Linguistic DNA - Concept Modelling Demonstrator

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
book_n	king_n	samuel_n	saul_n	1,596	5	10.1155	5	false

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A54288	New instructions to the guardian shewing that the last remedy to prevent the ruin, advance the interest, and recover the honour of this nation is I. a more serious and strict education of the nobility and gentry, II. to breed up all their younger sons to some calling and employment, III. more of them to holy orders, with a method of institution from three years of age to twenty one.	Penton, Stephen, 1639-1706.	1694 (1694)	Wing P1440; ESTC R5509	42,499	186

be-fore before me II. Thou shalt not make un-to unto thy self a-ny any Graven Graven I-mage Image or the like-ness likeness of a-ny any thing that is in Hea-ven Heaven a-bove above or that is in the Earth be-neath beneath or that is in the Wa-ter Water un-der under the Earth thou shalt not bow down thy self to them nor serve them for I the Lord thy God am a jea-lous jealous God vi-si-ting visiting the I-ni-qui-ty Iniquity of the Fa-thers Fathers up-on upon the Chil-dren Children un-to unto the Third and Fourth Ge-ne-ra-ti-on Generation of them that hate me and shew-ing shewing Meâ—cy Mercy un-to unto Thouâ—sâ—nds Thorsands of them that love me and keep my Com-mand-ments Commandments III. Thou shalt not take the Name of the Lord thy God in vain for the Lord will not hold him guilt-less guiltless that ta-keth taeth his Name in vain IV. Re-mem-ber Remember the Sab-bath Sabbath day to keep it Ho-ly Holy Six Days shalt thou la-bour labour and do all thy Work but the Se-venth Seventh Day is the Sab-bath Sabbath of the Lord thy God in it thou shalt not do a-ny any Work thou nor thy Son nor thy Daugh-ter Daughter thy Man-Ser-vant Man-servant nor thy Maid-ser-vant Maid-servant nor thy Cat-tel Cattel nor the Stran-ger Stranger that is with-in within thy Gates for in Six Days the Lord made Hea-ven Heaven and Earth the Sea and all that in them is and re-sted rested the Seventh Seventh Day where-fore wherefore the Lord bles-sed blessed the Se-venth Seventh Day and Hal-low-ed it V. Ho-nour Honour thy Fa-ther Father and thy Mo-ther Mother that thy Days may be long up-on upon the Land which the Lord thy God gi-veth giveth thee VI. Thou shalt not kill VII Thou shalt not com-mit commit A-dul-te-ry Adultery VIII Thou shalt not Steal IX Thou shalt not bear false Wit-ness Witness a-gainst against thy Neigh-bour Neighbour X. Thou shalt not co-vet covet thy Neigh-bour's Neighbour's House thou shalt not co-vet covet thy Neigh-bour's Neighbour's Wife nor his Man-ser-vant Man-servant nor his Maid-ser-vant Maid-servant nor his Ox nor his Ass nor a-ny any thing that is thy Neigh-bours Neighbours Glo-ry Glory be to the Fa-ther Father and to the Son and to the Ho-ly Holy Ghost As it was in the be-gin-ning beginning is now and e-ver ever shall be World with-out without end A-men Amen The Grace of our Lord Je-sus Jesus Christ and the Love of God and the Fel-low-ship Fellowship of the Ho-ly Holy Ghost be with us all e-ver-more evermore A-men Amen The Church Catechism after this This is a method the easiest I could think of for a Child at first to be taught in And here I leave him to be farther perfected in this Language by useful Books to this purpose If any Man complain that I might have spent my time on bigger and louder Subjects let him read the Catalogues of Famous Men collected by Elzevir Crenius Morhofus and others And then he will pardon a Man of my Size The second Stage From Six to Fourteen AFter the Child can read the Bible which may be presumed about six Years of Age let him immediately fall to Latin And because Latin cannot go down so easily as English which is the familiar Language of the whole Family and which the Childs Necessities make him earnest to understand I therefore think it convenient that this dry and tough Diet be larded now and then with some English Exercises which may be diverting and useful also which I thought fit to prefix before the Rules for learning Latin and Greek 1. It will be fit now to fix his Memory by some such like Method as this which follows repeating the things over once every day From the Creation of the World to the great Flood of Noah The First Chapter of Genesis to the Seventh From Noah's Flood to Abraham's going into the promised Land Genesis the seventh Chapter to the twelfth From Abraham's going into the promised Land to Jacob's going into Aegypt to Joseph his Son Genesis the Twelfth Chapter to the Forty sixth From Jacob's going down into Aegypt to the deliverance of the Israelites from Aegypt by Moses Genesis the forty sixth Chapter to the thirteenth Chapter of Exodus From Moses carrying the Israelites out of Aegypt to Joshua's bringing them into the promised Land over the River Jordan The thirteenth Chapter of Exodus to the fourth Chapter of the Book of Joshua From Joshua's carrying the Israclites into the promised Land to Saul the first King of the Israelites anointed by Samuel The fourth Chapter of the Book of Joshua to the first Book of Samuel and the tenth Chapter From Saul's being annointed King of Isnael to the Dividing of the Kingdom by the Ten Tribes running away to Jeroboam the first Book of Samuel and the tenth Chapter to the first Book of Kings and the twelfth Chapter From the Division of the Kingdom under Jeroboam to the Destruction of the Israelites and Samaria by the King of Assyria The first Book of Kings the twelfth Chapter to the second Book of Kings and the eighteenth Chapter From the Destruction of the Israelites to the the Destruction of Jerusalem and the Jews The second Book of Kings the eightteenth Chapter to the second of Kings the twenty fifth Chapter From the Destruction of Jerusalem and the Jews to Cyrus delivering the Jews from Captivity The second Book of the Kings the twenty fifth Chapter to the first Chapter of the Book of Ezra From the Deliverance of the Jews from Captivity by Cyrus King of the Persians to the Destruction of the Persian Empire by Alexander the Great The first Chapter of the Book of Ezra to the first Chapter of the first Book of Maccabes From the Destruction of the Persian Empire by Alexander the Great to Judas Maccabaeus The first Chapter of the first Book of Maccabes to the first Book of Maccabes and the third Chapter From Judas Maccabaeus to Jesus Christ The first of Maccabees the third to the first Chapter of St. Mattew As the Child grows up and Memory ripens you may add the Years from time to time and fill up these distances with more or fewer Particulars according to the Method of the Apparatus ad Theologiam pag. 102. And practice him in the Years after Christ by Centuries only from one Emperor to another 2. Because nothing more contributes to the enlarging of a Childs Capacity than variety of Matter though in things at first not fully understood it may be useful between whiles to pratle with him at such a rate as this Take the Figures from 1 2 3 c. to 12. and place under each Figure such things promiscuously as fall under every Number As for Example I. One World One God One Mediator c. II. Two Testaments Two Tables in the Commandments Two Sacraments in the New Testament III. Three Persons in the Blessed Trinity Three Creeds or Summs of Faith in the Trinity Three Offices of Christ King Priest Prophet IV. Four Parts of the World Four Great

Monarchies of the World Four Elements V. Five Books of Moses Five Senses Five Declensions of Nouns VI. Six Days for the Creation Six Days in the Week for Labour VII Seven Churches of Asia Seven Wise Men of Greece Seven Kings of Rome VIII Eight Persons saved in Noah's Ark. Eight Days for Circumcision Eight Parts of Speech in Latin IX Nine Muses X. Ten Commandments XI XII Twelve Patriarchs Twelve Tribes of Israel Twelve Apostles More under each Figure you may add and occasionally explain the Particulars As for instance under the Figure 1 One World because some pleaded for infinite Worlds One God because the Heathen worshipped many false Gods One Mediator because the Papists have many 3. Because of all instruction there is nothing so much to be considered as the Morals of a Child both for true Happiness here and hereafter besides the Directions every where in the Guardians Instructions As soon as ever the Child seems to stare about that is as soon as ever he is capable of Observation and Reflection I would have the Tutor take Solomon's Proverbs especially such as respect God Religion Good Manners Civil Breeding and Duty in all Relations and Enlarge on and explain them according to the Lord Bacon's method in his Advancement on the Sundays and Holydays Perhaps it may be wondered at why I distinguish this Exercise by the particular time of performing it Truly it is to beget an early veneration for the Sabbath and holy Festivals For when a Child is accustomed to a more Solemn and Religious Instruction upon some days than others he will in time begin to consider why so and being taught the Occasion and the Reason perhaps may love and observe such times the better for it as long as he lives 4. Another diverting exercise for a Child is that of Writing which will profitably fill up some idle Hours a Muscular Motion the sooner the better it is begun Though it be allmost Proverbial That Scholars Write ill yet three Parts of the Kingdom take a good Hand to be some degree of Learning and it is no disparagement to good Sence to be written in a fair Character and read with pleasure especially if he prove an Author and write Books it will save many a curse from the Compositor These and the following Directions may serve private Schools as well as Families especially if true care be taken to place Children of near the same Age and the same Capacities in one Class wherein the Instructions being equally intelligible may beget a laudable Aemulation and brisk the Spirits which by carelesness would stagnat and lie unactive And on the other side when a Youth of less Age though perhaps as good Natural Parts shall be forced every Hour to do the pennance of Admiring the great Performances and Commendations of the Scholar who sits next him The first effect of this is he often wishes he could do the same but afterward sighs because he cannot this begets a kind of shame and discontent which makes his little Soul retire and hide it self he acts what he could do with less of Spirit and quarrels the Stars for not being born as wise as he who is Five Years older I would have the Immoralities and Negligence of Youth punished severely but as to their Meer Parts and Natural Abilities all the kindness and encouragement in the World is but enough There are many more particulars very proper to have been Added here but I referr the Tutor to the general directions for the better breeding a Child of great Quality in the Guardian 's Instruction pag. 65. One Advice I must conclude the Child's English Exercises with After he hath paid his Devotion in the Morning and before he doth it at Night let him constantly read a Chapter Great is the Influence of such a Practice I have been told of Persons noted for extravagance of Atheism and Immorality who have yielded to the Impressions of such a Custom retired to say their Prayers and read a Chapter whenas before and after this they would dispute God's Being and Providence and return with the Dog to their Vomit and with the Sow to their wallowing in the Mire It is expedient that those Chapters be frequently read which may fix in the Memory such great Examples as make God's Providence illustrious either for miraculous Deliverances of good Men such as are Joseph Moses Hezechiah Daniel or for Punishing notorious Sins as the Rebellion of Corah Oppression of Ahab Pride of Nebuchadnezzar Sacrilege of Belshazzar Cruelty of Haman Lying of Ananias and Saphira c. The Pleasure of such kind of Readings will make a Child mind the Sense and perhaps may render the Remembrance very instructive Directions for Learning Latin and Greek THE Rules of Grammar for learning Latin and the Explication of those Rules have been performed well already and it is not for me to pretend to that Art I shall Master my Design if I can but suggest any thing that may be useful to make the Practice of those Rules easier for the Gentry For I have often heard from Gentlemen who have travailed that Children in the Schools abroad come sooner much to understand Latin than here in England I know better than to question the truth of what comes well attested I only wish to be able to prevent some of those Impediments which make the difference 1. Some alleage for an occasion of it the Foggyness of our Air and foul Feeding as if forsooth the Soul of an English Child were mired and so stuck as it were in a Muddy Carcase as to move more heavily But this I will never endure for a reason of the thing because our Youths would then never be able to overtake these hasty Sparks which 't is certain they do when they grow and if I were not an Englishman I would assert that they out-go them generally in that Language And what Nation in Europe need we envy the Professors in all Arts and Sciences Divinity Mathematicks Civil Law Physick Critical and Philological Learning So that let not our good Beef and Mutton be thought ill of or the Air impregnated with our Ignorance and Dulness Unless in favour of Musick an Italian should put in a Cavent against all Tramontanes and with a keener Judgment split our gross Sounds and seem to want the delicate touch upon the Drum which beats in his Climate 2. Others therefore ascribe it to the differing Method in teaching as is said in the Apparatus de GrantmaticÃ¢ pag. 28. which if true us there seems more sense in it then it were to be wish'd that whosoever is hereafter so Piously and Publickly enclin'd as to Build and Endow a School before he tye up the School and Schoolmaster by strict and unalterable Statutes of Method he would scan the courses that are taken beyond Sea and fashion his own Institution to the Advantage and Honour of our Nation For the common Rules of Teaching here either by Custom or particular Injunction of

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