teach them to say first the first persons of one coÌ„iugation alone throgh the Actiue voyce both Latine before English English before Latin thus Amo I loue amabam I loued or did loue amaui I haue loued so through the Indicatiue mood Then English first thus I loue Amo I loued or did loue amabam c. And after withall to be able to run the terminations in euery tense as in amo o as at amus atis ant In Amabam bam bas bat bamus batis bant And likewise the persons in English I thou he we yee they according to the terminations and then by apposing they will presently answere any of them As thus aske the childe I loue he answereth amo then aske they loue he cannot tell Bid him to runne the terminations of Amo he answereth o as at amus atis ant then I say giue now they loue he answereth amant so yee loue or we loue c. So aske I loued or did loue he answereth Amabam then we loued or did loue if he cannot tell bid him to runne his terminations and he will answere bam bas bat bamus batis bant Then aske How say you we loued or did loue he answereth Amabamus Afterwards in Doceo so in the rest When they come at the Passiue let them doe the like and when they haue learned it through then let them practice to repeate Actiue and Passiue together thus I loue Amo I am loued Amoâ— I loued or did loue Amabam I was loued Amabar I haue loued Amaui I haue beene loued amat us sum vel fui c. Then by posing the first persons and running the terminations they will very soone giue any of the verbes in any person They will by this meanes goe through all the coniugations and with this perfect readinesse as soone as they will learne to say them without booke without any vnderstanding at al if not sooner so that they be wel applied Yet if this preuaile not as you desire you may exercise them to repeat al the persons through euery moode and person by themselues but chiefly the first persons as Amo amabam amaui amaueram amabo Amâ—m amarem amauerim amauissem amauero amare amauisse amaturum esse amandi amando amandum c. So in the second persons Amas amabas c. Or thus to coniugate those tenses together which doe come one of another as Amo amabam amabo amem amarem amare So Amaui amaueram amauerim amauero amauissem amauisse This is accounted the speediest way in examining here to appose the same tenses of the seuerall moodes together as the present tenses I loue Amo Graunt I loue Vttâ—am amem I may or can loue amem when I loue cum amâ—m So in the Preterimperfect tenses To make them most perfect in this practice them that they can giue readily the terminations of the first persons first in the Indicatiue moode in each tense then how the same tenses differ in the rest of the moodes except the Imperatiue together with the signes of the tenses in English As for example the termination o in the Indicatiue mood present tense is in the three other moodes turned into em or am as amo is made amem doceo doceam lego legam audio audiam In the Preterimperfect tense bam is turned into rem Preterperfect tense i into rim Preterpluperfect tense ram into sem Future tense bo or am into ro So in the Indicatiue moode the terminations are these o bam i ram bo or am In the other three are these answerable em or am rem rim sem ro Though these be not one formed of another yet comparing them thus together wil make the children to learne them sooner by much Generall signes of the fiue tenses actiue are Doe Did Haue Shall or will Of the Passiue present tense Am Is Are or Art Imperfect tense Was Were Wert Preterperfect tense Haue beene Preterpluperfect tense Had beene Future tense Shall or Will be Signes of the moodes are set downe in the booke the Indicatiue hauing no signe the other three hauing their seuerall signes in English This little Table well thought on makes all most easie Actiue voyce Passiue voyce  Signes of the teÌ„ses in English Terminations in latine without a signe Terminations with a signe Signes of the tenses in English TerminatioÌ„s in lat wthout a sign Terminations in latin with a sign Present tense Do. o. em or am Am is are art or er or ar Preterimperfect tense Did. bam rem Was were wert bar rer Preterperfect tense Haue i. rim Haue beene suÌ„ vel fui sim vel fuâ—rim Preterpluperfect tense Had. ram sem Had been raÌ„ vel fueraÌ„ essem vel fuissem Future tense Shall or will bo am ro Shall or will be ber ar crovâ—i fuero For to make the childe to vnderstand this Table first shew him these things vpon his booke by comparing the Actiue voyce with the Passiue and the Indicatiue moode in both with the other moodes After pose thus Q. Do without a signe of the moode how must it end in Latine A. In o. Q. Do with a signe how A. In em or am For example Q. I doe loue or I loue A. Amo. Q. Graunt I loue A. Vtinam amem Q. I may or can loue A. Amem Q. When I loue A. Cum amem So in the Preterimperfect tense Q. How say you Did without a signe A. bam Q. With a signe A. rem as Amabam amarem Docebam docerem Haue without a singe i. With a signe rim as Amaui amauerim Docui docuerim c. The shortest way of all and most easie for all of vnderstanding is oft to repeat the bare signes and terminations specially at such times as when the younger sort are to make Latine and this daily then vntill they be perfect or as shal be requisite thus Actiue signes Do Did Haue Had Shall or will Passiue Am Is Art Was Were Wert Haue bin Had bin Shall or will be Terminations in Latine Indicat or terminat without a signe o bam i ram bo and am Termin with a signe em am rem rim sem ro So Actiue and Passiue together o or bam bar i sum vel fui ram eram vel fueram bo bor am ar Em er Am ar rem rer rim sim vel fuerim sem essem vel futissem ro crouel fuero These gotten all will be plaine if you vse withall to cause them to runne the tenses as was said with the signes of the persons thus I thou he we ye they o as at amus at is ant bam bas bat bamus batis bant so in any And withall to remember in what letters or syllables euery person ends both in the Actiue and Passiue as the first persons Actiue signifying I doe end commonly in o am em im or i. as amo amabam amem amaui amauerim The second persons or thou in
the questions are plaine in it except why it must bee the Datiue case which is because it is gouerned of es the principall gouernour going before by the rule of the Datiue case after sum Also sum with his compounds except possum c. and for that one word may gouerne diuers cases or it may be gouerned of Discipulus the Substantiue by the rule of the later of two Substantiues turned into a Datiue wherein the English rules are defectiue The rule in Latine is Est etiam vbi in Datiuum vertitur c. Atque is next in construing and therefore in parsing It is a Coniunction Copulatiue set downe in the booke It is also a Compound Coniunction compounded of at and que It is put here to couple these members of the sentence together viz. Cupis doceri with that going before Cupis is next It is like Legis Thou readest Which being knowne the childe can tell you what Coniugation Moode Tense Number Person the word Cupis is and why it must be so and not cupiunt nor any other worde because atque couples like Moodes and Tenses and it is Thou couetest Other questions which fall out in declining the childe can tell as why it is Cupiui by the exception of the rule Fit pio pi And why Cupitum by the rule of the ending of the Preterperfect tense in vi Viâ—it tum Doceri is parsed next because it is construed next it is in my booke saith the childe and it signifieth to be taught Thus hee can answere all the questions why it must bee doceri not docere also why it must come next because an Infinitiue moode doeth commonly follow another moode Ades is next in order and is in all things like es in sum compounded of ad and sum and it must be so because it is Come thou not adest not adsunt Huc is next in construing because Aduerbes are vsually ioyned to the Verbs to declare their signification It is an Aduerbe of place signifying hither or to this place Concipe is like Lege Reade thou This being knowne the part of Speech Moode Tense Number Person and most questions of it are knowne except two or three of the compounding it with a Preposition and of changing of the letters a into i. Which are to be learned after by the rule in their booke Dicta is next because the Substantiue which is more principall and to which the Adiectiue agreeth must goe before the Adiectiue in parsing though in our English Adiectiues goe before It is like Regna The Accusatiue case Neuter Gender Plurall Number following the Verbe Concipe by Verbes Transitiues And the Neuter Gender by my rule of all wordes like Regnum Omne quod exit in um And Neutrum nomen in e. It must also end in a in the Accusatiue case Plurall number because all Neuters do end so in three like cases It is deriued of the Supine dictu by putting to m. Haec is a Pronoune demonstratiue agreeing with dicta by the rule of the Relatiue and it must bee so by that rule Animo followeth next the Substantiue to be set before the Adiectiue it is like Magistro in all The Ablatiue case because it signifieth in the minde and not into the minde because in without this signe to serues to the Ablatiue case and is a signe thereof It is also by the rule Sometime this Preposition In is not expressed but vnderstanded Tuo A Pronoune possessiue like bono or meo but that it wants the Vocatiue case It is set downe in my booke and doth agree in al things with animo by the rule of The Adiectiue whether it be Noune Pronoune or Participle agreeth with his Subst c. And so on for the rest In this first kinde of parsing you may at the first entrance aske them the English of each word and cause them to giue you the Latine and so to parse looking on their Latine bookes to incourage them iust in the manner as is set downe After a little time cause them to doe it looking onely vpon the English Translation Then which is the principall and wherein you will take much delight cause them amongst themselues to construe and parse out of the translation vntill they can say or out of their Authours whether they can sooner but when they come to say cause them to say each sentence first in English then to construe and parse them and all with their bookes vnder their armes what they cannot repeat so they will doe it if you aske them questions of it You shall finde by experience that with a little practice all who are apt will do this as soone readily perfectly as looking vpon their books if so that they but vnderstand the matter wel before and so they will make all their owne most surely Thus I would haue them to do in Sententiae Confabulatiunculae and Cato if you will After in the middle fourmes as in Eâ—ops Fables Ouid de Tristibus or Ouids Metamorphosis c because eyther the matter is not so familiar and easie to remember or the Lecture longer I would haue them to parse thus looking vpon their translation but then to parse wholly in Latine and I can assure you by some good experience that through Gods blessing you will admire their profiting Spoud Surely Sir this way of parsing is most direct and plaine and the benefits must needes bee exceeding great but giue me leaue yet to aske one thing of you concerning this parsing amongst the younger I haue heard of some who would teach their enterers to know by the very words what part of Speech each word is How may that be done Phil. This may very well be done euen according to this ensample aboue when euery thing is examined at large As for example Cause your Schollar to doe this 1 To marke out all those wordes which they haue learned being set downe in their Accedences as Pronounes Aduerbes Coniunctions Interiections that they knowe all those Then haue they nothing to trouble them with but they may know that all the rest are eyther Nounes Verbes or Participles or else Gerunds or Supines belonging to the Verbes or some other Aduerbs 2 For those partes of Speech when your Schollar can construe perfectly they may bee knowne by their Latine and English together whether they be Nounes Verbs Participles or such Aduerbes chiefly when they are very cunning in their parts of Speech in their Accedence and questions thereof 1 The Noune Substantiues that they are names of things to which you may put to a or the as was said as A boy A Schollar but cannot put to the word Thing in any good sense And morefully when the Latine is put to the English as puer A boy like Magister discipulus a schollar like Magister The Noune Adiectiues contrarily though they signifie a thing yet they cannot stand by
the translations and labours of others which beat out the propriety force and sense of euery word phrase like as in the Greeke Testament that nothing can be difficult in it to the good heart who will vse the means which the Lord hath vouchsafed and will seek this blessing from his Maiesty Spoud Surely hee is vtterly vnworthy of this heauenlie treasure who will not seek beg it from the Lord and dig deep for it I meane who wil not vse any holy meanes for the obtaining of it and much more the course being so short plaine direct as you say But I intreat you to trace me out the shortest way Phil. The way so far as yet I haue been able to learne is wholly set downe already in the manner of getting the Latine and the Greek But to make a brieâ—e rehearsall 1 For them who would bee more accurate Hebricians for the beating out of euery tittle they are to haue the Grammar very accurately and that by the like means euen as the Greeke and the Latine But for those who onely desire the vnderstanding of it and to be skilfull in the text the chiefe care must be that they be made perfect in some few principall rules of Grammar of most vse Also in declining and coniugating the examples set down in the book in the seuerall terminations of declensions numbers moodes tenses persons to be able in them in some good manner to giue Hebrew to Latine and Latine to Hebrew and to run the terminations in each at least to giue the Latine to the Hebrew perfectly And so in the seuerall Pronounes Aduerbes Coniunctions to do the like I meane to giue Latine to the Hebrew to haue them very readily seeing they are but few and sundry of them of continuall vse Spoud But what Grammar would you vse Phil. Martinius of the last Edition with the Technologia adioyned to it I take to be most vsed of all the learned as most methodicall and perfect although Blebelius is farre more easie to the young beginner as much more answering to our Latine Grammar and made so plaine of purpose by questions and answeres that any one of iudgement may better vnderstand it and goe forward with delight so as it may be a notable introduction or Commentary to Martinius who had neede of a good Reader to learne to vnderstand him perfectly Both read together must needs be most profitable Martinius for method and shortnes Blebelius for resoluing and expounding euery obscurity yet euery one who hath learned a Grammar may best vse the same because that is most familiar to him But for them who are to begin or to teach others they may take the easiest first that the learner may no way bee discouraged and after others as as they shall thinke meete or which shall be found most profitable by the iudgement of the greatest Hebricians This I thinke to be the surest aduice and by comparing of Grammars together euer to beate out the sense and meaning Spoud What is your next meanes Phil. The getting of the Hebrew rootes together with the Grammar euery day a certaine number Hereunto the Nomenclator Anglolatmus-Graecus-Haebraicus mentioned before if it were so finished might be a notable introductioÌ„ For the maner of committing the Radices to memory I shewed it before yet hereto speake of it a little more fully first to helpe our remembrance by som of the chiefe helps of memory as by comparing in our meditation the seueral words in the Hebrew with what words they are like vnto eyther in the English Latin or Greek which words eyther do come of them or sound like vnto them or with some other roote in the Hebrâ—w wherwith they haue affinity That so soone as we see the Hebrew roote the other word which we would remember it by comming to our minde the vnderstanding or meaning of the Hebrew roote may also come to minde with it As for example to begin in the first Radices to giue som light in 2. or 3 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 â—uber or pubert as may be remembred by 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 pubertas and by ephebe or ephebus in Latine comming of it signifying the same as Postquam excessit ex ephebis Terent. Also 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 may be remeÌ„bred by the month Abib in the Scriptures which was amongst the Iewes mensis pubertatis in quo seges terrae Canaan protrudebat spicas 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 Perijt may be remembred by Abaddon in the Apocalips called in Greek Apollion the destroyer or destruction the Angel of the bottomlesse pit 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 voluit acquieuit or bene affectus est in aliquid vt pater in filios It may fully be remembred by Abba father comming of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 pater and so the word 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in Greeke or Abbas an Abbot quia Abbas erat pater totius societatis And Auus seemes to come of the same By any of these we may remember the roote Thus we may remember very many of them by the help of Auenars Dictionary as I shewed or by our own meditation euen from the wordes comming of them indeede or in shew obserued according to certaine rules which Auenarius giueth in the beginning of his Lexicon The reason hereof also is most euident for that this is the mother tongue of all tongues was the only tongue vntil the confounding of the tongs at Babel in which confusion som words were changed altogether in others the significations were altered many haue bin depraued and corrupted by continuance succession of time Therefore as this tongue is to be honored so this diligence in comparing deriuing other tongues must needes be of exceeding great profit many wayes amongst other for this very purpose of conceiuing or coÌ„mitting to memory retayning the Hebrew more surely by other wordes better knowne to vs. Other wordes which cannot be remembred thus yet may be remembred by the learned by some thing which they sound like vnto in one of the three tongs So that we forget not to animate that which we remember by that is to conceiue of it in our minde as being liuely and stirring like as we noted before in the Greeke The rest of the roots besides these will be but few and being noted with a line with a black lead pen as was said or any marke and oft run ouer they may soone be gotten Besides these som mark would be giuen vnder euery deriuatiue in each roote which doth differ much in signification from the Radix and cannot be remembred well by the Radix nor how it may be deriued from it Spoud Such a Nomenclator as you speake of must needs be a rare and speedy helpe to all the tongues if it were well gathered by some very learned and iudicious Hebrician But in
and to proue it to be true and pure To doe this in ordinary morall matters by that time that they haue bin but two yeares in construction 9 To make Epistles imitating Tully short and pithy in Tullies Latine and familiar 10 To translate into English according to propriety both of wordes and sense and out of the English to reade the Latine againe to proue it and giue a reason of euery thing 11 To take a peece of Tully or of any other familiar easie Authour Grammatically translated and in propriety of wordes and to turne the same out of the translation into good Latine and very neere vnto the wordes of the Authour so as in most you shall hardly discerne whether it be the Authours Latin or the schollars 12 To correct their faults of themselues when they are but noted out vnto them or a question is asked of them 13 To be able in each fourme at any time whensoeuer they shall be apposed of a sudden in any part of their Authors which the haue learned to construe parse reade into English and forth of the translation to construe and to reade into the Latine of their Authours first into the naturall order then into the order of the Authour or neere vnto it 14 In Virgilor Horace to resolue any peece for all these points of learning and to doe it in good Latine In Construing to giue propriety of wordes and sense Scanning the verses and giuing a reason thereof Shewing the difficulties of Grammar Obseruing the elegancies in tropes and figures Noting phrases and Epithets 15 So to reade ouer most of the chiefe Latine Poets as Virgil Horace Persius c. by that time that by reason of their yeares they be in any measure thought fit for their discretion to goe vnto the Vniuersity yea to goe through the rest of themselues by ordinary helpes 16 In the Greeke Testament to construe perfectly and parse as in the Latine to reade the Greeke backe againe out of a translation Latine or English also to construe parse and to proue it out of the same To doe the like in Isocrates or any familiar pure Greeke Authour as also in Theognis Hesiod or Homer and to resolue as in Virgil or Horace 17 In the Hebrew to construe perfectly and to resolue as in the Greeke Testament and to reade the Hebrew also out of the translation Which practice of daily reading somewhat out of the translations into the Originals must needes make them both very cunning in the tongues and also perfect in the textes of the Originals themselues if it be obserued constantly like as it is in daily reading Latine out of the translation 18 To answere most of the difficulties in all Classicall schoole Authours as in Terence Virgil Horace Persius c. 19 To oppose schollarlike in Latine of any Grammar question necessary in a good forme of wordes both what may be obiected against Lillies rules and how to defend them 20 To write Theames full of good matter in pure Latine and with iudgement 21 To enter to make a verse with delight without any bodging at all and to furnish with copie of Poeticall phrase out of Ouid Virgil and other the best Poets 22 So to imitate and expresse Ouid or Virgil as you shall hardly discerne vnlesse you know the places whether the verses be the Authours or the schollars and to write verses ex tempore of any ordinary Theame 23 To pronounce naturally and sweetly without vaine affectation and to begin to doe it from the lowest fourmes 24 To make right vse of the matter of their Authours besides the Latine euen from the first beginners as of Sententiae and Confabulatiunculae Pueriles Cato Esops fables Tullies Epistles Tullies Offices Ouids Metamorphosis so on to the highest To help to furnish them with varietie of the best morall matter and with vnderstanding wisedome and precepts of vertue as they growe and withall to imprint the Latine so in their minds thereby as hardly to be forgotten 25 To answere concerning the matter contained in their Lectures in the Latine of their Authors from the lowest fourmes and so vpward 26 To construe any ordinary Author ex tempore 27 To come to that facilitie and ripenesse as not onely to translate leasurely with some meditation both into English and Latine as before in the Sect. or Article 10. and 11 but more also to reade any easie Author forth of Latine into English and out of a translation of the same Grammatically translated to reade it into Latine againe As Corderius Terence Tullies Offices Tullie de natura Deorum Apthonius To doe this in Authors and places which they are not acquainted with and almost as fast as they are able to reade the Author alone 28 To write fayre in Secretary Romane Greeke Hebrue as they grow in knowledge of the tongues 29 To know all the principall and necessarie Radices Greeke and Hebrue and to be able to preceede in all the learned tongues of themselues thorow ordinarie helps and much more by the worthy helps meanes to be had in the Vniuersities 30 To be acquainted with the grounds of Religion and the chiefe Histories of the Bible To take all the substance of the Sermons for Doctrines proofes vses if they be plainely and orderly deliuered and to set them downe afterwards in a good Latine stile or to reade them ex tempore into Latine out of the English To conceiue and answere the seuerall points of the Sermons and to make a briefe repetition of the whole Sermon without booke 31 To be set in the high way and to haue the rules and grounds how to attaine to the puritie and perfection of the Latine tongue by their further labour and practice in the Vniuersitie 32 To grow in our owne English tongue according to their ages and growthes in other learning To vtter their minds in the same both in proprietie and puritie and so to be fitted for diuinitie lawe or what other calling or faculty soeuer they shall bee after imployed in 33 Finally thus to proceede togither with the tongues in the vnderstanding and knowledge of the learning or matter contained in the same To become alike expert in all good learning meete for their yeares and studies that so proceeding still after they are gone from the Grammar schooles they may become most exquisite in all kinds of good learning to which they shall be applied These things may be effected in good sort thorough Gods blessing in the seuerall formes as the schollars proceede by so many in each forme as are apt and industrious onely by the directions following if they be constantly obserued If the Maisters being of any competent sufficiencie will take meet paines and if the schollars being set to schoole so soone as they shall be meete may bee kept to learning ordinarily hauing bookes and other necessary helps encouragements That so all schollars of any towardlnesse and diligence may be made absolute Grammarians and euery way
fit for the Vniuersitie by fifteen yeares of age or by that time that they shall bee meete by discretion and gouernment And all this to bee done with delight and certaintie both to maisters and schollars with strife and contention amongst the schollars themselues without that vsual terrour and cruelty which hath beene practiced in many places and without somuch as seueritie amongst good natures How greatly all this vvould tend to the furtherance of the publique good euery one may iudge which yet it will doe so much the more as the Lord shal vouchsafe a further supply to the seuerall meanes and courses that are thus begun by adioining dayly the helps and experiments of many moe learned men of whom wee conceiue good hope that they will bee ready to lend their helping hands to the perfiting of so good a Worke. To the louing Reader CVrteous Reader who tenderest the poore Countrey schooles for which this labour hath beene vndertaken or didst euer feele or know the wants in many of them accept my vvilling minde for their good And take this first impression as not set forth but chiefely to the end to haue store of copies to goe to many learned wel-willers to the Worke for their help like as it hath heretofore to sundry much reuerenced for their learning and wisedome Of all whome I humbly intreat their kinde assistance for amending that which is amisse by adding what is vvanting cutting off whatsoeuer is superfluous changing what is vnbefitting and reducing euery thing into the right order That it may speedily come forth more plaine and perfect and thereby if not themselues yet their friends may reape some benefit of their labours For the liberty and boldnesse vsed in it consider that it is but a Dialogue to incite and encourage others as I tooke it farre more profitable and delightsom to reade then a bare narration All who are friendly and vnfained fauourers of good learning will I hope thinke so of it It shall wrong no man willingly farre be that from mee I will right them againe so soon as I know it Be the faults neuer so many thorough my weaknesse and want of meete leasure as they must needs bee the moe by my absence from the Presse yet time I trust will reforme them In the meane while let my trauell and the good things weigh against the rest For the length of it remember for whome I write euen the meanest teachers and learners with whom though I sometime vse repetitions I cannot bee ouer-plaine sith they commonly get so little of short Treatises be they neuer so learned Consider also that I would hide nothing which GOD hath vouchsafed mee in my search that out of all the most profitable may be selected and in the meane time the best onely vsed And for the matter of the Dialogue take it as that which is desired to be effected in time and which I hope all shall finde when once the helpes belonging hereunto shall bee supplied and perfected Account this but as a meere entrance into the worke which if seuen yeares shall bring to perfection fully to accomplish that which is wished I shall thinke my paines most happily bestowed if GOD so farre forth prolong my daies I seeke not my self if I may do some little seruice to God and my Countrey I haue enough I oppose my selfe to none Shew my ouersight in loue and I will amend it I prescribe to none no not the meanest but onely desire to learne of all the learned to help the vnlearned In the worke I take nothing to my selfe but the wants What I receiued of others I receiued to this ende after full triall made of them to publish them for the common good This I haue professed from the beginning of my trauell I would also giue euery one his due particularly what I haue had of him and will if it shall bee thought meete I haue promised nothing but my labour that I haue and doe desire to performe to my abilitie and aboue The vveaker I am the fitter shall I bee to apply my selfe to the simplest and the more honour God shall haue if hee shall giue that blessing vnto it which I doe humbly begge If any man shall oppose and detract from these my labours forasmuch as hee shall therein as I take it shew himselfe an enemie to the common good of the present Age and of all posteritie the benefite whereof as God is my witnesse I haue intended principally in these my endeauours I can but be sory and pray for him Thine in Christ I. B. FOr the manner of proceeding vsed in this worke it is prescribed in the Preface to the Reader which is set before our common Grammar where it hauing shewed the inconuenience of the diuersitie of Grammars and teaching doth direct thus Wherefore it is not amisse if one seeing by triall an easier and readierway then the common sort of Teachers doe would say that he hath proued it and for the commoditie allowed it that others not knowing the same might by experience proue the like and them by proofe reasonable iudge the like not hereby excluding the better way when it is found but in the meane season forbidding the worse OF GRAMMATICALL Translations THere is a way saith Mr. Askame touched in the first booke of Cicero de Oratore which wisely brought into Schooles truely taught constantly vsed would not onely take wholly away that butcherly feare in making Latines but would also with ease and pleasure and in short time as I know by good experience worke a true choise and placing of words a right ordering of sentences an easie vnderstanding of the tongues a readinesse to speake a facilitie to write a true iudgement both of his owne and other mens doings what tongue so euer he doth vse This way as he sheweth is by causing the Schollar first to vnderstand the matter which he learneth secondly to construe truely thirdly to parse exactly fourthly to translate into English plainely fiftly to translate out of the English into the Latine of the Author againe and so after to compare with the Author how neere he came vnto it Finally by much translating both wayes chiefely out of the English into Latine as hee setteth downe in the beginning of his second booke and hereby hee saw those strange experiments of the increase of learning which hee reporteth of Mr. Iohn Whitney and others Now whereas these things are very hard to bee performed in the common schooles especially for lacke of time to trie and compare euery schollars translation and euer giuing them new peeces to translate and those such as are meete for euery forme by the meanes of these translations of our first schoole Authors all these things may bee performed in euery Author and forme most certainely and constantly and with much ease and delight both to Maister and Schollars as I trust will be found The manner hereof I haue set downe in the 8. Chapter and others following
setting of copies and to saue that endlesse toyle let euery one haue a little copie booke fastened to the top of his writing booke with a strong thread of a spanne long or thereabout that alwaies when he writeth he may lay his copie booke close before him and that the side of the copie may almost touch the line where he writeth that his eye may be vpon the copie and vpon his letter both together And also to the end that euer when he hath done writing he may put his copie booke into his writing booke againe so that the copie may neuer bee out of the waie nor the Schollar write without it The fittest volume for their writing a booke is to haue them in quarto Moreouer the copie bookes would be made thus Not aboue two inches in bredth fowre or six copies in a booke halfe secretarie halfe Roman The copie bookes might be made thus most fitly as I take it 1 One line of small letters of each letter one except in those which haue letters of diuers kinds and therin both kinds to be set downe as i. j. s. 8. u v. Vnder the line of small letters would be set a line of great letters after the same manner and vnder them both a line or two of ioyning hand containing all the letters in them Examples of both sorts for the present vntill better can bee found may be these I meane copies both of Secretary and Roman containing all the letters in them For Secretary thus Exercise thy selfe much in Gods booke with zealous and feruent prayers and requests For Roman thus Aequore cur gelido zephyrus fert xenia kymbis Respect not the verse but the vse Vnder all these may be fitly set in very little room those characters or letters out of which all the rest of the letters may be framed as in the small letters in Secretarie m. i. t. v. z. s. In the great letters 〈◊〉 So vnder the Roman copies after the same manner In the end of the copie bookes in a page or two might be set down all the hard syllables mentioned before That by oft writing them ouer they might be helped to spel to write true Orthographie And after those the numbers mentioned to be able to write or totel any of them vpō the book without it Then what schollar so euer were not able to tell any of them after a little poasing were well worthy to be corrected If such copie books were finely printed being grauen by som cunning workman those of the most perfect and plaine forms of letters that could possibly be procured in a strong and very white paper one book or two of them would serue a schollar neere all his time that hee should neuer need to change his hand The often change following of diuerse hands doth asmuch hinder writing as often change of schoolemasters doth hinder learning Therfore the best is to be chosen at the first and euer to be stucke vnto without alteration if it may be In the meane time vntill such copies can be had some would be procured of the master to be written by the best Scriuener who can be gotten after the manner aforesayde for each schollar to haue one to fasten to his booke and to vse as before Otherwise when for lacke heereof the Master or Vsher or some other Schollar is compelled euery day to write each schollar a new copy it is both an endlesse toile and also an extreame losse of time besides the inconuenience mentioned of change of hands and that few Masters or Vshers are fit pen men to write such copies as were necessary Lastly because thorough want of such copies schollars do write ordinarily without direction or pattern in all their exercises whereby they either grow to very bad hands or do profit in writing little or not at all This exercise of writing faire would be practiced by all the Schollars thorow the Schoole at least once everie day for an howres space or neere and that about one of the clocke for then commonly their hands are warmest and nimblest Now those that write exercises may take the opportunitie of that time to write them so faire as they can In al writing this general rule would be obserued streightly to cause them to striue to make euerie letter as like to the copie letter in all proportion as the one hand is to the other And that they neuer thinke a letter good vntill no difference can bee found betweene it and the copie letter that it cannot be discerned whether is the better Great care would bee had withall to make euery writer to keepe euen compasse in the height greatnesse and breadth of his letters that no one letter stand either too high or too lowe be ouer long or ouer short nor anie way too bigge or too little too wide or too narrow To the end that they may write of euen height cause them to rule their bookes with a ruling pen and then that they make the body of each letter to touch their rules on both sides I meane both at the tops and bottomes of the letters but not to go one hair bredth higher or lower Thus by practice the schollar will in time attaine to write very faire of himselfe without any ruling pen. That euery one may rule their bookes thus cause them to haue each his ruling pen made of a quill somwhat like vnto a pen but onely that it is to be made with a nocke in the neb or point of it like the nocke of an arrow the nebs of the nocke standing iust of the bredth of their copie letters asunder that they may rule their rules meete of the same compasse with their copies The points of the nebs of the ruling pennes must not be made ouer sharpe nor pressed downe ouer hard in ruling because they wil then race the paper and make it that it will not beare inke They are moreouer to rule but a few lines at once because the lines being drawen but lightly will soone go out and not be seene before that the learners come to write in them Also this care must be had in ruling to cary the ruling pen so euen and straight forward that both the lines which are drawen by it may be seene together or els to drawe the lines so oft ouer with the same vntil that both the lines may be well seene This would be obserued carefully vntill that time that they can begin to write euen streight of themselues for the euen compasse doth especially grace a hand and the faire shew of it will cause children to take a delight in writing faire Euery schollar who writeth Latine should haue two of these ruling pens one for Secretarie and an other for Roman or else to haue one made of iron or brass the one end for the one the other end for the other Moreouer the bookes of all the new
through it within booke let them begin to learne it without booke Or else if they can reade well before you may let them learne to reade thus as they get without booke and so doe both vnder one But then some howre or two would bee spent daily in the afternoon in reading or som day of the week separate therto els they will somewhat forget to read because they reade but so little on a day which must be carefully preuēted Therfore it will not bee amisse to reade it ouer speedily once or twise before When they learne without book let them vse this Caueat especially That they take but little at a time so as they may be able to get it quickly and well and so go on to a new lesson for this will harten them exceedingly to take paines in reioicing how many lessons they haue learned and how soone they haue learned each lesson Wheras giuing them ouermuch it will put them out of heart so that they will either doe nothing at all or with no life 2 Before they goe in hand with a lesson doe what you can to make them to vnderstand the summe of the lesson first and the meaning of it thus 1. Reade them ouer their lesson 2. Then shewe them the plaine meaning of euerie thing so easily shortly and familiarly as possibly you can and as you thinke that they can conceiue After propound all vnto them in short questions and ask the questions directly in order as they lie in the book answering them first your selfe Then if you will you may aske them the same questions and let them answere them as you did before still looking vpon their bookes when they aunswere To require them to aunswere so will much incourage them because they shal find themselues able to doe it The moe the questions are the shorter and plainer arising naturally out of the words of the book the sooner a great deale will your children vnderstand them And therefore any long question is to be diuided into as many short ones as you may according to the parts of the question Hereby the dullest capacities will come to conceiue the hardest questions in time and proceed with more facility so that the masters doe enter them thus from the beginning stil causing them to vnderstand as they learne Here the masters must not be ashamed nor weary to do as the nurse with the child as it were stammering and playing with them to seeke by all meanes to breede in the little ones a loue of their masters with delight in their bookes and a ioy that they can vnderstand and also to the end to nourish in them that emulation mentioned to striue who shall doe best Neither is the wise master to stand with the children about amending the Accedence if he thinke anie thing faulty or defectiue but only to make them to vnderstand the rules as they are set downe in the booke for this they wil keep To make this plain by example To begin at In Speech be c. First read them over the words Then tell them for the meaning after this manner or the like as you please The meaning is this That in Speech which men vtter there is nothing but words to cal or know things by and setting or ioyning of words together Like as it is in our English tongue so in the latine so in other tongues And of these words which make this speech are not manie parts or kindes but onely eight parts of speech For whatsoeuer can be spoken belongeth to one of these eight parts They are either Nownes or Pronowns or Verbs or one of the rest More shortly thus There is not any word in any language whatsoeuer but it is either a Nown or a Pronown Verbe c. Also of these eight parts the fowre first onely are such as may be declined That is such as each of them may bee turned or framed diuerse waies and haue diuers endings as Magister magistri magistro Amo amas amat The other fowre last are vndeclined that is such as cannot bee so turned and haue but onely one ending as Hodie cras c. Then ask them questions according to the same following the words of the book in this manner of the like as you thinke good Q. How many parts of speech haue you Or how many parts are there in Speech A. Eight Q. Of these how many are declined how many vndeclined So which are declined which vndeclined Afterwards to aske the same questions backe againe the last first As which parts of speech are vndeclined Or how many are vndeclined So in the next Q. What is a Nowne A. A Nowne is the name of a thing Q. Of what thing A. Of such a thing as may bee seene selt heard or vnderstood Q. Giue me some examples of some such things A. A hand a house goodnesse Q. What is the name of a hand in Latine Or what is latine for a hand what is latine for a house and so forth Then aske the questions as it were backward thus Q. What part of speech is that which is the name of a thing which may be seene felt heard or vnderstood A. A Nowne c. Thus to goe forward in euery rule 1. Reading it ouer to the children 2. Shewing the plaine meaning in as fewe words as you can 3. Propounding euery peece of it in a short question following the words of the booke and answering it your selfe out of the words of the booke 4. Asking the same questions of them and trying how themselues can aunswere them still looking vpon their bookes Then let them goe in hand with getting it amongst themselues vntill they can say and answer the questions without booke readily the highest of the fourmes poasing the rest vntil they can say By this means it wil seem so easie to them that they will go to it most cheerfully and get it much sooner then you would imagine both the vnderstanding and the words for the vnderstanding of the matter will presently bring the words as we sayd As they go forward striue to make them most perfect in these things specially 1 In knowing a Nowne and how to discerne the Substantiue from the Adiectiue After in the signes of the Cases Then in declining the Articles Hic haec hoc euerie Article by it selfe as Nom hic Gen. huius Dat huic Accus hunc Ablat hoc c. So in the Feminines Nom. haec Accus hanc Abl. hac c. By beeing perfect in these Articles thus they shall both bee able to decline any Nowne much sooner and to know the right Gender for making Latine Also let them learne to decline both Latine and English together I meane Latine before English and English before Latine both in the Articles and other examples of Nownes Pronownes and Verbes As in the Articles thus Hic this Masculine haec this Feminine hoc this Neuter Gen.
huius of this Masculine Feminine Neuter Dat. huiâ— to this Masculine Feminine Neuter Accus hunc this Masculine hanc this Feminine hoc this Neuter Voc. caret Ablat ab hoc from this Masculine ab hac from this Feminine ab hoc from this Neuter Or hic this Male haec this Female hoc this Neuter c. or hoc this thing So the English before if you will Though in these Articles it may suffice to decline the Latine first so as before and in is and qui or the like This kinde of declining in all examples following will be found such a helpe as it will hardly be thought vntill it be tryed both to speedie construing parsing and making Latine howsoeuer it may seem at first childish or but a toy and of no moment The Latine before the English for construing The English before the Latine for making Latine true Then make them as pâ—rfect in their Genders forwards and backwards As what Gender is hic and hic what Gender or what is the Article of the Masculine Gender so in the rest After these make them as ready in their Declensions not onely to knowe what Declension euery word is of but also the seueral terminations of â—uery case in euery Declension both as they learn theÌ„ one by one according to the booke and after to giue them together when they haue learned them all and that in this manner as followeth The Genitiue case singular of the first in ae dipthongâ—as musae the second in i as Magistri the third in is as lapidis c. so thorough and backward the Gen. of the fift in ëi as meridiëi of the fourth in us as manus the third in is as lapidis c. Then to decline perfectly euery example in each Declension in manner as the Articles as for example Musa a song musae of a song musae to a song musam the song ô musa ô song ab hac musa from a song or from this song So in the Plurall number musae songs musarum of songs c. After English first A song musa of a song musae to a song musae c. To giue them these signes because they signifie thus most commonly though not alwaies Then appose them vntill they can giue readily any case either English to Latine or Latine to English which they will soone doe So in each Declension After you may acquaint them to decline all the examples of the Declensions together putting in Regnum also because it differeth from Magister as Nominatiuo Musa Magister Regnum Lapis Manus Meridies Gen. musae magistri regni lapidis manus meridiâ—â— c. This will helpe them presently to ioine anie Substantiues as they fall in the same case or the Substantiues and Adiectiues together So if you please you may cause them to decline them so with the English adioined either before the latine or after The moe waies they are thus declined to make them each way perfect the better they wil be learned if time wil permit Of all other this is the shortest and wherby they may be most easily kept by them who haue anie vnderstanding to giue the bare terminations alone together as thus Terminations of the Genitiue singular ae i. is us ei Datiue ae o. i. ui ei c. And those vsuall signes of the cases as a of to the ô from Thus to plie continual poasing each day a little vntill they can giue you any termination or â—ase in these examples English to Latine or Latine to English After to doe the like in bonus thus Bonus a good Masculine bona a good Feminine bonum a good Neuter c. We may English it after this manner for the better vnderstanding of the children Or as wee can finde any more easie waie After all these when they wex perfect in them the declining of Substantiues and Adiectiues of all sorts together is of very great profit either Latine alone together or Latine and English both together if you will And first the examples of the booke As musa bona a good muse musae bonae of a good muse musae bonae to a good muse c. So Magister bonus Magistri boni c. So Regnum bonum And lapis bonus a good stone lapidis boni of a good stone or lapis durus lapidis duri c. So manus foelix manus foelicis manui foeliciâ— manum foelicem Or meridies tristis meridiei tristis meridiei tristi meridiem tristem c. And in which you obserue them to miss most ply those vntill all be perfect When they are very cunning in these then they are to be acquainted with declining other words like their examples still keeping them to those patterns where they miss And first the words set downe in the margents of their books against each example Then other Substantiues and Adiectiues together As sylua sâ—nans syluae sonantis syluae sonanti c. Lâ—o magnus a great lion Leonis magni of a great Lion Leoni magno to a great lion c. Or English before A great lion Leo magnus of a great Lion Leonis magni c. Vnto these adioine the daily forming of comparisons as Gratus gratior gratissimus Bonus melior optimus So Foelix foelicior foelicissimus first regular then irregular or out of rule Then do the like in the Pronownes to make them to be able to decline and giue them readily English to Latine and Latine to English like as the Nownes As Ego I. mei of mee c. So backe againe I Ego of mee mei to me mihi Tu thou tui of thee and thou tu of thee tui c. Sui of himselfe or of themselues sibi to himselfe or to themselues se himselfe or themselues Is he ea shee id that thing eius of that man of that woman of that thing or that matter Qui which man quae which woman quod which thing cuius of which man of which woman of which thing like as you may say hic this man haec this woman hoc this thing c. or hic this Masculine c. In these two and hic it may suffice onely to decline Latine before as was sayd So to be very readie in the persons of the Pronouns both to shewe what person euerie one is of and to giue euerie one both English to Latine and Latine to English As when I say giue your first person singular Latine and English The child answereth Ego I. or I Ego c. so what person euerie one is But in the Verbes aboue all is your diligence to be shewed in making them not only perfect in declining euery example to be able to decline any Verb by theÌ„ but more specially in coniugating and being readie to giue you the Latine to the English and English to the Latine in any person of any Moode or Tense To effect this most speedily
as es is or sti as amas doces legis amauisti hee in at et it wee in mus yee in t is they in nt So in the Passiue I in or ar er thou in ris or like the Actiue he in tur we in mur. ye in mini they in ntur By these the learners may haue a great light and though some of them be both in the Actiue and Passiue and the Imperatiue moode doe differ so as no certaine rules can be giuen yet they may be soone discerned and knowne And the perfect knowledge of the Terminations beeing the speediest way to the getting the full vnderstanding both of Nounes and Verbs in euery tongue these would be learned first and euer kept most surely The benefite also of this exquisite perfection in Nounes and Verbes is so singular for the speedy attayning of the Latine tongue as no paines in them can be too great First the very difficulty of the Latine tongue is in these Secondly these examples set downe in the booke are such liuely patternes of all Nounes and Verbes that Schollars being perfect in these will soone be perfect in any other And for the other parts of speech the very words are most of them set downe in the Accedence as Pronounes Aduerbes Coniunctions Prepositions Participles like the Adiectiues So that these being gotten perfectly the Latine tongue may soone be attained in good maner euen by the meanes following whereas without this perfection it is very difficult So that the learners shall still goe incertainly and fearefully Also by these meanes and helpes named this readinesse in them may be very speedily obtained whereas onely to be able to say them without booke without this vnderstanding is to little purpose and to learne them by practice in construction and in writing exercises alone is most long hard and wearisome both to Master and Schollar My former toyle and griefe in these aboue all other things in Grammar though I tried all wayes which I could heare or deuise with the ease and benefite in this way maketh me confident For I haue found more profite by this course in a moneth then by all other in halfe a yeare By this practice also it is most soone recouered when it is lost and most easily kept Yet my meaning is not to haue Schollars to stay ouerlong to be so exquisite in them before they go any further but to go on so fast as they can well and to make them so ready by daily practice spending each day a quarter of an houre or more in them vntill they come to perfection This were not amisse to be practiced sometimes also amongst the elder schollars which are not ready in them as also those comming from other Schooles till they grow perfect here should be the beginning If yet a shorter way can be found out we shall haue more cause to reioyce thereof In the Participles the chiefe care would be to make them perfect to know the seuerall tenses by their signes and endings English and Latine as they are in the booke for declining they are the same with the Nounes In the Aduerbs Coniunctions Prepositions Interiections they would be made so ready as to giue English to Latine Latine to English and to tell of what kinds they are and also to what cases each preposition serueth and these specially Here it were to be wished as I take it that all the rest of the Aduerbs Coniunctions Interiections were also set down in the Accedences except only such Aduerbes as are deriued of other words by which words they may be knowne or by their accents or terminations Also that some rules were set downe for framing of these deriued Aduerbes and that all the rest of the Aduerbes and Coniunctions with all other wordes and sentences through the Accedence were Englished like as the Prepositions are Hereby all these Latine wordes would soone bee learned perfectly and proue a very great helpe when children come to construction for then they should haue but onely Nounes and Verbes to trouble them withall as was said and those most easie to be knowne by the meanes aboue mentioned and after For the English rules great care would bee had likewise to make Schollars very ready in them for these rules of themselues with a few other might serue for construction or making Latine The perfect knowledge of them also will make the Latine rules easie when your Schollars come at them In teaching these rules these two things would be obserued generally first That the Schollars learne to construe each ensample and that without booke Experience teacheth that those which art apt wil construe almost as soone without the booke as vpon the booke or as they will learne them construed here by they shal get so much Latin beside that it wil be a great helpe to the perfect vnderstanding and applying of them The second is to marke out with some speciall markes those wordes in which the force of the examples doth lie as the words agreeing or the word gouerning and the word gouerned and to cause the children to be able to tell them and so euer in saying their rules without book to repeat ouer those wordes againe in all the longer examples The rules or examples otherwise shall doe them little good because they know not how to make vse of them But hereby they shall haue perpetuall and sure patternes and warrants for parsing making and trying Latine I shall shew this more plainly when we come to the Syntax in Latine These two things being obserued haue a chiefe regard in the rules first to make them perfect in the rule of finding out the principall Verbe secondly in the Concords as being of continuall vse thirdly in the rules of gouernement And amongst those to looke specially to the two first rules of the case of the Relatiue Qui and namely the latter of them viz. But when there commeth a Nom. case for in it Schollars most faile Also in all rules of gouernment to make them able to tell you presently where any rule is and what cases such wordes gouerne as Where beginnes the construction of Substantiues What cases they gouerne How many rules there are of them Or asking thus What case must your latter of two Substantiues be What case will such a word gouerne As Opus or Vsus What cases doe they gouerne Where is the rule So in the rules of the Adiectiues and all the rest throughout In posing remember that which was first directed to marke carefully the drift of the whole rule and so to propound your question or else to propound the whole rule in a question As thus when two Substantiues come together betokening diuers things what case must the latter be and why or by what rule Furthermore to the end to make your Schollars so very ready in the Accedence and to keepe it perfectly besides the learning all
and from the clamours and accusations of their Parents in this behalfe spoken of before But here it were to be wished that those books of construing Lillies rules were translated euer Grammatically the manner of which translation I shall shew after with the benefits of them And also that not onely the Substantiue and Adiectiue Preposition and his case were euer construed and set together wheresoeuer they are to be taken together but withal that euery word were Englished in the first proper natural and distinct signification In which things they oft faile as in the Verbes chiefely though of all other things that be more necessary for Schollars to know the first and naturall signification for the other then will soone be learned by reason and vse or else som of the other most vsual significations might be put in in other letters or with notes to know them Thus the childe might goe surely forwarde and haue a certaine direction for the right and proper vse of euery word to bee more sure to him then any Dictionarie all his life long either for construing or making Latine Whereas beeing set downe in generall significations not distinct they shall euer goe doubtfully abuse the words as when traho promo haurio are set downe euery one of them to draw without further distinction The benefit would be much more if it were thus translated for then they might learne thereby not only to construe truely to vnderstand and goe truly but also to make and speake the same Latine I meane to answer easily to all the rules with the other benefits of Grammaticall translations When they can construe in some good sort and vnderstand as was sayde then let them get without booke perfectly In getting without book when they can read it perfectly they may bee much helped thus in all things which they learne in verse to reade them ouer in a kinde of singing voyce and after the manner of the running of the verse oft tuning over one verse vntil they can say that then another and so forward which they will do presently if the Master do but reade them so before them Also to say these rules at parts sometimes after the same manner of scanning or running as a verse shall make them both more easily kept and bee a good helpe for right pronuntiation of quantities and to prepare them the more easily to make a verse for authorities and the like When they can say perfectly without book then if you please you may cause all those who are any thing apt and pregnant to learne to construe also without booke which they will do very quickly with a little reading ouer and ouer vpon the construing booke and almost as soone as they will construe vpon the booke By this meanes they will bee able presently to giue not onely the English to the Latine but also the Latine to the English of any word in the rule to be perfect thereby and to keep all more firmly Or where leasure is wanting among the elder sort which are well entred in the rules they may first learne without booke then to construe both vpon the book and without Or to construe first It is not very materiall but as themselues doe finde that they can get it most easily at the Masters discretion Although for all the first enterers and younger sort I finde it the surest vvaie vvhere the Maisters leasure will serue to cause them first to vnderstand the rule and the meaning of it by a short opening or expressing the sum of it and then by questions in English as I directed before All of the learners looking vpon their bookes as hee readeth vnto them that they may see the questions and answeres in their books eyther wholly or the most part therof And when they can aunswere in English looking vpon their books or do vnderstand the rule then to learne to construe it of themselues and to get it without booke After ar the saying of their rules when they haue sayde without booke and construed to labour especially to cause them to be able to aunswere without book each part of the rule and that both in English and Latine together after they are a little entered that with the meaning and English you may beate the Latine into their heads also to helpe to prepare them to speake and perse in latine Let the manner of the appoasing be here as in the Accedence viz. by short questions propounded vnto them arising directly out of the words of the booke either out of the summe and title of the rule set before it or set in the margent euer against it or out of the very words of the rule and withall the examples of the rule and how to apply them to the seuerall rules I will set you downe an example or two more at large that you or any may doe the like the more easily To begin at Propria quae maribus first you haue the Title before Regulae generales propriorum Out of which you may shewe them thus That according to the order of their Accedence as the first part of speech is a Nowne so here are rules first of Nownes And as their Accedence hath first the Substantiue then the Adiectiue so here begin rules first of the Substantiues after of the Adiectiues Againe as the Substantiue is either Proper or Cōmon so here the rules of Proper Nowns are first set downe wherby to know the Genders of them and after of the Common Nowns called Appellatiues You may also point them in their book where each of these begin they will presently conceiue of them being first perfect in their Accedence Then that the rules of Proper names are of Masculines or Feminines Or all Proper Nownes are either of the Masculine or of the Feminine Gender vnlesse they be excepted Also all Proper Nownes which goe vnder the names of Males or Hees as wee call them are the Masculine Gender Then teach them according to the margent that of those there are fiue kindes which goe vnder the names of Males or Hees As names of Gods men floods or riuers moneths windes So all proper Nowns or names of Females or Shee s are the Feminine Gender And of those are likewise fiue kinds That is names of Goddesses Women Cities Regions or countreys Islands c. Then appoase after the same manner keeping strictly the words of the booke as was sayd onely putting in here or there a word or two to make the question which by oft repeating they will easily vnderstand As thus out of the words set before the rule Or in the like manner Q. Where begin your generall rules of Proper Nownes Vbi incipiunt regulae generales propriorum A. Propria quae maribus Q. How many generall rules are there of proper Nowns Quot sunt regulae generales propriorum A. Two Duae Q. What is your
learned the seuerall harder words at least in their Grammars For this I find that the most ordinary words are in some part of their Grammar or the words whereof they come or some very neere vnto them wherby they may remember them Thus may they becom very exquisite in the Grammar in time and haue it as I said as a Dictionary in their minds not to need to seek here or there for euery word In the higher fourmes where daily repeating rules hindereth much other learning if they repeat them but sometimes and can answere in a word or two giuing the sum of each rule it may suffice although it is a great commendation to haue the Grammar ad vnguem and to giue an example of each thing belonging vnto Grammar Thus haue I shewed you what I haue yet learned concerning making Schollars perfect in the Accedence Grammar wherin as you see I haue been much longer because I finde this by experience and therefore dare constantly affirme it that if this bee once archieued in a school to haue the schollars thus made perfect in Accedence Grammar as they proceede the life of a Schoolemaster may be made as full of ioy and contenment without wearisomnesse only in obseruing the fruit of his labours as I touched as the life of any in any other calling whatsoeuer whereas of the otherside much of our fretting toile ariseth only for want of this Spoud I would therefore thinke it a most profitable labour to set downe this maner of examining the Accedence and Grammar by Question and Answere particularly that not onely the weakest Schoolemaster amongst vs but euen our schollars themselues might bee able so to oppose and whet one another I my selfe haue seene diuers books of questions of our Accedence and Grammar beeing gathered by learned men yet in none of them haue I obserued so far as I remember sundry of the principall of these points Besides that no man can so wel examine the Accedence and Grammar by them because first the words of their Question and Aunswere doe not arise so out of the words of the rules as you direct neither doe they euer keepe the order of the rules and they haue moreouer sundry other hard questions intermixed and sometimes many together that my schollars haue not beene able to make vse of them nor my selfe very little in regarde of that which I might if they had been so framed Phil. I my selfe haue had experience of the same in them insomuch as though I haue greatly desired and tried to vse some of them in my schoole in regard of the profit which I haue conceiued might come by them yet I haue not bin able without further inconuenience And euer as new schollars haue come to any schoole so they haue beene alwaies to seeke in those new questions as that I haue been inforced to leaue them off vtterly In consideration whereof and of the generall want herein as also of the publique benefit which I am certainly assured may come by such a labour as you speake of I haue indeauored by the helpe of all such bookes of Questions and Answeres of Accedence and Grammar as are extant which I could procure as likewise of some written togather one in this sort hauing all the Questions Answers arising most directly out of the words of the rules In which I haue chiefely followed the order of the Quest. of that auncient Schoolemaster Master Brunsword of Maxfield in Cheshire so much commended for his order and Schollars who of al other commeth therein the neerest vnto the marke This I haue studied to make so plaine as euery childe may by it both presently vnderstand the meaning of each rule and if he can say the rules may as soone be able to answere these questions and wherby they may also poase one another as you wish to make all rules and parts most familiar I haue in it tied my selfe strictly to the order and words of the rules as it may serue for continual poasing and speedy examining Parts and that from what schoole soeuer they come if they can say the Accedence they may presently answere these questions Other questions which I haue thought needful I haue set in the margents directly against the questions to be learned after if you will without troubling the learner and that nothing may be wanting But for this book I referre you you to the Epistle Dedicatorie before it and the questions themselues Spoud Sir I see well you haue spared no labour to seeke to draw-on the little ones with ease delight and to make schollars most perfect Grammarians which all the learned do so highly commend I trust I shall be partaker hereof Phil. It is and hath been my desire to hide no part of my talent but to imploy all to the best and communicate it to euery one to whom it may doe good and especially the little ones in whome is the chiefest hope of most of our countrey schooles and of the age to come CHAP. VIII Of Construction how to make all the waie thereof most easie and plaine Spoud WEll then good sir now that you haue thus farre forth directed mee how to lay so sure a foundation for my schollars to build vpon I doubt not but you can indeed guide me forward how they may build vpon it as speedily happily both for their construing parsing and making Latine To begin therfore with construction which is the first thing that our children enter into after their Accedence and Rules I desire greatly to heare of you those things which you affirme may be done by schollars and wherby all the way of construction may be made so easie As namely that children should bee able to take their lectures of themselues truely and perfectly and likewise with vnderstanding vpon sure grounds or at least to do it with a very little help of their Masters in such places where they doubt So the rest which were mentioned in the note as that they should be able to construe both in propriety of words and also according to the right sense and meaning To do this at any time in all that which they haue learned to construe out of a translation in English as out of the Latine it selfe These things doe iustly seeme strange vnto mee because I am faine to giue euery lecture my selfe or if I appoint the fourmes aboue to giue them yet I am compelled to heare the giuing of them And so I haue as great a trouble when they construe false to direct them right That it were as much ease to mee to giue them myselfe and so I should bee freede from the griefe that I haue when they cannot doe it and from other inconueniences Besides to reade the lectures in proprietie of words phrase and sense also this seemeth to mee a matter of some difficultie for many poore countrey Schoolemasters and not onely for the younger and weaker sort but
they forsake neuer no truely in the extreame time of age although that is the greatest but also because the conscience of a life well done or well passed ouer and the remembrance of many good deeds is most pleasant 4. The construing is directly according to this translation So that the translation leadeth the schollar as by the hand or insteed of his Master so as he cannot erre if he be of any vnderstanding as thus Scipio ô Scipio et and Laeli ô Lelius artes arts exercitationesque and exercises virtutum of vertues sunt are omnino altogether arma aptissima the fittest weapons senectutis of old age quae which cultae being exercised or vsed in aetate omni in euery age or in all our life afferunt doe bring fructus mirificos maruellous fruits cum when vixeris you haue liued multum much diuque and long c. 5. This translation directeth to parse chiefely for all the Syntax Euery principall word in the Latine going before others commonly gouerning or directing guiding some way that which followeth after It helpeth very much for the Etymologie that children well entred shall goe very neere to tell by the English alone what part of speech euery word is of which I shall speake after The manner of parsing by it is thus shortly for the Syntaxe Scipio is the first word to be parsed because it is the first in construing for that we begin commonly of a Vocatiue case if there be one It is the Vocat ue case knowne by speaking to and by the Interiection O vnderstood gouerned of the Interiection O by the rule O Exclamanâ—is Nominatiuo Accusatiuo Vocatiuo â—ungitur In English Certaine a Vocatiue c. Et the next word a Coniunction Copulatiue seruing to couple words or sentences here coupling Scipio and Laeli together Laeli the next word the Vocatiue case knowen also by speaking to and put in the same case with Scipio by reason of the Coniunction et by the rule Coniunctions Copulatiues and Disiunctiues couple like cases c. Artes is next in construing according to my rule of construing The Nominatiue case comming before the principall Verbe sunt by the rule of the first Concord Quae next a Coniunction Copulatiue coupling artes and exercitationes together Exercitationes is the next the Nominatiue case coupled with artes by the Coniunction Enclyticall que which is set after exercitationes in the booke by the rule of the Coniunctions Subiunctiues or which are put after Virtutem followeth next the Genitiue case gouerned of the Substantiue exercitationes and is the later of tvvo Substantiues by the rule When two Substantiues come together Sunt is next agreeing with the Nominatiue case artes exercitationesque by Verbum personale cohaeret cum Nominatiuo c. It is expressed to the one Nominatiue case and vnderstood to the other by the figure Zeugma Omninò the next word an Aduerbe ioined to the Verbe to declare the signification Arma the Nominatiue following the verbe sunt Sum forem fio c. Aptissimathe Nominatiue case of the Nowne Adiectiue agreeing in all things with arma by the rule of the second Concord The Adiectiue whether it bee Nowne c. It agreeth with arma because it expresseth the qualitie of arma c. Senectutis next the Genitiue case gouerned of arma because it expresseth arma the weapon of olde age the later of two Substantiues And so forward in all things giuing the reason according to the rules of Grammar and this rule of construing compared the later word still declaring the former So much shortly for parsing by this rule 6 This translation directeth the schollar also for making Latine to proceede easily and likewise the master to teach and guide the schollar both to make true Latine and pure Tully or what Author he will follow so that he cannot miss so long as he followeth this and looketh on the Author also it guideth to giue a reason of euery thing or to prooue the Latine thus in the very same order as they parsed As. the Master to aske thus according to the order of the translation How say you Scipio or ô Scipio The Schollar answereth Scipio as it is in the booke Aske why not Scipionis nor Scipioni but Scipio he answereth because it must be the Vocatiue case knowen by speaking to and gouerned of o vnderstood as o Magister o Master And et Laelius Laeli. If it be asked why not Laelius nor Laelij nor Laelium he answereth because it must be the Vocatiue case and therfore Laeli because when the Nominatiue endeth in ius the Vocatiue shall end in i. Also that it must be the Vocatiue case because et coupleth like cases So in all things iust as the childe parsed but only asking the English first and making the childe to giue it in Latin and to giue a reason of euery thing more particularly The causing the childe to construe and to parse looking vpon the English onely especially the parsing so is contitinuall making Latin and prouing it So that we may see by this sentence how this translation serueth to direct the younger schollar first to resolue or cast each sentence in Latine into the naturall or Grammaticall order secondly to construe directly according to the same thirdly to parse as it is construed by marking the last chiefe word fourthly to make the same Latine as it was parsed and to proue it by reason and rule Fiftly by comparing the order of the translation and the order of the Author to compose the Latine againe into the order of the Authour And so by daily practicing these translations young schollars must needs come on very much for that it makes all the way to learning so plaine One principall reason is for that this is nothing else but a continuall practice of Analysis and Genesis that is of resoluing and vnmaking the Latine of the Author and then making it againe iust after the same manner as it was vnmade Or if we may so tearme it the vnwinding and winding it vp againe which is generally acknowledged to be the speediest way to all good learning Now of either of these there may be three parts 1. Of the Analysis or resoluing a sentence first the resoluing it out of the Rhetoricall order of the Author into the first proper naturall and Grammaticall order 2. Construing turning or translating it into English according to thesame order giuing the true sense and force of each word and phrase 3. Parsing as we construe So of the Genesis or making vp againe are three parts 1. The making thesame Latine againe according to the order of the translation and the words of the Author that they may goe surely 2. To proue it to bee true Latine after the manner of parsing by the same order 3. To compose all
natiue signification which this intendeth continually and how much lieth vpon the knowledge of the propriety of the wordes for the certaine getting of any tongue euery Schollar knoweth Thirdly none of them haue indeauoured by a double Translation to make all things plaine as these do euery where labouring to expresse with the wordes and Grammar the sense and meaning also in all obscure places with variety of English wordes or phrase to the end to teach children thereby Grammar propriety sense with variety of phrase to expresse their mindes in English as wel as in Latine and all vnder one that nothing bee wanting The Translators haue seemed to ayme eyther onely or principally at the meaning and drift of the Authour which benefite alone they doe in some sort performe but for the rest of the benefits and vses or for the most of them as for true construing parsing making and trying Latine which are the chiefe things here mentioned they eyther set the learner at a non plus or carie him ordinarily cleane amisse And therefore there is no maruell if in that respect they be vtterly disliked Triall in any of them compared to the rule and the other limits and especially how in construing parsing and the like they carry the learner vtterly out of the way will presently shew the truth hereof and commonly in the very first sentence of them I will set downe the words in one or two Esops Fables construed thus Dum whilst Gallinaceus the dunghill Gallus Cocke Verâ—it scratched Stercorarium in the dunghill Tullies Offices translated thus Marci Tullij Ciceronis de officijs ad Marcum filium liber primus Marcus Tullius Ciceroes first booke of dueties to Marcus his sonne Trie in any one of these whether a childe can construe one sentence right and surely according to Grammar or in any certainety of the propriety of the wordes or be able to parse or make Latine or the rest though some of these Translatours were learned and gaue the sense yet you may perceiue that they aimed not at these endes here mentioned or few of them Thus you see what I haue answered concerning the benefites now let vs heare what you say concerning the hurt comming by them Obiect 2. Spoud Besides that they leade Schollars amisse very ordinarily in construing almost in euery sentence they are found also to make Schollars Truants or to goe by rote as wee commonly call it which is worse A. Phil. For the first part that they leade Schollars amisse I haue answered that that is onely in such Translations which respect the sense alone but doe not respect the Grammar Secondly for making truants I aunswere that these Grammaticall translations being thus meerly English and separate from the Latine altogether can neuer indanger any waie to make truants if they bee vsed according to the directions prescribed For first for construing latine there can bee no likelihood hereof if the translation bee onely vsed first to giue some light and vnderstanding of the lecture amongst the younger after to bee onely in place of the Master where he cannot be himselfe Also where all of the fourme cannot beat out the construing by the Grammaticall rule there to direct and point it out how to take it Likewise to giue propriety of English and to guide the schollars in place of the Master who cannot bee alwaies with euery one to the end that in all things they may goe surely Secondly for construing and making the Latine out of the translation it chiefly consists vpon vnderstanding and conceit and shall more stirre vp the wit and memory to get propriety and copie of words and phrases then all getting without booke can possibly doe In getting without book alone words and sentences may bee learned as by Parats without any vnderstanding hereby children must needes vnderstand them For hauing nothing but the bare translation they must be driuen of necessitie to beate out the latine by learning and by reason with diligence and so stirre vp their memories continually Also hereby whensoeuer they shall haue againe the same English words or phrases to make in Latine to write or to speake the verie same Latine words and phrases which they learned in their Authours doe come straight wayes to their memories to expresse their mindes And in what things they can giue Latine to the English in that as was sayd they can ordinarily giue English to the Latine Indeede where the translation is ioined with the Authour and so they are set together answerably word for word eyther as the Interlineal set ouer the head or the English word or phrase set after the Latine there the eie of the childe is no sooner vpon the one but it will be vpon the other and so the memory is not exercised neither can this mischiefe be auoided Yea where the Author is of the one page the translation is on the other ouer against it like as it is in Theognis and some other Greeke Poets there must be much discretion for the right vsing of them otherwise many inconueniences must needes follow amongst children But in these bare translations so by themselues these surmised daungers are preuented if they bee vsed as hath been shewed Although for them who are of full discretion to vse them as those who would study priuately for the reoouering their Latine or increasing therin it may bee the most profitable of all to haue the translation ouer-against the latine directly on the other page after the manner as Theognis is printed that folding the booke they may looke vpon the one when they would finde out the other and yet haue the other euer at hand as a master to helpe in an instant where they need 3. Ob. Sp. But the schollars may be idle when they seem to be construing when as one only construeth and the rest looke on their bookes A. Phil. So they may be idle in whatsoeuer exercise they do amongst themselues vnlesse the Master be vigilant but let the master vse any diligent circumspection and they cannot possibly be idle in this of all other no not one in any fourme For let but the Master or Vsher haue an eye to all in generall though they bee in hand in hearing any fourme and where they do marke or but suspect any one of all the fourmes to bee carelesse or not to attend there let them step to such a one of a sodaine and bid him set his finger to the last word which was spoken and so if any bee idle he may bee catched presently Prouided alwaies that no one keep his finger at the book lest by them the truants see where it is but euery one to vse only his eye and his eare Some of the most negligent and stubborne so ouertaken now and then and sharpely corrected for ensample will continually keepe all the rest in order and diligence at this time specially This practice may serue for whatsoeuer they construe parse or examine
make my litle ones no not in the second or third fourmes so to parse of themselues as to giue a true reason of euery word why it must be so according to that which I saw in the note what might be done in parsing Now if you haue seen the practice therof let me heare it of you I intreate you and that in so few wordes as you can Phil. Yes indeed I haue seene the practice hereof do know it that children will doe very much to ease delight both the Master and themselues exceedingly Besides some of the best of those which you mention as the shewing the youngest how to parse euery word I haue learned to obserue these things following and finde maruellous light easinesse surenesse and helpe of memory by them 1 To cause the children euer to parse as they construe according to the Grammaticall rule of construing and the Translations alwayes marking the last principall word which went before in construing wherein as I shortly shewed you before the very childe may see euery principall word going before gouerning or ordering that which followeth and so he hath therein a guide leading him by the hand for all the Syntax at least except in the exceptions mentioned in the Grammaticall rule as of Interrogatiues Relatiues c. which they will soone know and where one word gouernes diuers things as in that example Dedit mihi vestem pignori tepresente propria manu where the word Dedit gouernes most of the rest in a diuers consideration 2 To aske among them euery word of any hardnesse whether they haue not learned it before if they haue to repeat where As it was before so it is there for the most part 3 For the Etymologie al the difficulty is in these three parts of speech Nounes Verbs and Participles the rest being set downe in the Accedence or easily known as was shewed before And in all words of these three parts do but tell them what examples they are like in the Accedence which examples being knowne will presently bring to their vnderstanding all the questions depending on them and their answers As of what part of speech the words are of what declension or Coniugation so the declining Case Gender Number Person Mood Tense c. Also with a litle practice they wil soon ghesse at them themselues that very right to shew what examples they are like eyther by the English or Latine or both The same would be also for the Syntax both in agreements and gouernements euer to shew what examples they are like The example makes the rule most plaine and imprints all in the childes memory To make this plaine to the capacity of the simplest I will adde one only example particularly examined out of the two first verses of Qui mihi discipulus puer es c. First be sure that the childe know the meaning of them and can construe them perfectly as thus Puer Oh childe qui who es art discipulus a Schollar mihi to me atque and cupis dost couet or desire doceri to bee taught ades come huc hither concipe conceiue or consider well dicta haec these sayings animo tuo in thy minde In this sentence parse the childe after the same manner and examine him accordingly As aske where he must begin to parse he answere that Puer Oh boy because he began to construe there And if you ask why he began to construe there he answers by the rule of construing which biddeth If there be a Vocatiue case to begin commonly at it Then aske what Puer is like he answereth like Magister which being knowne of him he perfect in his examples can tel you by Magister what declension it is how to decline it and the number and also by the increasing of it short in the Genitiue case he can tell you it is the Masculine Gender by the third speciall rule For the case that it is the Vocatiue knowne by calling or speaking to the childe And if you aske why it may not be pueri not puero but puer he answereth because it is the Vocatiue case which is like the Nominatiue Afterwards demaunding what must be parsed next hee answereth qui because qui is next in construing and also that qui is a Pronoune Relatiue set down in the Accedence and there declined Also that it is the Nominatiue case comming before the Verbe es following it next by the rule of the Relatiue When there commeth no Nominatiue case as Miser est qui nummos admiratur qui admiratur So qui es For the Gender likewise that it is the Masculine Gender because so is his Antecedent puer going next before in construing with which the Relatiue agreeth by the rule of the Relatiue The Relatiue agreeth c. as vir sapit qui pauca loquitur vir qui. So puer qui. Also hee can shew it to bee the Masculine Gender because in wordes of three terminations the first is the Masculine the second the Feminine the third is the Neuter Likewise he can tell why it must be qui not cuius nor cui nor any other because it must be the Nominatiue case to the Verbe by the rule of the Relatiue because no other Nominatiue case commeth betweene them So all other questions For Person it is made the second person here by a figure called Euocation because it agreeth with puer which is made of the second person and by the same figure Euocation as euery Vocatiue case is by reason of Tu vnderstood Then followeth es art of which word the childe can giue you all the Questions because hee hath learned it in his Accedence and is perfect in it If you aske why it must be es and not est nor any other word he answereth because it is Thou art not He is nor I am and also because in that place qui his Nominatiue case is of the second person as was said If you then aske what is parsed next he answereth discipulus because hee construed so and discipulus is like Magister Which being knowne the childe can tell the questions of declining Gender Case Number and the rest appertayning thereto If you demaund further why it must be Discipulus and not Discipulum why it must be a Nominatiue case after the Verbe and not an Accusatiue according to the rules The Accusatiue followeth the Verbe and also that rule Verbes Transitiues are all such c. He answereth because this Verbe Sum es is a Verbe Substantiue intransitiue not a transitiue and therefore will haue such case after it as it hath before it as Fama est malum est malum And that other rule for the Accusatiue after the Verbe is of Transitiues whose action passeth into another thing So to proceede throughout for shortnesse thus Mihi is parsed next because it it next in construing It is a Pronoune set downe in the booke All
you spake of before that I may enter my children with ease and delight both to my selfe and to them and also surely without danger of making false Latine or barbarous phrase I shall further acknowledge my selfe to haue receiued yet a greater benefite then in all the former And aboue all if you can direct me how by that time that they haue beene not two yeares onely but three or foure yeares in construction they may be able to make true Latine and pure Tully in ordinary morall matters For I my selfe haue hardly beene able to cause my children to doe this at fourteene or fifteene yeares of age nor then to warrant that which they haue done neyther doe I thinke that it is much otherwise in our ordinary Schooles Phil. I shall willingly satisfie your request hereein likewise and shew you what I haue found onely let me see as before what course your selfe haue taken to enter your children Spoud I haue taken that course which I thinke is commonly practiced in Schooles I haue giuen them vulgars or Englishes such as I haue deuised to be made in Latine and at the first entrance I haue taught and heard them how to make euery word in Latine word by word according to their rules After a while I haue onely giuen them such vulgars and appointed them a time against which they should bring them made in Latine and at the perusing aâ—â— examining of them I haue beene wont to correct them sharply for their faults in writing and for their negligence and so haue giuen them new Englishes and it may bee I haue told them the Latine to the hardest words This is the course that I haue followed Phil. Our learned Schoole-master M. Askam doeth not without cause tearme this the butcherly feare of making Latines For to omit the trouble to the Master and that it will require a ready wit to giue variety of such vulgars to the children and also that it will aske good learning and iudgement to direct them to make not onely true Latine but pure phrase withall what a terrour must this needes be vnto the young Schollar who feares to be corrected for euery fault and hardly knoweth in any thing what to make vpon sure and certaine grounds But for the way this I finde the shortest surest and easiest both to Master and schollar and which will certainely effect whatsoeuer hath bin said and that Master and Schollar may proceede cheerefully and boldly to iustifie what they doe 1. See that your schollar be very cunning in his Accedence and Grammar as hee goeth forward and chiefly in Nownes and Verbes to be able to giue each case of a Nown and euery tense and person of a Verbe both Latine to English and English to Latine as I wished you and shewed the manner before at least by the perfect knowledge of the terminations of them 2. Besides the construing and parsing their lectures without booke in the lowest fourmes or out of the English translation accustom your selfe in examining the lectures of your first enterers to do all after the manner of making Latine as it were causing them euery day to make the Latine of their lectures and giue a reason why each word must be so and not otherwise their bookes being shut I set you downe the manner before in the vse of the Grammaticall rule for making Latine in that example Aptissima omnino sunt c. Yet to repeate you a word or two for your little ones take that first sentence Amicis opitulare when you haue made them to vnderstand the meaning and examined it so as was shewed Aske but thus How can you make this in Latine Helpe friends How say you Helpe thou A. Opitulare Q. Opitulare like what A. Like Amare amator be thou loued So all the questions for parsing Then aske why is it helpe thou and not be thou helped as Amare amator be thou loued He answereth because it is a Verbe Deponent and signifieth Actiuely to help and not to be helped After aske the next word Q. Whom must you help A. Our friends Q. How say you friends A. Amicis Q. What is Amicis like A. Magistris So the questions of declining and the like Then aske why not amici nor amicos the Accusatiue case after the verb. A. Because the Verb Opitulor to help wil haue a Datiue case by that rule of the Datiue To profit or disprofit c. These may be insteede of all vulgars or Latines both for ease delight and certainty to your selfe and the childe and so you may euer haue the Author to warrant both Latine and phrase 3 Next vnto this that continuall beating out and reading their Authors both lectures and repetitions out of the translations is continual making Latine thus as I said in the vse of the translations that children will come on very fast for propriety choise variety of the best words phrase matter and sentences of their Authors to begin to haue a storeâ— house in themselues of all copie as I haue obserued 4 After the former practiced for a time you may chuse some sentences which they haue not learned and cause them to make those either some out of this booke of Sentences or any other of like easie morall matter and then let them begin to write downe that which they make in Latine This manner I find to be most easie and speedy for children at their first entrance wherby they may profit in English Latine Writing true and faire and all vnder one labor Let them haue their paper books in octauo of the one side to write the English which you giue them on the other to set the Latine directly ouer against it and word for word To this end cause them to rule their bookes both sides at once or at least the lines of one side directly against the other their lines a good distance asunder that they may interline any thing if they misse any word or for copie and varietie to be set ouer the head if you will On the first side toward the right hand in which the English is to be set to leaue a lesse margent on the other side for the Latine a greater margent because the Latine may bee written in a lesse space then the English and also to write all the hard words in the margent of the Latine the Nominatiue case of the Nowne and the first person of the Verbe if so you please Then cause so many as are to write Latine together hauing books pen inke and copie before them and euery thing so fitted to write as you speake so faire as possibly they can Herein you are to dictate or deliuer vnto them word by word the English of the sentence which you would haue them to turne into Latine to do it according to the manner of the Grammaticall translation euery word in that order in propriety of English answering the Latine as
neer as you can Also you are to vtter each word leasurely and treatably pronouncing euery part of it so as euery one may write both as fast as you speake and also faire and true together And to the end to helpe for writing true Orthographie besides the former knowledge of spelling as they are writing cause euerie one in order to spell his 2. or 3. words together speaking vp that all his fellowes may heare may goe on in writing as fast as he spels and you speake Those who can write faster to take paines to write fairer your selfe also to walke amongst them in the meane time to see that euery one of them write true faire and to shew them their faults by pointing them to their copies and vsing like directions mentioned in the helps of writing of which I spake before After when they haue thus set down the English cause euery one in the like order to make his word or two in latin after the maner which was shewed before for making latine the very words of the Author in the natural or Grāmatical order cause them al to write the same words as he speaks vnless any of them be able to make it before of themselues who may correct as they heare their fellowes to make it Cause also euery one to spel the words which he hath made in Latine like as they did in English so as all may heare go surely in writing true Orthography in Latine likewise And when they haue done a sentence or so much as you thinke good for a time then cause them to the end to commit it the better to memorie to trie which of them can repeate the soonest without booke that which they haue made First saying the English sentence then giuing it in Latine or construing it without booke which all of them who are apt will doe presently or with a very little meditation Or which is shortest of all appoint them folding their bookes to looke only on the English and read or construe it into Latine Or on the Latine to reade or construe it into English Thus as time will permit By this meanes you shall haue a certaine direction in all things both for your selfe and your schollar to goe truely and surely both for propriety Latine phrase and whatsoeue◠you can desire By this exercise also your schollar shall get both Writing English and Latine all vnder one And therefore an howre may bee well imployed daily in this exercise And to imprint this yet better you may cause them the next morning at shewing their exercise made that night to repeate together with it that againe which they thus made the day before if time permit Either some one to repeate all or moe euery one a peece or as time will permit but all to be able to do it as they are called forth Through this also they shall from the first entrance get audacity and vtterance with good matter which will bring the Latine with it Spoud But how shall they doe for composing or right placing of their words which you know is a principal matter in writing pure Latine Phil. I would haue them first for a time exercised in this plaine naturall order for this is that which Grammar teacheth and then to compose or place finely which belongeth to Rhetorick after As first to write well in prose before they beginne in verse so in prose to goe vpright and strongly before they learne to go finely and as M. Askam speaketh first to goe before they learne to dance But for entring them into composition thus you may do 1 When they haue made it in the naturall order onely reade vnto them how Tully or the Authour whom their sentence is taken of it doth place it and some reason of his varying and cause them to repeat both wayes first as they haue written after in composition 2 After that they haue beene practiced a while in the former plaine manner you may make them to doe thus Cause their bookes to be ruled in three columnes in the first to write the English in the second the Latine verbatim in the third to write in composition to try who can come the neerest vnto the Authour Spoud Although I take it that I do conceiue your meaning in all and do see an euident reason of euerything yet because examples do most liuely demonstrate any matter I pray you set me downe one example hereof and shew me what Authour you thinke most fit to gather the sentences forth of Phil. In stead of your Authour I thinke and finde Tullies sentences the fittest and of those sentences to make choise of such in euery Chapter as are most easie and familiar to the capacity of the children This booke I doe acount of all other to bee the principall the Latine of Tully being the purest and best by the generall applause of all the Learned and because that booke is as a most pleasant posie composed of all the sweete smelling flowers picked of purpose out of all his workes that one booke together with the bookes which the children haue or doe learne shall also helpe to furnish them with some sentences contayning some of the choysest matter and wordes belonging to all morall matters whatsoeuer whether to vnderstand write or speake thereof that they shall bee able to goe forward with much ease and delight first in it and then in the other sentences adioyned to it or what exercise you shall thinke fitte For an example take these little sentences which heere follow as they are set downe in the first Chapter of Tullies sentences De Deo eiusque natura dictating the words to them plainly as the children may most readily make them in Latine In their little paper bookes they may write the English on the first side with the hard Latine wordes in the Margent the Latine on the other ouer against it in two columns the first plaine after the Grammar order the later placed after the order of the Authour your selfe may make the wordes or phrases plaine to them as they are set in the margent An Example of Dictating in English and setting downe both English and Latine and the Latine both plainly and elegantly Dictating according to the naturall order Ordo Grammaticus Ordo Ciceronianus No man hath been euer great without verb some diuine inspiration Nemo fuit vnquam magnus sine afflatu aliqu◠Diuino Nemo magnus sine aliquo afflatu diuino vnquam fuit 2. de Natura Deor. There is nothing which God cannot effect and truely without any labour Est nihil quod Deus non possit efficere quidem sine labore vllo Nihil est quod Deus efficere non possit quidem sine labore vllo 3. de Nat. Deor. GOD cannot be ignorāt of what minde euery one is Deus non potest ignorare qua mēte quisque sit Ignorare Deus non potest qua
read them some of Tullies Epistles and also some part of Macropedius or Hegendorphinus de conscribendis Epistolis I haue directed them that they are to follow the rules set downe in the seuerall kindes of Epistles there mentioned and made the examples plaine vnto them Moreouer I haue vsed oft to put them in minde of this that an Epistle is nothing but a Letter sent to a friend to certifie him of some matter or to signifie our mind plainly and fully vnto him And therefore looke how wee would write in English so to doe in Latin These and the like are the helpes which I haue vsed and I take them to bee the most that are done in ordinary Schooles Phil. I like well of your reading of Tullies Epistles which indeed is the very foundation of all but for Macropedius and Hegendorphinus although their paines were great yet I cannot see but that they will rather require an auncient learned Master to vnderstand and make vse of them then a younger schollar who is to be taught how to speake Also for telling a childe that he must inuent variety of matter of his owne head to write to his friend this is a taske ouer hard to ordinary wits For what can a childe haue in his vnderstanding to be able to conceiue or write of which hee hath not read or someway knowne before according to that Maxime Nihil est in intellectu quod non prius fuerat in sensu Therefore omitting these wherein I my selfe haue also found a great deale of toyle with small fruit I will set you downe plainely the very direct way so neere as yet I haue beene able to learne and whereby I am out of doubt that that same faculty may be easily gotten of writing such Epistles fully expressing Tully as was said and of inditing Letters like vnto them which are our vsuall Epistles as the Latine were of the Romanes The way may be this 1 When your young schollars haue gone through Sententiae pueriles Confab Cato or the like and can begin to make Latine in some such good sort as was shewed let them then reade Tullies Epistles gathered by Sturmius as being of the choysest of his Epistles and most fitte for children This one booke rightly vsed may sufficiently furnish for making Epistles so farre as shall be needfull for the Grammar Schooles It would be read by them twice in the weeke at least vntill they had gone through a good part thereof vnlesse they be able to reade it of themselues ex tempore or by the helpe of the translation 2 As they reade euery Epistle or before they are to imitate any one make them as perfect in it as you can and as time will permit not onely in construing parsing reading out of the Grammaticall translation into the Latine but also to be able to giue euery phrase both Latine to English and English to Latine Also cause them to make you a report what the summe of the Epistle is and this if you will both in English and Latine also as was said of the Fables 3 Cause them for their exercise to make another Epistle in imitation of Tullies Epistle vsing al the phrases and matter of that Epistle onely applying and turning it to some friend as if they had the very same occasion then presently and also changing numbers tenses persons places times yet so as thereby to make all the matter and phrases each way most familiar to them and fully their owne And first let them doe this in a good English stile as was said I meane in making an English Letter first setting it after the manner as they did their English Translation of that page of their booke towards the left hand or on the first columne the Latine on the other ouer against it sentence for sentence Herein they are only to differ from the Translations that they 〈◊〉 doe not in these Letters sticke so much to wordes to answere word for word both English and Latine as to write purely and sweetly as well in English as in Latine and to expresse their mindes most fully in both and in most familiar manner 4 The next day to make another Epistle as being sent from their friend to whom they writ in answere to that which they writ the former day and in that to answere euery sentence from point to point in as short manner as the former Epistle was stil reteyning the same phrases as much as they can I will take for example the first Epistle of Sturmius The more easie it is for the children the better it is M. C. Terentiae salutem plurimam dicit SIvales benè est ego valeo Nos quotidie tabâ—llarios vestros expectamus qui si venerint fortasse erimus certiores quid nobis facâ—endum sit faciemusque te statim certiorem valetudinem tuam cura diligenter Vale. Calendis Septembris The summe of the Letter is That Tully writes to his wife Terentia signifying vnto her that hee was in health that he waited for the Letter-carriers daily how by them he should know what to doe and that he would then certifie her of al things And so concludeth wishing her to looke well to her health The Letter bare date the Calends of September An English Letter in imitation of Tully IF you be in health it is well I am in health I haue long looked for your Messengers When they shall come I shal be more certaine what I am to do and then I will forthwith certifie you of all things See that you looke very carefully to your health The Answere I Reioyce greatly of your health I am sory that you haue looked for the Carriers so long They wil be with you very shortly then indeede you shal be more certain what to do Wee shall forthwith looke to heare of all your matters I will in the mean time looke to my health as you aduise Farewell An Epistle in imitation of Tully EPISTOLA SIvales benè est ego quâ—deÌ„ valeo diu tabellarios vestros expectaui CuÌ„venerint certior ero quid mihi facieÌ„duÌ„ sit Tum auteÌ„ te omnibus de rebus certioreÌ„ faciam Tuam diligentissimè valetudinem fac vt cures Responsio TE valere maximè lator Doleo quòd tabellarios tam diu expectasti Statim vobiscum erunt tum re vera certior eris quid tibi agendum sit Nos deindè vestra omnia audire sperabimus Meam interim vt suade curabo valetudinem Vale. Antonius Schorus in the end of his booke de ratione discendae linguae latinae hath sundry examples I will set downe one Epistle imitated two wayes the first keeping almost the wordes and forme of Tullies Epistle the other imitating onely the forme but changing the wordes Tullies Epistle is this Aulo Trebonio qui in tua prouincia magna negotiaet ampla expedita habet multos annos vtor
which doth much delight it shal not be amisse to peruse before in the phrase book the principall wordes or phrases which concerne that Theame and how many wayes they may be vttered at least the Master when hee tryeth his Schollars in this extemporall faculty if hee bee not a ready and perfect Latinist may haue the phrase booke by him to looke euery hard phrase which they cannot vtter well and how they may vary it diuers wayes Spoud But to the end that schollars may be sure euer to haue store of matter or to finde of a sudden where to turne to fit matter for euery Theame what doe you thinke of Common-place bookes of such morall matters that euery schollar should haue his Common-place booke written Phil. I do account them a great help where the schollars haue leasure and iudgement to gather them I meane to gleane out all the choyse sentences and matter in the best Authours Or because that that is ouer-great a toyle and requires more iudgement then can bee looked for in so young yeares if they had but only bookes of References it would be exceeding profitable to wit such Common-place bookes as did but only containe the generall heads of matter and then the Quotations of three or foure of the chiefe Authours as Reusner Erasmus Adages Tullies sentences or some other setting downe the booke and the page where to turn of a sudden to any such matter in them This would ease them of much searching and make schollars to do such exercises much sooner and with farre greater commendations like as it is in Diuinity Law Physick and whatsoeuer other Artes. Thus they may vse the matter of the best Authors going farre beyond the matter which the wit of any childe can conceiue sith that those bookes haue in them the choysest sayings of the very wisest of all ages although they are stil to adde whatsoeuer they can inuent of their owne braine so it be wittily and pithily Such a book of References wel gathered and made publicke would much further young schollars herein Spoud I see well how they may be furnished for store of matter yet for choyse of good wordes and phrase to haue copie and variety euer ready at hand I make some doubt how they may be furnished for it is a toyle to goe euer to turne to phrase bookes neyther can they haue time when they are to speake ex tempore Phil. Take no care for that store of matter being thus gotten as I haue shewed wil bring words yet to haue copie of Synonymaes good phrase besides their Authours made perfect other helps mentioned Calliepeia translated in propriety read one while out of Latin into English another while out of English into Latin after trying how to vary both in English and Latin will help very much to furnish with copie both English and Latine Hereof I haue known som experience A little triall will soon coÌ„firm this There may be also other helpes forvarying as the rules in Erasmus de Capâ—a in Macropedius and others and more specially some select phrases to seuerall purposes noted in Erasmus de Copia Spoud But what say you concerning Orations what course doe you thinke fittest to bee able to performe them with commendations Phil. I take them to belong rather to the Vniuersities that there is more seldom vse of them in schooles and then also to be performed by schollars growen to som maturity For examples or patterns of Orations wee can haue no better then Tullies Orations wherein are presidents of all sorts In these is the schollar to bee exercised to knowe the nature of them the maner of the loftiness of stile vsed in them Also Turners Orations Muretus or others Though for entrance into them we may follow the exaÌ„ples of praises in Apthonius Chap. 8. Or some other select Orations Yet because in Schooles of special note and where there are auncient schollars sometimes it may bee expected amongst them that some one of them should make an Oration to entertaine a Benefactor or other person of note and it may be to do it ex tempore as their comming is of a sodaine therfore certaine speciall heads of an Oration to that purpose might be euer in readinesse As the commendations of a person for his descent learning loue and countenance of good learning vertue beneficence curtesie fauor towards that place and the like Also for excusing themselues by their tender yeers want of experience and of practice in that kind bashfulnesse timorousnesse and yet their desire to answere the parties loue expectation with presuming vpon their patience and such others To be acquainted also with variety of choise phrases to the same purposes to haue them euer in fresh memory Sp. These courses are very plain in my iudgemeÌ„t yet notwithstanding sith they are of more seldom vse but Theams of daily practice wee are specially to looke vnto them Therfore my weak memory let me heare in two words the sum of all concerning the Theames Phil. This is the sum 1. That they be acquainted with som matter for Theams and easie phrase and so accustomed to write Theames in a plaine manner first following Reusner principally 2. That they learne to handle the Theame more curiously according to Apthonius prosequuting and adorning the seuerall parts thereof making choise of the most excellent patternes 3. That they haue the helps and grounds of inuenting reasons of themselues and do know whereto finde more store of matter and phrase to expresse their mindes and be furnished with helps of the best books 4. Lastly that as in all other exercises they vse continuall practice which makes the hardest things easie and pleasant CHAP. XIIII How to enter to make verses with delight and certaintie without bodging and to traine vp schollars to imitate and expresse Ouid or Virgil both their phrase stile Spoâ—d NOw that wee haue gone thorough all the whole course of writing Latine in prose and the seuerall exercises therof which are requisite in Grammar schooles so far forth as I remember it remaineth that we come to verse wherein I presume of your loue as in all the former not to conceale anything from me but to impart whatsoeuer may helpe to the attaining of that facultie Phil. Though Poetry bee rather for ornament then for any necessary vse and the main matter to be regarded in it is the puritie of phrase and of stile yet because there is very commendable vse of it sometimes in occasions of triumph and reioicing more ordinarily at the funerals of some worthy personages and sometimes for some other purposes it is not amisse to traine vp schollars euen in this kinde also And the rather because it serueth very much for the sharpning of the wit and is a matter of high commendation when a schollar is able to write a smooth and pure verse and to compâ—ehend a great deale of choise
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
translated so alone into the seuerall tongues of each Nation I meane verbally they might as easily if not more easily be learned in each countrey out of them as out of the English or Latine and the sense or meaning also if in euery difficult place or where the wordes seemed to be out of order it were set in the margents ouer against them The same I say for our English into which the Hebrew in most places translated verbatim doth keepe a perfect sense and might bee learned out of it Also the most absolute fulnesse of vnderstanding of the matter in our heads doth bring wordes most readily to expresse it which I haue oft tolde you of But remember this that I haue said that the verball Translations for these originals shall make the learners most cunning in the text and in the very order of the wordes of the Holy Ghost without danger of any way deprauing corrupting or inuerting one iotte or tittle though for the Latine the Grammaticall translations bee farre most profitable as we haue shewed Spoud Are these all the directions that you would giue me herein Phil. These are all which yet I know Spoud By these then it seemeth that you are fully perswaded that this holy tongue may be obtayned Phil. Yea vndoubtedly so much as shal be requisit for vs by obseruing withall those generall rules set downe for the getting of the Latine and chiefly that of making markes vnder euery hard word in each page without marring our bookes and to runne oft ouer those But herein it is necessary that I put you in minde againe of that which I admonished you of in the Greek that your schollar learne so much onely as eyther the present time requires I meane whereof he may haue good vse presently or else when he shall proceede to higher studies in the Vniuersities or to other imployments And for other speculatiue or more curious knowledge in Quiddities eyther to cut them off altogether from hindring better and more needefull studies or to reserue them to their due time and place or to leaue them onely to them who shall giue themselues wholly to these studies to be readers in the Vniuersities or for like purposes as the learning of the musick and Rhetoricall accents the Prosodia metrica and the like Spoud What is then the summe of all Phil. For them who desire to be exact Hebricians to be very perfect in the Grammar for them who desire but only the vnderstanding to haue 1 Some necessary rules and principally examples of Nounes and Verbes very readily 2 The Radices 3 Continuall vse of verball translations or others as in the Greeke 4 Oft running ouer the hardest wordes But these as all other things I write vnder correction and with submission and desire of better iudgement CHAP. XXII Of knowledge of the grounds of religion and training vp the schollars therin Spoud NOw that we haue thus gone thorough all the way of learning for whatsoeuer can bee required in the Grammar schooles and how to lay a sure foundation both for the Greeke and the Hebrew that they may bee able to goe on of themselues in all these by their owne studies it remaineth that wee come yet to one further point and which is as it were the end of all these That is how schollars may be seasoned and trained vp in Gods true Religion and in grace without which all other learning is meerely vaine or to increase a greater condemnation This one alone doth make them truely blessed and sanctifie all other their studies Moreouer they being taught herein in their youth shall not depart from it when they are old I intreat you therefore to shew me so shortly as you can how schollars maie bee taught all those things which were contained in the note As 1. To be acquainted with all the grounds of religion and chief histories of the Bible 2. So to take the Sermons at least for all the substance both for doctrines proofes vses and after to make a rehearsall of them 3. Euery one to begin to conceiue and answere the seuerall points of the Sermons euen from the lowest formes These are matters that I thinke are least thought of in most schooles though of all other they must needes bee most necessary and which our lawes and iniunctions doe take principall care for and that the schoolmasters to these ends be of sincere religion Phil. I feare indeede that it is as you say that this is ouer-generally neglected And herein shall the popish schoolemasters rise vp in iudgement against vs who make this the very chiefe marke at which they aime in all their teaching to poure in superstition at the beginning first to corrupt and deceiue the tender minds But to returne vnto the matter how they may bee thus trained vp in the feare of the Lord I shall set you downe the best manner so neere as I my selfe haue yet learned follovving the order of these particulars mentioned 1. For beeing acquainted with the grounds of religion and the principles of the Catechisme Euerie Saturdaie before their breaking vp the schoole for 〈◊〉 finishing their weeks labours and a preparatiue to the Sabbaoth let them spend halfe an howre or more in learning answering the Catechisme To this end cause euery one to haue his Catechisme to get halfe a side of a leafe or more at a time each to be able to repeate the whole The more they say at a time and the ofter they runne ouer the whole the sooner they will come to vnderstanding This must be as their parts in their Accedence In examining first your Vsher or Seniors of each fourm may heare that euery one can say Afterwardes you hauing all set before you may poase whom you suspect most carelesse 1. Whether they can answere the questions 2. In demanding euery question againe to stand a little on it to make it so plaine and easie as the least childe amongst them may vnderstand euery word which hath any hardnesse in it and the force of it Let the manner of the poasing bee as I shewed for the Accedence The more plainly the question is drawen out of the very words of the book and into the moe short questions it is diuided and also examined backeward and forward the sooner a great deale they will vnderstand it and better remember it Herein also to vse all diligence to apply euery peecevnto them to whet it vpon them to worke holy affections in them that each may learne to feare the Lord and walke in all his commandements For beeing in their hearts and practice it will be more firmly kept This also must be remembred for all that followeth 2. For the Sabbaoths and other daies when there is anie sermon cause euery one to learn somthing at the sermons 1. The very lowest to bring some notes at least 3. or 4. If they can to learne them by their owne marking if not
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
set downe for the practicing children in spelling of them to helpe by them to spell any other speedily and for writing true Orthography Of ioyning syllables together Bookes to be first learned of children In what time children well applyed may learne to reade English Diuiding and distinguishing syllables The pleasantest way to teach the little ones to pronounce their letters and to spell before they know a letter and how to doe it Any one who can reade may thus enter children if they wil follow the directions and so a poore body may make an honest liuing of it and free the Grammar schooles Complaints for children for getting to reade English when they first enter into Latine and how to auoyde them The iust complaint of want of care in our schooles for proceeding in our owne tongue as in the Latine or Greeke wheras our chiefe care should be for our owne language and reasons for it How schollars may increase continually as fast in our own tongue as in the Latine The chiefe fault of children going backe in English when they begin to learne Latine is in the Parents An ordinary fault that schollars are to seeke in matters of common numbers and how to redresse it CHAP. IIII. OF writing How the Master may direct his schollars to write faire though himselfe be no good pen-man Herein these particulars Faire writing a great benefit and ornament to schooles The opinion is fond that a good schollar cannot be a good writer The trouble of Schoolemasters for want of this skill to teach their schollars how to write When the schollars should begin to write To haue all necessaries thereunto and books kept faire Each to learne to make his owne pen and how Holding the pen and carrying it lightly In stead of setting copies to haue little copie-bookes fastened to the tops of their bookes and those of the best which can be procured Manner of their copie-bookes and copies Inconuenience of following diuers hands Euils of the want of such copie-bookes Faire writing to be practiced by all the schollars once euery day General rule in writing to make all like the copie How to keepe euen compasse in writing not ouer-high not too low Benefit of ruling-pens for each and what ones The bookes of the young beginners to bee ruled with crosse lines The compasse in greatnes and neerenes of the letters Ioyning the letters in writing Writing straight without lines Speciall furtherances for the first enterers when they cannot frame any letter Leisurely drawing the letters as the Painter a chief help To obserue ornaments of writing To make all the letters most plaine Mischiefes of getting a bad hand first What the Master is to doe to the end that he may learne to teach his schollars to write faire To walke amongst the schollars to see that they obserue their directions and to marke all faults in writing This skill is to be gotten to auoyde the euils by wandring Scriueners The vse of Scriueners in Grammar Schooles what The summe of the principal directions for writing to be euer in memory CHAP. V. CErtaine general obseruations to be knowen of Schoolmasters and practiced carefully chiefly in all Grammar learning 1. That schollars bee taught to doe all things with vnderstanding and to haue a generall knowledge of the matter before To do all things by reason with vnderstanding brings almost double learning besides ease and delight Reading without vnderstanding is a neglect of learning Triall of difference betweene learning with vnderstanding and without Verses of Horace to this end worthy to bee written in letters of golde to be imprinted in the memories of all How some writers haue so far gone beyond others in eloquence thorough their ripenesse and vnderstanding How to teach all to be done by vnderstanding 2. To learne onely such things as whereof they may haue good and perpetuall vse 3. To note all hard words or matters worthie obseruation and the manner of marking them 4. To learne all things so perfectly as the former may be insteed of a Schoolemaster to the later 5. That the whole schoole be diuided into so few forms as may be with reasons for the same 6 To haue a great care that none be discouraged but all to be prouoked by emulation and desire of praise A sentence of Tully to this purpose worthie to be euer before the Masters eye Strift for victories the most commendable plaie and a chiefe meanes to make the schoole Ludus Literarâ—us 7. Each to haue his aduersary and they to be so matched and placed as all may be done by equall strift 8. To vse euer to examine the most negligent 9. Continuall care of pronouncing 10. To haue some exercise of memory daily for making excellent memories 11. To haue the best patternes of all sorts that can bee gotten 12. The Masters to incourage themselues and their schollars continually 12. Constancie in good orders with continuall demonstration of loue to doe all for the greatest good of the schollars CHAP. VI. HOw to make children perfect in the Accedence Herein these particulars The vsuall manner of learning to reade the Accedence The ordinary manner of getting the Accedence without booke The best meanes for learning to reade the Accedence Generall rule in learning without booke or getting whatsoeuer seemeth hard To take but a little at a time To cause them first to vnderstand their lectures and how Admonition to Masters desirous to do good To be as the Nurses with little children Example how to make children to vnderstand by shewing the meaning and by asking questions In what points of the Accedence the chiefe labour would be bestowed to make young schollars very perfect viz. in all kinde of declining How to be most speedily perfect in the Verbs which are a mean foundation and wherin the greatest difficulty lieth No paines can be too great in Nownes and Verbs vntill they be exceeding perfect Two generall obseruations in the English rules what parts of the English rules to be made most perfect in Helpe for examination of the Accedence viz. The questions of the Accedence called the Poasing of the English parts Other needfull questions adioined to the end of the same CHAP. VII HOw to make schollars perfect in the Grammar What is done ordinarily in schooles in teaching Grammar What things are requisite in learning Grammar How to get the Grammar with most ease and fruite Benefit of Lillies rules construed Learning the rules without booke Construing the rules without booke How to do where leasure is wanting How to examine so as to make your schollar to answer any question of his Grammar with an example thereof To appose only in English where children are too weak to answere in Latine Examining in the Latine Nownes and Verbes Examining the Syntaxis and helpes thereunto Repeating titles and margents or the beginning of the rules in a continued speech to keep the rules perfectly Helpe for hearing part in straights of time Helps for further vnderstanding the
rules The sum of all wherin chiefe care would be had A perfect saying euery rule not so absolutely necessarie To turne to each hard rule in parsing a helpe to make Schollars perfect in the Grammar Grammar to be made as a Dictionary to the Schollars CHAP. VIII OF Construction or of construing Authors how to make all the way thereof most easie and plaine Herein these particulars Things seeming difficult in construction The ordinary toile of Masters about giuing lectures making their schollars able to construe Difficulty in taking lectures in propriety of words and sense Griefe of the Masters for their schollars forgetting that which they haue learned The waie of construing most plaine by practice of the Rule of construing and of Grammaticall translations The rule of construing vnheard of to the most The rule set downe by sundry learned Grammarians The rule according as Master Leech hath set it downe The rule according to Crusius The rule expounded more at large though the curious handling of it be left to some others The sum of the rule briefly An example of construing and of Grammaticall translations according to the rule wherin may be seene the generall benefits therof for resoluing Latine into the Grammaticall order construing parsing making Latine and trying it The chiefe reason of the benefits Benefits of translatiōs according to the rule set down more particularly Things specially obserued in the translations of the Schoole Authors How to vse the translations so as to attaine the former benefits Obiections against the vse of translations in Schooles answered The vses and benefits mentioned cannot be made of any other translations of the Schoole Authors except of the Grammaticall and the reason of it Som exampls of other translations to manifest the truth hereof Grammatical translations separate from the Latine cannot indanger any to make them truants How to preuent idlenesse or negligence in the vse of the translations These no meanes to make Masters idle but contrarily to incourage them to take all paines The account to be iustly made of such translations Schoole Authors translated Grammatically Other bookes also translated Grammatically for continuall helps in Schooles What helpes to be vsed for construing higher Authors and so for construing ex tempore The higher fourmes to practice to goe ouer so much as they can construing ex tempore CHAP. IX OF Parsing and the seueral kinds therof How children may parse of themselues readily and surely The particular branches are these The vsuall manner of teaching to parse The certaine direction for parsing To parse as they construe marking the last word To obserue carefully where they haue learned each word what exāple euery word is like so to parallel by exāples each thing which they haue not learned in their rules An example of parsing set downe at large for the rudest Manner of hearing lectures amongst the lower How to knowe by the words what part of Speech each word is How a childe may knowe of what Coniugation any Verbe is Much time and toyle in parsing thorough examining each word by the Master how helped The surest shortest speediest way of parsing to parse as reading a lecture How to helpe to prepare the children for parsing at taking lectures by shewing them onely the hard words that they may take most paines in them Example of marking the hard words amongst the first enterers Marking the hard words helpeth much and preuenteth many inconueniences How to oppose so as children may get both matter words and phrase of each lecture with examples of it in the first Authors and how to make vse of each Author Parsing in the higher fourmes and to do all in Latine The sum of all for parsing CHAP. X. OF making Latine How to enter children to make Latine with delight and certainty without daunger of false Latine barbarous phrase or any other like inconuenience Particular points To enter children to make Latine a matter ordinarily extreamly difficult and full of toyle both to Master and Schollar The vsuall manner in country Schooles to enter children to make Latine The shortest surest and easiest way both to Master and Schollar for entring to make Latine Making first the Latine of their lectures and giuing a reason of each word Example of it Continuall construing parsing and reading their Authors out of Grammaticall translations is continuall making pure Latine to cause children to come on in it very fast Choosing fit sentences out of Authors for the children to make of themselues The maner of the entrance of children to write Latine so as to profit in English Latine Writing faire and true all vnder one labor How to haue their bookes ruled to this purpose Manner of dictating the English to schollars when they are to learne to write Latine Making and setting downe the Latine by the Schollars Benefit of it for certaine direction both to Master and Schollar Further vse to be made of the Latine so set down to make it fully their owne Composing the Latine into the order of the Author Tullies Sentences the fittest book to dictate sentences out of An example of the manner of dictating and writing downe both English and Latine Translating into pure Latine and in good composition of themselues trying who can come neerest vnto Tullie How to preuent stealing and writing after one another How to goe on faster and dispatch more in making Latine Translating into English of themselues after M. Askams maner and after reading the same into Latine again or writing it The most speedy and profitable way of translating for young schollars How to translate an Authour into Latine or any peece thereof Such translating onely for Schollars well grounded Summe of all for making Latine CHAP. XI OF the Artificial order of composing or placing of the words in prose according to Tully and the purest latinists Herein these particulars Pure composition a matter of difficulty The error of young Schollars displacing sentences in an imagination of fine composition Composition generally belonging to all Latine Rules of composition as they are set down by Macropedius in the end of his Method of making Epistles More exquisite obseruation in placing and measuring sentences CHAP. XII HOw to make Epistles imitating Tully short pithy sweet Latine and familiar and to indite Letters to our friends in English accordinglie Herein these things Difficulty of making Epistles purely and pithily The ordinary meanes of directing Schollars to make Epistles Difficulty for children who haue no reading to inuent variety of matter of themselues Helpes for making Epistles by reading Tullies Epistles and imitating them Making answeres to Epistles Examples of imitating Epistles and answering them CHAP. XIII OF making Theames full of good matter in a pure stile and with iudgement Herein these branches The ordinary manner of directing schollars how to enter to make Theames according to Apthonius precepts The inconueniencies of that course for yong schollars and that it is hard enough for many teachers Difficulty in making Theames because schollars
vndoe the children Assurance of safety in correction when it is done aright Anger necessary in Schoolemaisters so it bee tempered aright Meanes to represse furious and raging anger Places of Scripture to bee euer in our mindes for the repressing and moderating our anger Danger of rash anger when it exceeds Occasions of anger left to the calling of the Schoolemaisters to humble and exercise them Three lessons for preuenting anger The danger of hauing the rod or ferule euer in the hand of the Maister or Vsher. The surest way to haue nothing ordinarily but grauitie and authoritie The time of inflicting common punishments Such as in whom is no hope of reformation to bee sent from Schoole in time CHAP. XXX OF School-times intermissions and recreations School-time to begin at sixe The Vsher to be euer present at sixe of the clock though onely to ouersee all How to make children to striue vvho shall bee first at Schoole without correction Daily intermissions at nine and three of the clock for a quarter of an hower or more To sing part of a Psalme before breaking vp at night and each to begin in order and to giue the tune Intermissions at nine of the clocke and three not offensiue when they are once knowne Benefits of intermissions None to stirre forth of tâ—eir places at Schoole-times but vpon vrgent occasions The time of the intermissions may be gayned dayly and sundry inconueniences preuented Weekely recreations Before breaking vp to play to make Verses ex tempore or to cap Verses The best manner of capping Verses The greatest commendation in these Manner of their recreations The recreations of the studious to be regarded Ouermuch play to be carefully auoided CHAP. XXXI INconueniences growing by diuersity of teaching and of Grammars How this helped CHAP. XXXII Euils by ordinary absence of Schollars CHAP. XXXIII DIscouragements of Schoolemaisters by vnthankefulnesse of parents Remedies against such discouragements CHAP. XXXIIII WHat Children to be set and kept to learning What Schollars to be sent to the Vniuersities None to bee sent to the Vniuersities before fifteene yeares of age at least The best courses to be practiced CHAP. XXXV A Briefe rehearsall of the chiefe points and special helps mentioned through the whole booke The principall heads of those things vvhich vvould bee euer kept in memory by the Maister to bee continually put in practice Mt. Askames steppes to good learning with a briefe direction of Melanchtons FINIS STudious Reader I thought meete to giue thee notice that my Translation of Sententiae Pueriles and of Cato are now vnder the Presse and the former of them within a day or two ready to come forth Expect the other shortly after Postscript PAge 53. line 3. reade by that p. 78. l. 35. for declension read Gender or declining p. 87. l. 16. for euer reade aâ—way p. 115. l. 9. put in so far as I know p. 116. after the 11. line put in so mothers for most part p. 191 l. â—7 put out â—ound p. 202. l. 25 for of Grammatica read at Grammatica p. 2â—0 l. 32 put out secondly p. 251. l. 20. for most read many p. 274. l. 22. put out kinde 297. l. 35. for rest read rise Faults escaped by the Printer IN PAge 20. line 3 the Alphabet should haue beene distinguished by threes thus A b c. d e f. g h i. and so for the rest Page Line False True 20 25 thus this 30 24 long longest 30 36 a booke bookes 31 22 m. i t. m c.t. 31 30 without or without 46 1 Third A third 56 9 of or 59 29 manuifoelicis manuifoelici 63 3 parsed poased 63 27 parsing poasing 72 23 more most 73 1 goe truely goe surely 79 3 speedily specially 102 12 Que Que 18 Virtutem virtutum 36 weapon weapons 114 9 must will 137 2 à scio ascio 144 3. 11 vincit vincet 179 31 fittest fitâ—â—est 182 17 curiously cursorily 192 1 in manner in good manner 221 37 so great great 231 16 Nomencâ—aton Nomenclator 234 35 Thâ—ogius Theognis 235 22 his this 236 19 be also also 241 13 who which 278 24 oderint oderunt Page 200. in the margent against line 18 for yongest read highest In the true Watch and Rule of life made farre more perfect and plaine in this 5. EditioÌ„ Tubal-cain Mr Askame 1. Booke page 1 The Schoolemasters place ordinarily wearisome thankelesse They who haue felt the euils of labouring without fruit in their calling wil neither spare labor nor cost to help the same If for to gain a little politick experience or to see fashions many will adueÌ„ture both by sea and land into enemies countries to the hazarding ofttimes both of body and soule how much more ought we to trauel at home amongst our friends to gain lasting comfort in our labours Many honest and painefull School-masters weary of their places liue in continuall discontent thorow lacke of knowledge of a good courâ—e of teaching Some few God much blesseth in this calling though they be very rare More true contentment may be â—ound in this calling rightly followed then in any recreation whatsoeuer The fruit of this trauel is euer the sweetest in the remembrance of it after Knowledge practiâ—e of the best courses will much augment the blessing of our labours and fill our liues with contentment Feeling of the griefe and want of others will make vs more compassionate Wee are but stuards of Gods gifts to bee accountable for euery talent What our affection and resolution should be in receiuing any speciall blessing from the Lord as namely direction how to walke more fruitfully in our calling How the way of all good learning may be more easie then euer in former ages Many most worthy helps lie vtterly hid from the greatest part only thorow neglect All the things mentioned in the contents may be effected through diligence constancy Gods blessing See the particulars in the contents set before the booke The most easie and profitable manner of proceeâ—ing in this conference The first point How soone the childe is to bee set to the schoole The time of the first entraÌ„ce in countrey schooles at 7. or 8. The childe of any ordinary towardlinesse to begin to learne about 5. yeere olde Reasons 1. Because they are then meete to conceiue of learning and to delight in it 2. For that they are apt much sooner to learn shrewdnesse those things which are hurtfull 3. To auoide much rudeness and that too much sweetness which they feel in play and idlenesse 4 This age is most easily beÌ„ded and acâ—ustomed to good things 5 Two or three yeeres may be gained by this meanes to fit theÌ„ sooner for the Vniuersitie or other imploiments which is no small benefit 6 Parents ought to labour to see their childrens good educatioÌ„ before their eyes so soone as may be Ob. It will hinder their growth A. The schoole being rightly vsed will not hinder any more theÌ„ their plaie Ob. 2. It will cause
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