and withall how little you delight in his skin you may at some time when he hath cause to think that he hath well deserved a whipping and when you have him ready for the rod pass him over with an admonition to beware another time and if he again be peccant in the same kinde you may give him more cause at present to remember both his faults together and for the future to avoid them This even and indifferent carriage in rewards and punishments will make these Scholars that have any ingenuity in them less willing to offend and incline the rest to behave more dutifully because they see their Master beare such a loving minde towards them all and to be sharp in punishing none but those that know they well deserved what blowes they had As for those boyes that do slight good order and are apt to stirre up others to reject them which are usually those of bigger stature that perhaps have nâ—t been acquainted with your Teaching or Government or know they shall shortly remove from under your command or those that without any cause love to truant it abroad or by other licentious demeanor bring disgrace to your Schoole or offer any affronts to your selfe I conceive your best way is at a fitting opportunity to send for their Parents or friends with 1 or 2 Judicious neighbours to be by where there are no Governours of the School to let them justly know the fault and adjudge what punishment such a boy deserveth but if the Parents be unwilling to have him corrected for his peremptory disorders choose rather to send him home with them then retain him any longer to the disturbance of the Schoole or your own unquiet This you shall finde as an especial remedy to prevent such clamorous out-cries of supposed Tyranny when every jerk that is given to a notorious unhappy boy for his insolent misbehaviour shall chance to be multiplyed in the relating like Scoggins Crowes from three to thirty Which base obloquie and mis-report what hinderance it bringeth to the flourishing of a Schoole and what unseemly disgrace to a worthy Master I need not mention But because such boyes as these sometimes are apt to take it as an argument of the Masters pusillanimity thus to send for their Parents who generally do not love to heare of their childrens faults the Master may take an occasion where he sees adamonitions will not prevaile to watch them more strictly at every turn and having found them to have committed some grosse enormity to chastise them more smartly then ordinarily yet so as to shew no rigour And if after that he perceive them wilfully to rush into the same acts of lewdnesse let him fairly turne them out of his Schoole and signify the cause to their friends at whose entreaties he should never take them again except they will engage to forfeit a sum of money to be bestowed in publick Books in case they offend in that nature again As for the lesser sort of children that are apt to reiterate the same fault too often for which they have sometimes been already corrected your surest way to reclaim them is after you have once given them warning to whip them for a fault and if that will do no good to double your strokes the second time but if a third time they come under the rod and beg heartily for pardon as commonly then they will do fearing lest their punishment should be tripled you should not let them pass except they can procure two of your more orderly boys or one that is in your favour for his constant well-doing to give their words for them and to engage to be whipt for them if ever they do the like If you see they get sureties to your likeing you may let them escape so but if they cannot you may adventure to take their own single words and the care of their sureties and fear to displease you again will so work upon them that they will seldom or never do the like afterwards Such faults as are vitiously enormous are to be duely punished with a rod according as the obliquity of the will appeareth in them more or less as for such as are committed for want of understanding they are to be remedied by due instruction but those that seem to offend through laziness and careless neglect should be abridged of desired liberty when others have leave to play The shutting of children up for a while into a dark room and depriving them of a meals meat or the like which are used in some Tabling Schools as they are not of good report so they cannot be commendably or conveniently used in our greater Schooles But these things I leave to the discretion of every prudent Master who is able to judg of every particular action by its several circumstances to take such course as he sees best availeable for the orderly management of his own Schoole especially where he is not tied to any Rules of Government CHAP. VIII Of Scholars writing their exercises fair and of keeping their books handsome And of erecting a Schoole-Library for the Masters Recreation therein at vacant houres THough the teaching of children to write a fair hand doth properly belong to writing-Masters as professors of that Art yet the care of seeing that all they write in Paper-books and loose papers by way of Exercises be neatly done doth pertain to every Schoole-Masters and therefore we shall here touch a little concerning that and also shew what heed is to be taken about keeping their Books The usual way for Scholars learning to write at the Country Grammar-Schooles is to entertain an honest and skilful Pen-man that he may constantly come and continue with them about a moneth or six weeks together every year in which time commonly every one may learn to write legibly The best season for such a mans coming is about May-day partly because the dayes are then pretty long and partly because it will be requisite for such as are then getting their Grammar Rudiments to learne to write before they come to Translations The Parents of all other children would be advised to let them take that opportunity to improve their hands forasmuch as the benefit thereof will far exceed the charge it will be a means of better order to have all employed together about a thing so necessary The Master of the Schoole should often have an eye upon them to see what they do and how they profit and that they may not slack in their other learning he may hear them a part at morn and a lesson at noon before their Copies be set or their books can be provided for them and proportion their weekly exercises accordingly And that the stock which they then get may be better increased against the next year the Pen-man should cause them to write a piece a day or two before he leave them as fair as they can with the date above it and their names subscribed underneath
which the Schoole-Master may safely keep by him as a Testimony of what they can perform take care to see that their writing for the future be not much worse This Pattern or Copy I formerly received from that industrious pen-man Mr. Roger Evans who had sometimes taught me to write being a Scholar at Wakefield and afterwards yearly taught my Scholars whilest I was School-Master at Rotherham June 1. 1635. A man cannot any way enter into the canonized rule to come to Gods holy will and kingdome except he reform and become acquainted with vertuous manners in most prudent sort that may be c. Roger Evans But in London which of all places I know in England is best for the full improvement of children in their education because of the variety of objects which daily present themselves to them or may easily be seen once a year by walking to Mr. John Tradescants or the like houses or gardens where rarities are kept a Book of all which might deserve to be printed as that ingenuous Gentleman hath lately done his by the name of Musaeum Tradescantianum a Collection of Rarities could Parents at home but halfe so well look to their behaviour as the Masters do to their learning at Schoole it is ordinary for Scholars at eleven and five a clock to go to the Writing-Schooles and there to benefit themselves in writing In that City therefore having the opportunity of the neighbourhood of my singular loving friend Mr. James Hodder whose Coppy bookes of late printed do sufficiently testify his ability for the profession he hath undertaken and of whose care and pains I have had abundant triall by his profiting of my Scholars for at least twelve years together who had most of them learned of him to write a very fair hand not to speak of Arithmetick or Merchants Accounts which they gained also by his teaching at spare times In the Token-house garden in Lothbury somewhat near the Old-Exchange I so ordered the business with him that all my lower Scholars had their little paper-Paper-books ruled wherein they writ their lessons fair and then their Translations and other Exercises in loose papers in his sight untill they were able to do every thing of themselves in a handsome manner And afterwards it is not to be expressed what pleasure they took in writing and flourishing their Exercises all the while they continued with me at the Schoole This or a better course perhaps may be taken at other Schooles where they have a Writing-Master constant and ready to attend them every day throughout the year as I have heard Mr. Farnaby made use of Mr. Taylor a famous Pen-man for the teaching his Scholars to write If at any time a Scholar doth not write his Exercises in the fairest manner that he is able his punishment may be to write them over again whilest others play I have been told of a Porter that could neither write nor read who if at any time he had seen his son write his Exercises at home in a worse hand then he thought he was able to do would teare them to pieces and thus at last enforced the young Scholar upon a very good hand of writing which rude kinde of dealing with a childe though I would have no Parents to imitate yet I would advise them sometimes to look upon their childrens writing at home and to encourage them to do it in the neatest fashion For as it will be an ornament to them in their learning and an especiall furtherance of their Studies or future employments elsewhere so it will be a great ease to the Master in the perusal of what they have written I with some others have bin sorry to see some of that reverend and learned Mr. Hookers Sermons come in manuscript to the presse and not to have been possible to be printed because they were so scriblingly written that no body could read three words together in them It is commonly objected to the best Scholars in any of the three Professions that they write the worst hands and therefore I wish that care may be taken to prevent that objection at the Schoole to a future generation Now to train up Scholars as well in Calligraphy as Orthography whilst they write their Translations in a Paper-book they should often be admonished 1. To keep a large Margent on both â—â—des to leave the space of a long letters â—ength betwixt every line and of a small â—â—tters breadth betwixt every word â—nd to regard the Proportion of every particular letter and the difference betwixt j and i and v and u and above â—â—l to beware of blotting or soyling their â—ooks 2. To make every Comma Colon Semicolon Period notes of Interrogation Parenthesis and notes of Admiration c. in their due places 3. To write all their words in an even line with the tops bellies and bottomes of the letters of an even size and when they have an occasion to divide any word to part it by its just syllables making this mark Hyphen at the end of the line And 4. In Latine to give an Adverb or other word its note of difference the like as the Grammar will further direct them But for directions in fair writing I refer him to that sheet which Mr. Hodder hath caused to be printed before his Copy-book which will sufficiently commend its Authour After they have once got an habit of these things they wil more easily observe them in future Exercises the neglect whereof will be harder to remedie afterwards which I have seen too grosse in some mens letters that have come from the Universities As for Books a care would be first had to procure those of a faire print in good paper and strongly bound then the Master may more easily see that his Scholars keep them all fafe and cleanly and free from scribling or rending by causing them at a time unexepcted to bring all their books before him and to shew their names together with a note of the price fairly writ in the middle of every one of them as well as at the beginning or end And that none may squander his own or pilfer away anothers book or have it carelesly thrown about or to seek when he should use it the Master may do well to make every Scholar once a quarter to deliver him a Catalogue of his Books with the day of the moneth and his name subscribed which he may lay by him so as at any time to call him whom he suspecteth to be negligent of his books to a private and particular account of them That the Schoole may be furnished with all kind of Subsidiary books for the general use of all the Scholars to be laid up in Repositories or Presses as so many little Libraries belonging to every Form and to be safely kept under lock and key whereof the headst boy in each Form should take the charge to deliver them out and see they be brought in every night without being abused
language tell 's him there was an O an O And when the other asked him where he said in a hole in a hole and shewed it him which the lesser childe then took such notice of as to know it againe ever after from all the other letters And thus by playing with the box and enquiring concerning any letter that appeared strange to him what it was the childe learnt all the letters of the Alphabet in eleven dayes being in this Character A B C and would take pleasure to shew them in any book to any of his acquaintance that came next By this instance you may see what a propensity there is in nature betimes to learning could but the Teachers apply themselves to their young Scholars tenuity and how by proceeding in a cleare facil method that all may apprehend every one may benefit more or less by degrees According to these contrivances to forward children I have published a New Primar in the first leafe whereof I have set the Roman Capitalls because that Character is now most in use those letters the most easie to be learn't and have joyned therewith the pictures or images of some things whose names begins with that letter by which a childs memory may be helped to remember how to call his letters as A for an Ape B. for a Bear c. This Hieroglyphicall devise doth so affect Children who are generally forward to communicate what they know that I have observed them to teach others that could not so readily learn to know all the letters in a few houres space by asking them what stands A. for and so concerning other letters backwards and forwards or as they best liked Thus when a childe hath got the names of his letters their several shapes withall in a playing manner he may be easily taught to distinguish them in the following leaf which containeth first the greater and then the smaller Roman Characters to be learned by five at once or more as the childe is able to remember them other Characters I would have forborn till one be well acquainted with these because so much variety at the first doth but amaze young wits and our English characters for the most part are very obscure more hard to be imprinted in the memory And thus much for the learning to know letters we shall next and according to Order in Teaching proceed to an easie way of distinct spelling Chap III. How to teach a childe to spell distinctly THe common way of teaching a childe to spell is after he know's the letters in his Alphabet to initiate him in those few syllables which consist of one vowell before a consonant as ab eb ib ob ub c. or of one vowel after a consonant as ba be bi bo bu c. in the Horn-book thence to proceed with him by little and little to the bottom of the book hereing him twice or thrice over till he can say his lesson and then putting him to a new one In which course I have known some more apt children to have profited prety well but scarce one often when they have gone thorow the book to be able to spell a word that is not in it And some have been certaine years daily exercised in saying lessons therein who after much endeavour spent have been accounted meer block-heads and rejected all together as uncapable to learn any thing whereas some Teachers that have assayed a more familiar way have professed that they have not met with any such thing as a Dunse amid a great multitude of little Schollars Indeed it is Tullies observation of old and Erasmus his assertion of latter years that it is as natural for a childe to learn as it is for a beast to go a bird to fly or a fish to swim and I verily beleeve it for the nature of man is restlessely desirous to know things and were discouragements taken out of the way and meet helps afforded young learners they would doubtless go on with a great deal more cherefulness and make more proficiency at their books then usually they do And could the Maior have the discretion to make their lessions familiar to them children would as much delight in being bâ—sied about them as in any other sport if too long continuance at them might not make them tedious Amongst those that have gone a readier way to reading I shall onely mention Mr. Roe and Mr. Robinson the latter of whom I have known to have taught little children not much above four years old to read distinctly in the Bible in six weekes time or under their books are to be had in print but every one hath not the art to use them And Mr. Cootes English-School-Master seem's rather to be fitted for one that is a Master indeed then for a Scholar Besides the way then which is usuall you may if you think good make use of that which I have set down in the new Primar to help little ones to spell readily and it is this 1. Let a childe be well acquainted with his vowells and made to pronounce them fully by themselves because they are able to make a perfect sound alone 2. Teach him to give the true valour or force of the consonants and to take notice how imperfectly they sound except a vowel be joyned with them Both these are set apart by themselves p. 2. 3. Proceed to syllables made of one consonant set before a vowel Sect 5. and let him joyne the true force of the consonant with the perfect sound of the vowel as to say ba be bi bo bu c. Yet it were good to leave ca ce ci co cu and ga ge gi go gu to the last because the valor of the consonant in the second and third sylables doth differ from that in the rest 4. Then exercise him in syllables made of one vowel set before one consonant Sect. 6. as to say ab eb ib ob ub c. till he can spell any syllable of two letters backwards or forwards as ba be bi bo bu ab eb ib ob ub ba ab be eb bi ib bo ob bu ub and so in all the rest comparing one with another 5. And if to any one of these syllables you adde a letter and teach him how to joyne it in sound with the rest you will make him more ready in spelling as if before a b you put b and teach him to say bab if after ba you put d and let him pronounce it bad he will quickly be able to joyne a letter with any of the rest as nip pin but tub c. To enure your young-Scholar to any even the hardest syllable in an easie way 1. Practise him in the ioyning of consonants that begin syllables Sect. 7. so as that he may give their joynt forces at once thus Having shewed him to sound â—l or br together make him to pronounce them and a vowel with them bla bra ble bre and so in any of
Schoole with sundry people almost in all places slighted the matter which is taught in most books now in use is not so familiar to them and therefore not so easie for Children to learn But to hold still to the sure foundation I have caused the Lords Prayer Sect. 20. the Creed Sect. 21. and the ten Commandements Sect. 23. to be printed in the Roman character that a childe having learned already to know his letters and how to spell may also be initiated to read by them which he will do the more cheerfully if he be also instructed at home to say them by heart As he read's these I would have a childe name what words he can at the first sight and what he cannot to spell them and to take notice what pauses and numbers are in his lesson And to go them often over till he can tell any tittle in them either in or without the book When he is thus well entered in the Roman character I would have him made acquainted with the rest of the characters now in use Sect. 23. which will be easily done by comparing one with another and reading over those sentences Psalms Thankesgivings and Prayers which are printed in greater and lesse characters of sundry sorts till he have them pretty well by heart Thus having all things which concerne reading English made familar to him he may attaine to a perfect habit of it 1. By reading the single Psalter 2. The Psalmes in meeter 3. The Schoole of good manners or such like easie books which may both profit and delight him All which I would wish he may read over at lest thrice to make the matter as well as the words leave an impression upon his mind If any where he stick at any word as seeming too hard let him marke it with a pin or the dint of his nayle and by looking upon it againe he will remember it When he can read any whit readily let him begin the Bible and read over the book of Genesis and other remarkable Histories in other places of Scripture which are most likely to delight him by a chapter at a time But acquaint him a little with the matter beforehand for that will intice him to read it and make him more observant of what he read's After he hath read aske him such generall Questions out of the Story as are most easie for him to answer and he will the better remember it I have known some that by hiring a child to read two or three chapters a day and to get so many verses of it by heart have made them admirable proficients and that betimes in the Scriptures which was Timothies excellency and his Grandmothers great commendation Let him now take liberty to exercise himself in any English book so the matter of it be but honest till he can perfectly read in any place of a book that is offered him and when he can do this I adjudge him fit to enter into a Grammar Schoole but not before For thus learning to read English perfectly I allow two or three years time so that at seven or eight years of age a child may begin Latine CHAP. V. Wherein children for whom the Latine tongue is thought to be unnecessary are to be employed after they can read English well IT is a fond conceit of many that have either not attained or by their own negligence have utterly lost the use of the Latine Tongue to think it altogether unnecessary for such children to learn it as are intended for Trades or to be kept as drudges at home or employed about husbandry For first there are few children but in their playing-years and before they can be capable of any serious employment in the meanest calling that is may be so far grounded in the Latine as to finde that little smattering they have of it to be of singular use to them both for the understanding of the English Authors which abound now a dayes with borrowed words and the holding discourse with a sort of men that delight to flant it in Latine Secondly Besides I have heard it spoken to the great commendation of some Countries where care is had for the well education of children that every Peasant almost is able to discourse with a stranger in the Latine tongue and why may not we here in England obtain the like praise if we did but as they continue our children at the Latine Schoole till they be well acquainted with that language and thereby better fitted for any calling Thirdly And I am sorry to adde that the non-improvement of childrens time after they can read English any whit well throweth open a gap to all loose kinde of behaviour for being then as it is too commonly to be seen especially with the poorer sort taken from the Schoole and permitted to run wildeing up and down without any control they adventure to commit all manner of lewdnesse and so become a shame and dishonour to their Friends and Countrey If these or the like reasons therefore might prevail to perswade them that have a prejudice against Latine I would advise that all children might be put to the Grammar-Schoole so soon as they can read English well and suffered to continue at it till some honest calling invite them thence but if not I would wish them rather to forbear it then to become there an hinderance to others whose work it is to learn that profitable Language And that they may not squander away their time in idleness it were good if they were put to a Writing-Schoole where they might be First helped to keep their English by reading of a chapter at least once a day and second taught to write a fair hand and thirdly afterwards exercised in Arithmatique and such preparative Arts as may make them compleatly fit to undergoe any ordinary calling And being thus trained up in a way of discipline they will afterwards prove more easily plyable to their Masters commands Now forasmuch as few Grammar-Schooles of note will admit children into them till they have learn't their Accidents the teaching of that book also becometh for the most part a work for a Petty-Schoole where many that undertake to teach it being altogether ignorant of the Latine Tongue do sorrily performe that taske and spend a great deal of time about it to little or no purpose I would have that book therefore by such let alone and left to the Grammar-School as most sitting to be taught there onely because it is intended as an introduction of Grammar to guide children in a way of reading writing and speaking Latine and the Teachers of the Grammar-Art are most deeply concerned to make use of it for that end And in stead of the Accidents which they do neither understand nor profit by they may be benefitted in reading Orthodoxal Catechismes and other Books that may instruct them in the Duties of a Christian such as are The Practise of Piety The Practise of Quietnesse The whole duty of
Screvelii Lexicon Manuale will be very usefull to this Form for parsing their Lessones and Garthii Lexicon which is annexed to it Rulandi Synonymia Morelii Dictionarium Billii Locutiones Devarius de Graecis particulis Posselii Calligraphia for translating Latine into Greek but nothing is more availeable to gain a good style then frequent imitation of select pieces out of Isocrates and Demostenes and translating one while out of the Greek into Latine and another while out of Latine into Greek 5. For forenoon Lessons on Tuesdayes and Thursdayes I make choyce of Justin as a plain History and full of excellent examples and morall observations which for the easiness of the style the Scholars of this Form may now construe of themselves and as you meet with an Historical Passage that is more observable then the rest you may cause every one of them to write it down in English as well as he can possibly relate it without his book and to return it again into good Latine By this meanes they will not onely well heed the matter but also the words and phrases of this smooth Historian And after halfe or three quarters of a yeare you may make use of Caesars Commentaries or Lucius Florus in this manner intermixing some of Erasmus Colloquies now and then for varieties sake 6. Their afternoones Parts on Mondayes and Wednesdayâ—s may be in Janua Linguarum Graeca translated out of Latine by Theodorus Simonius which they may use as they formerly did the Janua Latinae Linguae viz. after they have construed a Chapter and analysed some harder Nounes and Verbes you may let them try who can recite the most Greek names of things and tell you the most Greek words for one Latine word and shew their Derivations and differences and the Rules of their severall Accents And to acquaint them the better with all the Greek and Latine words comprized in that book you may cause them at every part to write out some of the Latine Index into Greek and some of the Greek Index into Latine and to note the manner of declining Nouns and Verbes as the Dictionaries and Lexicons will shew them 7. Virgil the Prince and purest of all Latine Poets doth justly challenge a place in Schoole-teaching and therefore I would have him to be constantly and throughly read by this form on Mondaies and Tuesdaies for after-noon lessons They may begin with ten or twelve verses at a lesson in the Eclogues which they may first repeat memoriter as well as they can possibly 2. Construe and parse and scan and prove exactly 3. Give the Tropes and Figures with their definitions 4. Note out of the Phrases and Epithites and other Elegancies 5. Give the Histories or descriptions belonging to the proper Names and their Etymologies But after they are well acquainted with this excellent Poet let them take the quantity of an Eclogue at once not minding so much to con their lessons by heart as to understand and examine them well and often over according to the directions which Erasmus gives de modo repetendae lectionis which Mr. Langley caused to be Printed at the end of Lillies Grammar by him corrected and Mr. Clark hath worthily inserted in his Dux Grammaticus There are several Translations of Virgil into English verse by the reading whereof young Scholars may be somewhat helped to understand the Latine better but of all the rest Mr. Ogilby hath done it most compleatly and if his larger book may be procured to the Schoole-Library the lively pictures will imprint the Histories in Scholars Memories and be a means to heighten their phansies with conceits answerable to the Authors gallant expressions After they have passed the Georgicks by the Masters help he may leave them to read the Aenead's by themselves having Cerda or Servius at hand to resolve them in places more difficult for them to construe though Mr. Farnabies notes upon Virgil will assist them ever and anon As they read this Author you may cause them sometimes to relate a pleasing story in good English prose and to try who can soonest turn it into elegant Latine or into some other kinde of verses which you please for the present to appoint them either English or Latine or both 8. On Tuesdaies in the after-noones you may cause them sometimes to translate one of Aesops Fables and sometimes one of Aelians Histories or a Chapter in Epictetus out of Greek into English and then to turn its English into Latine and out of Latine into Greek And on Thursdaies in the after-noons they may turn some of Mr. Farnabies Epigrammata selecta out of Greek into Latine and English verses and some of Aesops Fables or Tullies Sentences into Latine and afterwards into Greek verses You need not alway let your Scholars have these Greek Books but sometimes dictate to them what you would have them write and afterwards let them compare their own doings with their author to espie their own failings and this will be a means to help them to write Greek truly of themselves you may sometimes dictate a Colloquie or Epistle or a Sentence or a short History in English and let them write it in Latine or Greek as you spake it and by this you may try their strength at any time and ready them for extemporary exercises 9. Now forasmuch as this form is to be employed weekly in making Theams and Verses which they can never well do except they be furnished with matter aforehand I would have them provide a large Commox-place book in which they should write at least those heads which Mr. Farnabie hath set down in his Index Rhetoricus and then busie themselves especially on Tuesdaies and Thursdaies in the after-noons after other tasks ended to collect 1. Short Histories out of Plutarch Valerius Maximus Justin. Caesar Lucius Florus Livie Plinie Paraeus Medulla Historiae Aelianus c. 2. Apologues and Fabies out of Aesop Phaedrus Ovid. Natales Comes c. 3. Adagies out of Adagia Selecta Erasmi Adagia Drax's Bibliotheca Scholastica c. 4. Hieroglyphicks out of Pierius and Causinus c. 5. Emblems and Symbols out of Alciat Beza Quarles Reusenerus Chartarius c. 6. Ancient Laws and Customs out of Diodorus Siculus Paulus Minutius Plutarch c. 7. Witty Sentences out of Golden Grove Moral Philosophie Sphinx Philosophica Wits Common Wealth Flores Doctorum Tullies Sentences Demosthenis Sententiae Enchiridion Morale Stobaeus Ethica Cireroniana Gruteri Florilegium c. 8. Rhetorical exornations out of Vossius Farnaby Butler c. 9. Topical places out of Caussinus Tresmarus Orator Extemporaneus c. 10. Descriptions of things natural and artificial out of Orbis Pictus Caussinus Plinius c. that I may not forget Textors Officina Lycosthenes Erasmi Apophthegmata Carolina Apophthegmata and Polyanthea which together with all that can be got of this nature should be laied up in the Schoole Library for Scholars to pick what they can out of besides what they read in their own
due care be but had aforehand that Scholars be very ready and perfect in their daily taskes it will take away all coyle and timerousnesse which usually attends these Repetitions and make that this day will become the veryest play-day in all the week when boyes shall see that they have nothing to do but what they can do already at least with a little looking of it over on Thursdaies towards evening at home what they have translated out of any Authour in Prose should be read out of English into Latine and what they learn in Poets should be said as well as can be by heart both for the verse and the matters sake which will furnish them with Authorities and sharpen their invention for versifying After Repetitions ended the Master should note all the Phrases and Sentences and other things observable in their Lessons which they should transcribe into Phrase-bookes and Common-place-Bookes for their constant use in writing or speaking or making Exercises as we have mentioned already before And because the most leisure is gained on Friday afternoones it will not be amisse about three a clock to let every Form to dispute side with side one after another after this manner 1. Let every one propound to his opposite two or three questions which he thinks most difficult out of his weeks work which if the other cannot answer readily before he count six or ten in Latine let him be Captus and the questions be propounded to his next fellow The lowest in the Form may begin the dispute and so go on to the highest on either side who should keep reckoning of those that are capt and how often 2. Besides their weeks works they may try who can most perfectly repeat memoriter a part of the Grammar or any Authour which they read or who can recite the most Vocabula's under one head or who can vary a phrase the best or imitate any piece of an Oratour or Poet. 3. Some time would also be spent in Capping Latine verses amongst the lower Forms and Greek verses amongst the highest for which they may provide themselves out of a capping-Capping-book which seems to be made on purpose by Bartholomaeus Schonborn or Gnomologicon Poeticum made lately by Mr. Rosse besides which they may contrive a little Book of their own wherein to write verses Alphabetically out of the best Poets Let that side which appeareth to be the Victor have the upper seat in the Schoole till a new choice be made except the other can win it from them before and bring them back with a hissing disgrace Amid these disputes the Master must have a great care to suppresse noise and tumultuous clamour and see that no boy stirre out of his appointed place For they are apt to heighten their spirits heyond moderation if the Masters discretion doe not settle them Let it be now lawful for any lower boy in a Form to dispute with one above him for his place Mr. Stockwoods Disputations will be helpfull to the upper Scholars Now that all your Scholars may be thorowly grounded in their Grammar so as not to be apt to forget what they have learnt in it let them all be exercised in the examination of a part of it every Saturday morning thus 1. Let the fiâ—st and lowest Form examine the two next above them out of the examination of the Accidents asking them the Questions as they are in the Book and causing them to answer without book and according to the Accidents 2. Then let all those three Forms run over the Examples of the Declensions and Conjugations as I formerly shewed try who can pusle one another in declining any hard Noun or Conjugating and Forming any Verb and give the Rule of the Genders of the one or Preterperfect tense or Supin of the other when these have done 3. Let the fourth Form examine the two highest Forms in Examinatio Latinae Grammaticae and sometimes in Elementa Rhetorices and then 4. Let all these three Forms run over the Paradigmes of the Greek Declensions and Conjugations 5. Afterwards the two upper Forms may bicker with one another touching Grammar niceties either Latine or Greek which they have taken notice of and collected into a common-place-Common-place-book as I mentioned before But a principal care must be had to bring all your Scholars to an habit of speaking Latine and therefore a strict Law should be made and observed that every Scholar especially after he hath been one quarter of a year at Schoole should either learn to speak in Latine or be enforced to hold his tongue And to help the little ones in so doing besides those Phrasiuncula at the end of the Grounds of Grammar they should have Formulae loquendi quotidianae such expressions as are every day used especially about the Schoole writ down in a little book that they may get them by heart at by-times As for the other boyes they will be better guided how to speak by the Rules of Grammar and the constant use and imitation of approved Authours I conceive the penury of proper words and good phrase with many Teachers is a main reason why children are not as well trained up to speak Latine in England as they are in many places beyond Seas and the ready frequent use of their Mother-tongue causeth that they are hardly reclaimed from it to make use of another Language Whereas if whilest they are at the Schoole they might hear little or no English spoken nor be suffered to speak it they would quickly conforme themselves to discourse in Latine As I have known French boyes that understood not a word in English to be able in two or three moneths to talk it as readily as they that were English borne Onely at the first one must wink at their improprieties and harshnesse in pronunciation of some words and phrases and take their meaning by what they speak and after a while by custome and imitation of others they will speak in Latine as properly as the best especially after they have gained the knowledge of Grammar accustomed themselves to observe the style of Latine Authours No day in the week should passe on which some Declamation Oration or Theme should not be pronounced about a quarter of an hour before the Schoole be broken up and after Lessons are all ended in the forenoon That by assiduity in these exercises the Scholars may be emboldened to perform them with a grace before whomsoever and upon occasion of any solemnity or coming of Friends into the Schoole There should be two standing desks set opposite in the midst of the Schoole for boyes to stand aâ— when they pronounce CHAP. VII Of exercising Scholars in the Scriptures Of using daily prayers and singing Psalms Of taking notes at Sermons and Examination after Sermons 1. BEsides that course which we have prescribed afore to every Form of reading part of a Latine or Greek Chapter before parts it is necessary for childrens more profiting in the Scriptures to
memoriter anâ— then construed and applyed the example to the definition 3. Their after-noons Lessons were 2 days in Ovids Metamorphosis 2 days in Tullies Offices both which they translated into English 4. They learned to scan and prove verses in Flores Poetarum and repeated their weeks works on Fridayes as before 6. The sixth forme continued their parts in the Greek Grammar and formed a verb Active at every part 2. They read the Greek Testament for fore-noones Lessons beginning with Saint Johns Gospel 3. Their after-noones Lessons were two dayes in Virgil and two dayes in Tullies Orations They construed the Greek Testament into Latine and the rest into English 7. The seventh forme went on with the Greek Grammar forming at every part a verb Passive or Medium 2. They had their fore-noones Lessons in Isocrates which they translated into Latin 3. Their after-noon lessons were 2 dayes in Horace and 2 days in Seneca's Tragedies both which they translated into English 8. The eighth forme still contâ—nued their parts in the Greek Grammar 2. They said fore-noones Lessons in Hesiod which they translated into Latine and afternoones Lessons in Juvenal and afterwards in Persius which they translated into English 9. The ninth and highest forme said morning parts in the Hebrew Grammar forenoons Lessons in Homer and afternoons Lessons in some Comical Authour Thus when I came to Rotherham I found two or three sorts of boyes in the Accidents and nine or ten several formes whereof some had but two or three Scholars in it and one of these formes also was not very far from that which was below it So that I being to teach all my self alone was necessitated to reduce them to a lesser number and to provide such helps for the weaker boyes as might enable them to go on with the stronger Besides observing how barren the Scholars were of proper words and good phrases with which their present Authours did not sufficiently furnish them for speaking or writing Latine I was enforced to make use of such books amongst the rest as were purposely made for that end and having at last brought the whole Schoole into a good method and order so as the Scholars learned with profit and I taught them with much ease and delight I was perswaded to write over what I had done that I might leave it as a pattern for him that succeeded me and this was the ground-work of my Discovery The manner of giving Lectures before I came was 1. For the two highest boyes in the eighth forme to give Lectures to all the lower formes each his week by turnes 2. The highest Scholar in the Schoole gave Lectures to the second form 3. Those in the highest form were commonly left to shift for themselves The manner of the Masters hearing Lessons was this 1. The highest boy in the form at their coming to say construed his Lesson two or three times over till he was perfect in it that his fellowes might all learn by him to construe as well as he then every one construed according to the order in which he stood 2. They parsed their Lessons in that order that they had construed it in 3. They translated every day after the Lesson and shewed it altogether fair written on Fridayes Their Exercises were these 1. The four lowest formes translated at vacant times out of some English book 2. The higher formes having a subject given them every Saturday made Themes Verses upon it against that day seven night The manner of collecting phrases was that every Friday in the afternoon the boyes in the highest form collected phrases for the lowest formes out of their severall Authours which they writ and commited to memory against Saturday morning The set times for Disputations were Fridayes and Saturdayes at noon and the manner thus one boy answered his day by course and all his fellowes posed him out of any Authour which he had read before A part of Thursday in the afternoon was spent in getting the Church Catechisme and the six principles of Christianity made by Mr. Perkins Finding this method which is used also in most Grammar Schooles to concurre in the main grounds with that which I had been taught at Wakefield but not to be so plain and easie as that was to children of meaner capacities I began to seek not so much to alter any thing as to supply what I saw defective in it having these and such like considerations often in my mind 1. Though every man liketh his own method best yet none ought so far to be conceited of his own as not to search after a better for the profiting of his Scholars 2. Though one constant method must diligently be observed yet triall may be made of another at fit times so it be done without any distraction to the Master or hinderance to his Scholars 3. A new course of teaching must not be brought in suddenly upon Scholars that have been long trained in a worse but by degrees 4. Some modern Schoole-masters seem to have gained a far more easie and nearer way of teaching then many of the more ancient seemed to have 5. Mr. Brinsley seemeth to have made a Discovery of a more perfect method then was in his time used or is yet generally received Mr. Farnaby Mr. John Clerke and some others have facilitated the way further but Mr. John Comenius hath lately contrived a shorter course of teaching which many of late endeavour to follow and others have more contemplatively written what they have thought of learning the Latine tongue in the easiest manner 6. That for me it would not be amisse by imitating these and others of whose learning and dexterity in teaching I had got some little experience and observing the severall tempers and capacities of those I taught to endeavour to finde out and contrive such helps as might make the most generally received method of teaching by Grammar Authours and Exercises more briefe in it self and more easie and delightfull to the Teacher and Scholar And for what I have done in this kinde these Arguments were especiall inducements That 1. It is not only possible but necessary to make children understand their tasks from their very first entrance into learning seeing they must every one bear his own burden and not rely upon their fellowes altogether in what they doe 2. It is possible and meet for every teacher so to ground his Scholars as that change of Masters may not much hinder their progress in learning 3. Things most familiar and obvious to the senses are first to be learned and such as may be an easie step towards those which are next to be attained 4. The most vocabula's and phrases of ordinary discourse may and ought to be taught together with the Latine Grammar and the lowest sort of Schoole-Authours 5. Boyes ought to know the meaning and how to make use of each Rule as they learne yet so as not they be forced upon understanding of it 6. The most useful books ought to be read and may be taught after one manner in every Grammar-Schoole 7. Children must be furnished with store of matter and able to write a good style and shewed how to imitate their Authours for making Exercises before they be put to use their own invention 8. It is tyranny in the Master to beat a Scholar for not doing that which he knoweth not how to goe about so that he must first know him to be well able and then he may more justly punish his neglect 9. Many young Schoole-masters are more pusled about frameing to themselves a good method then toyled in the exercise of teaching Schoole 10. No man ever had such an acute and direct method but another able Scholar might observe and follow it 11. Many Masters that are excellent in perfecting Scholars have not the patience to ground them and many that have the skill to ground a Scholar well in his Rudiments are not of ability to bring him on to perfection in Grammatical Exercises 12. In many Schooles one Master alone beareth the whole burden of teaching without any help of an Usher 13. Every one that teacheth a Grammar Schoole is not able to make a right choyce nor knoweth he the true use of our best classical Authours 14. It is a prime part of a Schoole-master to instruct his Scholars well in the principles of Christian Religion and to make them acquainted with the holy Scriptures 15. It is an utter undoing to many Scholars to be sent ungrounded to the Universities and Parents are generally unwilling to have their children tarry long at the Schoole and therefore it is good for Masters to make use of the shortest and surest way of teaching 16. It is very necessary and hath been ever wished that some of our most famous and best Schoole-masters would for the benefit of others set themselves on work to finde out and publish the exactest method of teaching which might be generally received till a better were knowne for by that meanes they should doe much good to the Church and Common-wealth and somewhat herein advantage themselves seeing every Parent will be willing to have his son taught by one whom he knoweth to be constantly diligent in a good way of teaching And the hopes that I conceived hereby to provoke my betters hath especially encouraged me at last to yield to my friends importunity in setting down this Method of Teaching and writing down also this for me of Schoole-Government which I heartily commend to Gods heavenly blessing and the candid censure of the more judicious hoping that as I intend chiefly the generall good so none will requite me with malicious obtrectation which if any shall doe I charitably pray for them before hand that God would for Christs sake forgive them and grant that I may not heed what they write or say concerning me or my labours so as to be discouraged in my honest endeavours for the publick service 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 FINIS Quidam senex partans faescem lignorum super humoros ex nemore cum defessus esset longa via vocavit mortem fasco deposito humi Ecce mors advenit rogat causam quamobrem vocaverat se Tunc senex ait ut imponeres hunc fascem lignorum super humeros
harm themselves or Schoole-fellowes or to give offence or make disturbance to any neighbour 3. When schoole-Schoole-time calleth let them all go orderly to their own places and there apply themselves diligently to their books without noyse or running about 4. When the Master cometh into the Schoole let them all stand up and make obeysance so likewise when any stâ—anger cometh in and after notice taken who are absent let one that is most able read a chapter and the rest attend and give some little account of what they heard read Then let him that read say a short prayer fitted for the Schoole and afterwards let every one settle to his present taske 5. The whole Schoole may not unfitly be divided into four formes whereof the first and lowest should be of those that learn to know their letters whose lessons may be in the Primar The second of those that learn to spell whose lessons may be in the Single-Psalter The third of these that learn to read whose lessons may be in the Bible The fourth of those that are exercised in reading writeing and casting accounts whose lessons may be in such profitable English-Books as the Parents can best provide and the Master think fittest to be taught 6. Let their lessons be the same to each boy in every form and let the Master proportion them to the meanest capacities thus those that are abler may profit themselves by helping their weaker fellowes and those that are weaker be encouraged to see that they can keep company with the stronger And let the two highest in every forme give notice to the Master when they come to say of those that were most negligent in geting the lesson 7. When they come to say let them all stand orderly in one or 2 rowes whilst one sayeth his lesson be sure that all the rest look upon their books and give liberty to him that 's next to correct him that is saying if he mistake and in case he can say better let him take his place and keep it till the same boy or another win it from him The striveing for places especially amongst little ones will whet them all on to more diligence then any encouragement that can be given them and the Master should be very sparing to whip any one for his book except he be sullenly negligent and then also I would chuse rather to shame him out of his untowardnesse by commending some of his fellowes and asking him why he cannot do as well as they then by falling upon him with rating words or injurious blowes A great care also must be had that those children that are slow witted and of a tender spirit be not any way discouraged though they cannot make so good performance of their task as the rest of their fellowes 8 On Mundayes Wednesdayes and Fridayes they may say two lessons in a forenoon and two in an afternoon and on Tuesdayes and Thursdayes in the forenoons they may also say two lessons but on Tuesdayes and Thursdayes in the afternoons and on Saturday mornings I would have the time spent in examineing and directing how to spell and read a right and hearing them say the Graces Prayers and Psalms and especially the Lords Prayer the Creed and the Ten Commandements which are for that purpose set down in the New-Primar very perfectly by heart And those that can these well may proceed to get other Catechisms but be sure they be such as agree with the Principles of Christian Religion 9. Their lessons being all said they should be dismissed about eleven a clock and then care must be taken that they go every one orderly out of the Schoole and passe quietly home without any stay by the way And to prevent that too too common clamour and crouding out of the Schoole door let them rise out of their places one by one with their hat and book in their hand and make their honours to their Master as they passe before his face one following another at a distance out of the Schoole It were fittest and safest that the least went out the foremost that the bigger boyes following may give notice of any misdemeanour upon the way 10 Their return to Schoole in the after-noon should be by one of the clock and those that come before that hour should be permitted to play within their bounds till the clock strike one and then let them all take their places in due order and say their lessons as they did in the fore-noon After lessons ended let one read a chapter and say a Prayer and so let them again go orderly and quietly home about five a clock in the summer and four in the winter season 11. If necessity require any one to go out in the School time let him not interrupt the Master by asking him leave but let him leave his book with his next fellow above him for fear he should else spoile it or loose it and in case he tarry too long forth let notice be given to the Monitor 12. Those children in the upper form may be monitors every one a day in his turn and let them every evening after all lessons said give a bill to the Master of their names that are absent and theirs that have committed any disorder and let him be very moderate in correcting and be sure to make a difference betwixt those faults that are vitiously enormous and those that are but childish transgressons Where admonitions readily take place it is a needlesse trouble to use a rod and as for a ferula I wish it were utterly banished out of all Schooles If one before I conclude should ask me how many children I think may be well and profitably taught according to the method already proposed in a Petty-School I return him answer that I conceive fourty boyes will be enough throughly to employ one man to hear every one so often as is required and so many he may hear and benefit of himself without making use of any of his Scholars to teach the rest which however it may be permitted and is practised in some Schooles yet it occasioneth too much noyse and disorder and is no whit so acceptable to Parents or pleasing to the children be the work never so well done And therefore I advise that in a place where a great concours of children may be had there be more Masters then one employed according to the spatiousnesse of the room and the number of boyes to be taught so that every fourty Scholars may have one to teach them and in case there be boyes enough to be taught I would appoint one single Master to attend one single forme and have as many Masters as there are forms and then the work of teaching little ones to the height of their best improvement may be throwly done esecially if there were a writeing-master employed at certain houres in the Schoole and an experienced Teacher encouraged as a supervisor or inspector to see that the whole Schoole be well and
to Grammar chap. 2. To Teach a Child to carry a Torch or Lanthorn in his hand that thereby the understanding may do its office and put to memory to do hers to slip into a Childes understanding before he be aware so as he shall have done his task before he shall suspect that any was imposed he shall do his work playing and play working he shall seem idle and think he is in sport when he is indeed seriously and well employed This is done saith he by Praecognition for it convey's a light into the understanding which the childe hath lighted at his own candle Now forasmuch as the way of working hereby is when the inward senses of the Childe are instructed by the outward and the more help one hath of the outward the surer and firmer the instruction is within I cannot but here give notice of Mr. Commâ—nius's Orbis Pictus as a most rare devise for Teaching of a Childe at once to know things and words by pictures which may also serve for the more perfect and pleasant reading of the English and Latine Tongues and entering a childe upon his Accidents if the dearnesse of the book by reason of the brasse cuts in it did not make it too hard to come by But where the book may be readily had as who would not bestow four or five shillings more then ordinary to profit and please a Son I would advise that a child should bring it with him at his first coming to a Grammar-Schoole and be employed in it together with his Accidents till he can write a good legible hand and then a Master may adventure to ground him well in Orthography and Etymologie by using that Book according to the directions already given in the Preface before it and causing him every day to write a Chapter of it in English and Latine He that would be further instructed how by teaching English more Grammatically to prepare his Scholars for Latine let him consult Mr. Pool's English Accidents and Mr. Wharton's English Grammar as the best books that I know at present for that purpose CHAP. II. How to teach Children in the first Forme the Grounds or Rudiments of Grammar contained in the Accidents and to prepare them for the Latine tongue with ease and delight BEing here to deliver my mind concerning entering little ones by way of Grammar to the Latine Tongue a matter which I may truly say hath ever since I began to teach cost me more studie and observation then any one point of my profession and the more because I see few able Schoole-Masters vouchsafe so far to unman themselves as to minde it I desire three things may be considered by all that goe about to enter children to Grammar-Learning viz. that 1. There is a great difference betwixt a man that teacheth and a Childe that is to be taught For though I do not altogether hold with him that sayeth a man in his Childe-hood is no better then a bruit-beast and useth no power but anger and concupiscence nor take upon me here to dispute whether a Childe learneth more by rote then by reason yet this I dare aver that the more condescention is made to a Childes capacity by proceeding orderly and plainly from what he knoweth already to what doth naturally and necessarily follow thereupon the more easily he will learn A man therefore that hath the strength and full use of reason must conduct his young learner to follow him in a rational way though he must not expect him to goe aequis possibus as fast as himself And forasmuch as a childe is tender a man must abate of his roughnesse seeing a childe is slow of apprehension he must not be too quick in his delivery and seeing a childe is naturally aukward to his work he must not be too passionate if he do amisse Tullies observation is that Quo quis doctior est eo iracundius docet and Mr. Mulcaster gives notice that there is a number of discoursers that can say pretty well to a general Position but shew themselves altogether lame in the particular applying it which is a thing that attendeth onely upon experience and years He would therefore and that rightly have a â—rainer of youth reclaimed unto discretion whose commendation Aristotle placeth in the skil of specialities And I would advise him that hath to deal with a childe to imitate the nurse in helping him how to go forward or the Gardiner in furthering the growth of his young plant Est hac summi ingenii maxima infirmitas non posse descendere saith a Teacher of eloquence Tall wits like long backs cannot abide to stoop but whosoever is a Schoole-Master and would do his duty as he ought must account it a point of wisdom to condescend to a childes capacitie be it never so mean How have I delighted to see an Artist I mean a watch-maker or the like spend an hour or two sometimes in findeing a defect in a piece of work which he hath afterwards remedied in the turning of a hand whereas a more hasty work-man hath been ready to throw the thing aside and to neglect it as good for no use Let the Master ever mind where a childe sticks and remove the impediments out of his way and his Scholar will take pleasure that he can go on in learning 2. There is a great disproportion betwixt a Childes capacitie and the Accidents it self Children are lead most by sense and the Grammar-rules consisting in general Doctrines are too subtile for them Childrens wits are weak active and lively whereas Grammar notions are abstractive dull and livelesse boyes finde no sap nor sweetnesse in them because they know not what they mean and tell them the meaning of the same rule never so often over their memories are so waterish that the impression if any were made in the brain is quickly gone out again Roat runneth on apace and mindeth nothing so much as play and it is very hard to teach a childe in doing of a thing to heed much lesse to judge what he doth till he feel some use of reason in the mean time he will profit more by continual practice and being kept still as he loves to be doing then by knowing why and being called upon to consider the causes wherefore he doth this or that Besides it wil clearly appear to any that shall but minde the confused order especially of the verbs and the perplexity of some Rules and Examples that that book was rather made to informe those of riper years who knew something of Latine before with the reasons of what they knew then to direct little ones as we do now to use it as a rule about that whereof they are ignorant altogether 3. It is one thing to learn the Latine Tongue or any other Language another to learn the Grammar as a guide to it or a means to attain the reason of it we see how readily children learn to speak true and proper English and
they may also do the same in Latine by daily use and imitation of others long before they are able to apprehend a definition of what Grammar is or any thing else concerning it And the reason hereof is because the first is a work of the imagination and memory which are apt to take and keep impressions having the senses to help them but the other belongs to the understanding which for want of the strength of reason to assist it is hard to be wrought upon in a childe and till the memory and understanding go hand in hand a child learns nothing to any purpose Hence it cometh to passe that Grammar-learning as it is generally now used becometh a a work of more difficulty and discouragement both to Master and Scholar then any studie or employment they undertake and that many have striven to contrive more facill Grammars for their Scholars whereas indeed the right and constant use of any one that is compleat so as to handle the sâ—bctjectum totale of the Art doth easily reduce all others to its-selfe especially after the Language is somewhat gained These things thus premised I conceive it very necessary for all such as undertake to teach Grammar to little children to cherish and exercise those endowments which they see do shew themselves most vigorous and prompt in them be they memorie phansie c. and to proceed orderly and by degrees for so nature it self doth that they may be able to hold pace with their Teachers and to perceive how themselves mount higher and higher and at every asscent to know where they are and how to adventure boldly to go forward of themselves And forasmuch as the Accidents is generally made use of as an introduction to Latine Grammar which of it selfe is but a bare rule and a very naked thing as Mr. Mâ—lchaster hath well observed and it is one thing to speak like a Grammarian and another thing to speake like a Latinist as Quintilian hath noted it is fit that both the Accidents and the Latine tongue together should be brought within Childrens reach and made more familiar unto them then formerly And how this may be done even with those of seven years of age or under I shall now go on to discover according to what I have tryed and do every day still put in practise But this I require aforehand which Mr. Mâ—lchaster also wisht for that a childe may have his reading perfect and ready in both the English and Latine tongue and that he can write a fair hand before ever he dream of his Grammar For these will make him he shall never complain of after difficulties but cheerefully make a wonderful riddance in the rest of his learning The commonly received way to teach children the first Rudiments of Latine-Speech is to put them to read the Accidents once or twice over and then to let them get it without book by several parts not respecting at all whether they understand it or not Thus they spend two or three years for the most part in a wearisome toile to no purpose not knowing all the while what use they are to make of their book nor what the learning of such a multitude of Rules may tend to and in the interim of getting the Accidents by heart if great care be not taken they loose that ability of Reading English which they brought from the Petty-Schoole and this makes the Parents cry out against Learning Latine and complain of their Childrens not profiting at the Grammar-Schooles whence they are therefore sometimes taken and sent back again to a Mistresse of Dame to learn English better The conscientious Master all the while striveing to the uttermost of his strength and skil to preserve his credit and not knowing well how to remedie this mischief otherwise then by hastning on the Children in this common road doth over-toyl if not destroy himself and discourage if not drive away his Scholars by his too much diligence Having therefore made sure that the little Scholars can read very well and write plainly before-hand put so many of them as are well able to hold pace together into one form and begin to teach them their Accidents in an understanding manner thus 1. Give them a glymps or insight into the introduction or first part of it by dividing it into twelve parts and making them to take notice of the chief heads in every one whereof The first may be concerning the eight parts of speech of a Noun and its kindes of Numbers Cases and Genders The second of the Declensions of Nounes substantives The third of the declining of Adjectives and their comparison The fourth of a Pronoune The fifth of a Verb and its Kindes Moodes Gerunds Supines Tenses Persons and conjugations The sixth of the Conjugateing of Verbs in O. The seventh Of the Verb Sum. The eighth Of Verbs in OR The ninth Of Verbs irregular as Possâ—m c. The tenth Of a Participle The eleventh Of an Adverb The twelfth Of a Conjunction a Praeposition and an Interjection By this means they shall know the general terms of Grammar and where to turn to any Part of Speech and to what belongs to it in the Book As they get their Parts make them one to hear another read it over in their seat as they sit orderly as they say let every one read a greater or lesser share as you please to appoint and make the rest attend to him that readeth after they have said one may take the examination of the Accidents and out of it ask the questions belonging to their present Part to which the others may make answer out of the words of their Accidents which if they cannot readily do he may tell them out of his Book and if your selfe sometime examine them in the most familiar and general questions it will help them to understand and sharpen their memories very much for the getting of that by heart whereof they already know somewhat 2. When they get the Introduction memoriter let them take but a very little at once that they may get it more perfectly in a little time and this will be a means still to hearten them on to a new lesson but be sure that every lesson end at a full Period and that none may seem to be overcharged or hindred let alwayes the weakest childe appoint the task and cause the stronger to help him to perform it as he ought Forasmuch as your Scholars memories are yet very weak and slipperie it is not amisse to help them by more frequent Repetitions especially at the end of every part of speech which they should examine so often over till they can answer to any thing that is in their book concerning it Then let them proceed to the next in like manner not forgetting to recall the more general and necessary points to memory from the very beginning and this will be a meanes to make them keep all fresh in minde and to be able to tell you what
first imitated Praeceptor legit vos vero negligitis The Master readeth and ye regard not The Pastors preach and people regard not I speak and ye hear not We have read and thou mindest not And the like may be propounded as whilest the Cat sleepeth the Mice dance When the Master is away the boyes will play Thou neglectest when I write And these the children should make out of English into Latine unto which you should still adde more till they be able by themselves to practise according to the Rule 3. After they have thus gone over the general Rules Let them together with one Rule get its exceptions and observations as they lie in order and learn how they differ from the Rule and be sure that they construe and parse every example and imitate and make another agreeable to the Rule observation or exception as is shewed before N. B. Now forasmuch as little ones are too too apt to forget any thing that hath been told them concerning the meaning of a rule and the like and some indeed are of more leasurely apprehensions then others that require a little consideration of a thing before they can conceive it rightly they may be helped by making use of the second part of the Accidents examined wherein 1. The Rules are delivered by easie and short questions and answers and all the examples are Englished and the words wherein the force of the example lyeth are applyed to the rule 2. The examples are Grammatically construed and all the first words in them set down in the margent and referred to an Index which sheweth what part of Speech they are and how to be declined or conjugated This I contrived at the first as a means to prevent Childrens gadding out of their places under a pretence of asking abler boyes to help them in construing and parsing these examples but upon tryal I found it a great ease to my self for telling the same things often over and a notable encouragement to my Scholars to go about their lessons who alwayes go merrilier about their task when they know how to resolve themselves in any thing they doubt 4. When they have got the second Part of the Accidents well by heart and understand it at least so far as to be able to give you any rule you call for you may divide it also into eight parts according to the heads set down in the book whereof the First May be concerning the first second and third Concord The second concerning the case of the relative and the Construction of Substantives The third concerning the Construction of Adjectives and of a Pronoune The fourth concerning the construction of Verbs with a Nominative and Genitive Case The fifth concerning the construction of Verbs with a Dative Accusative and Ablative Case The sixth concerning the construction of Passives Gerunds and Supines The seventh concerning time space place and impersonals The eighth concerning the Participle the Adverb the Conjunction the Praeposition and the Interjection which being added to the foregoing twelve the whole Accidents may be easily passed over at twenty Parts and kept surely in mind by repeating it once a moneth for morning Parts and examining it every Tuesday and Thursday in the afternoon As they made use of the Vocabulary together with the first part of the Accidents so may they joyn Sententiae Puerilis with the second which book I would have them to provide both in English and Latine 1. Because it renders the Book more grateful to Children who by reading their Lessons in their Mothers tongue know better what to make of them 2. Because they are apt to mistake what they have been construed especially in words that have various significations 3. Their memories being short they must be told the same word as oft as they ask it ere they come to say and when they come perhaps they cannot construe one Sentence to any purpose As they learn this book let them but take three or four lines at once which they should 1. Construe out of Latine into Egnlish and then out of English into Latine 2. Decline the Nounes and form the Verbs in it throughout and give the rules for the concordance and construction of the Words 3. Bring their lessons fair writ out both in English and Latine in a little paper book which will exceedingly further them in spelling and writing truly 4. To fix their Lessons the better in their memorie you may ask them such plain questions as they can easily answer by the words in the Sentence 5. Let them also imitate a Sentence sometimes by changing some of the words and sometimes altering their Accidents 6. Give them sometimes the English of a Sentence to make into Latine of themselves and then let them compare it with the Latine in the book and see wherein they come short of it or in what Rule they faile For though the main end of this Book which is full of plain lessons both of honesty and godliness be to instill those grave sayings into childrens minds some of which notwithstanding are too much beyond their reach and it be not perhaps so useful as some others are for the speedy gaining of Latine yet by being thus made use of it may be very much improved to both purposes Here I think it no digression to tell how I and some School-fellowes yet living and eminent in their Scholar-like professions were nusled two or three years together in learning this book of Sentences After we had gone over our Accidents several times by heart and had learned part of Propria quae maribus we were put into this Book and there made to construe and parse two or three Sentences at once out of meer Latine and if in any thing we missed we were sure to be whipt It was well if of 16. or 20. boyes two at any time could say and that they did say right was more by hap-hazard then any thing that they knew For we knew not how to apply one rule of Grammar to any word nor could we tell what part of Speech it was or what belonged to it but if the Master told us it was a Noun to be sure we said it was of the Nominative case and singular number and if a Verb we presently guessed it to be of the Indicative Mood Present tense singular number and third person because those coming so frequent we erred the lesse in them And an ignorant presumption that we could easily say made us spend our time in idle chat or worse employment and we thought it in vain for us to labour about getting a lesson because we had no help at all provided to further us in so doing Yet here and there a Sentence that I better understood then the rest and with which I was more affected took such imimpression as that I still remember it as Gallus in suo stirquilinio plurimum potest Vbi dolor ibi digitus c. This I have related by the by to manifest by mine
own sense and experience what severity children for the most part undergo and what loss of time befalls them in their best age for learning when they are meerly driven on in the common rode and are not rather guided by a dexterous diligent and discreet Teacher to understand what they learn in any book they are put into Now because all our teaching is but meer trifling unlesse withall we be carefull to instruct children in the grounds of true Religion let them be sure to get the Lords Prayer the Creed and the ten Commandements First in English and then in Latine every Saturday morning for Lessons from their first entrace to the Grammar Schoole and for their better understanding of these Fundamentals of Christianity you may according to Mr. Bernards little Catechisme resolve them into such easy questions as they may be able to answer of themselves and give them the Quotations or Texts of Scriptures which confirm or explain the doctrinal points contained in them to write out the following Lords day and to show on Monday mornings when they come to Schoole In short then I would have this lowest Form employed one quarter or half a year in getting the Introduction for Parts and Lessons and as long in repeating the Introduction at Morning Parts and reading the Vocabulary for After-noons Parts saying the English Rules for Fore-noon Lessons The little Vocabulary for After-noon Parts and Sententiae Pueriles for Afternoon Lessons and the Principles of Christianity for Saturday Lessons So that in one years time this work may be fully compleat of preparing them for the Latine tongue by teaching them the perfect use of the Accidents and helping them to words and how to vary them CHAP. III. How to make children of the second Form perfect in the Rules of the Genders of Nouns and of the Preterperfect tenses and Supines of Verbs contained in Propria quae maribus Quae genus and As in Pâ—aesenti and how to enter them in writing and speaking familiar and congruous Latine THe general course taken in teaching the Rules of the Genders and Nouns and Conjugating Verbs is to make children to patter them over by heart and sometimes also to construe and parse them but seldom or never are they taught the meaning of a Rule or how to apply it readily to the words they meet with elsewhere The volubility of the Verse doth indeed help some quicker wits for more ready repeating of them but others of more slow pace that learn better by understanding what they say are apt to miscall every word in their Lesson because they cannot tell what it meaneth and let them take never so much pains about it very little of what they are to learn will stick in their memories Some therefore have decryed this patching of Rules into a cobling verse others have thought it better to denote the Genders of Nouns and the Preterperfect tenses of Verbs by the Terminations of the first words and some have quite altered these Rules by expunging some words and inserting others which they thought might better agree with them But for my part I like his judgement well that said it was impossible for any Grammarian to make better Rules then these in Propria quae maribus and As in praesenti for though in some things they may be faulty as Quae genus is in very many yet as Mr. Brinsley saith of the Accidents a wise Master is not to stand with his children about mending of it but only to make them understand the Rules as they are set down in the Book which that they may well do I propound this expedient 1. Let them for Fore-noon Lessons begin with Propria quae maribus and then proceed to As in praesenti leaving Quae genus to the last because it is of lesse use and harder for children to understand 2. In getting these Rules at first let them read them all distinctly over and take notice of the Titles or Heads and mark out the most general Rules which they may learn before any of the rest And to make them the better to understand themselves you may allow them an English Propria quae maribus c. which they may compare all along with that in their Grammar and if at any time you perceive they do not well apprehend the meaning of a Rule do you illustrate it by instancing some words that they have had in their Vocabulary or elsewhere This will make them somewhat ready to turn to any Rule 3. At the next going them over they will be able to say four or six lines at a time memoriter And then you may let them get all before them and make them after they have said a Lesson by heart to construe it by the help of a construing-Construing-book and to decline every Noun and Conjugate every verb by the help of the Indexes annexed to the Propria quae maribus c. Englished and explained 4. You may exercise them in this manner by repeating more and more at a time till they can decline Nouns and conjugate Verbs and apply the Rules readily to them having thus gained them you may keep them by dividing the whole into ten parts according to the Common-place Heads thus the First may be at Propria quae maribus c. De Regulis generalibus Propriorum De Regulis generalibus Appellativorum De prima speciali Regula ejus exceptionibus Masculinis Neutris Dubiis Communibus The Second at Momen â—rescentis penultima c. Syllaba acuta sonat c. De secunda speciali Regula ejus exceptionibus Masculinis Neutris Dubiis Communibus The third at Nomen crescentis Sit gravis c. De tertia speciali Regula ejus exceptionibus Faemininis Neutris Dubiis Communibus de Regulis Adjectivorum generalibus The Fourth at Quae genus de variantibus genus de defectivis casu Aptotis Diptotis Triptotis Vocativo carentibus The Fifth at Propria cuncta notes c. de defectivis numero plurali singulari The Sixth at Haec quasi luxuriant c. de Redundantibus The seventh at As in praesenti De Simplicium verborum praeterito primae secundae tertiae quartae Conjugationis The eighth at Praeteritum dat idem de Compositorum verborum praeteritis The ninth at Nunc ex praeterito c. De Simplicium verborum Compositorum Supinis The tenth De Praeteritis verborum in OR De geminum praeterium habentibus De neutro passivi De verbis praeteritum mutuantibus de praeterito carentibus de Supinum raro admittentibus If you adde these ten to the twenty parts in the Accidents they may run over the whole thirty in six weeks saying every morning one except on Saturdays which are reserved for other occasions Their Noon-parts may be in the larger Vocabulary which is commonly printed with the grounds of Grammar in an easie entrance to the Latine Tongue in which they may peruse a
the Rules take any Latine for good be it never so barbarous or full of Solaecismes and partly because they that are skilful in Grammar are able to doe something in reading Authours or translating or writing Epistles or the like by themselves whereas they that learne Latine without any Rule are able to do nothing surely if their Teacher be away Besides if the Latine be once well gotten by Rule it is not so apt to be forgotten as if it be learned only by rote because the learner is at any time able to recover what he hath lost by the help of his own intellect having the habit of Grammar in his mind Yet I conceive it is the readiest way to the gaining of this Language to joyn assiduity of speaking and reading and writing and especially double translating to the Rules for as the one affordeth us words and phrase and the other directs us how to order them for a right speech so the exercise of both will at last beget such an Habit in us that we may increase our ability to speak and understand pure Latine though perhaps the Rules of Grammer be forgotten by us Having here done with the Vshers Duty I shall God willing go on to discover the Masters Method in every particular according to what I have either practised my self or observed from others of my profession And I hope this my slender discovery will excite some of greater practise and experience to commit also to publick their own observations by whom if I may be convinced that I have any where gone in an erroneous way I shall willingly retract my course and endevour to stere by any mans Chart that I finde more caste and sure to direct me In the mean time I commit my little vessel to the waters all alone and desire God that whatever Dangers attend it he would so protect and prosper it that it may safely arrive to the Port which I chiefly aim at viz. the honour and service of his divine Majesty and the benefitting of both Church and Common wealth in the good education of children THE MASTERS METHOD OR THE Exercising of Scholars In GRAMMARS Authours and Exercises GREEK LATINE and HEBREW By C. H. LONDON Printed by J. T. for Andrew Crook at the Green Dragon in Pauls Church-yard 1659. CHAP. 1. How to make the Scholars of the fourth Form very perfect in the Art of Grammar and Elements of Rhetorick how to enter them upon Greek in an easy way How to practise them as they read Terence and Ovid de Tristibus and his Metamorphosis and Janua Latinae linguae and Sturmius and Textor's Epistles in getting Copy of words and learning their Derivations and Differences and in varying phrases How to shew them the right way of double translating and writing a most pure Latine style How to acquaint them with all sorts of English and Latine verses and to enable them to write faimiliar and elegant Epistles either in English or Latine upon all occasions THe Vsher having throughly performed his Duty so as to lay a sure foundation by teaching Grammar and lower Authours and using other helps for mentioned to acquaint his Scholars with the words and order of the Latine tongue as well for speaking as writing it The Master may more cheerfully proceed to build further and in so doing he should be as carefull to keep what is well gotten as diligent to adde thereunto I would advise therefore that the Scholars of this fourth form may 1. Every morning read six or ten verses as formerly out of the Latine Testament into English that thus they may be become well acquainted with the matter and words of that most holy Book and after they are acquainted with the Greek Testament they may proceed with it in like manner 2. Every Thursday morning repeat a part out of the Latine Grammar according as it is last divided that by that meanes they may constantly say it over once every quarter And because their wits are now ripe for understanding Grammar notions where ever they meet with them I would have them every one to provide a Paper-book of two quires in Quarto in the beginning whereof they should write the Heads of Grammar by way of common place as they see it in my Latine Grammar and having noted the pages they should again write over the same Heads leaving a larger or lesse distance betwixt them as they conceive they may finde more or lesse matter to fill them withall in the leaves of their Book and insert all niceties of Grammar that they finde either in their daily lessons or in perusing other Books at spare houres especially such as either methodically or critically treat of Grammar amongst which I commend Mr. Brinsley's posing of the Accidents The Animadversions upon Lilies Grammar Stockwoods disputations Mr. Pooles English Accidents Hermes Anglo-Latinus Phalerii Supplementa ad Grammaticam Mr. Birds Mr. Shirleyes Mr. Burleyes Mr. Hawkins Mr. Gregories Mr. Haynes Mr. Danes Mr. Farnabies and other late printed new Grammars which they may read in private one after another will afford them several observations As for Authores Grammaticae Antiqui which are commonly printed together Dispauterius Linacer Melancthon Valerius Alvarez Rhemus Sulpitius Vossius and the like either ancient or modern they may take the opportunity to read them after they come to higher Forms and pick out of them such pretty notes as they have not formerly met withall and write them in their Common-place-booke And because it may seem a needlesse labour for every Scholar to be thus imployed and it is almost impossible for one alone to procure so many Grammars it were to be wished that in every Schoole of note there might be a Library wherein all the best Grammars that can be gotten might be kept and lent to those boyes that are more industriously addicted to Grammar Art and which intend to be Scholars that they may read them over and refer what they like in them to its proper Head And to encourage them in so doing the Master may do well at the first to direct them and afterwards at leisure times to cast an eye upon their Books and see what they have collected of themselves But be sure that they keep their Paper-book fair and that they write constantly in it with a legible and even hand 3. Thus they may have liberty to learn Rhetorick on Mondayes Tuesdayes and Wednesdayes for morning Parts And to enter them in that Art of fine speaking they may make use of Elementa Rhetorices lately printed by Mr. Dugard and out of it learn the Tropes and Figures according to the definitions given by Talaeus and afterwards more illustrated by Mr. Butler Out of either of which books they may be helped with store of examples to explain the Definitions so as they may know any Trope or Figure that they meet with in their own Authours When they have throughly learnt that little book they may make a Synopsis of it whereby to see
its order and how every thing hangs together and then write the Common place heads in a Paper-book as I have mentioned before touching Grammar unto which they may referre whatever they like in the late English Rhetorick Mr. Farnabies Index Rhetoricus Susenbrotus Mr. Hornes Compendium Rhetorices or the like till they be better able to peruse other Authours that more fully treat of the Art as Vossius's Partitiones Oratoriae Orator extemporaneus Tesmari exercitationes Rhetoricae Nic. Caussinus Paiot de elequentiâ and many others with which a School-Library should be very well furnished for the Scholars to make use on accordingly as they increase in ability of learning These Elementa Rhetorices in their first going over should be explained by the Master and construed by the Scholars and every example compared with its Definition And the Scholars should now be diligent of themselves to observe every Trop and Figure that occurre in their present Authours and when they say to render it with its full definition and if any be more eminent and worthy observation then others to write it down in their common-place-Common-place-book and by this means they will come to the perfect understanding of them in a quarter of a yeares time and with more ease commit it all to memory by constant parts saying a whole Chapter together at once which afterwards they may keep by constant Repetitions as they do their Grammar 4. When they have passed their Rhetorick you may let them bestow those hours which they spent about it in getting the Greek Grammar for morning parts And because in learning this Language as well as the Latine we are to proceed by one Rule which is most common and certain I preferre Camdens Greek Grammar before any that I have yet seen though perhaps it be not so facill or so compleat as some latelier printed especially those that are set out by my worthy friends Mr. Busbie of Westminster and Mr. Dugard of Merchant Taylors Schoole in the first going over of which I would have them to repeat onely the Greek letters and their divisions the Accents and eight Parts of Speech the Articles Declensions and Conjugations the Adverbs Conjunctions and Prepositions by several parts as they are best able to get them and to write down so much as they say at once in a fair Paper-book very exactly observing and marking every Accent and note of distinction And this will quickly enable them to write or read Greek very truly especially if they minde the abbreviated characters which are now lately printed at the end of most of these Grammars This work will take up about a quarter of a years time In the next half year they may get over the whole Grammar in that order as it is printed And in the interim thereof they may make use of their Greek Testament every morning after prayers in like manner as they formerly used their Latine one They may begin with the Gospel of S. John which at the first you may help them to construe and parse verbatim but after a while when they have gathered strength to do somewhat of themselves you may let them make use of Pasors Lexicon which they will better do by help of the Themes which I caused to be printed in the Margent of the Greek Testament which will lead them to Pasor to see the Analysis of any word in the Testament Mr. Dugard hath lately compleated his Lexicon Graeci Testamenti Alphabeticum unâ cum explicatione Grammaticâ vocum singularum in usum Tironum nec non concordantia singulis vocibus apposita in usum Theologiae canditatorum which were it once committed to the presse as it now lyeth ready in his hand would be a most excellent help to young Scholars to proceed in the Greek Testament of themselves in an understanding and Grammatical way And I hope it will not be long ere he publish it for common use When they have gone over the Declensions and Conjugations and are able to write Greek in a very fair and legible character let them write out the Paradigmes of every Declension and Conjugation and divide the moveable part of the words from the Terminatious as you may see it done in Mr. Dugards Rudimenta Grammaticae Graecae After they are thus acquainted with every particular example they may write out all the Declensions one by another and the three voyces of the Verbs throughout all moods and tenses in all Conjugations that so they may more readily compare them one by another and see what Tenses are alike or which are wanting in every voyce If these things were drawn into Tables to be hanged up in the Schoole they would help the weaker boyes And to supply them with store of Nouns Verbs you may let them repeat as many nouns as they can wel get at once out of Mr. Gregories Nomenclatura and afterwards as many Sentences as they can wel say at once out of Seidelius or the latter end of Clavis Graecae linguae by the repeating construing and parsing whereof they will learn all the Primitive words of the Greek Tongue and be able to decline them And thus they will be very well fitted to fall upon any approved Greek Authour when they come into the next Form But if you would have them learne to speak Greeke let them make use of Posselius's Dialogues or Mr. Shirleyes Introductorium in English Latine and Greek I commonly appointed Tuesdayes and Thursdayes afternoones for this employment before or af-after my Scholars had performed their other Tasks 5. Terence of all the School-Authours that we read doth deservedly challenge the first place not onely because Tully himself hath seemed to derive his eloquence from him and many noble Romans are reported to have assisted him in making his Comedies but also because that Book is the very quintessence of familiar Latine and very apt to expresse the most of our Anglicismes withall The matter of it is full of morality and the several Actors therein most lively seem to personate the behaviour and properties of sundry of the like sort of people even in this age of ours I would have the Scholars therefore of this form to read him so thorowly as to make him wholly their own To help them in so doing I have rendred a good part of it into English answerable to the Latine line by line in the adverse page and I intend God willing ere long to compleat the whole according to what I have formerly undertaken and promised This Authour I would have the Scholars to read constantly every Monday Tuesday Wednesday and Thursday for fore-noon Lessons taking about half a page at once till they begin to relish him and then they will easily take more and delight to be exercised in him in this manner 1. Let them write out every Lesson very fair and exactly as they see it printed before them both in English and Latine And this will be a means to perfect them in Orthography and to imprint
what they learn in that Authour in their mindes They should have a Quarto Paper-book for this purpose wherein nothing else should be written 2. Let them translate about four or six lines Grammatically in a loose paper that by this means they may better take notice of the way of construing 3. Let them construe the whole Lesson both Grammatically and according to the phrase and this will acquaint them with the proprieties of both Tongues 4. Let them parse it according to the Grammatical order examining every word to the utmost of what Grammar teacheth concerning it and this will make them thorowly to understand Lilie and sometimes to consult other Grammars where he comes short in a Rule 5. Let them cull out the most significant words and phrases and write them in a Pocket-book with figures referring where to finde them in their Authour and set them ever and anon be conning these by heart because these of all others will stand them in most stead for speaking Latine or writing Colloquies and Epistles In reading of this book it is not amisse for the Master to minde his Scholars of the true decorum of both things and words and how fitting they are for such persons to do or speak as are there represented and upon such occasions as they did and spake them As in Andria they may observe not onely in generall how apt young men are to be enticed old men to chide servants to deceive c. but more particularly they may see how some men are more apt to be carried away by passion then others are and how different their natures are sometimes though their age and breeding may be the same Thus they shall finde Simo and Chremes two old Citizens the one pettish and apt to overshoot himself in many things the other more cal me and circumspect and therefore better able to pacify and advise others Likewise they shall meet with two young Gentlemen Pamphilus and Charinus the one whereof being very towardly and hopefull was drawn away by ill company and thereby brought into much trouble of mind betwixt a fear to offend his Father and a care to make amends for his fault committed but the other being rash and childishly disposed is set upon what he desireth with such eagernesse that he will have it though it be impossible for him to obtain it and he be utterly ignorant of using any meanes to come by it But above all they will laugh at the knave Davus to read how he presuming upon his own cunning wit displeaseth Simâ—â— ensnareth Pamphilus and at last brings himself within the compasse of the lash And in this and other comedies they may observe many remarkable sayings and actions which will hint much to abundant matter of invention for future exercises As when they hear Davus cry Hem astutias Fie upon craft they may take an occasion to enlarge upon the matter as to say One may quickly perceive by Davus in Terence what a mischievous wit will come to that doth alwayes busie it self to circumvent and entrap others for this fellow after he had cozened his old Master and unhappily taught his Masters son to tell his father a lie and intangle himself in a double marriage and saw his knavery could not help him to escape his own danger was ready at last to hang himself and though he came off pretty well with his young Master by condemning himself and asking forgivenesse and promising to amend the matter he had utterly spoyled yet in the height of his jollity the old man catcheth him at unawares and without hearing him to speak a word for himself calleth for Dromo and makes him hoise him up and carry him away to the house of correction and there to tye him neck and heels together and whip him smartly for the roguery he had done Such Dictates as these the Master may give his Scholars sometimes to turn into pure Latine till they be able to make the like of themselves And this is indeed to make a true use of this excellent Authour according to what Erasmus directs in his golden little book de Ratione instituendi Discipulos which is worth ones perusal that is exercised in teaching youth When you meet with an Act or Scene that is full of affection and action you may cause some of your Scholars after they have learned it to act it first in private amongst themselves and afterwards in the open Schoole before their fellowes and herein you must have a main care of their pronunciation and acting every gesture to the very life This acting of a piece of a Comedy or a Colloquy sometimes will be an excellent means to prepare them to pronounce Orations with a Grace and I have found it an especiall remedy to expell that subrustick bashfulnesse and unresistable timorousnesse which some children are naturally possessed withall and which is apt in riper yeares to drown many good parts in men of singular endowments 6. Their after-noon parts on Mondays and Wednesdays may be in Janua Latinae linguae which book should be often read over because it will at once furnish them with the knowledge of words and things into the reasons of which they will now be more industriously inquisitive then furmerly because their present years do teach them to be more discursive in their understanding as growing more towards men And therefore in this book they should not onely first minde the signification and Grammatical construction of words but Secondly endeavour to gain a Copy of good and proper words for expression of one and the same thing as that they may not only tell you that domus but also aedes is Latine for a house that decor and pulchritudo are Latine for beavty as well as forma and in finding such Synonyma's as these they may be helped as well by Dictionaries as by frequent reading Thirdly They may with every part bring a piece of the Index tranâ—â—ated into English Fourthly Because â—hey must now begin to use their judgement in the right choyce of words when they finde many heaped together it were not amisse to let them enquire the Original out of Rider's Latine Dictionary or Beckman do Originibus Latinae linguae and to consider the differences that are betwixt words of the same signification which they may learn out of Ausonius Popma Laurentius Valla Cornelius Fronto Varro de linguâ Latinâ and the like books fit to be kept in the Schoole Library 7. On Tuesdaies and Thursdaies in the after-noons I would have this Form employed in some of Tullies Epistles either those collected formerly by Sturmius or those of late made use of in Westminster Schoole but Sturmius's I rather prefer as more easie to begin withall the others may be used afterwards together with Textors Epistles And 1. I would have them be exercised in double translating these Epistles so as to render many of them into good English and after a while to turn the same again into Latine and
Verses which after they can truly and readily make they may converse with others that take liberty to sport it in Lyrick verses Amongst all which Mr. Herberts Poems are most worthy to be mentioned in the first place and next to them I conceive Mr. Quarles divine Poems and his divine Fansies besides which you may allow many others full of wit and elegancie but be sure you admit of none which are stuff't with drollary or ribauldry which are fitter to be burnt then to be sent abroad to corrupt good manners in youth 2. After they are thus become acquainted with variety of meeter you may cause them to turn a Fable of Aesop into what kinde of verse you please to appoint them and sometimes you may let them translate some select Epigrams out of Owen or those collected by Mr. Farnaby or some Emblemes out of Alciat or the like Flourishes of wit which you think will more delight them and help their fansies And when you see that they begin to exercise their own wits for enlargement and invention you may leave them to themselves to make verses upon any occasion or subject yet to furnish them with Rhymes Epithites varietie of elegant expressions you may let them make use of the pleasant English Parnassus composed by the true lover of the Muses Mr. Josuah Poole my quandam School-fellow at Wakefield who like another Daphnis may truly be said what I now sigh to write to have been at the Blew house in Hadley Parish now daily in my sight Formosi pecoris custos formosior ipse When you have taugt them truly to scan and prove any kinde of Latine verse and made them to taste the sweetnesse of poetizing in English you may prepare them them further for making Latine verses out of their present Authours thus 1. Take a Distick or two which they know not where to finde and transpose the words as different as may be from a verse and when you have made one to construe them dismisse them all to their seates to try who can return them first into true verses without one anothers suggesting When they have all dispatched cause him whom you conceive to be the weakest to compare what he hath done with his Authour and to prove his verses by the Rules of Prosodia 2. You may sometimes set them to varie one and the same verse by transposing the same words as many several wayes as they can Thus this verse may be turned 104. waies Est mea spes Christus solus qui de cruce pendet And sometimes you may cause them to keep the same sense and alter the words Thus this Distick is found in Mr. Stockwoods Progymnasma Scholasticum to be varied 450. waies Linque cupido jecur cordi quoque parcito si via Figere fige alio tela cruenta loco To direct and encourage your young Scholars in turning verses you may make use of the book last mentioned and for further instructions concerning making verses I refer you to Mr. Clerks Dux Poeticus 9. To enable your Scholars yet more to write good Latine in prose and to prepare them further for verses by reading Poetical books which abound with rich expressions of fansie I would have them spend the next halfe year in Ovids Metamorphosis out of which Authour you may make choice of the most pleasing and profitable Arguments which it is best for you your self to construe and explain unto them that they may dispatch the more at a Lesson and with more ease When they come to say 1. Let them repeat four or six verses which you judge most worthy to be committed to memory by heart 2. Let them construe the whole lesson venbatim minding the proprietie of the words and the elegancie of every phrase 3. Let them parse every word Grammatically as they have used to do in other Authours 4. Let them give you the Tropes and Figures the Derivations and Differences of some words and relate such Histories as the proper names will hint at which they may peruse before hand in their Dictionarie And let them not forget to scan and prove every verse and to note more difficult quantities of some syllables 5. Let them strive who can best to turn the Fable into English prose and to adoru and amplifie it with fit Epithetes choice Phrases acute Sentences wittie Apophthegmes livelie similitudes pat examples and Proverbial Speeches all agreeing to the matter of moralitie therein couched all which they should divide into several Periods and return into proper Latine rightlie placed according to the Rules of Rhetorical composition 6. Let them exercise their wits a little in trying who can turn the same into most varietie of English verses Mr. Sandy's Translation of this book in Folio and Mr. Rosse's English Mythologist will be very delightfull helps to your Scholars for the better understanding thereof and if to these you adde Sir Francis Bacon's little book de Sapientiâ veterum Natales comes and Verderius's Imagines Deorum Lexicon Geographicum Poeticum Historicum and the like fitting to be reserved for your Scholars use in the Schoole-librarie it will invite them like so many bees to busie themselves sucking up matter and words to quicken their invention and expression And if you would have those in this form acquainted with variety of Latine verses and how to change them one into another you may sometimes exercise them in Buchan's Psalms and partlie out of Vossius's partlie out of Mr. I loyd's Grammar latelie printed you shall find sufficient store and several kinds of verses to delight and profit them withall Whereas Wits Common-Wealth is generally imposed upon young Scholars to tranaslte out of English into Latine and I observe it very difficult to be done by reason of the many uncouth words and meere Anglicismes that are in it concerning which they cannot any way help themselves by common Dictionaries or phrase-books I have thought good to frame an Alphabetical Index of every English word and phrase therein contained with figures pointing to the Chapter and verse where it is used and shewing what Latine or Greek expression is most proper to be made in that place And this I would have annexed to that useful book that by help thereof the Scholars may of themselves be able to translate those pretty Sentences out of English into Latine orderly composed and afterwards with the same ease out of Latine into Greek If the Stationers do not accord that they may be printed together know that the Index may be had single by it self as well as the book and he that buyeth one cannot well be without the other they are both so necessary and neerly related to one another They in this Forme may learn the Assemblies lesser Catechisme in Latine and Greek which is elegantly translated into those Languages by Doctor Harmar Thus then in short I would have them employed 1. In reading out of the Latine Testament every morning till they be able to go on with the
it is learnt it may be drawne into a Synopsis and that digested into Common-place heads to which they may easily refer what ever they read worth noting out of any Greek Grammar they peruse And that they may more freely expatiate in such Books it were good if they had Mr. Busbie's Grammar Cleonard Scotus Chrysolora Ceporinus Gaza Vrbanius Caninius Gretserus Posselii Syntaxis as many as can be gotten both ancient and modern laid up in the Schoole Librarie to collect Annotations out of as their leisure will best permits you will scarce imagine to what exactnesse a boy will attain and what a treasure of good notes he will have heaped up in these two years time if he be moderately industrious and now and then imploy himself in collecting of his own accord and I may adde that Scholars of any ordinarie ingenuitie will delight more to be doing something at their book which they well understand then to be trifling and rambling up and down about idle occasions 3. Forasmuch as it is usual commendable to bring on children towards perfection in the Greek Tongue as they proceed in Oratorie and Poetrie in the Latine I think it not amisse to exercise these two Forms in such Authours as are commonly received and may prove most advantagious to them in all these yet herein I may seem to differ from some others that in stead of Grammar parts which I reserve to be constantly repeated every Thursday I would have this Form to learn some lively patterns of Oratory by the frequent and familiar use whereof and the knowledge of the Histories themselves to which they relate they may at last obtain the Artifice of gallant expression some skil to mannage future affairs It being requisite for a Scholar more then any man 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 to be expert in speaking and doing At first therefore for morning parts on Mondaies Tuesdaies and Wednesdaies I would have them exercised in Apththonius if it can be gotten as I desire it may be reprinted both in Greek and Latine Out of which book I would have them translate the Fables and Themes so as to finish at least every week one into pure English and to repeat them being translated in both Languages that by that means they may gain the Method of these kinde of exercises and inure themselves to Pronunciation When they have gone over them they may next translate Tullies six Paradoxes and pronounce them also in English and Latine as if they were their own-And afterwards they may proceed in those pithy Orations which are purposely collected out of Salust Livy Tacitus Quintus Curtius having the Histories of their occasions summarily set down before them And of these I would have them constantly to translate one every day into English beginning with those that are the shortest and once a week to strive amongst themselves who can best pronounce them both in English and Latine I know not what others may think of this Task but I have experienced it to be a most effectual mean to draw on my Scholars to emulate one-another who could make the best exercises of their own in the most Rhetorical style and have often seen the most bashfull and least-promising boyes to out-strip their fellowes in pronouncing with a courage and comely gesture and for bringing up this use first in my School I must here thank that modest and ingenious Gentleman Mr. Edward Perkins who was then my Usher for advising me to set upon it For I found nothing that I did formerly to put such a spirit into my Scholars and make them like so many Nightingales to contend who could 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 most melodiously tune his voyce and frame style to pronounce and imitate the forementioned Orations 4. Their forenoon Lessons on Mondays and Wednesdays may be in Isocrates and to make them more attend the Greek 1. Let them at first especially translate every Lesson by way of interlineary writing according to the Grammaticall order 2. Let them parse the whole Lesson in that order and give you the Variation and derivation of the most difficult Nouns and Verbs throughout and the Rules of Syntaxe and of the Accents 3. Let them pick out the phrases and more elegant words as they go along and write them in a Paparbook and transcribe what Sentences they meet withall into their Common-place-book After they are well entered you may cause them to translate the Greek into elegant Latine and on Fridayes when they come to repeat to render their own Latine into Greek which they should endeavour to write down very true and fair without any help of their Authour who is then to be thrown aside but afterwards compared with what they have done Three quarters of a year I conceive will be sufficient to exercise them in Isocrates till they get a perfect knowledge of Etymologie and Syntaxe in Greek which they will more easily attain to if out of this Authour especially you teach them to translate such examples most frequently as may serve to explicate those Rules which are not to be found in their Latine Grammar and very seldom occurre in the Greek one which they commonly read And then you may let them translate a Psalme out of English into Latine and out of Latine into Greek and compare them with the Septuagint Psalter Afterwards you may give them some of Demosthenes's Sentences or Similies collected by Loinus or of Posselius Apophthegmes in Latine only and let them turn them into Greek which when they have done you may let them see the Authours that by them they may discover their own failings and endeavour to amend them Their Lessons then for the fourth quarter on Mondaies and Wednesdaies should be in Theognis in which most pleasing Poet they may be taught not onely to construe and parse as formerly but also to minde the Dialects and to prove and scan and to trie how to make Hexâ—meter and Pentameter Greek verses as they formerly did Latine ones out of Ovid de Tristibus And here I must not forget to give notice to all that are taken with this Authour that Mr. Castilion's Praelectiones which he sometimes read at Oxford in Magdalene Colledge and Mr. Langley late School-Master of Pauls transcribed when he was Student there are desirous to see the light were they but helped forward by some Stationer or Printer that would a little consider the Authours paines I need give the work no more commendations then to say that besides Mr. Langley that writ it long agoe Mr. Busbie Mr. Dugard Mr. Singleton and some others of note have seen the Book and judged it a most excellent piece not onely to help young Scholars in the understanding of Theognis but also to furnish them with abundant matter of invention and to be a President to Students in the Universities whereby they may learne to compose such kind of Lectures upon other Poets either for their own private recreation or more publick reading
When they have done with Nowell they may proceed to Birkets Catechisme in Greek or our common Church-Catechisme in Hebrew which was printed for the company of Stationers in four Languages A. D. 1638. Thus have I at last done with my School-Discovery in which I have proceeded so far as to make any Authour seem easie to young Scholars in their future progresse at the Universities where I would advise them that have purses especially to provide themselves of all the Latine and Greek Orators and Poets and what they cannot understand without a Commentary or Scholiast to procure those whereby they may best help themselves and to have Stephani Thesaurus Greek and Latine Suidas Hesychius Budaeus Commentaries and the like ever at hand that they may be sure to improve themselves in the Latine and Greek Tongues as well as to minde the daily study of Arts and Sciences which are delivered in them 1. And would some able Tutour take the paines to describe a Right method of study and in what Authours Students may best bestow their time for the first four years it would doubtlesse be a means to encourage them to go on to that height of perfection which we see few attain to and those not untill they he ready to drop into their graves and then they wish they could once run over again their former studies and tell how easily they could cope-gaine that little measure of knowledge which they have so industriously sought for all their life The constant employment of this sixth Form is 1. To read twelve verses out of the Greek Testament every morning before Parts 2. To repeat Latine and Greek Grammar Parts and Elementa Rhetorices every Thursday morning 3. To learn the Hebrew Tongue on Mondaies Tuesdaies and Wednesdaies for morning Parts 4. To read Hesiod Homer Pindar and Lycophron for forenoon lessons on Mondaies and Wednesdaies 5. Zenophon Sophocles Euripides and Aristophanes on Tuesdaies Thursdaies 6. Laubegeois's Breviarium Graecae linguae for afternoons Parts on Mondaies and Wednesdaies 7. Seneca's Tragedies Martial and Plautus for afternoons lessons on Mondaies and Wednesdaies 8. Lucian's select Dialogues and Pontani Progymnasmata Latinitatis on Tuesday afternoons and 9. Tullies Orations Plinies Panegryicks Quintisians Declamations on Thursday afternoons and Goodwins Antiquities at leisure times 10. Their exercises for Oratory should be to make Themes Orations and Declamations Latine Greek and Hebrew and for Poetry to make Verses upon such Themes as are appointed them every week 11. And to exercise themselves in Anagrauis Epigrams Epitaphs Epithalamia's Eclogues and Acrosticks English Latine Greek and Hebrew 12. Their Catechismes are Nowell and Birket in Greek and the Church Catechisme in Hebrew So that in six or at the most seven yeares time which children commonly squander away if they be not continued at the Schoole after they can read English and write well they may easily attain to such knowledge in the Latine Greek and Hebrew Tongues as is requisite to furnish them for future studies in the Universities or to enable them for any ingenuous profession or employment which their friends shall think fit to put them upon in other places But having somewhat to say further touching the well-ordering of a Grammar Schoole for I have here insisted chiefly concerning Teaching I shall endeavour to proceed in my next Treatise with Schoole-Discipline In the mean time you may observe that the Method which I have here discovered is for the most part contrived according to what is commonly practised in England and foreign countries and is in sundry particulars proportioned to the ordinary capacities of children under fifteen yeares of age The subject matter which is taught is the same with that which is generally used by Grammars Authours and Exercises Touching Grammars I prefer Lilies for Latine Camdens for Greek and Buxtorf's Epitome for Hebrew not excluding any other that may conduce to the compleating of Grammar Art The Authours which I prescribe to be used are partly classical which every Scholar should provide for himselfe and because these are constantly learnt in most Grammar Schooles I appoint them to be read at such times as are usually spent in Lessons The Subsidiary Books are those which are helpful to children in performing their tasks with more ease and benefit and because all the Scholars will not have like need of them and they are more then any one will desire to buy these should be laid up in the Schoole Library for every Form to make use on as they shall have occasion Some of these serve chiefly to the explication of Grammar and are applyed to it some are needful for the better understanding of classical Authours and are appropriated to them and others are very requisite for the gaining of words and phrases and an ability for speaking or writing elegantly and such times are set apart for perusing of them as are commonly truanted away in idlenesse or needlesse sport Now by the joynt using of these together I endevaour that a Scholar may have a pretty knowledge of the Language which he learneth as well as of his bare Grammar Rules which without it signifie nothing And therefore to help children more easily to gain the Latine I have translated such books as they learn whilest they get the Grammar into their own mother-tongue that by comparing and using both together they may be able after good acquaintance with the Latine to waine themselves quite from English He that desires further satisfaction concerning the Translations which I have already made may peruse that Advertisement that I caused to be printed before Cato's Distichs English and Latine And if any man shall think to tell me that I seem to trouble my Scholars with too many books at once because a few if well learned will suffice to make a Grammarian I will give him here to consider 1. That I have to deale with children who are delighted and refreshed with variety of books as well as of sports and meats 2. That a Schoolmasters aim being to teach them Languages and Oratory and Poetry as well as Grammar he must necessarily employ them in many Books which tend thereunto 3. That the classical Authours are the same with other Schooles and Subsidiaries may be provided at a common charge as I shall afterwards shew The Scholars in a Grammar Schole may be fitly divided into six formes whereof the three lowest which are commonly under an Usher may be termed 1. Rudimentaries that learne the Grounds 2. Practitioners that exercise the Rules 3. Proficients that can speak and write true Latine The three highest Formes are employed by the Master to learne the Greek and Hebrew Tongues together with the Latine and to gaine some skill in Oratory and Poetry and matters of humanity and of these I may name the lowest Tertiani the middlemost Secundani and the highest Primani because they seem to differ one from another in ability of learning as these Roman legionary souldiers did in strength and use
of Armes This division I have purposely made that whether one Master alone be put to teach the whole or have one two or more Ushers to assist him he may constantly train up his Scholars by one and the same Way of teaching altering now and then onely some circumstances as his own Discretion shall better direct him and that every Scholar may from his first entrance to the Schoole proceed with cheerfulnesse in learning when he seeth plainly what he is to do from year to year and how others before him in a playing manner overskip those seeming difficulties which he imagineth in his minde And conceive it will be no small satisfaction to Parents and a mean to cease the indiscreet clamors of some against School-masters to see what method they observe in teaching and how their children profit by degrees according to their present apprehensions and growth in years And now the God of heaven earth in whose alone power it is to give increase vouchsafe to bestow such a blessing upon our planting and watering that our young plants may grow up in all godlinesse and good learning and abound in the knowledge of our Lord Jesus Christ whom onely to know is eternal life Amen SCHOLASTICK DISCIPLINE OR The VVAY of ordering a Grammar-Schoole Directing the not experienced how he may profit every particular Scholar and avoyd Confusion amongst a multitude By C. H. LONDON Printed by J. T. for Andrew Crook at the Green Dragon in Pauls Church-yard 1659. CHAP. I. Of the Founding of a Grammar Schoole THe most of the Grammar Schools which I have yet taken notice of in England are of two sorts The first I may call mixt Schooles where a structure is made and an allowance given of ten twenty or thirty pounds per annum onely to one man to teach children freely that inhabit within the precincts of one Parish or of three or four neighbouring Hamlets adjoyning And such Schooles as these very seldom or never improve Scholars further then to teach them to read and write and learne some little they know not what it meaneth in the common Grammar partly because the Master is overburdened with too many petty Scholars and partly because many parents will not spare their children to learne if they can but finde them any employment about their domestick or rureall affairs whereby they may save a penny In some places more populous an allowance is made to a Master of about twenpounds per annum to attend Grammarians onely and ten pounds to an Usher whose work it is to teach the Petties in such Schooles as these I have knowne some boyes more pregnant witted then the rest to have proved very good Grammarians and to have profited so in the Latine and Greek Tongues as to come to good maturity in University studies by a Tutors guidance But the Masters of such Schooles for the most part either weaken their bodies by excessive toyle and so shorten their dayes or as soon as they can fit themselves for a more easie profession or obtain a more profitable place after a few years quit their Schoole and leave their Scholars to anothers charge that either hath his method to seek or else traines them up in another quite different from that which they had been used to And thus thorow the change of Masters the Scholars are either dispersed or hindered from going on with that alacrity and profit which otherwise they might The second sort of Schooles are those which are purely Grammatical being especially conversant in teaching the Art of Grammar Now some of these have yearely salaries for a Master and one Usher where the Master is employed in perfecting those Scholars which the Usher hath already grounded And many of these Schooles especially if they be situate in places where accommodation is to be had for Tabling do happily train up many Scholars which about sixteen or seventeen years of age are fit to besent to the University But in regard there is no preferment attending these Schooles the most pregnant witted children are commonly taken thence after they are well grounded and disposed on to other places where they may gain it So that of all others our collegiate Schooles or those that come nearest them have the greatest advantage of making most Scholars For these having commonly large revenues belonging to them do not onely provide sufficiently for a Master and one Usher at lest but also for a certaine number of Scholars which being for the most part of the choycest wits pickt out of other Schooles and such as depend upon hopes of advancement do industriously bestirre themselves to attain what learning they can and submit themselves orderly to such Discipline as is there exercised But forasmuch as these greater Schooles rather intend the forwarding of such children as are already grounded then busie themselves about meere Rudiments it caâ—seth many parents to disperse their little ones abroad to Tabling-Schooles where for the most part there is but one man to teach a few promiscuously hand-over-head without any setled Method and these changing and removing ever and anon as cause is offered do seldome attain any stable proficiencie in Grammar-learning Yet in some of these where an able Schoole-Master is well seated and provided with all fitting accommodations so as to entertain many Gentlemens sonnes of good quality and an able Usher to assist him in Teaching I have observed children to make double profiting in respect of other Schooles because they have the advantage to spend much of that time at their bookes which others trisle away in running up and down about home not to say that the constant eye of the Master is an especiall means to regulate them in point of behaviour Now comparing all the Schooles which we have in England with some that I read of in other countries that I may speak freely and without offence to any man submitting my self herein also to the judgement of those of my Profession I do not know one that is so compleated as perhaps many might easily be with all necessary accommodations and advantages to improve children to what they are capable of in their playing years and wherein we evidently see how many places of education beyond the Seas do quite outstrip us And therefore from what I have heretofore read in Mr. Mâ—leasters Positions concerning the training up of children in ch 40. which he writ when he had been twenty years Schoole-master at Merchant Tailors Schoole which was erected 1561. being afterwards head Master of Pauls in 1600. and what I have been informed touching Mr. Farnabies improvement of a private Grammar Schoole in Gold-Smiths Alley now called New street also Jewâ—n Street and what I my self have experienced for about fourteen years together both in that place and in Lothbury Garden I am induced to think that it is a matter very feaseable to raise many of our Grammar-Schooles to a far higher pitch of learning then is ordinarily yet attained to in England For whereas
space may be left in the middle of the Schoole so as six men a breast may walk up and down from Form to Form The Ushers Pues should be set at the head ends of every Form so as they may best see and hear every particular boy And the Masters Chaire should be so raised at the upper end of the Schoole as that he may be able to have every Scholar in his eye and to be heard of all when he hath occasion to give any common charge or instruction There may be shelves made round about the Schoole and boxes for every Scholar to put his books in and pins whereon they may hang their hats that they be not trodden as is usual under feet Likewise every Form should have a Repository near unto it wherein to lay such Subsidiary books as are most proper for its use The lowest story may be divided into several rooms proportioned according to the uses for which they are intended whereof one should be for a writing-Schoole another for such Languages as are to be taught at spare houres and a third as a Petty-Schoole for such children as cannot read English perfectly and are intended for the Grammar-Schoole A fourth room may be reserved for laying in wood and coales aud the rest made use on for Ushers or Scholars to lodge in or the like occasion as the Master shall think best to dispose of them to the furtherance of his Schoole In the uppermost story there should be a faire pleasant Gallery wherein to hang Maps and set Globes and to lay up such rarities as can be gotten in presses or drawers that the Scholrs may know them There should likewise be a place provided for a School-Library and the rest may be made use of as Lodging roomes for Ushers and Scholars But the whole Fabrick should be so contrived that there may be sufficient lights and chimneys to every Form and roome As for an house of Office it should be made a good distance from the Schoole in some corner of the close where it may be most out of sight and least offensive The Masters dwelling-house should be high the Schoole and should contain in it all sorts of roomes convenient for entertainment and lodging and necessary offices that pertain to a great family It should have a handsome Court before it and a large yard behind it with an Orchard and Garden and some inclosure of pasture ground And there should be two or three roomes made a little remote from the dwelling house to which Scholars may be removed and kept apart in case they be sick and have some body there to look to them Now that every Scholar may be improved to the utmost of what he is capable the whole Grammar Schoole should be divided into six Forms and those placed orderly in one roome which as I have described may be so divided into six that the noyse of one form may not at all disturb or hinder another There should also be six able Ushers for every particular form one whose work should be to teach the Scholars according to the method appointed by the Master and that every one may profit in what he learneth to be sure to have respect to the weakest and afford them the most help The Master should not be tyed as is ordinary to a double work both to teach a main part of the Schoole himselfe and to have the inspection and government over all but his chief care should be and it wil be businesse enough for one to prescribe Taskes and to examine the Scholars in every form how they profit and to see that all exercises be duely performed and good order constantly observed and that every Usher be dexterous and diligent in his charge and moderate in executing such correction as is necessary at any time to be inflicted for vitious enormities but seldome or never for errours committed at their Books As for the maintenance of such a School it should be so liberal that both Master and Ushers may think their places to be preferment sufficient not to be enforced to look for further elsewhere or to direct their spare houres studies towards other Callings It were to be wished therefore that a constant Salary of at least 100. l. per annum might be allowed to the Master and 30. l. 40. l. 50. l. 60. 70. l. 80. l. per annum to his six Ushers The raising of which maintenance to use Mr. Mulcasters words as it will require a good minde and no meane purse so it needs neither the conference of a countrey nor yet the Revenue of a Romane Emperour Besides the Master for his encouragement should have liberty to make what benefit he can by tabling in strangers and every of the abler sort of inhabitants in the Town should pay him at least 10. s. per quarter for a sons teaching but all the poorer children should be taught gratis on condition they be sent constantly to the Schoole and that their Parents do engage they shall keep good order and be cleanly and neat in their apparel that they may not seem to disgrace their fellowes or to be disdained by them for their poverty It would withall be a great encouragement to these poorer sort of children to learn if some whom God hath enriched with more then enough would spend the supererrogation of their wealth as Mr. Mulchaster terms it in affording exhibitions of 8. or 10. l. per annum towards keeping them at the Schoole or sending them abroad as they are fit to Trades or Universities They that go thither should have larger exhibitions allowed them upon condition that they employ more time then others in the study of Tongues and critical learning for the promoting whereof I shall onely propound Mr. Mulcaster's question in his own words which are these If there were one Colledge where nothing should be professed but Languages onely as there be some people which will proceed no further to serve the Realme abroad and studies in the Vniversitie in that point excellently absolutely were it not convenient nay were it not most profitable c. As for what he writes further in Chap. 41. of his Positions touching the division of Colledges by professions and faculties And Mr. John Drury hath lately published in his reformed Schoole and his Supplement thereto concerning the bringing together into one Society such as are able to exercise themselves in any or all kinde of Studies that by their mutuall Association Communication and assistance in reading meditating and conferring about profitable matters they may not onely profit their own abilities but advance the superstructures of all learning to that perfection which by such meanes is attainable I refer the more judicious to their Books and leave it to the consideration of those that endevour to promote Schoole-teaching whether such a Schoole as I have now delineated would not be of great concernment to the Church and Common-wealth where-out to pick more able Schoole-masters that by degrees
to shew himselfe at all times pleasing and chearful towards them and unwilling to punish them for every error but withall to carry so close an eye upon all their behaviour that he can tell them privately betwixt himself and them alone of many faults they commit when they think he knowes nothing and let them see how he dare correct them for the like offences when they presume to commit them again and especially if they behave themselves stubbornely before their fellowes Yet to win a boy of a more stubborne spirit it is better sometimes to forbeare blowes when you have him submit to the rod then to punish him so for a fault as to make him to hate you and out of a despight to you to do the like or a worse mischiefe And when any general misdemeanour is committed the Master should shew himselfe impartial towards all so as either to pardon or punish all Bu in afflicting punishments as he should let none escape so he should let the most untoward feele the most smart but beware he deal not rigorously much leâ—â—e cruelly with any for that will cause an utter dislike in all the Scholars towards the Master fearing he will deale so with them in case they so offend and thinking it to be no argument of love where severity of correction is used 4. But nothing works more upon good natured children then frequent encouragements and commendations for well-doing and therefore when any taske is performed or order observed according to his minde the Master should commend all his Scholars but especially the most observant and encourage the weak and timerous and admonish the perversest amongst them to go on in imitating their example in hopes of finding as much favour at his hands as they see them to have 5. In some places a Master is apt to be molested with the reproachfull clamours of the meaner sort of people that cannot for the most part endure to have their children corrected be the fault never so heinous but presently they must come to the Schoole to brave it out with him which if they do the Master should there in a calme manner admonish them before all his Scholars to cease their clamour and to consider how rash they are to interrupt his businesse and to blame him for doing that duty to which he is entrusted by themselves and others their betters But if they go about to raise scandalous reports upon him he may do well to get two or three judicious neighbours to examine the matter and to rebuke the parties for making so much adoe upon little or no occasion Thus we shall see Scholars abundantly more to respect the Master when they know how grossely he is apt to be wronged by inconsiderate persons and that wise men are ready to vindicate his cause Whereas if they once see their Master liable to every bodies censure and no man take his part whatever is said of him they themselves will not care what tales they make to his utter disgrace or ruine especially if he have been any whit harsh towards them and they be desirous to out-slip the reines of his Teaching and Government CHAP. III. Of schoole-Schoole-times Of Scholars going forth of the Schoole and of Play dayes THough in many Schooles I observe six a clock in the morning to be the hour for children to be fast at their Book yet in most seven is the constant time both in Winter and Summer against which houre it is fit every Scholar should be ready at the Schoole And all they that come before seven should be permitted to play about the Schoole till the clock strike on condition they can say their parts at the Masters coming in else they are not to play at all but to settle to their books as soon as they come But here the Master is to take heed that he be neither too rigorous with those of weaker age or constitution for coming somewhat tardy nor indulgent towards those who through manifest sloth and frequent loytering neglect the houre For in the one it will breed a daily timerousnesse and in the other it will make way to licentiousnesse and on the one side Parents will clamour on the other side the Schoole will receive disgrace However the best is to be as strict as possibly may be in seeing that every Scholar come at the just houre and to note it as a punishable fault in him that cometh late except he bring a note of excuse from his Parents or Host's hand and a promise withall that he shall not offend often in that kind It is not amisse for every Scholar in every Form to put down his name in a book kept common for that purpose so soon as he comes to Schoole every day that it may be upon record whether he used to come with the foremost or the hindmost and how often he was absent from the Schoole likewise every Scholars name should be called over according to the Bill every Schole hour and they that are present should answer for themselves by saying Adsum and his next fellow should give notice of him that is absent by saying Abest The common time of dismissing Scholars from Schoole in the fore-noons is eleven a clock every day and in the after-noons on Mondaies Wednesdaies and Fridaies five a clock but on Tuesday after-noons foure and on Thursdayes three Touching which a care would be taken that the taskes of every Form may be fully dispatched rather a little before those houres then after that then the Scholars which intend writing or cyphering or the like may go to the Writing-schoole as they yet use to doe about London Neither would I have the Scholars to be so precisely observant of the clock as just upon the first stroke of it to rush out of the Schoole but notice being given to the Master that it is stricken and he having given the word for dismissing the Schoole all the Scholars should come one by one orderly out of their seats according to their Forms the lowest beginning first because they are commonly next the doore and salute him with their hats in their hands and so quietly depart out of the Schoole without thrusting or striving one to get out before another It were good if there were hour-glasses in the School to give notice how the time goes on And for their ready going home or to the writing Schoole there should be private Monitors appointed to inform the Master so soon as they return to the Schoole again who they are that neglected their duty therein That space of intermission about nine and three a clock which is used at Westminster Schoole and some others and is so much commended by Mr. Brinsley Chap. 33. of his Grammar Schoole cannot so well be observed nor is it so requisite in those Schooles in which Scholars meet not till seven in the morning for the variety of their several tasks will take away that tediousnesse that seems to accurre by the length of time
may be daily bettered in reading English and forwarded by learning to write before he come from the Petty-Schoole The fittest season of the year for such a general admission of little ones into the Grammar-Schoole doth seem to be about Easter partly because the higher boyes are usually then disposed of to Trades or the Universities and partly because most children are then removed from one Schoole to another as having the Summer coming on for their encounagement When you have thus admitted a company of boyes together you may let those that can read best obtain the higher places till they come to get the Rudiments of Latine without book and then you may ranke them into a Form Because 2. It is a main help to the Master and a furtherance to all the Scholars that the whole Schoole be reduced into Formes and those also as few as may be respecting the different years and capacity of each Scholar And if there were six hundred Scholars or more in a Schoole they might all sitly be ranked into six Forms by putting those of equal age and abilities together and the toyle in hearing Parts or Lessons and perusing Exercises as I will shew anon would not be much more with an hundred orderly placed and well behaved in a room to themselves apart then with three or foure single boyes in several employments Not onely because the Master or Ushers do thus at once impart themselves to all alike and may bestow more time amongst them in examining any Task but also because by this means Aemulation as a main quickner of diligence will be wrought amongst them insomuch as the weakest Scholar amongst them will be loth to lagge alway behinde the rest and there is none so stupidly blockish but by help of company will learn that which he would not obtain being alone and I have seen the very hindmost oftentimes to help all his fellowes at a dead lift The Teachers constant care should be in every Form as to direct and examine every particular boy so to help forward the weakest that in every thing he doth he may understand himself and it is not to be said with what alacrity they will all strive to out-doe one another so that sometimes he that cometh behinde all the rest will be as fit to make a leader of the Forme as those that are the foremost in it To provoke them all therefore to emulation and that none may complain or think himself injured by being left behinde use constantly once at the end of a moneth and when all your Scholars are together to maâ—e a free new choyce in every Forme after this manner 1. Let every Scholar in the Forme give his own voyce concerning which boy he thinketh to be the best proficient and ablest for the present to lead the company and having set him aside let them all passe their voyces again concerning whom they judge fittest to stand the next to him 2. Then set these two opposite one to another so as the better Scholar may take the leading of the upper side on your right hand and the other the leading of the lower side on your left hand 3. And that there may not be much inequality in the sides let the lower leader have the first call and liberty to take what boy he thinketh the strongest out of all the rest and then let the higher leader have the next call and liberty to take whom he liketh and so let them proceed to call by course till they have like ball players ranked all their fellowes to their sides and so strongly and evenly set themselves in a posture one side against another that it may be hard for any one to judge whether is the stronger By thus choosing amongst themselves they will be all so well pleased that the Master shall never be blamed for endeavouring to preferre one boy before another or keeping of any back that would seem to go faster then his fellowes at his Book And indeed I have sometimes admired to observe the impartiality and judgement of children in placing one another according to their abilities and parts waving all other by-respects by which men would be inclined to set one higher and another lower Yet if sometimes they seem to mistake in their judgement concerning a boy that is but newly come amongst them or to be too partial against any other upon some general splene which is but very rare The discreet Master may after the election correct the error by giving such a one a place to his own liking which he may keep till the next choyce except some of his inferiours have a list to dispute with him for his place and then he must put it to the hazard having a lawful time given him to provide before-hand for the contest 3. Let all the Scholars take their places in the Schoole according to their several Formes and let every one sit in his Form in that order in which he was elected It were good that the seates were so equally set on both sides the Schoole as that the higher side of each Form might keep the higher side of the School I mean that on the Masters right hand and the lower side of the Form the lower side of the Schoole which is that on the Masters left hand However let the upper side take alwayes the upper and the lower the lower seats This placing of Scholars in an opposite manner side against side is good in many respects as 1. To know on a suddain who is unruly in or absent out of his place 2. To have them ready paired at all times for Examinations Disputations or Orations or the like 3. To keep order in going in and out of their seats to say or in going home from Schoole or the like 4. To increase courage in the Scholars who are delighted to let their friends see what place they keep amongst the rest when they come to visit them As they sit in their seats be sure to keep them continually imployed by proportionating every taske to the time and their strength with respect to the capacity of the weakest for by this means the strongest boyes will have more leisure to help and see the weakest can do their work for which purpose they should be appointed sometimes to sit in the middle amongst the rest that they may more readily be consulted with heard of all These should sometimes construe and sometimes examine over their Lessons having their Grammars and Dictionaries and other Subsidiary books to help them out of which they should appoint others to find what they enquire after and this will be so far from hindering their own progresse that it will-encourage them to go faster onward when they see how readily they can lead the way and incite their fellowes to follow after them When in getting Lessons the whole Form shall be at a Non-plus let one of the leaders have recourse to the Master or Ushers or to whom they shall appoint him to go
cause that an English Chapter he read every morning at the beginning and every night at the giving over Teaching And in this every boy throughout the Schoole should take his turn that it may be known how perfect he is in reading English readily and distinctly Let him that is to read take his place at a desk in the middle of the Schoole and be sure he speak aloud and let every one reverently attend to what is read the lower boyes looking upon their English and the higher upon their Latine Bibles Those also that are able to make use of the Septuagint in Greek may doe well to procure them to look upon especially seeing they are now to be had at a far cheaper rate then formerly bring but lately printed When the Chapter is ended you may demand of one in each Form what he observed and let any one that is disposed take the liberty to ask his opposite a question or two concerning some passage in it Mr. Pagets History of the Bible will assist them herein so they look upon it before the Chapter be read you your self may do well sometimes to tell them what things are most remarkable in that present Chapter The Scholars of the upper Formes may do well to carry Memoriale Biblicum constantly in their pocket by which they may be put in minde at all times what passages they may finde in any Chapter 2. After the Chapter is ended they may sing the first threescore and second the hundred or hundreth and thirteenth Psalm in Latine out of a little book formerly printed at Oxford which one of the head Scholars should distinctly read unto them 3. When the Psalm is done the same Scholar should repeat those admonitions at the end of Nowels Catechisme and then the whole Schoole should rehearse those Hymnes which are there the higher side of the Schoole saying one verse and the lower the next alternatum conjunctis vocibus and at last conclude with one of those prayers for a blessing upon your endeavours These Prayers and Psalmes would be all writ together both in English and Latine in a little book which would be necessary to be kept in the Schoole for continuall and daily use Some course would be taken that the Master may have notice what Scholars omit the reading of a Chapter at home every night after supper but for this pious exercise I hope every Christian Parent will be ready to call upon and encourage their own Children or others that are under their charge as Tablers Now that the good Schoolmaster may more fully discharge his duty towards God and his Church who have both entrusted him with the education of their children to nurture and bring them up in the fear of the Lord it were expedient if a course could be taken that he might meet them all at the Schoole every Lords day in the morning about an hour afore church-Church-time where he may take the opportunity to instruct them in Catecheticall doctrines according to what he may read in many excellent Books that are as Expositions of the Lords prayer the Creed and the ten Commandements and not wilde it in a tedious unmethodized discourse concerning things unnecessary to be taken notice of and unmeet for children to be pusled with And after a Psalme sung and a Prayer said he may see them go all before him orderly by two and two to the Church where it is requisite that they should have a convenient place appointed to sit in together by themselves and all within the Masters view This would be an especiall means to prevent that unreverent behaviour in the Church which is too usuall amongst Scholars when they are glad to wander into by-corners to sit down to rest or rather chat in or are ever and anon molested with quarrelsome lads or unmannerly fellowes that are apt to disquiet them and thrust them out of their places I have heretofore observed how the ninth Canon of our Church religiously enjoynes every Schoole-master to see his Scholars quietly and soberly behave themselves in the Church and examine them at times convenient after their return what they have borne away of any Sermon which he cannot well doe except he have them all confined to one place where himself may sit near them After Church-time ended in the afternoon the Master may doe well to see all his Scholars go before him in like order to the Schoole where he should examine them what they have heard or writ at the Sermon Now in repeating Sermons this course may be taken 1. Let every one of the lower Scholars repeat the Teâ—t or a Proof or some little pious Sentence which was then delivered And these he should get either by his own attention at the Church or by the help of his fellowes afterwards For there should be no stirre made in the Church upon pretence of getting notes there 2. Those in the four middle most Forms should mind to write the Text Doctrines Reasons Uses Motives and Directions with the Quotations of Scripture places as they are best able 3. These in the highest Form should strive to write as much and in as good order as possibly may be your self now and then hinting to them some direction what method they should observe in writing Sermons and that may disgest what they have written into that order wherein they heard it deliver'd let them have a little time of respit amongst themselves to compare their notes one with another and to supply their defects and amend what they have mistaken Then 4. You may first cause one of your higher Scholars to read distinctly what he hath written and afterwards two or three of other Forms whom you please to pick out and last of all let every one of the lowest Form tell you what he hath observed of the Sermon These things being orderly done you may enlarge a little upon what point you think most necessary for them to remember and practise and conclude this holy dayes exercise with singing of a Psalm and devout prayers and charging your Scholars to spend the rest of the time in reading the Scriptures and such religious books as tend to their farther profiting in Christian piety you may comfortably dismisse them to their several homes and expect Gods blessing upon your endevours for the week following CHAP. VIII Of the Monitors Bill and of rewards and punishments in a Grammar-Schoole THat no disorder or vice committed either at Schoole Church or elsewhere may passe un-noted by the Master he may cause his Scholars in the two upper Forms to play the Monitors in their weekly turns from Friday to Friday They may make one Bill to serve for all the week proportionable to the number of Scholars of every Form after this manner Nov. 1659 Â F. S. S. M T. W. TH. 1. G. C. Â Â Â Â Â Â Â Â J. O. Â Â Â Â Â Â Â Â T. P. Â Â Â Â Â Â Â 2.
that they keep such order and moderation especially in drinking that it may rather be a refreshment and encouragement to them as it is indeed intended then any occasion of distemper or debauched behaviour amongst them And after thanks given to God for his mercy towards them in that particular expression of joy and rejoycing one with another the Scholars should all goe together into the fields to take a little more liberty of Recreation then ordinary yet with an especial regard had that they catch no cold or otherwise endanger their bodies In London and most other places the usuall manner remaineth of Breaking up Schooles for a time of intermission of Studies and visiting of friends about a week before Christmas Easter and Whitsuntide till the week following those holy dayes begin at which time every Scholar bringeth something to the Master as a token of his own and his Parents gratitude for his care and love towards him Now that the Master may also then testify his forwardnesse to requite their courtesies and encourage his Scholars he should every Breaking up day 1. Provide some fitting Collation to be imparted and distributed by himselfe to his Scholars who will thankfully take a small gift as a token of more singular favour at his hands then anothers 2. Invite his Scholars Parents together with such Gentlemen and Ministers as he is better acquainted withall as well to take notice of what his Scholars in every Form are able to doe as to grace him with their company 3. Let the Scholars in each Form be furnished with such Exercises as belong to them in loose papers and have all their Translations writ fairly in their books to be ready to shew to any one that shall desire to look upon them The higher Forms should entertain the company with some elegant Latine Comedy out of Terence or Plautus and part of a Greek one out of Aristophanes as also with such Orations and Declamations and Coppies of several sorts of verses as are most proper for celebrating the solemnity of the time at hand and to give satisfaction to the present meeting The lesser boyes should remain orderly in their formes to be ready to give answer to any one that shall examine them in what they have learnt or would know what they are able to perform This as it will be an encouragement to the Scholars to go on cheerfully at their books so will it be an endearment of their friends to the Master and a meanes to preserve the credit of the Schoole against all virulous aspersions that are apt causelesly and too often to be cast upon it by unworthy and illiterate persons It were necessary that such orders as you would have your Scholars duely to observe and the mulct to be undergone for every particular default were fairely written in a Table and hanged up in some eminent place in the Schoole that every one may at any time take notice of them and learn more readily to conform to your Discipline I had thought here to have added another sheet or two concerning Schoole-orders and Scholars more decent Behaviour but considering the present haste of the press in finishing the work and fearing lest this little Book should swell to too great a Bulke I choose rather to deferre them till another opportunity For whilest I intended onely to give a few directions to the lesse experienced for the better ordering of Grammar Scholars I have run over most of the most considerable matters which concern the managing of a Schoole Which a man that is constant to his employment loving towards children discreet in his behaviour a well grouuded Scholar and an honest Christian desirous to serve God cheerfully in the calling of a Schoole Master may undoubtedly perform without any extraordinary toyle or disturbance either of minde or body God in mercy enable me and all that labour in this necessary profession to persevere in our duty whatever discouragements may seem to attend it CHAP. X. Of the Method of Teaching which was used in Rotherham Schoole by Mr. Bonner an experienced Schoole-Master there who was thence chosen to Chesterfield where he died THat none may censure this Discovery which I have made to be an uncouth way of Teaching or contrary to what had been aforetime observed by my Predecessors at Rotherham Schoole which is the same that most Schoole-Masters yet use I have hereto annexed their method just as I received it from the mouth of some Scholars who had been trained up therein all their time at that Schoole and thence sent to the University before I came thither to be Master The custome was 1. To enter boyes to the Schoole one by one as they were fit for the Accidents and to let them proceed therein severally till so many others came to them as were fit to be ranked with them in a form These were first put to read the Accidents and afterwards made to commit it to memory which when they had done they were exercised in construing and parsing the examples in the English Rules and this was called the first form of which it was required to say four Lessons a day but of the other forms a part and a Lesson in the fore-noons and a Lesson onely in the after 2. The second form was 1. To repeat the Accidents for Parts 2. To say fore-noons Lessons in Propria quae maribus quae genus and As in praesenti which they repeated momoriter construed and parsed 3. To say an after-noons Lesson in Sententiae Pueriles which they repeated by heart and construed and parsed 4. They repeated their tasks every Friday memoriter and parsed their Sentences out of the English 3. The third form was enjoyned first to repeat two parts together every morning one out of the Accidents and the other out of that forementioned part of the Grammar and together with their parts each one was made to form one person of a verb Active in any of the four Conjugations 2. Their fore-noons Lessons were in Syntaxis which they used to say memoriter then to construe it and parse onely the words which contain the force of the Rule 3. Their fore-noons Lessons were two dayes in Aesops Fables and other two dayes in Cato both which they construed and persed and said Cato memoriter 4. These Lessons they translated into English and repeated all on Fridayes construing out of their Translations into Latine 4. The fourth forme having ended Syntaxis first repeated it and Propria quae maribus c. together for parts and formed a person of a verb Passive as they did the Active before 2. For Lessons they proceeded to the by-rules and so to Figura and Prosodia 3. For after-noon Lessons they read Terence two dayes and Mantuan two dayes which they translated into English and repeated on Fridayes as before 5. The fifth forme said one part in the Latine and another in the Greek Grammar together 2. Their fore-noones Lessons was in Butler's Rhetorick which they said
of every word which is proper for its place Right choyce of words being indeed the foundation of all eloquence On Saturdayes after they can say the Lords Prayer the Creed and the ten Commandements in English and Latine they may proceed to the Assemblies Catechisme first in English and then in Latine or the like This second form then is to be exercised 1. In repeating the Accidents for morning parts 2. In saying Propria quae maribus Quae genus As in praesenti for Fore-noon Lessons 3. In reading the larger Vocabulary for Noon parts 4. In learning Qui mihi and afterwards Cato for Afternoons Lessons on Mondayes and Wednesdayes and Pueriles Confabulatiunculae and afterwards Corderii Colloquia on Tuesdayes and Thursdayes And 5. Translating a verse out of English into Latine every evening at home which they may bring to be corrected on Fridayes after all the weeks Repetitions ended and return written as fair as possibly they can write on Satturday mornings after examinations ended And thus they may be made to know the Genders of Nouns and Preter-perfect tenses and Supines of Verbs and initiated to speak and write true Latine in the compasse of a second yeare So that to children of betwixt seven and nine years of age in regard of their remedilesse inanimadvertency I allow two whole years to practise them well in the Rudiments or Grounds of Grammar in which I would have the variation of Nouns and Verbs to be specially minded for till they be very ready in those their progress in other things will be full of uncertainties and troublesomely tedious but if those be once well got all other rules which have not perhaps been so well understood will more easily as age increaseth be better apprehended and put in use CHAP. IIII. How to make Children of the third Forme perfect in the Latine Syntaxis commonly called Verbum Personale as also to acquaint them with Prosodia and how to help them to construe and parse and to write and speak true and elegant Latine CHildren are commonly taught the Latine Syntaxis before they be put to make use of any Latine book besides it and so they but can say it readily by heart construe it and give the force of its rules out of the examples they are thought to learn it well enough But the very doing thus much is found to be a work too tedious with many and therefore some have thought good to lessen the number of the Rules others to dash out many examples as if more then one or two were needlesse so that when a Childe hath with them run over this part of the Grammar it is well if he have learnt the half of it or know at all what to do with any of it I think it not amisse therefore to shew how it may be all gotten understandingly by heart and settled in the memory by continual practise which is the life of all learning 1. Let those then of this third forme divide their Accidents and Rules of Nounes and Verbs into ten parts whereof they may repeat one every Thursday morning and make way for the getting of the Syntaxe on Mundaies Tuesdaies Wednes for morning parts 2. Let them repeat as many Rules memoriter as they are well able together with all their examples and to help their understanding therein you may do well to shew the meaning of every rule exception beforehand and to make them compare them with those in the English rules under the same head to see which are contained in the Latine which are not in the English and which are set down in the English which are left out in the Latine 3. To help them to construe well before they come to say let them make use of their Construeng books and that they may better mind what they construe you may cause them sometimes when they come to say to read the part out of Latine into English 4. In parsing let them give you the word governing and apply the word governed according to the rule and tell-you wherein the exceptions and observations differ from the General rule 5. Let them have a Paper-book in Quarto in the margent whereof they may write the first words of every rule and exception and let them have as many familiar examples some in English onely and some in Latine onely as may suffice to illustrate the rule more clearly to them and do you help them extempore to turn their English ones into Latine and their Latine ones into English and having a space left under every head let them fill it up with praegnant Examples which they meet with as they read their Latine Authors or as they Translate English Sentences into Latine I observe Melancthon and Whittington of old and Mr. Clarke Mr. Comenius and others of late to have made subsidiaries of this nuture which because they seem some what to overshoot the capacities of children who as Mr. Ascham observes are ignorant what to say properly and fitly to the matter as some Masters are also many times I have taken the paines to make a praxis of all the English and Latine Rules of Construction and Syntaxis as they lie in order and to adde two Indexes The first of English words and the Latine for them The second Of Latine words and the English for them with figures directing to the examples wherein they are to be used And for more perspicuity sake I take care that no example may touch upon any rule that is not already learned for fear of pussing young beginners in this necessary and easie way of translating with the rule in their eye which doth best direct the weakest understandings Now forasmuch as the daily reading of Latine into English is an especiall means to increase the knowledge of the Tongues and to cause more heed to be taken to the Grammar Rules as they are gotten by heart I would have those in this form to read every morning after prayers four or six verses out of the Latine Testament which they will easily do having beforehand learned to construe them word by word with the help of their English Bible In this exercise let them be all well provided and do you pick out onely one boy to construe and then ask any of the others the Analysis of a Noune or Verb here or there or some rule of construction which you think they have not so well taken notice of as to understand it fully Hereby you may also acquaint them with the rule and way of construing as it is more largely touched in the following part of this chapter N. B. Those Children that are more industriously willing to thrive may advantage themselves very much by perusal of Gerards Meditations Thomas de Kempis St. Augustins Soliloquies or his Meditations or the like pious and profiting Books which they may buy both in English and Latine and continually bear about in their pockets to read on at spare times Their forenoone lessons may be in
Aesopes Fables which is indeed a book of great antiquity and of more solid learning then most men think For in it many good lectures of morality which would not perhaps have been listened to if they had been delivered in a plain and naked manner being handsomly made up and vented in an Apologue do insinuate themselves into every mans minde And for this reason perhaps it is that I finde it and Gesta Romanorum which is so generally pleasing to our Countrey people to have been printed and bound up both together in Latine even when the Latine was yet in its drosse And to let you see what Latine Aesop was there translated into out of Greek by one Romulus I will give you the first Fable in his words De Gallo Jaspide IN sterquilinio quidam pullus gallinatius dum quaereret escam invenit margaritam in loco indigno jacentem quam cum videret jacentem sic ait O bona res in stercore hic jaces Si te cupidus invenisset cum quo gaudio rapâ—isset ac in pristinum decoris tui fratum redisses Ego frustra te in hoc loco invenio jacentem Vbi potius mihi escam quaero nec ego tibi prosum nec tu mihi Haec Aesopus illis narrat qui ipsum legunt non intelligunt No sooner did the Latine Tongue endeavour to recover its pristine purity by the help of Erasmus and other eminent men of learning in his time but the Greek Coppy of Aesop is translated by him and his Contemporaries every one striving to outstrip another in rendering it into good Latine and it is observable that the Stationers Coppy which is generally used in Schooles is a meere Rapsodie of some fragments of these several mens Translations whence it is that one and the same Fable is sometimes repeated thrice over in several words and that the stile of the Book is generally too lofty in it self for Children to apprehend on a suddain I have for their sakes therefore turned the whole Book such as I found it into proper English answerable to the Latine and divided both into just periods marked with figures that they may more distinctly appear and be more easily found out for use or imitation and though I observed some words and phrases scarce allowable in many places of the book yet I was loath to make any alteration except in a few grosse errors and especially one that quite perverted the sense of the Fable and appeareth to be a mistake in the Translator from the Greek Coppy which is thus 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 which is well latinized by one thus Aper Vulpes Aper quum cuidam adstaret arbori dentes accuebat But the unknown Translator of this Fable and the rest that yet passe sub incerto interprete reading perhaps 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in stead of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 or finding that 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 doth sometimes signifie like an adjective solitarius solitudines captans c. renders it into pure non-sence and in other words also differing from the Greek thus Singularis animal vulpes Singularis agrestis super quadam sedens arbore dentes acuebat Which one having lately translated into English verse with the Picture before it hath prettily devised a Rhinocerate to stand by a tree and to whet his teeth against it whereas the Latine hath it super quadam sedens arbore which is impossible for such an huge beast to do I have therefore put out the word Singularis and made it Aper agrestis according to an ancient Greek Coppy which I have and I English the clause thus Lib 2. Fab. â—3 A wilde Boar standing by a tree whetted his tushes This I have noted obiter to acquaint the more judicious with my reason of altering those words and to save the lesse experienced some labour in searching out the meaning of them seeing they passe yet uncorrected in the Latine Booke Let them procure Aesops Fables then in English and Latine and the rather because they will take delight in reading the Tales and the moral in a Language which they already understand and will be helped thereby to construe the Latine of themselves And herein I would have them to take a whole Fable and its moral at one Lesson so that it do not exceed six periods which they should first read distinctly secondly construe Grammatically and then render the proper phrases thirdly parse according to the Grammatical order as they construed and not as the words stand And then be sure they can decline all the Nounes and conjugate the Verbs and give the Rules for the Genders of the one and the Preterperfect tenses and Supines of the other as also for the concordance and construction either out of the English Rules or Latine Syntaxe or both as they come to have learned them Let them sometimes write a Fable fair and truly over according to the printed Book both in English and Latine and sometimes translate one word by word in that order in which they construed it and this will inure them to Orthography That they may learn to observe and get the true Latine order of placing words and the purity of expression either in English or Latine style let them imitate a period or more in a lesson turning it out of English into Latine or out of Latine into English thus whereas they read in English A Cock as he turned over a dung-hill found a pearl saying why do I finde a thing so bright and in Latine Gallus gallinaceus dum vertit stercorarium offendit gemmam Quid inquiens rem sic nitidam reperio they may imitate it by this or the like expression As a beggar raked in a dunghill he found a purse saying why do I finde so much money here Mendicus dum vertit stercorarium offendit crumenam quid inquiens tantum argenti hic reperio By thus doing they may learn to joyne Examples out of their lessons to their Grammar Rules which is the most lively and perfect way of teaching them and to fetch a Rule out of their Grammar for every Example using the Grammar to finde Rules as they do the Dictionary for words till they be very perfect in them Their Afternoons Parts may be to construe a Chapter in Janua linguarum which will instruct them in the Nature as well as in the Names of things and after they have construed let them try who can tell you the most words especially of those that they have not met with or well observed in reading elsewhere For Afternoon lessons on Mondayes and Wednesdayes let them make use of Mantuanus which is a Poet both for style and matter very familiar and gratefull to children and therefore read in most Schooles They may read over some of the Eclogues that are less offensive then the rest takeing six lines at a lesson which they should first commit to memory as they are able Secondly Construe Thirdly Parse Then help them to
and those Subsidiary Books provided for the lower Formes will prevent the over-toyling of themselves by their present work And that those disorders which usually befall in Scholars running forth in Schoole-time may be somewhat remedied this or the like course may be taken 1. Let it not be lawful for above one boy in twenty to go forth at once and at his going forth let every one come to the Master or that Usher to whose charge he belongs and in his hearing repeat four or six Vocabula's or phrases which he hath not said before and then lay down his book with his name writ in it in a place appointed within the Masters view that so it may be knowne at once both how many and who are out of doores and how long they tarry abroad At their coming in they should again repeat the like number of Vocabula's and Phrases as they did at their going foâ—th The Master should do well now and then to send a privie spie who may truly observe and certifie him how every scholar spendeth his time abroad and if any be found to go forth upon no occasion or to truant it without doors let him be censured or reproved according to his demerits 3. The granting of a Play-day is to be referred wholly to the discretion of the Master who must in this be as fearfull to work his Scholars hinderance and the Schooles discredit as willing by such a courtesie to gratify his deserving friends who if they be any whit reasonable will be easily satisfied with a just excuse of denial but if they be unreasonably importunate they ought to be served with as unreasonable a naysay so that Play-dayes should be rarely granted except to such as may seem to claime more then ordinary interest in the Schoole and to whom the Master is bound to shew his due respects especially before his Scholars In places of great resort and where often sollicitation is used to be made for play especially by mothers that come to visit their children which are tabled at Schoole it were good that a piece of an afternoon were designed constantly afore-hand on which in case any suit should be made the Scholars might have leave to play but if not that â—hey be held to their Books Yet if â—here have not a Play-day been granted â—or a Holy day intervened for some weeks together the Master may of himâ—elf propound to his Scholars that in case they performe all their Tasks very well and orderly so as to dispatch them by such an hour on such a day they shall play the remainder thereof then as at other times also when a Play-day is intended ore of the upper Form at least should make a Petitory Oration to the Master or them that come to crave play and another a Gratulatory speech after leave is obtained Where both Thursdayes and Saturdayes in the afternoons are halfe Holy-dayes I think Tuesdayes the fittest on which to grant play in other places Thursdayes may seem the best But this I leave to the discretion of the Master who knoweth what is most convenient for his own Schoole Now in granting a Play-day these directions may be useful 1. That there be never more then one Play-day granted in one week and that onely when there is no Holy-day in that week and when the weather also is clear and open and the ground somewhat dry 2. That no Play be granted till one a clock at the soonest when all the Scholars are met and Orations have been said 3. That all the Scholars be dismissed orderly into some close or other place appointed for such a purpose near the Schoole where they may play together and use such honest and harmlesse recreations as may moderately exercise their bodies and not at all endanger their health And because some boyes are apt to sneak home or straggle from the rest of their fellowes out of their bounds prescribed them to play in you may do well to give order to him that hath the Bill of all the names to call it over at any time amid their sport and to take notice of all such as have absented themselves to give you an account of them when they return into the Schoole which should be upon Play-daies before five of the clock that they may blesse God for his provident hand over them that day and so go home And that the Master may sometimes see into the various disposition of children which doth freely discover it selfe by their company and behaviour at play he may now and then take occasion to walk at a distance from them or if he come nearer to stand out of their sight so as he may behold them in the throng of their recreations and observe their gesture and words which if in any thing they be not as becometh them he may afterwards admonish them in private to behave or speak otherwise But an especial care must be taken and a charge accordingly often given that your Scholars do at no time play with any but their own Schoole-fellowes or other ingenuous children about home which their Parents or Friends know and whom they are willing should be admitted into their company for besides the evil which may be contracted by learning corrupt discourse and imitating them in many shrewd turns boyes that are under little or no command will be very subject to brabble and fight with Scholars and the rather because they know the Master will not allow his Scholars at all to quarel and if they can do them any maime they will attempt it that the Master may have occasion to call them to account for it So perverse is our corrupt nature especially where education hath no sway CHAP. IV. Of Admission of Scholars of Election of Forms and of Scholars orderly sitting and demeanour in their seats when they are at Schoole 1. NO children should as I have formerly said be admitted into a Grammar Schoole but such as can readily read English and write a legible hand or at least be willing to learn to write and to proceed in learning Latine And it is therefore best to try in the presence of their Parents or friends that bring them what they can do by causing them to read or write if they can before them that themselves may be Judges of their present strength or weaknesse expect proficiencie from them according as they see their capacity not hastening them on too fast and rating at them daily because perhaps in their judgements they do not learn so well as their neigbours children The best is to admit of young beginners onely once every year and then to take in all that can be gotten from the Petty-Schooles for company will encourage children to adventure upon an uncouth course of learning seeing the more the merrier and any discreet Parent will be easily perswaded to forbear his son a while when he considereth it will be more for his profiting to have company along with him as he learneth and he