Selected quad for the lemma: book_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
book_n	rule_n	scripture_n	word_n	2,727	5	4.5992	4	true

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A41798	Mnemophthoropaiktes, the brainbreakersbreaker, or, The apologie of Thomas Grantham, for his method in teaching dwelling in Lothbury, London.	Grantham, Thomas, d. 1664.	1644 (1644)	Wing G1558; ESTC R11564	5,891	10

Gentlemen of England that one maid should goe beyond you all in excellency of learning and knowledge of divers tongues point forth six of the best given Gentlemen of this Court and all they together shew not so much good will spend not so much time bestow not so many houres daily orderly constantly for the increase of learning and knowledge as doth the Queenes Majesty herself Yea I beleeve that besides her perfit readinesse in Latin Italian French and Spanish she readeth heer now at Windsor more Greeke every day th●n some Pro●endary of this Church doth read Latin in a whole weeke And that which is most praise worthy of all within the walls of her privy Chamber shee hath obtained that excellency of learning to understand speak and write both wittily with head and fuire with hand as scarce one or two rare wits in both the Vniversities have in many yeares reached unto Amongst all the benefits that God hath blessed me withall next the knowledge of Christs true Religion I count this the greatest that it pleased God to call mee to bee one poore Minister in setting forward these excellent gifts of learning in this most excellent Prince Looke upon his successe in his second book amongst many others one Whitney a most accomplished Gentleman these are his words I gave him a translation to turne into Latin which he did so ob●●sely so orderly without any great misse in the hardest points of Grammar that some in seven yeares in Grammar Schools yea and some in the Vniversitie too cannot do halfe so well And this perfection hee obtained from Christmas to Alhollantide and this Scholar was altogether Ignorant of the Latin tongue and the rules before Now briefly take some few reasons against this way of saying word by word without book All Arts as Geometry Arithmetick Logick Navigation men attaine to and never learne rule word by word without book and what offence hath Grammar done that it must bee cuft into a boy word by word without book If learning without book word by word bee necessary for the understanding of a thing then it is before a boy understands or after hee understands Now for a boy to learne without book like a Parret that hee understands not is very laborious and ridiculous and to learne without book after hee understands that is to no purpose for the Mr. understanding himselfe the sense of the rule neglects saying word by word without book and whips Scholars for that hee cannot do himselfe If saying without book word by word bee profitable to the understanding then hee that saith best without book understands best but this is false there are many that can say much scripture without book but understand not so well as those that can say none I have had boyes come from common Schools could say all the Grammar word by word without book and yet could not make halfe a line of true Latin and that which is most absurd of all they teach a boy to make Latin by the Latin rules when a boy understands not Latin Just as if a man should teach one an Art in French when he understands not French Then there are many boyes can say without book to their companions or by themselves but the Master strutting with the rod in his hand and his imperious looke and threatning puts a boy cleere out As for a Master to talke thus to a boy Sirra I 'le smoak you I 'le make your buttocks blush I 'le make you feare me These words confound a boy and fright him out of all If a boy bee to say this rule Adjectives that signifie fulnesse emptinesse plenty c. if hee misplace a word although the sense bee the same presently the Master fels him all along whereas some Grammars have the first words last and the last first the sense being still the same Observe Doctor Webbes words in his Appeale to Truth Now if Grammar should be the best course to languages and Kings may have their choyce of best courses I wonder what choice of Grammars was made by Mithridates And that that makes mee wonder more wee that have no businesse but a language spend all our life and are not perfect in one and bee that had a kingdomes affaires to looke unto had two and twenty compleat languages Now if a language cannot bee got but by learning word by word without book then Mithridates who had a kingdomes affaires to look to must learne two and twentie Grammars word by word without book and to learne a Grammar in this manner will take up five yeares to bee compleate in a language as he was will take up at least five yeares more which reckoned makes up two hundred and twenty yeares Now Mithridates lived not a quarter of the time Doctor Webbe in that learned work quotes above one hundred learned men who inveigh bitterly against Grammarians And he undertakes to prove by learned Authors that a language may be learned without a Grammar which needs no proofe at all to men that have common sense How many are there can speak French and Latin that never saw a Grammar many young Gentlemen and Gentlewomen have learned to speake French in halfe a yeare who never knew any Latin Doctor Webb names many Noble men who spake Latin excellent well at five yeares of age having nothing but Latin spoken to them before And I have knowne many who have spoke Latin and French admirable well and understood Greeke very well in a twelve moneth and this is easily done by joyning Doctor Webbs way with Aschams I have boyes that have beene but a yeare at most with me and in these foure points we will contend with any Schoole in England First who understands the Greeke and Latin Grammars best in Accents and Dialects and all things necessary Secondly who understands a Greeke or Latin Author best Thirdly who can prove a Greeke or Latin verse best Fourthly who can make a Greeke or Latin Oration or a Greeke and Latin verse best and soonest And the highest of my Scholars is but thirteene yeares of age and another in my highest Seat is but Ten. Some I have I confesse cannot doe a quarter so much which is no fault of mine for I often tell them if they be carelesse and will not minde and will not learne without cuffing pulling lugging and whipping they must goe to Masters that delight in this way of teaching they may be taught in may places very reasonably this way as for a Noble or seaven shillings a quarter at some free Schooles they may have it for nothing Some Schoolemasters thinke they pay me home when they say I make Scholars unfit for other Schooles truly I confesse it I teach without any correction and they teach with great correction and in this we differ Wee teach to understand the Rules first and they teach to learne without booke first In this we differ Our Scholars understanding the rules and often applying them the rules come without booke whether they will or no Then we differ in severity Some keepe their Scholars so strictly for foure or five houres that they allow them not so much as a mouthfull of fresh ayre not so much as to ease nature I have read and heard many Scholars speake against this severity let a boy bee tyed three or foure houres to that game hee likes best and let him be soundly cuft and whipt when hee doth not play his game well you shall see this boy as weary of his play as his booke and the reason is because of great severity Socrates the wisest man of his time and many who have writ concerning the instruction of youth often say learning must be taught with love and some Scholars I have being thus taught seriously professe they had rather come to Schoole then goe about any pleasure or delight What fruits I have here to shew in London any man may come and see and what fruits I have shewed in other places these subscriptions may testifie A Letter from Master Foucks belonging to Sir Jervis Clifton in Nottinghamshire Good Mr. Grantham I Never thought to have been so happy in this world as you have made mee in little Henry you have created him an Infant-Grecian which is a miracle at London for here they are onely known by their long beards Sir your Letter was delivered to Sir Thomas Hut●hinson hee did promise to examine him but his imployment at the Parliament diverted the businesse I got some others to do it and hee came off with good applause both to you and himself I could not have parted with him so soon but by reason of a journey to the Bath and I durst not trust him in this place of iniquity in my absence Sir Mr. Cliffords going to the Universitie is not yet this three Moneths which I hope will not be the worse for Henry because of his Zachean stature which by that time may bee increased Good Sir except of a poore token from him which can bee no otherwise then your most affectionate Servant London this 6 of June 1642. Ralph Foucks Wee whose names are here subscribed do witnesse that Thomas Grantham Curat of East Neston hath a very ready and credible way of profiting Scholars in learning and although wee fully conceive not his method in teaching yet wee highly commend him in this that his Scholars are able to give a rule out of the Latin and Greek Grammar for every thing they doe William Farmar Knight Baronet Charles Stafford Esquire Ha●● Farmor Esquire Eusehy Wyrley Gent. William Buncher Rector de Tiffield William Curlis Rector de Saxton Thomas Arundel Rector de Stoak Henry Hall Cler. de Easton magna Jo. Barradale Vicar de East Neston John Lockwood Vic de Towester E. Johnson R●ctor de Paules Perry Benjamin Austen Rector de Bradden Guliel Bland Mag. in A●●ihus Guliel Thornton Art 〈◊〉 Tho. Bayley Rector de Col●higham Superiora testor Joseph Bernard FINIS

ΜΝΗΜΟΨ●ΟΡΟΠΑΙΚΤΗΣ THE Brainbreakers-Breaker OR The Apologie of Thomas Grantham for his Method in teaching dwelling in Lothbury London Herculeâ cecidisse manu tot monstra negamus Quot methodo calamo jam pe●i●l● tuo Wee do deny Herculean arme did ere such monsters slay As have thy method and strong pen already tain away Joh. Nisby Professor of the Greek Latin and French Tongues in Ivle Lane London {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman} Ingenieida tenebr●o fungus cluniferitor Impos Granthamo cum fit obesse latrat Braine-breaker Lout Sot and Bumbeater you Cannot bite Grantham only bark you do {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman} Printed at London 1644. Encomium DNI Granthami Ludimagistri Londinensis extraordinarii Granthamum celebrat Trinobantum Augusta Scholarcham Promethodo facili Grammatic âque brevi Hellada namque docet Latias resonare Camaenas Nectare dum pueros pascit Ambrosia ALIUD Ex tripode Apollinis loco strenae Granthamo calathis Tamesinae applaudite Nymphae Auspiciis vestrum promovet ille chorum J. S. The Brainbreakers-Breaker WHen I consider the misery that youth groans under in common Schooles their pains great the severity of the Master intolerable Schooles more like Bridewell then Seminaries of learning the Master many times whips his Scholars for making false Latin when hee never taught them cleerly and plainly how to make true What is this but to expect Brick where no straw is allowed When I consider also the great expence of time expence of many yeer● and very seldom to any purpose may bee a little smattering of Latin and lesse of Greek After all these considerations pity to Youth and indignation against these furious whipsters conspired in mee to redeem those tender yeers from this great captivity Would it not pity any man who had the bowels of compassion to see those cheeks may bee such as our Saviour kist when hee took the little children up in his arms to see th●m torn lug'd tug'd pul'd and cuft by a rude unhallowed hand Hee that hath seen this as I my self have seen a great part although nature had deny'd him the happinesse of his pen yet indignation it self would make him write In this Treatise you may not only see the cruelty of the Master but the folly of him I will undertake to prove by learned Authors reason 〈◊〉 Free-schooles other common Schooles do make their Scholars spend their prime and choycest time in that which is to no purpose at all in that which is so farre from doing good it doth a great deale of 〈◊〉 Let any man read Ascham Tutor to Queen Elizabeth hee shall see how hee condemns this lip-labour this learning word by word without book which is the Diana of the common Schooles O how great is this Diana of the common Schooles hee and others shew it is a heavy and grievous burden which is imposed meerly out of ignorance or knavery to make one go his journey with a great deale of sorrow and grief and vvb thousands from being Scholars Ascham in his first book hath these words So as the Grammar Book bee alwaies in the Scholars hand and also used of him as a Dictionary for every present use this is a lively and perfect way for teaching of Rules where the common way used in common Schooles to read the Grammar alone by it self is tedious for the Master hard for the Scholar cold and uncomfortable for them both Now you see according to Ascham Grammar must bee used as ● Dictionary and hee that knows any thing knows that a Dictionary is not to bee learned word by word without book therefore not a Grammar hee tells you in this place that it is tedious to the Scholar let any man consider who hath not the patience of an Asse what a tedious thing it is to have all the Grammar or most of it lapt up in his head word by word and presently to apply every rule word by word or else up hee goes if hee were as good as George a Greene Read Ascham in his second book these are his words I remember when I was young in the North they went to the Grammar Schoole little Children they came from thence great Lubbars alwayes learning and little profiting learning without booke every thing understanding within book little or nothing their whole knowledge by learning without the book was tied onely to their tongue and lips and never ascended up to the braine and head and therefore was soone spit out of the mouth againe They were as men alwayes going but ever out of the way and why for their whole labour or rather great toyle without order was even vaine idlenesse without profit indeed they tooke great paines about learning but imployed small labour in learning when by this way prescribed in this booke being straight plaine and easie the Scholar is alwayes labouring with pleasure and ever going on forward with profit Heer this Scholar famous all over Christendome and the glory of his kingdome for Languages tels you learning without book was vaine idlenesse without profit hee tels you they took great pains about learning but imployed small labour in learning Erasinus the restorer of the Fathers Greek and Latin the greatest writen of his time incomparable for wit learning and eloquence hath the same words Some make it their greatest care to learne the rules word by word without book which thing saith hee I allow not of for it is great paines to no purpose nor profit at all Brinsley a famous Schoolmaster in his book called A Consolation for our Grammar Schooles writes of one Mr. Tovey a Schoolmaster equall to the best that teaching Aschams way that is onely the sense of the rules brought a Nobleman to a perfection beyond all expectation Comenius a man admired for his quicknesse in teaching the Languages hath writ sharpely against this dogbolt way Innumerable are the learned men who have sought to take away the servitude and slavery that youth hath undergone some Authors I have quoted in my Animadversions upon Cambdens Greeke Grammar made for the use of Westminster Schoole and I have shewed and will shew more hereafter that it is a false obscure imperfect Grammar abounding with above twelve grosse errors besides many little ones and those who are Schoolmasters of great Schools and make men beleeve they know much when alaffe it is very little they know they might blush if they had any shame to let so many errors go uncorrected in a Grammar which is the foundation ● Language If foundations be false and rotten what will the build 〈…〉 I need not spend much time upon this point because I have represented in a Comedy often acted by my Scholars the crueltie folly and nonsence of common Schoolmasters which I intend to print as soone as I can Looke upon Aschams successe in this way in his first book hee speakes thus of Queene Elizabeth It is your shame I speake to you all you young