at the first they will goe on in reading as fast as you will desire The easier and more familiar the matter is to them the faster they learne Thus may any poore man or woman enter the little ones in a towne together and make an honest poore liuing of it or get somwhat towards helping the same Also the Parents who haue any learning may enter their little ones playing with them at dinners and suppers or as they sit by the fire and finde it very pleasant delight So they may helpe to gaine their children a yeere or two in learning at the beginning and also the Grammar Schooles of this labour and hinderance Spoud You haue perswaded me very much concerning this doubt also Surely sir howsoeuer thus may seeme but a toye yet all tender parents will much reioice in it and acknowledge it an exceeding benefit to haue their children so entered and this time beeing gotâ—en in the beginning will bee found in the end as you truely sayde Yet there is another
Verses and in time happely not two in a Chapter So that they will haue the most of the hard words in a short time and be able easily to proceed of themselues without any reading throgh these other helps following 5 When they learne to construe let them doe it by the helpe of the translation obseruing wherein the translation seemes to differ from the wordes of the Greeke and marking the reason thereof and after to trie of themselues how they can construe looking onely vpon the translation beating the Greeke out of it as formerly they did the Latin Those who are of any aptnesse will doe it presently And thus by practice euery day going a piece and oft reading ouer and ouer they will grow very much to your great joy Spoud But giue me leaue to aske of you two or three doubts 1 Why you would haue them to write down their hard wordes in a booke will not making some markes at the wordes serue as in their Latine Authours according to the generall obseruation Phil. This was obserued before as I remember to mark their hard wordes eyther in their bookes or setting them downe in a paper But here I thinke it to be better thus to write downe the principall First because schollars now will be carefull to keepe their Greeke Testaments faire from blotting or scrauling although a booke were well bestowed to make them perfect in it though it were neuer so marked Secondly beâ—â—use when they are fit to reade Greeke they haue commonly good discretion to keepe their notes and to make vse of them going oft ouer them Spoud But might there not be some other meanes for the getting of the hard wordes aforehand for this must needes be some labour and aske care and diligence thus to write them down Phil. Yes verily if it be looked to in time all these may be so prepared aforehand that most of this labour now may be spared and onely speciall difficulties to be obserued The maner of it is thus That wheras there is nothing in getting any tongue but to get wordes and Grammar for framing and setting those wordes together and afterwards practice I hold it to be farre the speediest course to haue the schollars to haue learned the Greeke Radices or Primitiue words before that they goe to construction or at least to be well acquainted with them This course some famous Grecians haue taken wee may doe it most easily and without any losse of time or very little if any as I haue made triall First hauing gathered the Greeke Radices out of Scapula after the manner of that abbridgement called voces primogeniae I haue heretofore caused such as I haue thought fit to write it out and to bring me a side or so much as I thought good euery morning at my entrance into the Schoole or presently after and so haue vsed to examine those wordes amongst them all once or twice ouer and where they haue learned the principall Latine wordes Of late I haue seene the Greeke Nomenclaton vsed not without fruit though it be vnperfectly gathered The manner of getting the wordes may bee most easie thus Hauing these in this manner with the English adioyned if you would make triall herein when you haue examined a side reade them ouer as much more against the next day reading first the English word then the Latine and Greeke last shewing them some helpe how to remember by comparing the Greeke with the Latine or English and so the English will bring the Latine to remembrance and both of them the Greeke And in examining them to aske them the English word and to cause them to giue both Latine and Greeke together both backeward and forward againe As posing thus How say you I loue He answereth Amo 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 amo I loue so they will be perfect each way Thus within the space of a twelue moneth they may goe through the whole spending not much aboue a quarter of an houre in a day or half an houre at most of schoole time Those who are diligent may get them in good sort onely as I haue oft admonished making some little pricks or markes at the hardest to runne oft ouer them and when they haue once gone ouer them you may cause them to bring you a leafe at a time or more as those who are apt will doe readily By this meanes besides that they shall learne very many Latine wordes chiefly most of the Primitiues to further them greatly in the Latine and to counteruaile all the time and labour bestowed in them they may also when they come to construction eyther haue euery Radix in their head or turne to it with a wette finger and make it perfect in an instant and thereby haue such a light to all other wordes comming of these as presently by them to conceiue of and remember any word And thus by them and their readinesse in the Grammar to goe on in reading by the helpes mentioned faster then you would imagine For hauing these Radices perfect they will conceiue presently by a little obseruing of what roote euery word commeth and ghesse neere at the significations of them Spoud But how shall I teach my fourmes which haue not learned the Greeke Grammar to reade these Radices Phil. Nothing more easily for I finde by experience that they will learne that presently by knowing but the value and power of the Greeke letters I meane what euery letter signifieth or soundeth in the Latine and so calling them by their names as A. b. g. d. or giuing them their sounds Although if you will the names of the Greeke characters are soone learned but that former course with continuall reading ouer to them before hand so much as you would haue them to learne at once will sufficiently effect it vntill they learne the Grammar In learning these Radices call vpon them oft to marke carefully the accents of each word with the spirits for that will further them exceedingly to accent right when they come to write in Greeke by knowing but the accent of the Primitiue word and a few other rules Right pronouncing of them will make both their accents and spirits remembred By some experience of the fruite of this booke for the speedy getting of the Greeke I haue endeauoured to make it more perfect by placing so neere as I can First the most proper significations in the first place and onely one worde in each signification lest the volume should proue ouer-great though if the volume would beare it variety vnder euery one being rightly placed were the better to vse as neede required and therby also to help to furnish with copie of Synonimaes Secondly by setting downe also the English in one proper word or iust as the Latine onely to expresse it and without variety except in some speciall things which haue diuers names in our owne tongue not commonly knowne Thirdly setting
thankes and the rewards of our labours from God where the world is vnthankfull But for the help of this my aduise is that first we labour to be faithfull in our places in the best courses and kindes chiefly to make our schollars good GraÌ„marians and then we may be bold to cause them who are of abilitie to paie accordingly in some sort for the instruction of their children They will better esteem the worth of learning and of the seruice we performe to them in those in whom they are to liue after their time and also to the Church Common-wealth And if God doe blesse vs that our schollars profit indeede we shall in time haue schollars enow such as will be willing to pay well how basely soeuer learning be esteemed of Moreouer to preuent all such shifting and detraction it is wisdom euer to cal for our due at the Quarters end and to see that our cariage gouernment be such in our place as that we may stand in the face of any such vnthankful detractour Also that Gods blessing on our labours may euer answere for vs which following but these directions we may certainly expect Finally that in our places we labour to serue the Lord faithfully and then wee may bee sure to receiue the full reward of all our labour from him let men as I said be neuer so vnthankfull CHAP. XXXIIII What Children are to be kept to learning Spoud SIr if I should not take heart and courage to set to my calling afresh I were much to be blamed hauing all my doubts thus answered and being thus heartened in euery part But yet that I may both returne vnto it cheerefully and also goe forward and continue happily to the end I pray you let me haue your iudgement in these two points 1. What children you would haue set to learning and incouraged to goe on in the same 2. Which you would haue sent to the Vniuersity how qualified Phil. To both these I shall aunswere you vvhat I hold To the first I would haue those who after good time of triall shall be found the fittest amongst a mans children to be applied vnto learning as being the meetest to be offered to God in a more speciall maner to the publick seruice of his church or their Countries And so those onely of them to be incouraged to goe on in the same whom you find most ingenuous and especially whom you perceiue to loue learning the best which also do witnesse the same by their painfulnesse and delight in their books The rest to be fitted so far as may be conueniently for trades or some other calling or to be remoued speedily 2. To the second I answere That such onely should be sent to the Vniuersities who proue most ingenuous and towardly and who in a loue of learning will begin to take paines of themselues hauing attained in some sort the former parts of learning being good Grammarians at least able to vnderstand write and speake Latine in good sort 2. Such as haue good discretion how to gouerne themselues there and to moderate their expenses which is seldome times before 15. yeeres of age which is also the youngest age admitted by the statutes of the Vniuersity as I take it Some of chiefe note for learning and gouernment and of long experience in the Vniuersitie as namely some worthy heads of Colledges would haue none sent nor admitted into the Vniuersitie before they be full fifteen yeers olde at least for these reasons specially amongst others 1. Because before that time they will commonly require more bodily helpe then can be there afforded 2. The Vniuersitie statute forbiddeth to admit any vnder this age 3. Because that daily experience doth teach how inconuenient it is in diuers respects Finally all generally of whom I can heare in the Vniuersitie doe assent hereunto Many would haue them 17. or 18. yeere olde before because then commonly they haue discretion to sticke to their studies and to gouerne themselues Spoud I doe much approue their iudgement I would haue them good schollars before they goe to the Vniuersitie and namely sound Grammarians that the Tutors need not to be troubled with teaching them to make or to construe Latine but that they may goe forward in Logick or other studies meet for the Vniuersitie For such a schollar as is able to vnderstand well what hee reades or what is read vnto him there I meane in regard of the Latine shall doe more good in a yeere then a weak schollar shall do in two or three chiefly if hee haue discretion to gouerne himselfe and abide close to his booke For when as the schollar is faine to turne his Dictionary for euery word or hearing a Lecture read doth come away as he went vnlesse he be placed vnder a most painefull Tutor how is it possible that he should profite any thing in respect of him who goeth a good schollar thither How many euils doe come vpon the sending of schollars so rawly thither both Vniuersity and Countrey doe fully know and â—ue Now you haue so louingly and fully answered me in euery doubt and so largely laide open your minde vnto me as indeede I cannot desire any more of you Onely let me tell you this that the points are so many as I feare that I shall neuer be able to put them in practice Phil. You may make triall of all or the most likely of them and constantly practice those which you finde most profitable the shorter that you can be in euery thing the better shall you do so that all be done with vnderstanding as I said before Spoud I trust you will giue me a copie of them for otherwise I shall neuer be able to remember them besides that they will require to be oft read ouer and ouer vntill I shall grow perfect in them I doe not doubt but you haue set them downe Phil. I haue though as yet very imperfectly for lacke of meete leasure Such as I haue I shall impart seeing your earnest desire to doe good and more as God shall adde more helpe and experience by your selfe and by others CHAP. XXXV A briefe rehearsall of the chiefe points and helpes mentioned in this booke Spoud HOw much shall you make me more indebted by that fauour aboue all your other kindnesse hitherto Yet in the meane time before we depart to the end to helpe my weake memory and to cause me to goe on more cherefully let me request onely these two things of you further 1 To repeat the principall heads of those things which should be as it were in the Masters remembrance alwayes to be continually put in practice 2 To set me downe a short Catalogue of the bookes and helpes which you haue mentioned belonging hereunto for the better accomplishing of all these seuerall parts of learning Phil. For those principall heads though most of them were named in the obseruations
them to hate learning A They will rather loue it better Ob. 3 It is a small matter to lose a yeere or two then A The losse of a yeere or two will be found in the end Ob. 4. They will learn the faster A So in higher learning at those yeeres The inconuenience of hauing the Grammar schooles trobled with teaching A. B. C Continuall applying in a right course is aboue al means How this might be remedied by some other schoole in each towne for this purpose The redresse of it to be sought To be borne with patience where it cannot be remedied The first entring of children to be looked to carefully To teach to read well in a short time is of great profit Griefe discredit of the want of this 1. To teach children how to cal and pronounce their letters right And first the 5. vowels The Consonants Right calling the letters before the children doe know them 2. How to teach children to know the letters the soonest To cause them to finde out any letter The surer way is to learne but one letter at aâ— once 3. How to teach to spell M. Coots English Schoolemaster might bee profitable to this purpose in which booke are syllables words of all sorts To make children to take delight in spelling Some of the hardest syllables to practice children in the spelling of theÌ„ These would be written in some little table to poase them oft Note in spelling Right pronouÌ„cing makes right spelling Further direction for spelling after 4. Ioyning syllables together Vnderstanding the matter Bookes to bee first learned of children Abcie Primer Second reading of a booke Psalmes in metre Testament Schoole of Vertue Schoole of good manners 5. In what time children well applyed may easily learne to reade English Diuiding and distinguishing syllables 6. To teach little ones to pronounce their letters and to spell before they know a letter is the pleasantest way How little ones will presently pronounce their fiue vowels To put the coÌ„sonants in order before the vowelles pronouÌ„cing them To teach to spell these thus putting the consonants first Repeating th letters of thee Alphabet by roate To teach them to know their letters as before To cause them to knowe the matter by questions or oft repeating to theÌ„ Any one who can read may thus enter children for reading english 8. The inconuenience of childreÌ„ forgetting to reade English when they enter first into latine and how to auoid it Complaints of Parents for childreÌ„ forgetting English Complaint of want of care in our schooles for growth in our owne tong is in the latine Our chiefe indeauor should be for our own tongue Reasons Few Scooles which haue any regarde for our English tongue Meanes to obtaine this benefit of increasing in our English tong as in the Latin 1. Daily vse of Lillies rules construed 2. Continuall practice of English Grammaticall translations 3. Translating and writing English with some other Schoole exercises The chief fault of the children going backewards in reading English when they first learne latine is in the Parents themselues An ordinary fault that most schollars are to seek in matters of common numbers which they may bee taught in an hower or two Numbers by letters knowen easily yet oft neglected Numbers by figures Why this Dialogue is so long Faire writing a great benefit ornament to Schooles It hath beene a receiued opinion a â—ong many that a good Schollar can not be a good writer The trouble of Schoolemasters for the want of this faculty to teach Schollars to write The ordinary course in Schooles to teach to write 1. When Schollars should begin to write 2. To haue all necessaries 3. Inke and paper of what sort Writing books kept faire 4. Euery one to learne to make his owne pen. The manner of making the pen. Cleft of the penne The neb of the pen. The surest way for making the pen. How to holde the pen. To cary the pen so lightly as to glide on the paper Copies In stead of setting copies to haue copie bookes fastened to the top of their books Maner of the copie bookes Examples of copyes contayning all the letters in one line of ioyning The hardest sylables and principall numbers to be set in the end of the copy bookes The copy books to bee printed how with the benefit of them Inconuenience of following diuers hands The best written copies to be procured Inconuenience of the lacke of such bookes Faire writing to be practiced by all the schollars once euery day General rule in writing To make all like vnto the copy To keepe euen compasse How to write of euen height Each to haue his ruling pen and what onâ—â— The neb of the ruling pen and how to rule with it ☜ Euen writing to be streightly looked to by the help of a ruling pen. Ruling the bookes of the young beginners with crosse lines thus Benefit of this ruling The compasse in greatnesse or neernesse of the letters Writing straight without lines ☜ Speciall furtherances for the first enterers in writing When they cannot frame a letter To follow a letter with a dry pen. Leasurely drawing as the Painter To learne to make one letter wel first then another To helpe to write cleane fast and faire together Making florishes gliding vpon the paper To obserue ornaments of writing ☞ To make the letters most plaine ☞ Mischiefs of getting a bad hand ☜ To procure the most excellent copies from the beginning That the Master may teach his Schollars to write faire what to be don ☜ To walke amongst the schollars to see they obserue these directions To obserue all the bad letters and faults in writing Any Schollar may helpe the Master The meanest writers may bring many of their schollars to be good pen-men To auoyde the euils by wandring Scriueners Things necessarily required in commendable writing The vse of Scriueners in the Grammar Schooles what ☜ The sum of the principall and most necessary directions for writing to be euer remembred and therefore here shortly repeated that we may haue a briefe notion of them This maketh nothing against the honest Scriueners but to preuent the abuse of shifters and hurt to Schooles Schollars are to be taught to do all thing with vnderstanding and to know the matter before in generall The common course to doe all things without vnderstanding the reason of them or how to make vse of any thing The defect hereof exceeding great To doe all things by reason brings almost double learning To read without vnderstanding and knowledge how to make vse is a neglect of all learning Triall of the difference between learning with vnderstanding without 1. In schollars examined together whereof one vnderstandeth and can giue reasons of things the other not 2. In getting a lesson how to do it soonest in the best manner 3. In our owne experience construing or studying out any difficult place in any Author or tongue One chiefe cause why Virgil and