set downe for the practicing children in spelling of them to helpe by them to spell any other speedily and for writing true Orthography Of ioyning syllables together Bookes to be first learned of children In what time children well applyed may learne to reade English Diuiding and distinguishing syllables The pleasantest way to teach the little ones to pronounce their letters and to spell before they know a letter and how to doe it Any one who can reade may thus enter children if they wil follow the directions and so a poore body may make an honest liuing of it and free the Grammar schooles Complaints for children for getting to reade English when they first enter into Latine and how to auoyde them The iust complaint of want of care in our schooles for proceeding in our owne tongue as in the Latine or Greeke wheras our chiefe care should be for our owne language and reasons for it How schollars may increase continually as fast in our own tongue as in the Latine The chiefe fault of children going backe in English when they begin to learne Latine is in the Parents An ordinary fault that schollars are to seeke in matters of common numbers and how to redresse it CHAP. IIII. OF writing How the Master may direct his schollars to write faire though himselfe be no good pen-man Herein these particulars Faire writing a great benefit and ornament to schooles The opinion is fond that a good schollar cannot be a good writer The trouble of Schoolemasters for want of this skill to teach their schollars how to write When the schollars should begin to write To haue all necessaries thereunto and books kept faire Each to learne to make his owne pen and how Holding the pen and carrying it lightly In stead of setting copies to haue little copie-bookes fastened to the tops of their bookes and those of the best which can be procured Manner of their copie-bookes and copies Inconuenience of following diuers hands Euils of the want of such copie-bookes Faire writing to be practiced by all the schollars once euery day General rule in writing to make all like the copie How to keepe euen compasse in writing not ouer-high not too low Benefit of ruling-pens for each and what ones The bookes of the young beginners to bee ruled with crosse lines The compasse in greatnes and neerenes of the letters Ioyning the letters in writing Writing straight without lines Speciall furtherances for the first enterers when they cannot frame any letter Leisurely drawing the letters as the Painter a chief help To obserue ornaments of writing To make all the letters most plaine Mischiefes of getting a bad hand first What the Master is to doe to the end that he may learne to teach his schollars to write faire To walke amongst the schollars to see that they obserue their directions and to marke all faults in writing This skill is to be gotten to auoyde the euils by wandring Scriueners The vse of Scriueners in Grammar Schooles what The summe of the principal directions for writing to be euer in memory CHAP. V. CErtaine general obseruations to be knowen of Schoolmasters and practiced carefully chiefly in all Grammar learning 1. That schollars bee taught to doe all things with vnderstanding and to haue a generall knowledge of the matter before To do all things by reason with vnderstanding brings almost double learning besides ease and delight Reading without vnderstanding is a neglect of learning Triall of difference betweene learning with vnderstanding and without Verses of Horace to this end worthy to bee written in letters of golde to be imprinted in the memories of all How some writers haue so far gone beyond others in eloquence thorough their ripenesse and vnderstanding How to teach all to be done by vnderstanding 2. To learne onely such things as whereof they may haue good and perpetuall vse 3. To note all hard words or matters worthie obseruation and the manner of marking them 4. To learne all things so perfectly as the former may be insteed of a Schoolemaster to the later 5. That the whole schoole be diuided into so few forms as may be with reasons for the same 6 To haue a great care that none be discouraged but all to be prouoked by emulation and desire of praise A sentence of Tully to this purpose worthie to be euer before the Masters eye Strift for victories the most commendable plaie and a chiefe meanes to make the schoole Ludus Literarâ—us 7. Each to haue his aduersary and they to be so matched and placed as all may be done by equall strift 8. To vse euer to examine the most negligent 9. Continuall care of pronouncing 10. To haue some exercise of memory daily for making excellent memories 11. To haue the best patternes of all sorts that can bee gotten 12. The Masters to incourage themselues and their schollars continually 12. Constancie in good orders with continuall demonstration of loue to doe all for the greatest good of the schollars CHAP. VI. HOw to make children perfect in the Accedence Herein these particulars The vsuall manner of learning to reade the Accedence The ordinary manner of getting the Accedence without booke The best meanes for learning to reade the Accedence Generall rule in learning without booke or getting whatsoeuer seemeth hard To take but a little at a time To cause them first to vnderstand their lectures and how Admonition to Masters desirous to do good To be as the Nurses with little children Example how to make children to vnderstand by shewing the meaning and by asking questions In what points of the Accedence the chiefe labour would be bestowed to make young schollars very perfect viz. in all kinde of declining How to be most speedily perfect in the Verbs which are a mean foundation and wherin the greatest difficulty lieth No paines can be too great in Nownes and Verbs vntill they be exceeding perfect Two generall obseruations in the English rules what parts of the English rules to be made most perfect in Helpe for examination of the Accedence viz. The questions of the Accedence called the Poasing of the English parts Other needfull questions adioined to the end of the same CHAP. VII HOw to make schollars perfect in the Grammar What is done ordinarily in schooles in teaching Grammar What things are requisite in learning Grammar How to get the Grammar with most ease and fruite Benefit of Lillies rules construed Learning the rules without booke Construing the rules without booke How to do where leasure is wanting How to examine so as to make your schollar to answer any question of his Grammar with an example thereof To appose only in English where children are too weak to answere in Latine Examining in the Latine Nownes and Verbes Examining the Syntaxis and helpes thereunto Repeating titles and margents or the beginning of the rules in a continued speech to keep the rules perfectly Helpe for hearing part in straights of time Helps for further vnderstanding the
them to hate learning A They will rather loue it better Ob. 3 It is a small matter to lose a yeere or two then A The losse of a yeere or two will be found in the end Ob. 4. They will learn the faster A So in higher learning at those yeeres The inconuenience of hauing the Grammar schooles trobled with teaching A. B. C Continuall applying in a right course is aboue al means How this might be remedied by some other schoole in each towne for this purpose The redresse of it to be sought To be borne with patience where it cannot be remedied The first entring of children to be looked to carefully To teach to read well in a short time is of great profit Griefe discredit of the want of this 1. To teach children how to cal and pronounce their letters right And first the 5. vowels The Consonants Right calling the letters before the children doe know them 2. How to teach children to know the letters the soonest To cause them to finde out any letter The surer way is to learne but one letter at aâ— once 3. How to teach to spell M. Coots English Schoolemaster might bee profitable to this purpose in which booke are syllables words of all sorts To make children to take delight in spelling Some of the hardest syllables to practice children in the spelling of theÌ„ These would be written in some little table to poase them oft Note in spelling Right pronouÌ„cing makes right spelling Further direction for spelling after 4. Ioyning syllables together Vnderstanding the matter Bookes to bee first learned of children Abcie Primer Second reading of a booke Psalmes in metre Testament Schoole of Vertue Schoole of good manners 5. In what time children well applyed may easily learne to reade English Diuiding and distinguishing syllables 6. To teach little ones to pronounce their letters and to spell before they know a letter is the pleasantest way How little ones will presently pronounce their fiue vowels To put the coÌ„sonants in order before the vowelles pronouÌ„cing them To teach to spell these thus putting the consonants first Repeating th letters of thee Alphabet by roate To teach them to know their letters as before To cause them to knowe the matter by questions or oft repeating to theÌ„ Any one who can read may thus enter children for reading english 8. The inconuenience of childreÌ„ forgetting to reade English when they enter first into latine and how to auoid it Complaints of Parents for childreÌ„ forgetting English Complaint of want of care in our schooles for growth in our owne tong is in the latine Our chiefe indeauor should be for our own tongue Reasons Few Scooles which haue any regarde for our English tongue Meanes to obtaine this benefit of increasing in our English tong as in the Latin 1. Daily vse of Lillies rules construed 2. Continuall practice of English Grammaticall translations 3. Translating and writing English with some other Schoole exercises The chief fault of the children going backewards in reading English when they first learne latine is in the Parents themselues An ordinary fault that most schollars are to seek in matters of common numbers which they may bee taught in an hower or two Numbers by letters knowen easily yet oft neglected Numbers by figures Why this Dialogue is so long Faire writing a great benefit ornament to Schooles It hath beene a receiued opinion a â—ong many that a good Schollar can not be a good writer The trouble of Schoolemasters for the want of this faculty to teach Schollars to write The ordinary course in Schooles to teach to write 1. When Schollars should begin to write 2. To haue all necessaries 3. Inke and paper of what sort Writing books kept faire 4. Euery one to learne to make his owne pen. The manner of making the pen. Cleft of the penne The neb of the pen. The surest way for making the pen. How to holde the pen. To cary the pen so lightly as to glide on the paper Copies In stead of setting copies to haue copie bookes fastened to the top of their books Maner of the copie bookes Examples of copyes contayning all the letters in one line of ioyning The hardest sylables and principall numbers to be set in the end of the copy bookes The copy books to bee printed how with the benefit of them Inconuenience of following diuers hands The best written copies to be procured Inconuenience of the lacke of such bookes Faire writing to be practiced by all the schollars once euery day General rule in writing To make all like vnto the copy To keepe euen compasse How to write of euen height Each to haue his ruling pen and what onâ—â— The neb of the ruling pen and how to rule with it ☜ Euen writing to be streightly looked to by the help of a ruling pen. Ruling the bookes of the young beginners with crosse lines thus Benefit of this ruling The compasse in greatnesse or neernesse of the letters Writing straight without lines ☜ Speciall furtherances for the first enterers in writing When they cannot frame a letter To follow a letter with a dry pen. Leasurely drawing as the Painter To learne to make one letter wel first then another To helpe to write cleane fast and faire together Making florishes gliding vpon the paper To obserue ornaments of writing ☞ To make the letters most plaine ☞ Mischiefs of getting a bad hand ☜ To procure the most excellent copies from the beginning That the Master may teach his Schollars to write faire what to be don ☜ To walke amongst the schollars to see they obserue these directions To obserue all the bad letters and faults in writing Any Schollar may helpe the Master The meanest writers may bring many of their schollars to be good pen-men To auoyde the euils by wandring Scriueners Things necessarily required in commendable writing The vse of Scriueners in the Grammar Schooles what ☜ The sum of the principall and most necessary directions for writing to be euer remembred and therefore here shortly repeated that we may haue a briefe notion of them This maketh nothing against the honest Scriueners but to preuent the abuse of shifters and hurt to Schooles Schollars are to be taught to do all thing with vnderstanding and to know the matter before in generall The common course to doe all things without vnderstanding the reason of them or how to make vse of any thing The defect hereof exceeding great To doe all things by reason brings almost double learning To read without vnderstanding and knowledge how to make vse is a neglect of all learning Triall of the difference between learning with vnderstanding without 1. In schollars examined together whereof one vnderstandeth and can giue reasons of things the other not 2. In getting a lesson how to do it soonest in the best manner 3. In our owne experience construing or studying out any difficult place in any Author or tongue One chiefe cause why Virgil and
setting of copies and to saue that endlesse toyle let euery one haue a little copie booke fastened to the top of his writing booke with a strong thread of a spanne long or thereabout that alwaies when he writeth he may lay his copie booke close before him and that the side of the copie may almost touch the line where he writeth that his eye may be vpon the copie and vpon his letter both together And also to the end that euer when he hath done writing he may put his copie booke into his writing booke againe so that the copie may neuer bee out of the waie nor the Schollar write without it The fittest volume for their writing a booke is to haue them in quarto Moreouer the copie bookes would be made thus Not aboue two inches in bredth fowre or six copies in a booke halfe secretarie halfe Roman The copie bookes might be made thus most fitly as I take it 1 One line of small letters of each letter one except in those which haue letters of diuers kinds and therin both kinds to be set downe as i. j. s. 8. u v. Vnder the line of small letters would be set a line of great letters after the same manner and vnder them both a line or two of ioyning hand containing all the letters in them Examples of both sorts for the present vntill better can bee found may be these I meane copies both of Secretary and Roman containing all the letters in them For Secretary thus Exercise thy selfe much in Gods booke with zealous and feruent prayers and requests For Roman thus Aequore cur gelido zephyrus fert xenia kymbis Respect not the verse but the vse Vnder all these may be fitly set in very little room those characters or letters out of which all the rest of the letters may be framed as in the small letters in Secretarie m. i. t. v. z. s. In the great letters 〈◊〉 So vnder the Roman copies after the same manner In the end of the copie bookes in a page or two might be set down all the hard syllables mentioned before That by oft writing them ouer they might be helped to spel to write true Orthographie And after those the numbers mentioned to be able to write or totel any of them vpō the book without it Then what schollar so euer were not able to tell any of them after a little poasing were well worthy to be corrected If such copie books were finely printed being grauen by som cunning workman those of the most perfect and plaine forms of letters that could possibly be procured in a strong and very white paper one book or two of them would serue a schollar neere all his time that hee should neuer need to change his hand The often change following of diuerse hands doth asmuch hinder writing as often change of schoolemasters doth hinder learning Therfore the best is to be chosen at the first and euer to be stucke vnto without alteration if it may be In the meane time vntill such copies can be had some would be procured of the master to be written by the best Scriuener who can be gotten after the manner aforesayde for each schollar to haue one to fasten to his booke and to vse as before Otherwise when for lacke heereof the Master or Vsher or some other Schollar is compelled euery day to write each schollar a new copy it is both an endlesse toile and also an extreame losse of time besides the inconuenience mentioned of change of hands and that few Masters or Vshers are fit pen men to write such copies as were necessary Lastly because thorough want of such copies schollars do write ordinarily without direction or pattern in all their exercises whereby they either grow to very bad hands or do profit in writing little or not at all This exercise of writing faire would be practiced by all the Schollars thorow the Schoole at least once everie day for an howres space or neere and that about one of the clocke for then commonly their hands are warmest and nimblest Now those that write exercises may take the opportunitie of that time to write them so faire as they can In al writing this general rule would be obserued streightly to cause them to striue to make euerie letter as like to the copie letter in all proportion as the one hand is to the other And that they neuer thinke a letter good vntill no difference can bee found betweene it and the copie letter that it cannot be discerned whether is the better Great care would bee had withall to make euery writer to keepe euen compasse in the height greatnesse and breadth of his letters that no one letter stand either too high or too lowe be ouer long or ouer short nor anie way too bigge or too little too wide or too narrow To the end that they may write of euen height cause them to rule their bookes with a ruling pen and then that they make the body of each letter to touch their rules on both sides I meane both at the tops and bottomes of the letters but not to go one hair bredth higher or lower Thus by practice the schollar will in time attaine to write very faire of himselfe without any ruling pen. That euery one may rule their bookes thus cause them to haue each his ruling pen made of a quill somwhat like vnto a pen but onely that it is to be made with a nocke in the neb or point of it like the nocke of an arrow the nebs of the nocke standing iust of the bredth of their copie letters asunder that they may rule their rules meete of the same compasse with their copies The points of the nebs of the ruling pennes must not be made ouer sharpe nor pressed downe ouer hard in ruling because they wil then race the paper and make it that it will not beare inke They are moreouer to rule but a few lines at once because the lines being drawen but lightly will soone go out and not be seene before that the learners come to write in them Also this care must be had in ruling to cary the ruling pen so euen and straight forward that both the lines which are drawen by it may be seene together or els to drawe the lines so oft ouer with the same vntil that both the lines may be well seene This would be obserued carefully vntill that time that they can begin to write euen streight of themselues for the euen compasse doth especially grace a hand and the faire shew of it will cause children to take a delight in writing faire Euery schollar who writeth Latine should haue two of these ruling pens one for Secretarie and an other for Roman or else to haue one made of iron or brass the one end for the one the other end for the other Moreouer the bookes of all the new
before him and to marke well wherin any one of them misseth in any letter or stroke that it is not like to the copie there to point him to the copie and to shew him where they differ or to cause him to compare them himselfe so to appoint them to bee mending their faults vntill their letters be in all things like the copie letters And what letters they make the worst to make them so oft ouer in some voyde place of their booke or some waste paper vntill those be as good as any of the rest and like the copie as was said Amongst others to look specially to these three letters together f. g. h. and to m. which being well made do grace all the rest yet are commonly made the worst of all Thus any one of the schollars chiefly one of them who write the best may helpe the Master to direct the rest By these meanes the Schoole-master may bring many of his Schollars to be very good pen-men and all generally to some competent sufficiencie to the credite of the Schoole the good contentment of the parents and the great benefit of the Schollars though he cannot write well himselfe if hee can but onely thus farre forth direct as to cause his Schollars to follow these obseruations Hereby the Schooles also may be freed from hauing any need of the Scriueners which go about the country at least which go vnder the names of Scriueners and take vpon them to teach to write do ofttimes very much hurt in the places where they come For they draw away the mindes of many of the Schollars from their bookes euen of all such as cannot indure to take paines nor haue any great loue of learning and cause many of good hope to leaue the school vtterly Besides that very often so soone as euer these Scriueners are gone the Schollars whom they haue taught doe forget what they seemed to haue gotten by them vnlesse they be kept to practice their writing daily So that all that cost and time is commonly lost besides the former inconueniences that sundry by them lose all the learning which they had gotten Also most of the younger sort who seeme to write faire and so leaue the Schoole in a conceit of that which they haue gotten by the Scriuener yet doe write so false Orthography as is loathsome to see and ridiculous to reade For these properties should be ioyned together in euery pen-man who would haue any approbation to be able as well to write a good stile I meane to indite and to expresse his mind in some good forme of words and true Orthographie as to write faire As for the vse of Scriueners in the common schooles it would be this if any eyther to make euery schollar his booke of copies to vse after the manner prescribed vntill such printed ones can be had or else to set all the schollars in a good way of writing for right framing their letters and the like To do it onely at such times as the Master shall appoint that it may be without any great hinderance to the schollars for their learning warily preuenting al the former inconueniences For schooles and good learning being such a singular benefit and so great a gift of God to Church Common-wealth all hinderances would be wisely foreseene and heedfully preuented These are the speciall helps which hitherto I haue learned for the direction of schollars in writing and by these I am assured vpon triall that what is promised in this behalfe may bee effected through Gods blessing Spoud Sir these must needs be very profitable yet my memory being weake and they many I shall hardly thinke of them to put them in practice I pray you therfore repeat vnto me againe in a word or two which of them you take to be the principall and of most continuall vse Phil. These I take to be the principall almost the sum of all which would euer be had in memory that the schollars haue good pens thin inke faire good copie books those made fast to their bookes to haue them euer laid close before thē when they are to write fair which wold be once euery day then all of them together That they haue their books ruled strait lightly that with ruling pens amongst al the yonger sort and that therein a care be had that they euer touch both the lines of the ruling pen with the bodies of their letters Also that they haue their faults shewed them by pointing them to the copie letters and where their letters are vnlike to the copie thereto cause them to be amending them continually vntill they attain to write as faire as it To call on them euer to haue an eye to the copie to haue the fashions of the letters in their minds To take a delight in writing striuing who shall do the best to this end to let their hands glide lightly on the paper to striue to write very clean to make minimes and such like letters sharp at tops bottoms or iust to the proportiō of their copies to hold their pens very low their elbow somthing neer their side to keep their copies books fair vnblotted vnscrauled to haue void places or waste papers for assaies c. Most shortly these three are almost all in all good copies continual eying them wel a delight in writing although I thinke it very necessary that you bee acquainted with all the former directions as they are set downe at large to vse them as neede shall require You may soone attaine the knowledge of them when you haue them written downe the labour of learning them will be nothing to you in regard of the benefit and much lesse in regard of the long search and obseruation which I haue vsed to finde them out Spoud It is true indeede and I am the more beholden vnto you but giue me leaue this one word that which you said euen now may seeme to make very much against the Scriueners Phil. Not at all it onlely helpeth to redresse the great abuse by som shifters who go vnder the name of Scriueners for all good Scriueners haue their callings and imployments wherein to serue to the profite and good of the Common-wealth and not vnto the hurt thereof This onely may teach vs to preuent and auoyde those intollerable abuses hurts to schooles mentioned whereof there hath beene and is daily so much experience Spoud Sir I cannot but like of your answer I my selfe haue had some experience of the truth of the complaint it is very necessary that such euils should be preuented Now therefore that you haue thus shewed me how to make my schollars good pen-men and that they may grow therein as in their schoole learning and thus prepared the way to our Grammar schoole let vs at length come to that which hath beene the speciall end of my iourney and wherin our
witnesse of an vnfained desire towardes the perpetuall flourishing of this Nation with all the Church of CHRIST And in this humble desire I commend your Highnesse and Excellency vnto him who aduaunceth and setteth vp Kings in their throne and hath sayde that he will honor those who honor him The whole successe I commit to that Supreame Grace who looketh at the heart and accepts the will whom you desiring to follow shall reigne with him in that most blessed light eternally Your Highnesse Graces humbly deuoted in all loyall and faithfull obseruance IO. BRINSL◠A COMMENDATORY Preface ARts are the only helpes towards humane perfection Those therfore which are the helps towards the easinesse maturitie perfection of Arts deserue best of mankinde Whence it is that God would not suffer the first deuisers so much as of shepheards tents of musical instruments of Iron-works to be vnknown to the world the last wherof euen heathen Antiquitie hath in common iudgement continued without much difference of name till this daie although I cannot beleeue that anie of the heathen gods were so ancient Yea hence it is that the holy Ghost challengeth the faculty euen of manuary skill to his owne gifte as beeing too good for Nature and too meritorious of men That Bezaleel and Aholiab can worke curiously in siluer and golde for the materiall Tabernacle is from Gods spirit and not theirs How much more is this true in those sciences which are so essentiall to the spirituall house of God As Arts are to perfection of knowledge so is Grammar to all Artes. Man differs but in speech and reason that is Grammar and Logicke from beasts wherof reason is of Nature speech in respect of the present variation is of humane institution Neither is it vnsafe to say that this later is the more necessary of the two For we both haue and can vse our reason alone our speech we cannot without a guide I subscribe therfore to the iudgement of them that think God was the first Author of letters which are the simples of this Art whether by the hand of Moses as Clement of Alexandria reports from Eupolemus or rather of the ancienter Progeny of Seth in the first wotld as Iosephus Hee that gaue man the faculty of speech gaue him this meanes to teach his speech And if he were so carefull to giue man this helpe while all the world was of one lip as the Hebrews speak how much more after that miserable confusion of tongues wherein euery man was a Grammar to himselfe needed a new Grammar to be vnderstood of others It is not therfore vnworthy of obseruatiō that God knowing languages to be the carryage of knowledge as in his iudgement he diuided the tongues of those presumptuous builders so contrarily hee sent his spirit in clouen tongues vpon the heads of those master-builders of his Church What they were suddainly taught of God we with much leasure and industry learne of men knowing the tongues so necessarie for all knowledge that it is well if but our younger yeeres be spent in this study How seruiceable therfore is this labor which is here vndertaken and how beneficial to make the way vnto all learning both short and faire Our Grandfathers were so long vnder the ferule till their beards were growen as long as their pens this age hath descried a neerer way yet not without much difficulty both to the schollars and teacher Now time experience and painfulnesse which are the meanes to bring all things to their height haue taught this author yet further how to spare both time and paines this way vnto others and that which is most to bee approoued without any change of the receiued groūds It is the cōmon enuy of men by how much richer treasure they haue found so much more carefully to cōceale it How commendable is the ingenuity of those spirits which cannot ingrosse good experiments to their priuate aduantage which had rather doe then haue good who can be content to cast at once into the common Bank of the world what the studious obseruation inquisition reading practice of many yeeres haue inriched them withall That which this Author hath so freely done as one that feares not least knowledge should be made too easie or too vulgar The Iesuites haue won much of their reputation and stollen many hearts with their diligence in this kinde How happie shall it be for the Chnrch and vs if we excite our selues at least to imitate this their forwardness We may out-strip them if wee want not to our selues Behold here not feete but wings offered to vs. Neither are these directions of meere speculation whose promises are commonly as large as the performance defectiue but such as for the most part to the knowledge of my selfe and manie abler Iudges haue been and are daily answered in his experience and practice with more then vsuall successe What remaines therefore but that the thankfull acceptation of men and his effectuall labors should mutually reflect vpon each-other that he may be in couraged by the one and they by the other benefited that what hath been vndertaken and furthered by the graue counsell of many and wise and performed by the studious indeuours of one so well deseruing may be both vsed and perfected to the common good of all and to the glorie of him which giueth and blesseth all IOS HALL Dr. of Diuin THE CONTENTS IN GENERALL OF the chiefe points aimed at and hoped to be effected by this WORKE 1 TO teach schollars how to be able to reade well and write true Orthography in a short space 2 To make them ready in all points of Accedence and Grammar to answere any necessary question therein 3 To say without book all the vsual and necessary rules to construe the Grammar rules to giue the meaning vse and order of the rules to shew the examples and to apply them which being wel perfomed will make all other learning easie and pleasant 4 In the seuerall fourmes and Authours to construe truely and in propriety of wordes and sense to parse of themselues and to giue a right reason of euery word why it must be so and not otherwise and to reade the English of the Lectures perfectly out of the Latine 5 Out of an English Grammaticall translation of their Authours to make and to construe any part of the Latine which they haue learned to proue that it must be so and so to reade the Latine out of the English first in the plaine Grammaticall order after as the wordes are placed in the Authour or in other good composition Also to parse in Latine looking only vpon the Translation 6 To take their Lectures of themselues except in the very lowest fourmes and first enterers into construction or to do it with very little helpe in some more difficult things 7 To enter surely in making Latine without danger of making false Latine or vsing any barbarous phrase 8 To make true Latine and pure Tullies phrase
beginners or enterers whilst they write letters would be ruled wel with crosse lines with the ruling pens on this manner It is found to direct them very much Thus their bookes shall be kept faire The compasse or the space within the crosse lines serues to keep guide the body of each letter to make it of a iust proportion The straight lines direct and guide the childe to make euery stroke straight forward or vp and downe and also how to frame the head and taile of each letter Thus much for the compasse of the letters chiefly in the tops and bottoms of the letters Now that the letters may not be ouer bigge or ouer little set too neere one another or far off this may bee one good direction Cause your schollar to drawe his lines on which hee wil write his copies of the very same length with the length of the line of his copie and then if he write iust so much in his line as is in the copie it is very like that he makes his letters of a good proportion not too bigge nor too little and the compasse euen not one ouer neere or far off from an other But if hee write more in a shorter space then is in like space in the copie he either makes his letters too little or sets them too neere one another letters or words or both And so on the other side if he write lesse in a line then is in his copie in the same space and length then hee makes his letters too bigge or too wide asunder The letters would bee ioined in euery word yet so as no one be set ouer neere another but iust as the copie obseruing blacks and whites as the Scriuener tearmeth them And each word in a sentence would be set about the bredth of an a or an o from one another For writing straight without lines after that they haue practiced this a good while to write with double lines ruled with the ruling pen and after with single lines this may helpe to guide them wel to cause them to hold their elbow so close to their side and so steadily as they can conueniently for the elbow so stayd will guide the hand as a rule especially in writing fast Afterwards looking at the end of the line as we vse to trie the straightnes of an arrowe they shal see easily where it is crooked Practice wil bring facility These also may bee speciall furtherances for the first enterers When the young schollar cannot frame his hand to fashion any letter besides the guiding of his hand and also the shewing where to begin each letter and how to draw it some do vse to drawe before them the proportion of their letters with a peece of chawke vpon a board or table or with a peece of blacke lead vpon a paper and then let the childe trie how he himselfe can draw the like vpon it and after this to let him to do it with his pen following the letter of his booke Or thus Let him take a drie pen that cannot blot his booke and therewith cause him to follow that letter in his copie which he cannot make drawing vpon the copie letter very lightly a little turning the side of the pen where the letter is smal but leaning harder vpon it where it is ful and there also turning the broad part of the pen. Onely warne him to be carefull that hee doe not hurt the letter in the copy by his hard leaning vpon his pen or by the ouermuch sharpness of it Thus let him follow his copie letter drawing his pen so oft vpon it vntill he think his hand will goe like vnto it Then direct him to trie with another pen with inke whether he can make one like to that of his copie If he cannot let him goe to it with his drie pen again vntill that he can fashion one like vnto it This also is a speciall obseruation That the more leasurely the childe draweth at the beginning as the Painter doth and the more lightly the sooner a great deale he shall learne to frame his hand to write faire This likewise some good Scriueners obserue to suffer the child to learne to make but one kind of letter at once vntill they can make that in some good sort then another as first a then b. But especially to beginne with those letters out of which all the rest may be framed to make them perfectly as m c t v z. For so all the rest will bee the easier To helpe to write cleane fast and faire together call oft on your schollars to exercise their hands in making of f strokes that is dashes of f and s thus 〈◊〉 and the stroake of the great C and B thus 〈◊〉 Also some vse to cause the learners to practice their hands to run vpon the paper either with inke or without vntill they be very nimble and cunning to glide vpon the paper and namely to make certaine rude florishes Call on them in all exercises to bee carefull to obserue the graces of letters as the keeping of great letters accents points as comma colon period parenthesis and whatsoeuer may serue for the adorning of writing and euermore to take a delight in writing faire which delight is in each art the one halfe of the skill but to flie all long tailes of letters and to make all their letters so plaine as they can the plainer the better Beware that you suffer no one to learne a bad hand or to make any bad letter so neere as you are able to preuent it For it will be found much harder to teach such to forget their bad letters and hands then to teach other which neuer learned to write the good So that if you teach such a better hand after that they haue learned and been long inured to the worse although they seeme to haue learned to write well yet vnlesse they be holden continually to practice their good hand each day a little they will fall vnto their bad hand againe so great force hath any euill custome This therefore must be our wisedome to procure from the beginning the most excellent copies for our schollars whatsoeuer they cost and to keepe them constantly to them they will soone quite the cost both to Master and Schollar To the end that any Master may bee the better able to teach thus let him eyther trie to attaine this faculty of writing faire which much commends a Master or at least let him labour to be well acquainted with these directions or the like and also let him cause his Schollars to obserue them constantly or so many of them as neede shall require And to this end let him vse to walke amongst his Schollars as they write all together and see that they do practice these things duely but chiefly that euery one haue his copie booke layed close
where euery rule standeth as where are verbes of the first Coniugation so in the rest Practice them also to answere thus The Present tense Preterperfect tense Infinitiue moode and first Supine together As if I aske How say you To swim he answereth No. No naui nare natum So To wash Lauo laut lauare lautum Because these being known al the rest are presently known and to do it also for breuity sake especially examine those Verbes often which haue two Preterperfect tenses or two Supines or moe and would therefore haue speciall marks as vello velli vâ—â—lsi vellere vulsum For the Syntax in Latine though the English rules with a few moe adâ—ed to them might serue for resoluing any construction or for making Latin and so many do thinke them needlesse altogether others do vse to teach only the rules thereof and one example only in each rule yet there may be very good vse of them all rightly vnderstood and specially of the seuerall examples rightly applied that Schollars by them may goe surely hauing seuerall examples to warrant almost euery thing in construction which by the bare rule and one example they could not but goe very doubtfully Besides that therby they also get so much good Latine of the best Authours and be helped much for parsing by the wordes of the rule In examining the Syntax it is the best to doe it in Latine for by that time they will be well able to doe it so if they be rightly trained vp And it will much helpe them as was said to speake and to parse in Latine yet still asking the question also in English and answering both in English and Latine so farre as neeede is as thus out of the words Q. Quot sunt Concordantiae R. Tres. Q. Quae est concordantia prima R. Nominatiui verbi Q. Verbum personale cum quo cohaeret R. Cum Nominatiuo Q. In quibus cohaeret Verbum personale cum Nominatiuo R. Numero persona Q. Daexemplum R. Nunquam sera est adbonos mores via Q. Applica hoc exemplum vel Ostende voces in quibus est vis regulae R. Via est Q. Da aliud exemplum R. Fortuna nunquam perpetuò est bona Q. Applica R. Fortuna est Q. Repete regulam R. Verbum personale cohaeret cum Nominatiuo c. Q. Dic Anglicè R. A Verbe personall agreeth c. In the next rule Nominatiuus primae vel secundae personae c. Q. Vtrum exprimitur Nominatiuus primae vel secundae personae R. Rarissimè Q. Quibus de causis exprimitur R. Causa discretionis aut Emphasis gratia Q. Da xemplum vbi exprimitur causa discretionis R Vos damnastis Q. Quid intelligis per vos R. Vos damnastis nemo praeterea c. So likewise in the rules of gouernment as at Adiectiua quae desiderium c. Q. Adiectiua quae significant desiderium notitiam memoriam c. quem casum adsciscunt R. Genitiuum Q. Da regulam R. Adiectina quae desiderium c. Q. Da exemplum R. Est natura hominuus nouitatis avida Q. Applica R. Auida nouitatis To helpe the examining the Syntax the better those wordes also in euery example throughout the Grammar would be marked in which the force of the example lieth as was aduised in the English rules The word gouerning or more principall with two marks or with a double mark the word gouerned with one or at least the chiefe word or gouernor with some letter or marke distinct froÌ„ the gouerned And then euer in saying the ensample to repeate again those wordes onely in which the force of the example lyeth the gouernour or principall first as in the English rules so here As thus in saying Est natura hominum nouitatis auida to repeate againe auida nouitatis Mens futuri praescia praescia futuri Crescit amor nummi quantum ipsa pecunia crescit amor nummi c. By this kinde of repeating or continuall apposing where they misse by asking thus Da exemplum vbi est vis regulae They will become exceeding cunning to vnderstand and apply rightly any example of the Grammar so fast as they can repeate it or to apply any other thereunto or else to make the like that so they may euer haue sure patternes for all parsing making and trying Latin Though this may be though an easie matter and that euery Schollar can doe it yet trie it and it will be found cleane contrary almost throughout and to trouble many weake Masters to apply many of them aright It is a matter most necessary because the very life of the examples is in these and the profite will doubly counteruaile the paines With a little practice they will almost as soone say their rules this way applying each example as without Spoud I discerne euidently the great benefite and furtherance to Schollars to be able to repeate the examples of euery rule in such sort as you haue shewed for continuall vse both in parsing and in making and writing Latine surely as also to haue the summes of the rules which are in the Margents and before the rules perfectly but children cannot possibly get these vnlesse their bookes bee marked so as you directed And for the Masters to marke all their Grammars so it is an infinite toyle and hinderance to him to marke some one and to cause the Schollars to marke theirs thereby they will doe them so falsly as will oft more hinder then further besides the trouble in it also the summes of the Margents are very defectiue Phil. For the supplying of all this and the auoyding of all these inconueniences and other like and for making our Grammar farre more easie and profitable to the Schollars without any alteration the Grammars are procured to bee so printed as to be most plaine herein all the words wherin the force of the examples doth lie being printed in differing letters that the least childe may bee able to discerne them and so to apply and repeate them and also the Margents made more perfect What is missed or defectiue herein shall as I hope bee supplyed hereafter Spoud Sir al Schooles must needs hereby receiue an exceeding benefit as I see plainly by that which you haue shewed for the vse of them But I pray you proceede and let me heare what other helpes you haue for examining your Schollars so as they may fully vnderstand their rules Phil. Other helpes for the examination and vnderstanding the rules are these 1. Where they cannot vnderstand any question or answere remember that to teach them to vnderstand by repeating English and Latine together vntill they fully vnderstand it For as was said before if they haue the meaning in their heads wordes with oft repeating will easily bee gotten to vtter their minds especially hauing them in their bookes 2 Also this may
with and of being able to cast the words into the naturall order Yet besides these and the assistance of the Master where need is they may vse also these helpes following 1 The best and easiest Commentaries of the hardest and most crabbed Schoole Authors as M. Bonde vpon Horace who hath by his paines made that difficult Poet so easie that a very childe which hath been well entred and hath read the former Schoole Authors in any good manner may go thorough it with facilitie except in very few places Of him it were to be wished for his singular dexteritie in making that difficult Poet plaine in so few words that he would take the like paines in the rest of that kinde as in Persius and Iuvenall for the great benefit of Schooles Or that som other would do it following his example Next vnto him of those which I haue seene are these Murmelius Buschius vpon Persius a double Commentarie the one shortly expressing the matter and beating out the sense meaning the other the words Lubin also vpon Persius and Iuvenal is much commended For short comments and annotations of Virgil there may be vsed Ramus vpon the Eclogues Georgicks Also the Virgils printed with H. Stephens annotations and with Melancthons 2 Where they haue no help but the bare Author that they must coÌ„strue wholly of themselues cal vpon them oft to labour to vnderstand keep in fresh memory the Argument matter drift of the place which they are to coÌ„strue which matter they may either find prefixed generally before the beginning of the treatises or chapters in the ArgumeÌ„ts or else they are to demand the vnderstanding in general of the Master or examiner what the matter of the place is or what it about Otherwise many places may trouble the greatest schollars at the first sight 3. To consider wel of all the circumstances of each place which are coÌ„prehended most of them in this plaine verse Quis cui causa locus quo tempore prima sequela That is who speaks in that place what he speaks to whom he speakes vpon what occasion he speaks or to what end where he spake at what time time it was what went before in the sentences next what followeth next after This verse I would haue euery such schollar to haue readily and alwaies to thinke of it in his construing It is a very principall rule for the vnderstanding of any Author or mattâ—r whatsoeuer 4 In all hard words or phrases let them first call to remembrance where they haue learned them or the primitiue word whereof they come or some words neere vnto them or otherwise to search them out by inquiring of the Master Vsher or som follow or of the Dictionaries which they ought to haue euer at hand And in construing their own Authors let them remember that generall precept to marke the newe words with a line vnder them as was aduised before that they may oft go ouer them or if they feare they cannot so remember them to write them in their books ouer the word or in the margents ouer against the words in a fine small hand it will not hurt their bookes or for sauing their books let euery one haue a little paper booke and therein write onely all the new and hard words as was obserued generally to bee very perfect in those each way by oft reading ouer and so they shal come on very fast hauing those as I said they haue all So that these things obserued shall accomplish your desire 1. Consider and way wel the generall matter argument 2. Marke all the hard words in their proper significations 3. Keepe in mind that verse of the circumstances of places Quis cui c. 4. Cast and dispose the words in the proper Grammaticall order 5. See that nothing bee against sense nothing against Grammar but if either the sense be absurd or construction against Grammar cast it and try it another way vntill you find it out Finally giue me leaue to adde this before wee end this matter of construing That all these kinds of construing or rather of expounding and expressing their minds may be vsed by schollars of ripenesse and with much profit 1 According to the bare words in their first signification and in the naturall order plainly 2 According to the sense to expresse the mind of the Author with vnderstanding 3 More elegantly in finenesse of words and phrase 4 Paraphrastically by exposition of words and matter more at large to make as it were a Paraphrase of it And to do this last in good Latine where they are of ability Spoud Sir you haue satisfied me at large for all this matter of coÌ„struing now I pray you let vs come to parsing and the manner of it which followeth next that I may haue your helpe therein For this hath beene no lesse wearinesse and vexation vnto me then the construing hath beene Phil. Before we come to parsing let me also tell you this one thing That besides my Schollars ordinary Lectures and repeating daily some part of that which they haue learned in the lower fourmes I finde very great good in causing them euery day in each fourme to construe a peece of their Authours where they haue not learned and that ex tempore aside or a leafe at a time as leisure will permit hearing them eyther my selfe or by some other very sufficient how they can doe it and posing onely some hard things as they goe forward noting also the harder wordes and more difficult places as was shewed Also in those bookes where of they haue Translations I cause them by course sometimes to construe or reade the same out of the Translations as at other times to reade out of the Authour into English according to the maner of the Translation Spoud This must needes bee exceeding profitable I likewise will put it in practice forthwith if God will and do heartily thanke you for imparting it vnto me But now if you haue done to the matter of parsing Phil. Let me heare of you what course you haue vsed therein and I will supply whatsoeuer I can CHAP. IX Of Parsing and the kindes thereof and how children may parse of themselues readily and surely Spoud FOr parsing I haue followed the common course which is this so farre as I haue seene or heard viz. To parse ouer all my yongest euery word and euen in the same order as the words doe stand in their Authours teaching them what part of speech euery word is how to decline them and so all the questions belonging thereunto and what each word is gouerned of the rules for euerything and the like Herein after long and much labour I haue found very little fruite through the hardnesse of it and the weakenesse of the childrens memories to carie away that which I tolde them much lesse haue I beene able to
tell any or haue any newe word which they haue not learned to make that plaine vnto them and to cause euerie one of the fourm as was directed in the third generall obseruation to make a line vnder that word or vnder that part of the word that letter or syllable wherein the difficulty lieth for a little helpe will bring the whole to remembrance Or to note them with some marke or letter ouer the head of the word As in the enterers to note the Declension with a d ouer the head and a figure signifying which Declension The Coniugation with a c and a figure Heteroclites with an h lame Verbes with an l. For example to take that which was parsed before Example of marking hard words amongst the first enterers Qui mihi discipulus 2. d. puer 2. d. es cupis 3. c. atque doceri Huc ades haec animo concipe dicta tuo Here discipulus and puer are noted for the second Declension cupis the third Coniugation ades for the Composition of ad and sum concipe for changing a into i. Or you may marke Declensions and Coniugations by setting downe but onely the first letters of the examples which they are like as discipulus mag puer mag cupis leg c. The former is the shorter after they are acquainted with it and can make their figures And euer what rules they are not well acquainted with turne them or cause them to turne to the places in their Grammar and to shew them to you As they proceede to higher fourmes and are more perfect marke onely those which haue most difficulty as Notations Deriuations figuratiue Constructions Tropes Figures and the like and what they feare they cannot remember by a marke cause them to write those in the Margent in a fine hand or in some little booke In the lower fourmes you marking one booke your selfe all the rest may marke theirs after it vntill they can doe it of themselues The ends of this marking are as I said that they may take most paines in these for the rest they can doe easily and almost of themselues And also that when they construe and repeat ouer their Authors they may oft pose ouer those hard wordes And thus they shall keepe their Authours which they haue learned to the credite of the Schoole with the profiting and incouragement of the schollars that they shall goe farre safer forward then by any other meanes Spou. But this marking may indanger them to make them Truants to trust their books more then their memories Phil. I answere no not at all but to performe a necessary supply vnto the children For childrens memories are weake and they are soone discouraged by the difficultie of learning and by the hastinesse of their Masters And therefore they had neede of all helpes at the beginning It is also the oft repeating ouer of any thing which imprints it in their memory for euer Of the contrary trie amongst children of the sharpest wits best memories if they haue not some such helps whether they will not be long in learning to parse a Lecture when they can parse it very perfectly proue them within a month after whether they will not haue forgotten at least most of the hardest chiefe matters Then think what a vexation it is to the honest minded Mast that would be alwaies ready to giue an accoūt of the profiting of his schollar withal whē he must teach him euery thing anew which he hath forgotten neyther his leisure will any way serue hee hauing many fourmes and being to goe forward daily with his Schollars in some new construction besides many other like discommodities Spoud But there is another kinde of apposing which I remember in the note and which you mentioned how to teach children to make right vse of their Authours euen of euery sentence which I conceiue not of Phil. Yes truely and that which I account the very principall and as it were the very picking out of the kernell and the life of euery Lecture to get both the matter and also the Latine wordes and phrases that they make them their owne to vse as neede or occasion requireth Spoud That must needs be of excellent vse for though it be commendable to construe to parse perfectly yet it is nothing in regard of this if they shall not know how to make their vse and benefite eyther of matter or phrase Phil. This is onely by apposing them as I shewed you the manner in the Propria quae maribus to make them to vnderstand and that first in English then in Latine and to cause them to answere both wayes both wordes and sentences as time will permit For example Take a sentence or two in the beginning of that little booke called Sententiae pueriles which is well worthy to be read first vnto children because it hath beene gathered with much care aduice to enter younger schollars for Latine and matter euery way meete for them but of it and others what I finde best to be read I shall shew you my experience in another place Out of it you may examine thus for making vse as in the these first sentences of it Amicis opitulare Alienis abstine Arcanum cela Affabilis esto c. 1 If you will you may aske them by a question of the contrary Must you not helpe your friends The childe answereth Yes Then bid him giue you a sentence to proue it hee answereth Amicis opitulare Or aske by a distribution thus Whether must you helpe or forsake your friends The childe answereth I must helpe them Then bid him to giue you a sentence he answereth Amicis opitulare Or thus by Comparison Whether ought you to helpe your friends or others first or friends or enemies c. When the childe hath answered euer bid him to giue his sentence So on in the rest The more plainly you can propound your question that the childe may vnderstand it and may answere in the very wordes of his Lecture the better it is so to examine the wordes seuerally How say you Helpe he answereth Opitulare Friends Amicis But of this more after After the childe hath beene a while thus practiced then vse to examine both in English and Latin together I mean propounding the questions first in English then in Latine and so let him answere that the matter and English may bring the Latine with them which they will certainly doe The manner I shewed in examining in the Latine rules I will set downe one other example in the sentences of three wordes Amor vincit omnia Out of this sentence I examine thus Q. What is that that will ouercome all things A. Loue. Then bid him giue the sentence A. Amor vincit omnia Or thus Is there any thing that can ouercome all things A. Yes Loue. Or thus more particularly to put delight and vnderstanding into them
you spake of before that I may enter my children with ease and delight both to my selfe and to them and also surely without danger of making false Latine or barbarous phrase I shall further acknowledge my selfe to haue receiued yet a greater benefite then in all the former And aboue all if you can direct me how by that time that they haue beene not two yeares onely but three or foure yeares in construction they may be able to make true Latine and pure Tully in ordinary morall matters For I my selfe haue hardly beene able to cause my children to doe this at fourteene or fifteene yeares of age nor then to warrant that which they haue done neyther doe I thinke that it is much otherwise in our ordinary Schooles Phil. I shall willingly satisfie your request hereein likewise and shew you what I haue found onely let me see as before what course your selfe haue taken to enter your children Spoud I haue taken that course which I thinke is commonly practiced in Schooles I haue giuen them vulgars or Englishes such as I haue deuised to be made in Latine and at the first entrance I haue taught and heard them how to make euery word in Latine word by word according to their rules After a while I haue onely giuen them such vulgars and appointed them a time against which they should bring them made in Latine and at the perusing aâ—â— examining of them I haue beene wont to correct them sharply for their faults in writing and for their negligence and so haue giuen them new Englishes and it may bee I haue told them the Latine to the hardest words This is the course that I haue followed Phil. Our learned Schoole-master M. Askam doeth not without cause tearme this the butcherly feare of making Latines For to omit the trouble to the Master and that it will require a ready wit to giue variety of such vulgars to the children and also that it will aske good learning and iudgement to direct them to make not onely true Latine but pure phrase withall what a terrour must this needes be vnto the young Schollar who feares to be corrected for euery fault and hardly knoweth in any thing what to make vpon sure and certaine grounds But for the way this I finde the shortest surest and easiest both to Master and schollar and which will certainely effect whatsoeuer hath bin said and that Master and Schollar may proceede cheerefully and boldly to iustifie what they doe 1. See that your schollar be very cunning in his Accedence and Grammar as hee goeth forward and chiefly in Nownes and Verbes to be able to giue each case of a Nown and euery tense and person of a Verbe both Latine to English and English to Latine as I wished you and shewed the manner before at least by the perfect knowledge of the terminations of them 2. Besides the construing and parsing their lectures without booke in the lowest fourmes or out of the English translation accustom your selfe in examining the lectures of your first enterers to do all after the manner of making Latine as it were causing them euery day to make the Latine of their lectures and giue a reason why each word must be so and not otherwise their bookes being shut I set you downe the manner before in the vse of the Grammaticall rule for making Latine in that example Aptissima omnino sunt c. Yet to repeate you a word or two for your little ones take that first sentence Amicis opitulare when you haue made them to vnderstand the meaning and examined it so as was shewed Aske but thus How can you make this in Latine Helpe friends How say you Helpe thou A. Opitulare Q. Opitulare like what A. Like Amare amator be thou loued So all the questions for parsing Then aske why is it helpe thou and not be thou helped as Amare amator be thou loued He answereth because it is a Verbe Deponent and signifieth Actiuely to help and not to be helped After aske the next word Q. Whom must you help A. Our friends Q. How say you friends A. Amicis Q. What is Amicis like A. Magistris So the questions of declining and the like Then aske why not amici nor amicos the Accusatiue case after the verb. A. Because the Verb Opitulor to help wil haue a Datiue case by that rule of the Datiue To profit or disprofit c. These may be insteede of all vulgars or Latines both for ease delight and certainty to your selfe and the childe and so you may euer haue the Author to warrant both Latine and phrase 3 Next vnto this that continuall beating out and reading their Authors both lectures and repetitions out of the translations is continual making Latine thus as I said in the vse of the translations that children will come on very fast for propriety choise variety of the best words phrase matter and sentences of their Authors to begin to haue a storeâ— house in themselues of all copie as I haue obserued 4 After the former practiced for a time you may chuse some sentences which they haue not learned and cause them to make those either some out of this booke of Sentences or any other of like easie morall matter and then let them begin to write downe that which they make in Latine This manner I find to be most easie and speedy for children at their first entrance wherby they may profit in English Latine Writing true and faire and all vnder one labor Let them haue their paper books in octauo of the one side to write the English which you giue them on the other to set the Latine directly ouer against it and word for word To this end cause them to rule their bookes both sides at once or at least the lines of one side directly against the other their lines a good distance asunder that they may interline any thing if they misse any word or for copie and varietie to be set ouer the head if you will On the first side toward the right hand in which the English is to be set to leaue a lesse margent on the other side for the Latine a greater margent because the Latine may bee written in a lesse space then the English and also to write all the hard words in the margent of the Latine the Nominatiue case of the Nowne and the first person of the Verbe if so you please Then cause so many as are to write Latine together hauing books pen inke and copie before them and euery thing so fitted to write as you speake so faire as possibly they can Herein you are to dictate or deliuer vnto them word by word the English of the sentence which you would haue them to turne into Latine to do it according to the manner of the Grammaticall translation euery word in that order in propriety of English answering the Latine as
neer as you can Also you are to vtter each word leasurely and treatably pronouncing euery part of it so as euery one may write both as fast as you speake and also faire and true together And to the end to helpe for writing true Orthographie besides the former knowledge of spelling as they are writing cause euerie one in order to spell his 2. or 3. words together speaking vp that all his fellowes may heare may goe on in writing as fast as he spels and you speake Those who can write faster to take paines to write fairer your selfe also to walke amongst them in the meane time to see that euery one of them write true faire and to shew them their faults by pointing them to their copies and vsing like directions mentioned in the helps of writing of which I spake before After when they haue thus set down the English cause euery one in the like order to make his word or two in latin after the maner which was shewed before for making latine the very words of the Author in the natural or Grāmatical order cause them al to write the same words as he speaks vnless any of them be able to make it before of themselues who may correct as they heare their fellowes to make it Cause also euery one to spel the words which he hath made in Latine like as they did in English so as all may heare go surely in writing true Orthography in Latine likewise And when they haue done a sentence or so much as you thinke good for a time then cause them to the end to commit it the better to memorie to trie which of them can repeate the soonest without booke that which they haue made First saying the English sentence then giuing it in Latine or construing it without booke which all of them who are apt will doe presently or with a very little meditation Or which is shortest of all appoint them folding their bookes to looke only on the English and read or construe it into Latine Or on the Latine to reade or construe it into English Thus as time will permit By this meanes you shall haue a certaine direction in all things both for your selfe and your schollar to goe truely and surely both for propriety Latine phrase and whatsoeue◠you can desire By this exercise also your schollar shall get both Writing English and Latine all vnder one And therefore an howre may bee well imployed daily in this exercise And to imprint this yet better you may cause them the next morning at shewing their exercise made that night to repeate together with it that againe which they thus made the day before if time permit Either some one to repeate all or moe euery one a peece or as time will permit but all to be able to do it as they are called forth Through this also they shall from the first entrance get audacity and vtterance with good matter which will bring the Latine with it Spoud But how shall they doe for composing or right placing of their words which you know is a principal matter in writing pure Latine Phil. I would haue them first for a time exercised in this plaine naturall order for this is that which Grammar teacheth and then to compose or place finely which belongeth to Rhetorick after As first to write well in prose before they beginne in verse so in prose to goe vpright and strongly before they learne to go finely and as M. Askam speaketh first to goe before they learne to dance But for entring them into composition thus you may do 1 When they haue made it in the naturall order onely reade vnto them how Tully or the Authour whom their sentence is taken of it doth place it and some reason of his varying and cause them to repeat both wayes first as they haue written after in composition 2 After that they haue beene practiced a while in the former plaine manner you may make them to doe thus Cause their bookes to be ruled in three columnes in the first to write the English in the second the Latine verbatim in the third to write in composition to try who can come the neerest vnto the Authour Spoud Although I take it that I do conceiue your meaning in all and do see an euident reason of euerything yet because examples do most liuely demonstrate any matter I pray you set me downe one example hereof and shew me what Authour you thinke most fit to gather the sentences forth of Phil. In stead of your Authour I thinke and finde Tullies sentences the fittest and of those sentences to make choise of such in euery Chapter as are most easie and familiar to the capacity of the children This booke I doe acount of all other to bee the principall the Latine of Tully being the purest and best by the generall applause of all the Learned and because that booke is as a most pleasant posie composed of all the sweete smelling flowers picked of purpose out of all his workes that one booke together with the bookes which the children haue or doe learne shall also helpe to furnish them with some sentences contayning some of the choysest matter and wordes belonging to all morall matters whatsoeuer whether to vnderstand write or speake thereof that they shall bee able to goe forward with much ease and delight first in it and then in the other sentences adioyned to it or what exercise you shall thinke fitte For an example take these little sentences which heere follow as they are set downe in the first Chapter of Tullies sentences De Deo eiusque natura dictating the words to them plainly as the children may most readily make them in Latine In their little paper bookes they may write the English on the first side with the hard Latine wordes in the Margent the Latine on the other ouer against it in two columns the first plaine after the Grammar order the later placed after the order of the Authour your selfe may make the wordes or phrases plaine to them as they are set in the margent An Example of Dictating in English and setting downe both English and Latine and the Latine both plainly and elegantly Dictating according to the naturall order Ordo Grammaticus Ordo Ciceronianus No man hath been euer great without verb some diuine inspiration Nemo fuit vnquam magnus sine afflatu aliqu◠Diuino Nemo magnus sine aliquo afflatu diuino vnquam fuit 2. de Natura Deor. There is nothing which God cannot effect and truely without any labour Est nihil quod Deus non possit efficere quidem sine labore vllo Nihil est quod Deus efficere non possit quidem sine labore vllo 3. de Nat. Deor. GOD cannot be ignorāt of what minde euery one is Deus non potest ignorare qua mēte quisque sit Ignorare Deus non potest qua
quisque mente sit 2. de Diuinatione In these examples all is very plaine except that in the first sentence we say so translate in our English tongue some diuine inspiration according as it is more elegantly in Latine the Adiectiues vsually before the Substantiues and not inspiration some diuine which would bee very harsh and so likewise after without any labour although in the Grammaticall order in the Latine the Substantiue is to be set before the Adiectiue as the childe is to beginne to make the Substantiue in Latine before the Adiectiue and to make the Adiectiues to agree vnto or to bee framed according to the Substantiues as we haue shewed in the rules obserued in the Grammaticall translations If you thinke this course ouer tedious to write both waies in Latine then let them turne it only into the naturall order thus verbatim by pen afterwards in the repeating that which they haue made ask of them how Tully would place each word and to giue you reasons thereof and then to reade the sentence in the booke vnto them so by the book and some rules to direct them how to proceede For further practice in translating amongst all the higher after they grow in some good sort to write true Latine verbatim according to the former kinde of translating let them still write down the English as you dictate it or out of a translation and trie who can come neerest vnto Tully of themselues composing at the first and then after examine their exercises bringing them to the Authour For preuenting of stealing or any helpe by the Latine booke if you doubt thereof you may both cause them to write in your presence and also make choise of such places which they know not where to find If you catch any one writing after another and so deceyuing both himselfe and you correct him surely who suffereth him to steale For going on faster dispatching more in translating beside their writing so you may only aske them the words or phrases in English how they can vtter them in Latine and then let them giue them in Latine euery one his piece first naturally after placing each sentence Thus to goe through daily a side or a leaf at a time or as leasure wil serue Besides these this may be a most profitable course as they proceed to cause them to translate of themselues Esops Fables or Tullies sentences or the like into plaine naturall English so as was shewed and to cause them the next day for their exercise to bring the same thus in English to be able without book first to make a report of it striuing in the Fables who shall tell his tale in best words manner then to reade it into the Latin of the Author out of the English and be able to proue it and where they haue read the hard words And after all these to trie if your leasure will serue how they can report the same in Latine eyther in the words of the Authour or otherwise as they can of themselues which all who are pregnant and will take paines will be able to doe very readily by this you shall finde a great increase Lastly this is yet the most speedy and profitable way of all as my experience doth assure me to cause them to reade ex tempore some easie Author daily out of the translation into the Latine of the Author or out of the Author into English first plainly then artificially And to this purpose I haue translated as I shewed Corderius Dialogues whose latin you know to be most easie familar and pure and also Terentius Christianus with Tullies sentences to helpe hereunto For further translating or turning any Author or piece of Author or other matter into Latine if it be difficult direct your Schollars to resolue the speech into the naturall order of the words so neere as they can Secondly if there be any phrase which they cannot expresse to resolue expresse it by some other easier words phrase of speech with which they are better acquainted to do it by Periphrasis that is moe words if need be Besides for such English words which they know not to giue Latin vnto let them vse the help of some Dictionary as Holyoke or Barret Holyoke is best wherein the proper words and more pure are first placed In all such translating either English or Latine this is carefully to bee obserued euer to consider well the scope and drift of the Author the circumstances of the place and to labour to expresse liuely not only the matter but also the force of each phrase so neere as the propriety of the tongue will permit But for all this matter of translating that practice of reading the English out of the Authors and the Authors backe againe out of the translations shall fully teach it so far as it concerneth the schollar for propriety getting of the tongues For translating any Latine Author into English only to expresse the sense and meaning of it the sense drift of the Latine Author is principally to be obserued and not the phrase nor propriety of the tongue to bee so much sought to bee expressed or stucken vnto The like may be said for the Latine But this kind of translating into Latine is only for such schollars as are wel grounded thorough long exercise practice in the former kind of Grāmatical translation and in Tullies or their Authors phrase Spoud I hope I vnderstand you right and doe like very wel of all so far as I conceiue Only let me intreate you as in the former to rehearse the principall heads briefly concerning this matter Phil. This is the sum of all for this entrance in making and writing Latine 1. Readiness in their rules chiefly in examples of Nownes and Verbes 2. Making their owne lectures into Latine daily 3. Continuall reading or repeating lectures and all their Authors which they haue learned out of the Grammaticall translations into the Latine of the Authors 4. Translating into Tullies Latine out of a perfect Grāmaticall translation or as the English is so dictated vnto them reading or repeating the same out of the English into Latine And lastly out of the natural order into the order of Tully 5. Translating into English Grammatically of themselues and reading forth of the English into the Latine of the Author or writing it downe By these means constantly practiced they wil soone be able to make write or vtter any ordinary morall matter in pure and good phrase especially if the matter be deliuered vnto them in the naturall order of the words Make triall and I doubt not but you will not onely confirme it but still find out more for the common good CHAP. XI Of the Artificiall order of composing or placing the words in prose according to Tully and the purest Latinists Spoud BVt
the force of each Argument or reason lieth Also to obserue al the phrases which are either more difficult or pure or most fit to that purpose in hand And thus to make euery thing plaine vnto them first opening them after examining the same and so causing them to vnderstand and to be able to answere euerie point therof in Latine or to giue the hard phrases to the English This poasing by short questions with the other things mentioned will make the obscurest peeces of it very euident and cause both weaker Masters and schollars to profit greatly in vnderstanding After all this if you will cause them to construe it amongst themselues and to giue the sense and so make it as perfect as they can euery waie Or if they bee able heare them to construe it themselues first or to read it out of the Latine into English and then make it plaine to them Then let each seuerally see how hee can gather a short Theam out of that choosing out all the principal sentences and reasons and composing them in good order following if you thinke good the parts of a Theam viz. Exordium Narratio Confirmatio Confutatio Conclusio though their Theame be not aboue 12. or â—6 lines according to their time abilitie To these they may adioine other reasons or senteÌ„ces as they can either what they haue learned or what they can gather fitly to the same purpose To bring this Theame of theirs thus made the next day at the time appointed for shewing their Theames each one to pronounce his Theam without book you in the meane time looking on that which is pronounced examining each fault as they are vttering it or after by asking them short questions of the faults and causing them to answere them and to shew how they should be amended and so making a dash with a pen vnder euery falt or the letters where the falt is to leaue them to them to correct them after Yet your selfe somtimes to peruse the exercises after againe to see that they haue corrected them as I shal shew in another place By this means the first enterers may haue choise of matter gathered to their hands which otherwise they were to seeke in other Authors they knewe not where noâ— how 2. All the Theams of this Author being thus written of and pronounced by them memoriter which may bee done in a short time keeping each night a Theame must needs help to furnish them with variety of the best matter and fit phrase Besides that this will be a great furtherance to audacâ—tie memory gesture pronuntiation and by the continual and diligent reading of that Author with their other Authors they shall haue much help to construe vnderstand any other morall Author ex tempore Or if this course bee ouer-tedious by reason of the multitude of schollars or their other exercises then to reade them the more at a time and let them bring them once or twice in the weeke made longer and more carefully Spoud This way may bee very good for entering young schollars and to store them with the best matter phrase but might there not bee some speciall rules and directions giuen for writing their Theames according to the order of the chiefe schooles prosecuting the seuerall parts of the Theame Phil. Yes but these I thinke fittest to succeed in the second place after that they haue thus furnished themselues with words and store of matter by this help or Tullies sentences or the like or in want of other books to vse Apthonius Then to learne to flourish and adorne their Theames after For the surest and easiest direction for such Theams to be done in more exquisite manner where the schollars may haue leasure to them I shall shew you my iudgement and what I can yet find or conceiue to be the best 1. Because I would not haue my schollars discouraged any way thorough the difficulty of this exercise I would do as in their first Theams for matter so in these That is I would take their Theames at least for a time out of Apthonius either in order as they stand or choosing of the most familiar and in all things read and make it plaine vnto them with the seuerall parts and arguments as I shewed you before in Reusner Then I would demaund of them first to giue mee Apthonius arguments as what reasons hee hath from the Cause Effect Contrarie Similitude Example Testimonie Next what reasons euerie one can giue of his owne to proue the same In the third place to shew what any of them can obiect against it or if it be true what absurdities and inconueniences will follow of it and also some of them to answere the obiections and inconueniences and lastly my selfe to supplie their wants and faylings After this done direct euery one of them who are to write of it to remember where they haue read any thing of that Theam or by the Indexes of their books of CoÌ„monplaces as Tullies sentences Reusner or the like to seeke what they can finde of that matter 2. That they obserue these parts named Exordium Narratio Confirmatio Confutatio Conclusio 3. To make their Exordium very short two or three lines to gaine the approbation of the hearers and their attention If the Theam be of any person in accusation or defence of them after the manner of declamations then that their Exordium may bee fittest taken from the partie himselfe who is accused or defended from some description of him to his praise or dispraise or else from the person of the aduersarie or of the auditours or of the party himselfe who writeth For the persons whom they will defend they must labor to perswade their hearers of their vertues or to remoue from them all preiudicate opinion And for the persons whom they will accuse to dispraise them by shewing their bad qualities so to bring them into disgrace But if the Theame bee of some matter to be proued or disproued commended or discommended which are most ordinarie their Exordium may bee taken from the matter by commending it for the excellency thereof or for the benefit which may redound to the hearers by the knowledge of it or discommending it by the contrary or by some circumstance of time persons places or the like In their Narration to the end that the Auditors may fully vnderstand the matter and themselues may proceed more easily let them set downe first the Theame or matter in as few and plaine words as they can Secondly expound the doubtfull words or phrases if therebe any If it concerne persons or facts of persons then to set downe all the circumstances to expresse the nature maner of it Or if it concerne some special matter to make some short diuision of it if it bee a generall into his specials or if a whole into his members or parts so to goe throgh euery part in order ioining
matter in a very little roome Spoud Surely sir though it is as you say but an ornament yet it is such a one as doth highly grace those who haue attained it in any such measure as you speak of and two such verses are worth two thousand of such flash and bodge stuffe as are ordinarily in some schooles But this I haue found also to be full of difficutie both in the entring the progresse and also in the end that my schollars haue had more feare in this then in all the former and my selfe also driuen to more seuerity which I haue been inforced vnto or else I should haue done no good at al with the greatest part And yet when I haue done my vttermost I haue not had any to come to such peâ—fection as you mention to write so pithily or purely yea let me tell you this that I haue knowensom Masters who haue thought themselues very profound Poets who would vpon an occasion of a Funerall haue written you a sheete or two of verses as it were of a sydden yet amongst all those you should hardly haue found one such a Verse as you speake of vnlesse it were stolne and most of them such as iudicious Poet would be ready to laugh at or loath to reade Therefore I intreat you to guide me how I may redresse this euill and preuent these inconueniences Phil. Though I be no Poet yet I finde this course to be found most easie and plaine to direct my schollars 1. To looke that they bee able in manner to write true Latine and a good phrase in prose before they begin to meddle with making a verse 2. That they haue read some poetry first as at least these books or the like or some part of them viz. Ouid de Tristibus or de Ponto some peace of his Metamorphosis or of Virgil and be well acquainted with their Poeticall phrases 3. I find this a most easie pleasant way to enter them that for all the first bookes of Poetry which they learne in the beginning they vse to reade them daily out of the Grammaticall translations first resoluing euery verse into the Grammaticall order like as it is in the translation after into the Poeticall turning it into verse as the words are in the Poet according as I shewed the manner before in the benefit and vse of the translations For the making of a verse is nothing but the turning of words forth of the Grammaticall order into the Rhetoricall in some kinde of metre which wee call verses And withall that in reading thus out of the translations they vse to giue the Poeticall phrases to our English phrases set in the margents and also the Epithetes For this practice of reading their Poetry out of the translations into verse a little trial will soon shew you that very children wil do it as fast almost as into prose and by the vse of it continually turning prose into verse they will be in a good way towards the making a verse before they haue learned any rules therof 4. Then when you would haue them to go in hand with making a verse that they be made very cunning in the rules of versifying so as to be able to giue you readily each rule and the meaning therof 5. That they bee expert in scanning a verse and in prouing euery quantity according to their rules and so vse to practice in their lectures daily 6. To keepe them that they shall neuer bodge in their entrance neither for phrase nor otherwise but to enter with ease certainty and delight this you shall finde to be a most speedy way Take Flores Poetarum and in euery Common place make choise of Ouids verses or if you find any other which be pleasant and easie and making sure that your schollars know not the verses a forehand vse to dictate vnto them as you did in prose Cause also so many as you would haue to learne together to set down the English as you dictate Secondly to giue you and to write downe all the words in Latine verbatim or Grammatically Thirdly hauing iust the same words let them trie which of them can soonest turne them into the order of a verse which they will presently doe being trained vp in the vse of the translations which is the same in effect And then lastly read theÌ„ ouer the verse of Ouid that they may see that themselues haue made the very same or wherin they missed this shall much incourage and assure them After that they haue practiced this for a little time if for speediness for sauing paper because they may soon run ouer much you do vse but only to read the English Grammatically and appoint som one of them to deliuer it in Latine then all to trie which of them can soonest turne those words into a verse or how many waies they can turne them into a verse you shall see them come on a pace and an earnest â—â—rift to be wrought amongst them This also may bee done most easily by the vse of Grammaticall translations of all the choyce verses in Flores Poetarum practicing as in Tully other to read them ex teÌ„pore out of the English first into prose after into verse They wil be as familiar easie as to read prose and to do it with as much delight and contention or more euery daâ—e practicing a little by course For this is nothing as I sayd but the Poeticall composition In the practice of this likewise vse to note euery new hard word and quaÌ„tity as also Epithetes according to the generall rule before and the manner in each lecture and oft to examine those 7. Cause them to turn the verses of their lecture into other verses either to the same purpose which is easiest for youÌ„g beginners or turned to some other purpose to expresse some other matter yet euer to keep the very phrase of the Poet there or in other places only transposing the words or phrase or changing some words or phrase or the numbers or persons or applying them to matters which are familiar as they did in imitating Epistles This may be practiced each to bring first a verse or two thus changed either being giuen at eleuen to be brought at one or at euening to be brought in the morning or both 8. As they proceed to cause them to contract their lectures drawing seauen or eight verses into fowre or fiue or fewer yet still labouring to expresse the whole matter of their Author in their owne verse and euery circumstance with all significant Metaphors and other tropes and phrases so much as they can Thus they may proceed if you wil from the lowest kind of verse in the Eclogues to somthing a loftier in the Georgicks and so to the stateliest kinds in the Aeneids wherein they may be tasked to go thorough some booke of
the Aeneids euery day contracting a certaine number as some 5 or 6. a day for some of their exercises striuing who can expresse their Author most liuely By which daily contention you shall find that those who take a delight in Poetry and haue sharpness dexterity accordingly will in a short time attaine to that ripenesse as that they who know not the places which they imitate shall hardly discerne in many verses whether the verse bee Virgils verse or the schollars But herein there must be this care that before they goe in hand with this kinde of contracting they bee both well exercised in the former kindes or the like and also that they beate out the meaning of the place fully marking what goeth before and also what followeth after and obseruing curiously euery phrase elegancy and matter of any weight Morouer that your schollars may be able to write verses ex tempore of any ordinary Theame after they haue bin wel practiced in turning the easie verses of Flores Poâ—tarum forth of prose into verse that they can doe it readily appoint them of the most familiar Theames of it and the sweetest verses thereof in order to see how they can turne the same ex tempore into other verses to the very same purpose either by imitation or contraction like as I shewed the practice in their lectures or hauing but the light of those verses how they can make other verses of their owne like vnto them By this practice kept duely to make some such verses twise in the day as to giue them Theams before their breaking vp at noone to bring them at one of the clocke and at night to bring them in the morning or nine as before onely hauing this help and direction or of a sodaine euer before they are to plaâ—e to versifie of some Theame not thought of and secondly by causing them to bring the sum of their Theams written vnder their Theams comprized in a disticke or two or moe you shall finde that they will grow in so good sort as shall be requisite to make you verses ex tempore of any vsuall Theame without hindering of their other studies And here by they will soone bee acquainted with matter of all sorts according to those Common places and also with variety of poetical phrase of the best with Epihetes stile This exercise is very commendable to satisfie such as vse to giue Theams to versifie vpon ex tempore and also for that it is a very great sharpner of the wit as was sayd and a stirrer vp of inuention and of good wits to strift and emulation In this matter of versifying as in all the former exercises I take this Imitation of the most excellent patternes to be the surest rule both for phrase and whatsoeuer And therefore I would haue the chiefest labor to make these purest Authors our owne as Tully for prose so Ouid and Virgil for verse so to speake and write in Latine for the phrase as they did For them who desire to attain to more exquisite perfection in this faculty of Poetry these things may much further besides the former 1. For more store and variety of matter to haue Common place books as I said for the Theams therein at least to haue refâ—rences wherby to turn of a sodaine to matters of all sorts in the most exquisite and pure Poets to haue some direction both for matter and imitation whether for Gratulatory verses Triumphs Funerals or whatsoeuer Or to refer all such principall places for imitation to the heads in Flores Poetarum which may serue insteede thereof 2. For variety copie of Poeticall phrases the The saurus Phrasium poeticarum gathered by Buchlerus of the last Edition An. M. D Cvij is a notable helpe Also both for words and phrases Sylua Synonimorum may stand in good steede chiefly for schollars of iudgementable to make right choise of the fittest 3. For store of Epithetes which if they bee choyse are a singular ornament and meanes of speedinesse in this facultie and so for all other matters belonging to Poetrie Textor his Epitheta of the largest and of the last Edition printed at Lions M. D. Cij may bee a great helpe The abbridgement of Textors Epithetes may serue insteede hereof to young schollars and namely to such who are not able to buy the large though the large is more profitable 4. For hauing of the best authorities for the quantities of all syllables Smotius his Prosodia will furnish plentifully all needfull words being set in it in the Alphabeticall order For rules of quantities though our owne Grammar may be sufficient yet you may see also Smotius his Methodus dignoscâ—nâ—arum Syllabarum ex Georg. Fabricio set before his Prosodia And rules of the quantities of Syllables in M. Butlers Rhetorick short and very plaine Chap. 14 de Metro Also the Virgils printed with Erythraus Index for Authorities and vses of all words in Virgil. 5. For imitation of the best Poets and further direction to attaine to more perfection in Poetry see Sabines precepts Decarminibiâ—s ad veteâ—um imitationem artificiose componendis ioyned with Textors Epithets Also Buchâ—â—rus his Institutio Poetica in the end of his Thesaurus phrasium poeticarum 6 For the Figures belonging to Poetry see Butlars Rhetoricke in his fourteenth Chapt. De Metro 7 For turning of Verses diuers waies M Stockwood his Progymnasma scholasticum is instar omnium to direct and to incourage young schollars In which booke towards the end of it you shall haue one Disticke or couple of Verses varied 450. wayes The Verses are these 1 Linque Cupido iecur cordi quoque parcito sivis Figere fige alio tela cruent a loco 2 Parce meo iecori intactum mihi linquito pectus Omnia de reliquo corpore membrapete 3 Caâ—epuer c. And in the shutting vp of all this one Verse is turned by transposing the words 104. wayes all the same wordes and onely those wordes being kept which might seeme impossible but that there we may see it before our eyes that nine wordes should serue to make a hundreth and foure Verses all of the same matter The Verse is this Est mea spes Christus solâ—s qui de cruce pendet Est Christus solus mea spes qui de cruce pendet Est solus Christus mea spes qui de cruce pendet Solus de cruce c. A schollar of any inclination and fitnesse for Poetry cannot but receiue notable incouragement hauing these or but the principall of these bookes this exercise of Versifying will be found a most pleasant recreation vnto him after a time 8 Lastly in this exercise as in all the rest I holde daily practice and diligence following the best patternes to be the surest and speediest guide and which will bring in time much
euery one yet to cause euery one to pronounce the Verses which he hath made and as they pronounce to shew them their faults and then cause them to correct them after Thus haue I shewed you my iudgement also for examining of exercises CHAP. XVI How to answere any needefull question of Grammar or Rhetoricke Spoud WEll good Sir you see how bolde I am to require your iudgment in euery mater wherin I find difficulty now to return to the brief again of those things which you affirmed might be done for learning This I remember was another point which cannot but greatly commend a schollar to bee able to answere any difficult question of Grammar euen beside those which are in the rules which are commonly learned and also how to oppose or dispute schollar-like in Latine of any good Grammar question as both what may be obiected against Lillies rules and how to defend them I pray you let mee heare of you how this may be done and what is the most speedy way which you know hereunto Phil. The plainest shortest and surest way I finde to be this 1 See that they be very ready in all the vsuall and ordinary questions of Grammar by daily examining at Parts 2 For most of the rest fit for young schollars I haue gathered them for the vse of mine owne schollars and set them together after the end of the Accedence Questions yet so as I haue sorted and referred euery Question to the right place whither it appertaines as to the Noune Pronoune Participle and so the seuerall heads thereof When as young schollars waxe perfect in all the former which are in the Accedence then a little paines in teaching them these making them plain vnto them and examining them some halfe side at time in stead of the time spent before in examining the former will very soone make them as ready in these also 3 After these you may if you please goe through the questions of Grammatica and make them plaine examining them in Latin and so through all the necessary questions which are scattered here and there through the whole Grammar directing them to marke out the questions or the speciall wordes wherein the questions are and how to be propounded that they themselues may oppose one another or one to oppose all as neede is But this as you shall thinke necessary and so as it do not hinder better studies 4 You may runne through the questions in M. Stockwoods disputations of Grammar as they are commonly noted in the Margents but onely propounding the question in few words both English and Latine as need requires and teaching them to answere in a word or two By going through these they may be able to answere all or most of those which are set together in the end of his disputations wherein he hath with marueilous paines and diligent obseruation collected a very great part of the difficulties of all Classicall Authours and in the last Edition noted the words in the Margents in which the difficulty in each sentence is What other are wanting in these may be answered by them being of like nature 5 To giue a further light and that nothing may bee wanting for my children I haue adioyned vnto the later end of all the Accedence questions which I spake of certain generall figures vnto some of which many of the difficulties of all auncient Authours both those in Stockewood and others may be referred or else vnto those figures set downe in the Grammar and Rhetoricke For answering the questions of Rhetoricke you may if you please make them perfect in Talaeus Rhetorick which I take to be most vsed in the best Schooles onely to giue each definition and distribution and some one example or two at most in each Chapter and those of the shortest sentences out of the Poets so that they can giue the word or words wherein the force of the rule is And so to proportion all other questions accordingly To this end the wordes wherein the force of the examples consist would bee marked as in the Grammar and that not onely in some one or two examples in euery Chapter which they are to haue perfect without booke but also in euery example through the booke to be able to apply any Claudius Minos Commentary may bee a good helpe to make Talaeus Rhetoricke most plaine both for precepts and examples If your Schollar after he hath read these doe but vse to bee carefull to keepe a short Catalogue in his minde of the names of the Tropes and also Figures and those both of Grammar and Rhetoricke hee shall with practice of examination and obseruation be able to tell any of them but repeating the heads in his minde Or in stead of Talaeus you may vse Master Butlars Rhetoricke of Magdalens in Oxford printed in Oxford which I mentioned before being a notable abbridgement of Talaeus making it most plaine and farre more easie to be learned of Schollars and also supplying very many things wanting in Talaeus Both it and the Commentary together are almost as small as Talaeus alone and not a much greater price though the worth be double It is a booke which as I take it is yet very little knowne in Schooles thought it haue beene forth sundry yeares set forth for the vse of Schooles and the vse and benefit will be found to be farre aboue all that euer hath beene written of the same Finally for answering the questions of Tullies Offices M. Brasbridge his questions therof are as short and perspicuous as any of the former Spoud Sir I haue not in truth so much as euer heard of eyther of those bookes as neyther of any almost of those singular helps which you mentioned for Poetry by which apt Schollars cannot choose but become excellent Poets Phil. Thereby may appeare what a generall want here is amongst vs when God hath giuen so many worthy helpes whereby we and our Schollars may attaine so readily the excellency of all learning meet for vs and make all our courses so full of al pleasant and alluring contentment and yet we shall neglect to enquire after them CHAP. XVII Of Grammaticall oppositions how to dispute schollarlike of any Grammar question in good Latine Spoud IT seemeth to be very euident that by these means they may be able to answere any necessarie question meete for them but for those schollar-like oppositions in Grammar questions I heare you to say nothing although it cannot but be a maruellous profitable exercise Phil. It is indeed a profitable exercise and I finde that it may be very easily attained thus 1. About that time when they begin to reade Virgill or before as they are able when they begin to make Theams two of them may be appointed insteed of their Theam or Verses to be made for that mornings exercise to dispute euery day by course The manner of it thus
Lectures to pose euery peece of a rule and euery part of a sentence both in English and Latine as leasure will permit and to cause them to answere both in English and Latine vntill they be able to vnderstand and answere in Latine alone And so both examining in the wordes of their Authors and causing them to answer likewise in the very same words of the Authours they will enter into it with great delight For the particular manner I referre you to the Chapter of examining in Latine which I shewed you before at large and set downe examples of it 2 What they are not able to vtter in Latine vtter you it euer before them that as the childe learneth of the mother or of the nurse to begin to speake so they may of you and of their Authour If you were not able so to vtter euery thing before them as very many are to seeke this way amongst others I meane in this to speake in Latine easily and purely euen in ordinary matters yet this continuall practice of daily examining and teaching your schollars to answere out of the wordes of the Authour as the manner was set down before and watchfulnesse to vse to speake Latine onely amongst all whom you would haue to learne it shall bring you vnto it and much more by the meanes following 3 I doe finde the daily practice also of those Grammaticall translations which I haue so oft mentioned in reading the Latine of the Author out of the translation to be a marueilous helpe heereunto especially the reading of bookes of Dialogues as of Confabulatiunculae pueriles Corderius c. For if there they can presently expresse their mindes in Latine of any such matter as is there handled why shall they not be able to doe it likewise of any such thing falling into their common talke 4 As they learne these Dialogues when they haue construed and parsed cause them to talke together vttering euery sentence pathetically one to another as was shewed in our former speech of pronouncing and first to vtter euery sentence in English as neede is then in Latine So you shall be sure that they shall not goe by rote as we tearme it and as they may do soone if they only repeate the Latine so talking together And moreouer euer thus with the English the Latine will easily come to their remembrance so often as they haue occasion to vse the same 5 The practice mentioned of turning euery morning a peece of their Accedence into Latin for their exercise shall much prepare them to parse and speake in Latine 6 Accustome them to parse wholly in Latine by that time that they haue bin a yeare or two at the most in construction and are well acquainted with the manner of parsidg in English as we aduised before This they will do very readily if you traine them vp well in their Accedence and in the former kindes of examining and exercises which I spake of euen now and more specially by the right continuall apposing of their Grammar rules in Latine Moreouer the Dialogues in the end of the first booke of Corderius Dialogues will much further them in this parsing because they are principally written to this purpose as all his foure bookes are very sweete and pleasant for all ordinary schollars talke 7 Next vnto these I finde the daily practice of disputing or opposing in Latine following the order and vsing the helpe of M. Stockwood to be marueilously profitable for witty and sweet speech 8 Vnto these you may adde the practice of varying of a phrase according to the manner of Erasmus Riuius or Macropedius de copia verborum as the wayes of varying the first Supine of the Imperatiue moode the future tense the Superlatiue degree and the like But these onely as leasure will suffer not hindering the most necessary exercises 9 So also for copie of the purest phrases and Synonimaes besides the daily helpes of all their Authours Manutius or Master Draxe his phrases to see how many wayes they can vtter any thing in good phrase and so to turne to any phrase when they haue occasion And more specially for that practice of the reading them ouâ— of the Grammaticall Translations in propriety as was shewed before of the Dialogues any shall finde to be most easie to furnish with store of the purest phrase for any purpose 10 Besides for the Master to vse oft at taking or saying Lectures or exercises or at their pronouncing or shewing exercises to cause them to giue variety for anything who is able to giue a better word or phrase or to giue the greatest copie to expresse their mindes and where they haue read the wordes or phrase 11 Where none can giue a fit word there to turne their Dictionaries as to Holyokes Dictionary and then to furnish them or to describe the thing by some Periphrasis or circumlocution of words or the phrases mentioned 12 But to the end to haue copie of proper wordes besides all other helpes spoken of it were not vnprofitable to haue daily some few wordes to be repeated first in the morning as out of Adrianus â—unius his Nomenclator or out of the Latine Primitiues or the Greeke Radices the vse whereof I shall shew hereafter and euer for those wordes which they haue learned any one who can soonest to name where they haue learned them Thus by all meanes they should be furnished with propriety and copie of the best words which is a wonderfull helpe to all kinde of learning especially to the knowledge of the tongues 13 To all these may be added for them who haue leasure enough the reading ouer and ouer of Erasmus Colloquium Castalions Dialogues or the like 14 Lastly when you haue layed a sound foundation that they may be sure to haue warrantable and pure phrase by these means or the best of them and all other their schoole exercises then continuall practice of speaking shall vndoubtedly accomplish your desire to cause them to speake truely purely properly and readily Practice in a good way being here as in all the rest that which doth all Spoud These things or but the best of them being constantly practiced cannot but effect marueilous much and very surely chiefly if we could bring them to speake Latine continually from that time that they beginne to parse in Latine but this I haue had too much experience of that without great seuerity they will not be brought vnto but they will speake English and one will winke at another if they be out of the Masters hearing Phil. It is indeed exceeding hard to cause this to bee practiced constantly amongst schollars That is a vsuall custome in Schooles to appoint Custodes or Asini as they are tearmed in some places to obserue and catch them who speake English in each fourme or whom they see idle to giue them the Ferula and to
acquainted with this First for that this booke together with the Hebrew of the Old Testament were written by the Lord himselfe not onely the matter but also euen the very words of them Secondly for that eternall life is onely in these bookes being truely vnderstood and beleeued So that wee may rightly tearme these the Bible or Book of books because all other bookes are but as seruants vnto these and all other are nothing without these for any true good but only to condemnation by leauing men more without excuse Yea euery one who can haue opportunitie should labour to see with his owne eyes for the fulnesse of his assurance rather then to rest on others And much more because there are so many and such malicious slâ—unders against all our translations as that those shamelesse calumniations haue beene a principall meanes to turne many thousand soules after Sathan and Antichrist by causing them to reiect the sacred Scriptures vtterly to their endless perdition and haue beene enough to shake the faith of Gods Elect. Vnder this very pretence of false translations and obscuritie of the Scriptures hath Antichrist principally holden vp his kingdome keeping all in palpable ignorance to be drawen to dumb Idols to murther Princes to lying and all abhominations which himselfe listeth And therefore in these respects it were to bee wished that all schollars who haue any leasure and may come to these studies of Greeke and Hebrew especially they who purpose in time to become teachers of others would doe their indeauours to be as perfect in these two bookes and to haue them as familiarly as euer the auncient Iewes had the Hebrew This cunning in the Text should make them to speake as the words of God indeed with facility authority and power Those also who haue but a little time to bestow in the Greeke would bestow it here for the former reasons and because they may haue good occasion helpe to increase in this continually by the daily vse which they haue of the scriptures wheras they hauing but a smattring insom other Greek Authors and contenting themselues therewith doe come in a short time vtterly to forget all and so all that labour which was taken therin is altogether lost If any doe preferre some other Greek Author for the sweetnesse and purity of the Greek and so will spend their little time â—o that Luke is inferior to none therein by the iudgement of the learned If they look to the excellencie of all wisdom what light is there to the light of the Sunne Also for them who haue a desire to trauel further amongst all the famous Greeke writers for the surpassing humane wisedome to bee found therein this booke once perfectly knowen will make the passage thorough all of them both very direct and plain and also full of all delight and contentment to read al other Authors without any danger In the Greeke Testament to begin at the Gospell of Iohn as being most easie and next vnto that to go through the Gospell of Luke if you please In which two Euangelists most of the history of the Gospell is contained that by them the Euangelists may be soone run thorough And also the Acts Then all the Epistles may be read with speed Spoud I cannot but allowe and like of all these things and principally of reading the Greeke Testament in the first place making it the entrance and another foundation to all the Greek studies But if that could be brought to passe that schollars as they proceeded herein might growe as perfect in the Greeke Testament as it is sayde of the learned Iewes that they were in the bookes of the Olde Testament what a blessing might it bee to the Church of God and what a happinesse to all posterity Phil. Surely I am fully perswaded of it that very much may be done in it and after also in the Hebrew of the Old to come neere vnto them except that that was their natiue language This perswasion I ground partly from that little experience which I haue had in mine owne triall yet sufficient to confirme me by proportion More specially by that which is well knowen in a worthy schoole in London to which I acknowledge my selfe much beholden for that which I haue seene in this behalfe and some other where som of the schollars haue bin able in very good sort to câ—strue and resolue the Greek Testam out of the Latine into Greek wheresoeuer you would set them and to go verie neer to tell you where they had read any speciall word or phrase in it to turn to them And lastly for the euident reasons therof and the agreement of it with som former courses in the Latine wherof I haue a full assurance Spoud I pray you shew me the meanes how Phil. The means are these most easie plain for euery one to teach who hath any Greek and for others to learne 1. That they haue so much knowledge in the Grammar as I shewed chiefly in Nowns and Verbes 2 Besides the Greeke Testament I would haue euery one to haue his English Testament or Latine or both and euer in their entrance before they learne a lesson to haue read it ouer in the translation and to bee able eyther to say it without booke or make a report of it in English or Latine but better to say it without booke euen in the English which with a little reading ouer especially before bedde time those who are of good memories will get quickely This same done with vnderstanding will exceedingly bring the Greeke with it besides that thus they shall haue much opportunity and furtherance to get the English text almost by heart as we tearme it 3. In reading a Lecture to them euer tell them what example each Noune and Verbe is like vnto and for Pronounes Aduerbes and the like if they bee not perfect in Grammar tell them in a word or point them where they are in the Grammar iust after the manner as in the Latine 4 Shew them carefully al the hard words those which they haue not learned and for those which you thinke they cannot remember otherwise or wherin there is need of speciall labour cause euery one to write them in a little paper book made for that purpose with sundry columnes in each page to write at least the Greek word Latin or English in in each Chap. the Verse against them to the end to take most paines in those to run oft ouer them and so euer to see after where they haue had those wordes before And thereby also to account how many new wordes they haue in euery Lecture for all the rest learned before in any place or which are very easie are not to be accounted for any new wordes Thus shall you prouoke and encourage them to more paines when they haue not ouer fiue or sixe new words in a douzen or twenty
Verses and in time happely not two in a Chapter So that they will haue the most of the hard words in a short time and be able easily to proceed of themselues without any reading throgh these other helps following 5 When they learne to construe let them doe it by the helpe of the translation obseruing wherein the translation seemes to differ from the wordes of the Greeke and marking the reason thereof and after to trie of themselues how they can construe looking onely vpon the translation beating the Greeke out of it as formerly they did the Latin Those who are of any aptnesse will doe it presently And thus by practice euery day going a piece and oft reading ouer and ouer they will grow very much to your great joy Spoud But giue me leaue to aske of you two or three doubts 1 Why you would haue them to write down their hard wordes in a booke will not making some markes at the wordes serue as in their Latine Authours according to the generall obseruation Phil. This was obserued before as I remember to mark their hard wordes eyther in their bookes or setting them downe in a paper But here I thinke it to be better thus to write downe the principall First because schollars now will be carefull to keepe their Greeke Testaments faire from blotting or scrauling although a booke were well bestowed to make them perfect in it though it were neuer so marked Secondly beâ—â—use when they are fit to reade Greeke they haue commonly good discretion to keepe their notes and to make vse of them going oft ouer them Spoud But might there not be some other meanes for the getting of the hard wordes aforehand for this must needes be some labour and aske care and diligence thus to write them down Phil. Yes verily if it be looked to in time all these may be so prepared aforehand that most of this labour now may be spared and onely speciall difficulties to be obserued The maner of it is thus That wheras there is nothing in getting any tongue but to get wordes and Grammar for framing and setting those wordes together and afterwards practice I hold it to be farre the speediest course to haue the schollars to haue learned the Greeke Radices or Primitiue words before that they goe to construction or at least to be well acquainted with them This course some famous Grecians haue taken wee may doe it most easily and without any losse of time or very little if any as I haue made triall First hauing gathered the Greeke Radices out of Scapula after the manner of that abbridgement called voces primogeniae I haue heretofore caused such as I haue thought fit to write it out and to bring me a side or so much as I thought good euery morning at my entrance into the Schoole or presently after and so haue vsed to examine those wordes amongst them all once or twice ouer and where they haue learned the principall Latine wordes Of late I haue seene the Greeke Nomenclaton vsed not without fruit though it be vnperfectly gathered The manner of getting the wordes may bee most easie thus Hauing these in this manner with the English adioyned if you would make triall herein when you haue examined a side reade them ouer as much more against the next day reading first the English word then the Latine and Greeke last shewing them some helpe how to remember by comparing the Greeke with the Latine or English and so the English will bring the Latine to remembrance and both of them the Greeke And in examining them to aske them the English word and to cause them to giue both Latine and Greeke together both backeward and forward againe As posing thus How say you I loue He answereth Amo 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 amo I loue so they will be perfect each way Thus within the space of a twelue moneth they may goe through the whole spending not much aboue a quarter of an houre in a day or half an houre at most of schoole time Those who are diligent may get them in good sort onely as I haue oft admonished making some little pricks or markes at the hardest to runne oft ouer them and when they haue once gone ouer them you may cause them to bring you a leafe at a time or more as those who are apt will doe readily By this meanes besides that they shall learne very many Latine wordes chiefly most of the Primitiues to further them greatly in the Latine and to counteruaile all the time and labour bestowed in them they may also when they come to construction eyther haue euery Radix in their head or turne to it with a wette finger and make it perfect in an instant and thereby haue such a light to all other wordes comming of these as presently by them to conceiue of and remember any word And thus by them and their readinesse in the Grammar to goe on in reading by the helpes mentioned faster then you would imagine For hauing these Radices perfect they will conceiue presently by a little obseruing of what roote euery word commeth and ghesse neere at the significations of them Spoud But how shall I teach my fourmes which haue not learned the Greeke Grammar to reade these Radices Phil. Nothing more easily for I finde by experience that they will learne that presently by knowing but the value and power of the Greeke letters I meane what euery letter signifieth or soundeth in the Latine and so calling them by their names as A. b. g. d. or giuing them their sounds Although if you will the names of the Greeke characters are soone learned but that former course with continuall reading ouer to them before hand so much as you would haue them to learne at once will sufficiently effect it vntill they learne the Grammar In learning these Radices call vpon them oft to marke carefully the accents of each word with the spirits for that will further them exceedingly to accent right when they come to write in Greeke by knowing but the accent of the Primitiue word and a few other rules Right pronouncing of them will make both their accents and spirits remembred By some experience of the fruite of this booke for the speedy getting of the Greeke I haue endeauoured to make it more perfect by placing so neere as I can First the most proper significations in the first place and onely one worde in each signification lest the volume should proue ouer-great though if the volume would beare it variety vnder euery one being rightly placed were the better to vse as neede required and therby also to help to furnish with copie of Synonimaes Secondly by setting downe also the English in one proper word or iust as the Latine onely to expresse it and without variety except in some speciall things which haue diuers names in our owne tongue not commonly knowne Thirdly setting
to get other of their fellowes to teach them some short lessons after As thus Without God we can do nothing All good gifts are from God or the like short sentences not to ouer-load them at the first To this end that the Monitours see 1. That all be most attentiue to the Preacher 2. That all those who can write any thing or do but begin to write â—oining hand doe euery one write some such notes or at least to get them written some 5. or 6. or moe as they can as I sayde to bee able to repeate them without booke as their other little fellowes But herein there must be great care by the Monitours that they trouble not their fellowes nor the congregation in asking notes or stirring out of their places to seek of one another or any other disorder but to aske them after they are come forth of the Church and get them written then 3. For those who haue been longer practiced herein to set downe 1. The Text or a part of it 2. To marke as neere as they can and set downe euery doctrine and what proofes they can the reasons and the vses of them 4. In the highest fourmes cause them to set downe all the Sermons As Text diuision exposition or meaning doctrines and how the seuerall doctrines were gathered all the proofes reasons vses applications I meane all the substance and effect of the Sermons for learning is not so much seene in setting downe the words as the substance And also for further directing them and better helping their vnderstanding and memories for the repetition thereof cause them to leaue spaces betweene euery part and where neede is to diuide them with lines So also to distinguish the seuerall parts by letters or figures and setting the sum of euery thing in the margent ouer against each matter in a word or two As Text Diuision Summe First Obseruation or 1. Doctrine Proofes Reasons 1. 2. 3. Vses 1. 2. 3. So the 2. Obseruation or doctrine proofes reasons c. so thoroughout Or what method soeuer the Preacher doth vse to follow the parts after the same maner so well as they can Direct them to leaue good margents for these purposes and so soone as euer the Preacher quotes any scripture as hee nameth it to set it in the Margent against the place lest it slip out of memorie And presently after the sermon is done to run ouer all againe correcting it and setting downe the sum of euerie chief head faire and distinctly in the margent ouer against the place if his leasure will suffer By this helpe they will be able to vnderstand and make a repetition of the sermon with a verie little meditation yea to doe it with admiration for children After all these you may if you think good cause them the next morning to translate it into a good Latine stile insteed of their exercise the next day I meane so many of them as write Latine or some little peece of it according to their ability Or rather because of the lacke of time to examine what euery one hath written to see how they are able out of the English to read that which they haue written into Latine ex tempore each of them reading his peece in order and helping others to giue better phrase and more variety for euery difficult word and so to runne thorough the whole This I finde that they will beginne to do after that they haue beene exercised in making Latine a twelue moneth or two if they haue beene rightly entred and well exercised in Sententiae pueriles especially in the diuine sentences in the end thereof and in Corderius with other bookes and exercises noted before chiefly by the practice of reading out of the translations Spoud But when would you examine these Phil. For the reading into Latine I would haue it done the next day at 9. of the clock for their exercise or at their entrance after dinner that so they might haue some meete time to meditate of it before and for examining of it in English to do it at night before their breaking vp amongst them all shortly or before dinner Herein also some one of the higher fourmes might bee appointed in order to make a repetitioÌ„ of the wholeserm on without book according as I shewed the manner of setting it down rehearsing the seueral parts so distinctly briefly as the rest attending may the better conceiue of the whole and not exceed the space of a quarter of an howre After the repetition of it if leasure serue the Master may aske amongst the highest som few questions of whatsoeuer points might seeme difficult in the sermon for by questions as I haue said they wil com to vnderstand any thing Next to appose amongst the lowest where he thinkes good what notes they took of the Sermons and cause them to pronounce them and in appoasing to cause them to vnderstand by applying all things to them in a word or two Thus to go thorough as time shall permit Spoud This strict examining will be a good means to make them attentiue Phil. It will indeed so as you shal see them to increase in knowledge and vnderstanding aboue your expectation And besides it wil keep them from playing talking sleeping and all other disorders in the Church To this end therfore poase diligently all those whoÌ„ you obserue or suspect most negligent as I haue aduised then you shall haue them to attend heedfully Spoud But how will you cause them to be able so to repeate the Sermon Mee thinkes that should bee very difficult Phil. The schollars will doe it very readily where the Preachers keep any good order when they haue so noted euerything as I directed before and set downe the sum in the margent For then first meditating the text to haue it perfect secondly meditating the margents to get the sum of all into their heads and the manner how it stands thirdly obseruing how many doctrines were gathered and how what proofs how many reasons vses of euery doctrine they will soone both conceiue it and be able to deliuer it with much facilitie after a little practice But herein the principall helpes are vnderstanding by getting the summes and margents obseruing the order and constant practice Vnderstanding will bring words practice perfection If those who are weaker or more timorous haue their notes lying open before them to cast their eye vpon them here or there where they sticke it shall much embolden them and fit them after to make vse of short notes of any thing I meane of the briefe summe of that which they shall deliuer Spoud These are surely very good exercises for the Saturday for catechizing and the daies after the sermons for repeating of the sermons but would you haue no exercises of religion at all in the other daies
not appeare in them extreame negligence Yet in praising them you are to beware of making any of them wantonly proude or letting them to be any way ouerbolde or malepart or of vsing them ouer-familiarly for familiarity will certainely breede contempt and sundry inconueniences whereas a reuerend awe and louing feare with these incouragements shall continually nourish all vertue and diligence 5 This might be vsed also with much fruite to incourage and prouoke but this as shall be found meet To haue a disputation for the victorship once euery quarter of the yeare as the last Wednesday or Friday of each Quarter in the afternoone the manner thus Cause the two Seniours of the two highest fourmes to sit together in the vpper end of the Schoole and all the Schollars from the lowest which take construction vnto the highest to aske of eyther of them each two questions in order of the best questions which they haue learned in their Grammar or Authours first the two Seniour aduersaries of the highest fourme to answere then two of the next And then let those two of them foure who answered best that is one of either fourm who answered most questions bee the victours for that Quarter Two other of their next fellowes or moe to take note and set downe to how many question 's each answered and so the victorship to be decided After this some vse to cause the schollars euery of them to giue something for a Praemium to the Victours as each one a point or a counter or moe or else better gifts if they be well able of such things as they may without their hurt or the offence of their parents and as euery one will himselfe These to bee diuided equally betweene the two Victours as a reward of their diligence and learning to incourage them and all the rest of them by their ensample to striue at length to come vnto the Victorshippe because then besides the honour of it each may come to receiue againe more then euer they gaue before The practice of this disputation must needes bee very profitable though some good Schoolemasters doe doubt of the expediency for Schollars to giue any thing but to honour them otherwise The two victours in regard of this dignity and the applause from their fellowes should vse to make some exercises of Verses or the like to get leaue to play on euery Thursday when there was no play day in the weeke before And so they two continually to haue that day for their fellowes as a further reward and honour of their learning I meane onely in such weekes when they had no play before or at the Masters discretion But this as was aduised as Masters shall finde it most expedient 6 Aboue all these this may be vsed as a notable incouragement and prouocation both to Masters and schollars and very necessary That euery yeare at least once in the yeare there be a solemne examination by the Gouernours of the schoole or some specially appointed thereunto Against which time all of any ability should prouide some exercises faire written as eyther Translations Epistles Theames or Verses according to the daily exercises of euery fourme and withall some declamations where there are auncient schollars an Oration by the highest to giue the visitours intertainement That in these their exercises all may see their profiting at least in writing and receiue some other contentment Also all to keepe their chiefe exercises faire written in bookes to be shewed then that by comparing them together with the former yeares both the Masters diligence and their profiting may appeare and haue due commendation Besides these also for the full examination of the schollars in all their learning the Schoolemasters and Vshers are to be appointed an order and course in their examination and themselues first to make a demonstration before the Visitours what the children can doe in euery fourme both in their Grammar and Authours and each kinde as shall be fit It would be done first by themselues because the schollars are best acquainted with their manner of examining and will be most bolde to answere them After them the Visitours and others who are not satisfied to examine where and as they please Then when all is done as the Visitours are to incourage all who doe well with praise so those who doe best would be graced with some Praemium from them as some little booke or money to euery one something or at least with some speciall commendation It were to be wished that in great schooles there were something giuen to this end to be so bestowed fiue shillings or ten shillings It would exceedingly incourage and incite all to take paines This set solemne publike examination will more inforce all both Masters Vshers and Schollars to take paines and tye them to make conscience of their dueties and to seeke to profite and increase daily in knowledge that they may then answere the expectation of all men and giue vp a good account then any augmentation of maintenance or statutes or whatsoeuer deuise can possibly doe Although all necessary prouision is to bee made both for the best statutes and orders and chiefly for sufficient maintenance and rewardes to giue all kinde of hartning and incouragement both to Masters Vshers and Schollars Also if at such examinations something were giuen by the Visitors or other benefactors to be allowed vpon some poore schollar of the schoole who is of speciall painefulnesse and towardlinesse to the end he might be assistant to the Vsher it would much help both Vsher and the younger schollars and animate all such to take paines striuing who should haue that preferment Before such publique examinations all the parents of the children should haue notice giuen them that all of them may know certainely the hopes of their children and contrarily and all who will may take tryall That so neyther the parents may bee abused neyther schooles nor schollars discredited nor any lose their time nor be wearied out in that to which they are not fitted by nature but euery one to be imployed to that in due time to which he is most apt Spoud These meanes constantly obserued together with that strift and contention by aduersaries must needes prouoke to a vehement studie and emulation vnlesse in such who are of a very seruile nature and bad disposition but how will you deale with them you must needs vse extreame seuerity towards them who regard neyther preferment nor credite nor feare ought but stripes Phil. For these and all the rest besides the former preferments to the end to auoyde this cruelty which is so odious to all we are to striue to this one thing following 7 Aboue all to labour to worke in them some conscience of their dueties by planting grace in them and the feare of the Lord with childelike affections towards the Lord as towards their
rules The sum of all wherin chiefe care would be had A perfect saying euery rule not so absolutely necessarie To turne to each hard rule in parsing a helpe to make Schollars perfect in the Grammar Grammar to be made as a Dictionary to the Schollars CHAP. VIII OF Construction or of construing Authors how to make all the way thereof most easie and plaine Herein these particulars Things seeming difficult in construction The ordinary toile of Masters about giuing lectures making their schollars able to construe Difficulty in taking lectures in propriety of words and sense Griefe of the Masters for their schollars forgetting that which they haue learned The waie of construing most plaine by practice of the Rule of construing and of Grammaticall translations The rule of construing vnheard of to the most The rule set downe by sundry learned Grammarians The rule according as Master Leech hath set it downe The rule according to Crusius The rule expounded more at large though the curious handling of it be left to some others The sum of the rule briefly An example of construing and of Grammaticall translations according to the rule wherin may be seene the generall benefits therof for resoluing Latine into the Grammaticall order construing parsing making Latine and trying it The chiefe reason of the benefits Benefits of translatiōs according to the rule set down more particularly Things specially obserued in the translations of the Schoole Authors How to vse the translations so as to attaine the former benefits Obiections against the vse of translations in Schooles answered The vses and benefits mentioned cannot be made of any other translations of the Schoole Authors except of the Grammaticall and the reason of it Som exampls of other translations to manifest the truth hereof Grammatical translations separate from the Latine cannot indanger any to make them truants How to preuent idlenesse or negligence in the vse of the translations These no meanes to make Masters idle but contrarily to incourage them to take all paines The account to be iustly made of such translations Schoole Authors translated Grammatically Other bookes also translated Grammatically for continuall helps in Schooles What helpes to be vsed for construing higher Authors and so for construing ex tempore The higher fourmes to practice to goe ouer so much as they can construing ex tempore CHAP. IX OF Parsing and the seueral kinds therof How children may parse of themselues readily and surely The particular branches are these The vsuall manner of teaching to parse The certaine direction for parsing To parse as they construe marking the last word To obserue carefully where they haue learned each word what exāple euery word is like so to parallel by exāples each thing which they haue not learned in their rules An example of parsing set downe at large for the rudest Manner of hearing lectures amongst the lower How to knowe by the words what part of Speech each word is How a childe may knowe of what Coniugation any Verbe is Much time and toyle in parsing thorough examining each word by the Master how helped The surest shortest speediest way of parsing to parse as reading a lecture How to helpe to prepare the children for parsing at taking lectures by shewing them onely the hard words that they may take most paines in them Example of marking the hard words amongst the first enterers Marking the hard words helpeth much and preuenteth many inconueniences How to oppose so as children may get both matter words and phrase of each lecture with examples of it in the first Authors and how to make vse of each Author Parsing in the higher fourmes and to do all in Latine The sum of all for parsing CHAP. X. OF making Latine How to enter children to make Latine with delight and certainty without daunger of false Latine barbarous phrase or any other like inconuenience Particular points To enter children to make Latine a matter ordinarily extreamly difficult and full of toyle both to Master and Schollar The vsuall manner in country Schooles to enter children to make Latine The shortest surest and easiest way both to Master and Schollar for entring to make Latine Making first the Latine of their lectures and giuing a reason of each word Example of it Continuall construing parsing and reading their Authors out of Grammaticall translations is continuall making pure Latine to cause children to come on in it very fast Choosing fit sentences out of Authors for the children to make of themselues The maner of the entrance of children to write Latine so as to profit in English Latine Writing faire and true all vnder one labor How to haue their bookes ruled to this purpose Manner of dictating the English to schollars when they are to learne to write Latine Making and setting downe the Latine by the Schollars Benefit of it for certaine direction both to Master and Schollar Further vse to be made of the Latine so set down to make it fully their owne Composing the Latine into the order of the Author Tullies Sentences the fittest book to dictate sentences out of An example of the manner of dictating and writing downe both English and Latine Translating into pure Latine and in good composition of themselues trying who can come neerest vnto Tullie How to preuent stealing and writing after one another How to goe on faster and dispatch more in making Latine Translating into English of themselues after M. Askams maner and after reading the same into Latine again or writing it The most speedy and profitable way of translating for young schollars How to translate an Authour into Latine or any peece thereof Such translating onely for Schollars well grounded Summe of all for making Latine CHAP. XI OF the Artificial order of composing or placing of the words in prose according to Tully and the purest latinists Herein these particulars Pure composition a matter of difficulty The error of young Schollars displacing sentences in an imagination of fine composition Composition generally belonging to all Latine Rules of composition as they are set down by Macropedius in the end of his Method of making Epistles More exquisite obseruation in placing and measuring sentences CHAP. XII HOw to make Epistles imitating Tully short pithy sweet Latine and familiar and to indite Letters to our friends in English accordinglie Herein these things Difficulty of making Epistles purely and pithily The ordinary meanes of directing Schollars to make Epistles Difficulty for children who haue no reading to inuent variety of matter of themselues Helpes for making Epistles by reading Tullies Epistles and imitating them Making answeres to Epistles Examples of imitating Epistles and answering them CHAP. XIII OF making Theames full of good matter in a pure stile and with iudgement Herein these branches The ordinary manner of directing schollars how to enter to make Theames according to Apthonius precepts The inconueniencies of that course for yong schollars and that it is hard enough for many teachers Difficulty in making Theames because schollars
may proceede of themselues in the Testament This cannot be so done by the interlineall or hauing the Greeke and Latine together and why How schollars of iudgement may vse the interlineall How to proceede in other Authours The benefit of such translations of some of the purest Greeke Authours Parsing in Greeke Helpes for parsing in Greeke Helpes for knowledge of the Poets How to write in Greeke purely How to write faire in Greeke Versifying in Greeke Summe of all for the Greeke CHAP. XXI HOw to get most speedily the knowledge and vnderstanding of the Hebrew Herein these branches The knowledge of the Hebrew may be the soonest gotten and why Manner of learning the Grammar and what Grammar to be vsed The getting the Hebrew Radices a chiefe helpe Manner of committing the Radices to memory Examples of helping the memory in learning the Hebrew Radices The benefit of comparing the tongues The best Epitome for learning the Radices The way might be more compendious by the rootes reduced to Classes Continuall practice of perfect verball Translations a singular helpe A Student hauing opportunity cannot be better imployed then in getting perfectly and imprinting the originals in memory The Latine Greeke and Hebrew may bee the soonest gotten by such perfect Translations in each tongue How much and what to learne in all things CHAP. XXII OF knowledge of the grounds of Religion and trayning vp schollars therein Herein these heads Schollars are to be trained vp in Religion Religion most neglected in Schooles The Popish Schoolemasters shall rise vp in iudgement against all who neglect it Teaching the Catechisme and when Examining the Catechisme Taking notes of Sermons Setting downe all the substance of the Sermons in the higher fourmes Manner of noting for helping vnderstanding and memory To translate the Sermon into Latine or to reade it into Latine ex tempore Examining Sermons Repetition or rehearsall of the Sermons Benefit of strict examination of Sermons How the repetition may be done readily How to goe through the History of the Bible and the manner of examining it Obiections answered How to teach the schollars ciuility CHAP. XXIII HOw to vnderstand and remember anie Morall matter Herein these things A principall helpe of vnderstanding to cause children to vnderstand and remember by questions An example hereof Helpe in priuate reading by questions CHAP. XXIIII SOme things necessarie to be knowen for the better attaining of all the parts of learning mentioned before as 1. How the Schoolemaster should be qualified Herein these branches The Schoolemaster ought to be sufficient to direct his Schollars or tractable and willing to be directed The Schoolemaster must be painfull and constant of conscience of God He must cast off all other studdies at schoole times He must not post ouer the trust to others The Schoolemaster must be of a louing disposition to incourage all by praise and rewards He ought to be a godly man and of good cariage To seeke to gaine and maintaine authority and how CHAP. XXV OF the Vsher and his office Herein these particulars An Vsher necessary in all greater Schooles Euils of lacke of an Vsher. The Master burdened with all is as the Husbandman ouercharged with more then he can compasse Supply by Schollars not sufficient Sufficiency of the Vsher. The Vsher to be at the Masters command To be vsed with respect The Vsher not to meddle with correcting the highest Schollars The Vsher to vse as little correction as may be vnlesse in the Masters absence The Vshers principall imployment with the younger to traine them vp for the Master To preuent all inconueniences by the Vsher. CHAP. XXVI HElpes in the Schoole besides the Vsher. Seniors in each fourme Particular helpe a Subdoctor in place of the Vsher or where one Vsher is not sufficient Sorting the fourmes so many into a fourme as may be Choise and matching each forme equally that all may sit as matches Benefits of this election This equall matching all a chiefe meanes to make the Schoole Ludus Lâ—terarius CHAP. XXVII OF gouernment and of authority in Schooles Herein these branches Gouernment the helpe of helps Authority the top of gouernment Authority how to be maintained The Masters and Vshers to be as liuing laws to maintaine their authority Authority maintained by most strict execution of iustice by rewards and punishments Incouraging vertue discouraging vice to maintaine authority The euils of neglect hereof and of partiality Authority to be maintained by a continuall demonstration of conscience and loue to the schollars By being Presidents of all vertue Extream seuerity whipping to be auoided in schooles and all meanes vsed to preuent it Reasons Difficulty for the Master to moderate his passions oftentimes if he striue to doe good CHAP. XXVIII OF Preferments and incouragements Herein these particulars Incouragements to be by these meanes Often Elections Countenancing and gracing the Seniors and all the best and most painfull Putting vp into higher fourmes Giuing places Commending euery thing well done Caueat in commending Disputation for the victorship Praemia to be giuen to the two Victors Office of the Victors for their praemia Solemne examination to bee made once euerie yeere Exercises to be prouided against that time To keepe their daily exercises faire written in bookes to try their profiting by comparing with the former A course of examination to be appointed and the same first to be performed by the Masters and Vshers after by others not satisfied All dooing well to bee praised the best specially graced Benefits of this set solemne examination All Parents to haue notice before such examinations To labour by all meanes to worke a conscience in all the Schollars to do all of dutie and loue to God and how Some excellent sentences to be oft inculcated to worke in the Schollars a loue of learning CHAP. XXIX OF execution of iustice in Schooles by punishments Herein these particulars To punish vnwillingly To proceede by degrees in punishing A note which may be tearmed the black Bill of principall vse and most auaileable in punishing reforming Manner of the blacke Bill to depriue all chiefe offenders of the benefit of play daies To cause all such to knowe aforehand what to looke for To view the formes before play and to separate all the disobedient and vnworthy to be left to their taskes Care that their taskes be strictly exacted Notorious offenders or stubborne boies to sit so many dayes vntill that they shew good tokens of amendment Benefit of this punishment strictly obserued and why Correction with rodde to be vsed more seldome and chiefly for terror Caueats in correcting Manner of correcting the stubborne and vnbroken Not to suffer any to goe away in their stubbornnesse To be wary to auoide all smiâ—ing or hurting the children Caueat of threatning That the Maister doe not abase himselfe to struggle with any stubborne boy To auoide all furious anger and chaâ—ing How correction should euer be taken Sparing the rodde where necessitie requireth is to
on necessity The order of some wordes changed Obseruation in the lowest Authours The manner of vse of the Translations 1 To see that euery one can giue the summe of the rule of construing 2 In the lower fourmes one to reade ouer the translation to giue some light and look on the Translation 3 To construe according to the rule of themselues He who hath the Translation onely to direct where they goe false To doe as the cunning Hunts-man ☞ The assistance of the Master or Vsher herein ☞ To construe parse out of the Translation is the surest and most profitable way How to keepe all their Authors perfectly ☞ To construe or reade oft all which they haue learned out of the Translations to make and keepe all perfect by oft repetions Manner hereof ☜ To reade ouer other Authours after the same manner ☜ So in higher Authours translated Practice will make them very prompt both in English and Latine The fruit hereof These vses and benefits cannot be made of any other Translation of the Schoole Authors but the Grammatical and why What the translator haue aymed at The Translations of our Schoole Authors extant do performâ— none of the benefites which these Grammaticall Translations doe aime at chiefly Examples of the Translations extant to manifest the truth hereof Try all to construe by these Grammaticall translations separate from the Latine cannot indanger any to make them truants if they be rightly vsed There is great difficulty to vse an interlineall translation or latine ioined to the English How to preueÌ„t idlenes or negligeÌ„ce in the vse of the translations so that one cannot be idle while they are in hand with these ☜ These no means to make Masters idle but contrarily to incourage them to take all paines The account to be made iustly of these translations Triall to make all this euident Schoole Authors translated Gramatically Other bookes also translated Grammatically for continuall helpes in schooles Translations as other things defectiue What helpes to be vsed for higher Authors Remembring euer to cast each sentence into the natural order 1. Commentaries of the hardest Authors Bonde vpon Horace Murmelius printed at Paris 1531. Lubin on Persius and Iuvenal Helps for Virg. Virg. with Melancht annotations printed at Witeberg 1598. ☜ 2. Vnderstanding the Argument matter drift in general ☜ 3 To consider the common cirrcumstances of places This verse comprehending the chief circumstaÌ„ces of places to be euer in mind It is a principal rule for the vnderstanding of Authors or matter 4. To search out euery hard word phrase Or to haue each a little paper booke to note all nâ—w hard words in The sum of all for construing without Commentary or or helpe ☞ Seuerall kinds of construing or expounding ☜ A most profitable exercise to cause the Schollars daily to construe some things ex tempore besides their ordinary Lectures The vsuall manner of Parsing How to teach children to parse of themselues most surely and readily The certaine direction for parsing To parse as they construe euer marknig the last word 2 To remember if they haue not learned the words before 3 To marke in Nounes Verbs Participles what examples they are like The rest are in the booke Paralleling by examples in the Syntax likewise An example of parsing set downe at large to direct the rudest First construe truely Parse as they construe Examining in parsing Puer Qui. Es. Discipulus Mihi Atque Cupis Doceri Ades Huc Concipe Dicta Haec Animo Tuo Manner of hearing their Lectures ☜ How to know by the wordes what part of speech each word is Substantiues and how to know them How Adiectiues By the Latine adioyned In us or er like bonus In ans ens x rs like foelix In is ior ius like tristis How Verbes may be known Gerunds Supines Participles Present tense Preter tense Future in rus Future in dus How to know other Aduerbes besides those in the bookes Of Comparison Qualitie A child may know of what Coniugation any Verbe is A direction to know the Coniugations of Verbs Verbs of the second Coniugation easily knowen Verbs of the 4. Coniugation Verbs of the 3. Coniugation This direction for finding out the Coniugation receiued froÌ„ M. Cootâ— Much time and toile in parsing thorough examining each word by the Master how helped The surest shortest and speediest way of parsing Some account to be by pen and characters put this will be found most short and easie To parse euerie one his peece as reading a lecture Example ☜ Example ☜ To help to prepare the children for parsing at taking lectures To marke out hard words See more of this marking before in the 3. generall obseration ☞ To cause them to turne to the rules Noting in the higher fourm The ends of marking their bookes Marking the hardest wordes for remembrance is no meanes to make them Truants but helpeth and preuenteth many inconueniences Euils of the want hereof How to appose so as the children may get both the matter words and phrase of each Lecture Example ☞ Manner of propounding the questions Example of examining English and Latine together Examining for the vse in Cato Examining the Fables in Esop for the vse Making a report of their Fables The vse according to the quality of the bookes ☜ The surest way to make both Latine and matter our owne Vse in Tullies Offices and Ouids Metamorphosis ☞ Parsing in the higher fourms ☞ All in Latine in the higher fourmes The summe of all principally necessary for parsing To enter children to make Latine a matter ordinarily extremely difficult and full of toyle both to Master and schollar The ordinary manner in countrey Schooles to enter Schollars to make Latin The butcherly feare of making Latines The shortest way to enter Schollars to make Latine easily and surely 1. To be exceeding perfect in their rules chiefly in Nownes and Verbes 2. Each day to make the Latine of their lectures and giue a reason why each word must be so Example repeated These insteede of all vulgars 3. Continuall reading lectures and repeating what they haue learned out of the Grammaticall translations is continuall making Latine to cause children to come on very fast 4. Shewing fit sentences to turne into Latine out of the booke which they learne or others The manner of their entrance to write Latine to profit in English Latine writing faire true and all vnder one Their bookes how ruled Manner of dictating the English which they are to turne into Latine A principall practice for writing true Orthography both in English and Latine Repeating or construing without booke that which they haue written ☞ Benefit heereof for certaine direction to Master and schollar and to get Writing English Latine all at once To imprint it by repetition the next morning together with their euening exercise How to enter young schollars for composing or right placing their Latine Tullies sentences the fittest to dictate sentences out of a
the same with the Latine Getting first the chiefe rules ☜ To be very perfect in Nownes and Verbs ☞ Terminating Nownes Coniugating terminating Verbs To giue the first person in euery Moode Tense in each voice together To bee very perfect in Pronowns Aduerbes Coniunctions Prepositions How schollars of vnderstanding iudgement may take yet a shorter course ☜ To make it plaiâ—e Grammatica Graecapro Schola Argentinensi per Theophilum Golium ☞ To begin Construction with the Greek Testament Reasons 1. For the familiarnesse of it 2. Because that booke with the Hebrew of the old Testament are the Books of books Being only written by the Lord. Hauing life in theâ— All who may are to labor to see with their owne eyes and why ☜ ☜ To striue to haue these books as familiarly as the Iewes had the Hebrew ☜ If any purpose to haue but a smattering in the Greek to haue it here and why ☜ The Testament compared to other Greek wâ—â—ters This is a notâ—ble entrance to read all other Greek Authors ☞ In the Testament to begin at the Gospell of Iohn How schollars may be made most perfect in the Greeke Testament ☞ Meanes partiâ—ularly 1 Why to haue the hard words written downe ☞ The speediest way to get the Greeke Raâ—ices first How it may be done easily without losse of time Manner of learning them Manner of examining them for speed and memory Benefit hereof Hauing Scapula in the school to run to they shall presently haue any thing ☞ How children may soone learne to reade the Greeke before they learn the Greeke Grammar In learning the Radices to obserue right pronuntiation for accents and spirits This booke laboured in for the common good Helpe for committing wordes to memory â—aueat in remembring The Greeke Radices contriued into continued speeches Strange Latine wordes Learning the Greeke out of our translations ☞ The readiest and surest way by a perfect verball translation or the verballâ—et in the Margent where it differeth from that we vse How to east the Greeke into the Grammaticall order ☞ How any who haue but a smatering may proceed of themselues in the Greeke Testament This cannot be so well done by the Interlineall or hauing the Greeke and Latine together as by hauing them separate Experience The Interlineal is continually a promptâ— to the scholâ—ar and a deceiuer of the mind insteed of a Master vnlesse it be vsed with great wisdome This euill cannot be preuented amongst schollars ☞ How men of vnderstanding may vse the Interlineall How the schollars may proceed in other Authors The benefit of such translations of some of the purest Authors performed by skilfull Grecians As the fables translated in the Strasburge Grammar Parsing in Greek ☞ Helps â—or construing and paâ—fing Praxis praeceptorum Grammatices Antesignani Berket on Stephens Catech printed by Wechelus an 1604 ☞ M Stockw Progimnasma scholasticum ex Anthologia HeÌ„â—ici Stephani ☞ The best fittest Authors â—or Poetry most easie Theognis Phociliâ—es Hesiode with Câ—poâ—ine and Mâ—lanchthon Homer with Eustathius To haue in readinesse a short briefe of all the dialects and figures a speedy help for the knowledge of the Poets A principal help for all Anomalies and difficulties in Greeke How to write purely in Greek ☜ How to write faire Versifying in Greek ☞ Theognis may be easily learned without booke by the helpe of the translation ☞ A Caueat for the time bestowed in such exercises of writing in Greekâ— Summe of all The knowledge of the Hebrew may be the soonest gotten and why 1 The Grammar to be gotten most exquisitely of them who desire to come to perfection in the Hebrew Some chiefe parts for others who onely desire the vnderstanding Grammars to be vsed Martinius with his Technologia Blebelius accounted most plaine and easie The seuerall points in Martinius you may finde in Blebelius by the table in the end of Blebelius The second principall meanes the perfect getting of the Radices Manner of committing the Radices to memorie Examples of helping memorie in the Hebrew ☜ The Hebrew the mother tongue most auncient and worthy Others deriued from it The benefit of diligence in comparing the tongues How other words may be remembred which cannot be so deriued The hardest rootes which seeme to haue no affiniâ—y To marke out also the harder deriuatiues in the Hebrew The best Epitome for getting the Radices This is not fully finished The way might be more compendious by the rootes reduced to Classes By the Dictionary alone they might be gotten in a short time The third help perfect verball translations and continuall practice of them The manner of vsing these repeated Experience of this for assurance A Student cannot be better imployed then in thus imprinting the originals in his hart if he haue leasure ☞ It seemeth that any tong may be gotten thus These tongues Latine Greeke and Hebrew may be gotten in each Nation by these means of translations in their owne â—ongues Greeke or Hebrew most easily learned by perfect translations in each tongue ☜ Of the vse of perfect verball translations for getting the originals Obseruation reâ— eated how much and what to learne in euâ—ry booke Schollars to be trained vp in Religion This most neglected in schooles The popish Schoolemasters shall rise vp against vs. ☞ How to teach them the Catechisme and when ☞ Manner of examining Catechisme Taking notes or writing sermons 2. All who can write to take notes ☜ Caueat of any noise or disorder in gathering notes 3. The higher to set downe parts of the sermon more oâ—derly 4. In all the highest fourmâ— to set downe the substance exactly ☞ Manner of noting for helping vnderstanding memorie ☞ Helps for memory in the margent for vnderstanding ☞ To leaue good margents To set downe quotations as they are spoken To set downe the heads of all in the margents after Benefit of this To turne it after into Latine for the next daies exercise ☞ Or to read it into Latine ex tempore ExperieÌ„ce how soone they will do this Examining the sermons One to make a short rehearsall of the whole first To aske questions of all things difficult To cause the least all sorts to repeate their notes Benefit of this strict examining How they may be able to repeat the whole sermons without booke Principall helps for it ☞ Helpe of notes for assurance Euery night to go thorough a peece of the historie of the Bible Manner of examining the history Not to trouble them with euery question Obiection coÌ„cerning them who would not haue their children taught any religion How to deale that this may not hinder any other learning How to teach the schollars ciuilitie The Schoole of good manners or The new Schoole of vertue for ciuilitie ☜ How to teach Religion and Latine all vnder one by reading each night a peece of a Chapter Practice this constantly and carefully and trie the experience of Gods blessing in it When the History to
be repeated How all the least may profite by reading of the Chapters A principall helpe of vnderstanding how to make children to vnderstand any thing and remember Examples of asking questions to helpe vnderstanding These short questions giue a great light to harder points how they are to be vnderstood Helpe in priuate reading How the Schoolemaster should be qualified 1 Sufficient to direct his Schollars Or tractable 2 Painefull and constant of conscience to God To cast off all other studies for schoole times Not to post ouer the trust to others 3 Of a louing disposition to incourage all by praise and rewards 4 A godly man and of good carriage To seeke to gain and maintaine his authothority how An Vsher necessarie in all greater schools To diuide the burden Euill of lacke of an Vsher. The Master burdened with all is as the husbandman ouercharged with more then hee can compasse Supply by schollars not sufficient Sufficiency of the Vsher. To be at the Masters command To be vsed with respect ☞ Not to meddle with correcting the highest It were the best if the Vsher medled with no correction at all vnlesse in the Masters absence The Vshers principall imployment with the younger to traine them vp for the Master To preuent all inconueniences by the Vsher. Helpes besides the Vsher. 1. Helpe in Schooles fewnesse of the fourmes 2. Seniors in each fourme 3. Authority Particular help Subdoctor in place of the Vsher or where the Vsher is not sufficient Sorting the fourmes so many together as may be Choise matching each fourme ☞ Benefits of this election This a chiefe means to make the schoole Luduâ— literariâ—â— Gouernment the help of helpes Authority the top of gouernment Authority how to be maintained 1. By being a liuing lawe 2. By most strict execution of iustice in praemio poena Incouraging vertue Discouraging vice The euils of the contrary or of partialitie Obserue this and be warned 3. By a demonstration of conscience and loue in all 4. By being presidents to the children of all vertue Extreame seuerity and whipping to be auoyded in schooles and all meanes vsed to preuent it 1 By the example of God 2 By the generall desire of all wise parents hauing naturall affections 3 By that which euery one of vs would haue done vnto our selues 4 For the mischiefes which follow excesse of â—eare taking away all vnderstâ—nding and sense from the wisest 5 For the schollars to worke in them a loue of learning 6 In regard of the Masters to gaine hearts of children and parents 7 That Masters may euer haue boldnesse and comfort It is hard for the Master striuing to do good to moderate his passion Incouragements to be by these meanes 1 Often elections and preferments therein 2 Countenancing and gracing the Seniours and all the best and most painefull 3 Putting vp into higher fourmes Giuing places 4 Commending euery thing wel done Caueat in praysing 5 Disputation for the victorship Manner of the Disputation Praemia giuen to the two victours ☜ Office of the victours for their Praemia ☞ Solemne examination to be made once euery yeare Exercises to be prouided against that time To keepe their daily exercises faire written in bookes for tryall then by comparing A course of examination to be appointed and to be performed first by the Masters and Vshers After by others not satisfied All who do wel to be praised The best specially graced Some Praemia giuen ☜ Benefit of set and solemne examination Something giuen to some painefull poore schollar to help the Vsher. All parents to haue notice before suâ—h examination 7 To labour euer to worke conscience in al to do all of conscience to God By calling on them to remember these things 1 That in their calling they are Gods seruants His eye is vpon them 2. To study to get leâ—rning to honor God with do seruice to his Church 3. To put them in mind of the rewards which follow learning Excellent sentences to be oft incuâ—cated to worke in the schollars a loue of learning Pro. 3. 13. To keepe grouÌ„ds perfect ☜ To 〈◊〉 the nature of each 〈◊〉 and fraâ—â—â— our selues thereto accordingly To punish vnwillingly To proceed by degrees in punishing 1. Reproofes 2. Loss of place 3. Black Bill of principall vse most auaileable Manner of the blacke Bill to depriue them of the play-daies To make them all to knowe what to looke for To view the fourmes before play and to separate all the disobedient and vnworthy to be left to their taskes Care for their taskes to be performed faithfully in their restraint Notorious offenders to sit vntill they shew geod tokens of amendment Benefit of this punishment strictly obserued and why To look to this strictly 4. Correction with rod more seldome and chiefly for terrour Custome of some in the vse of the blacke Bill Câ—ueats in correction 1. Manner of correction of the stubborne and vnbroken To hold them fast ☜ Not to let any to goe awaie in their stubbornnesse To be wary to auoide all smiting or hurting the children Caueat of threatning That the Master do not abase himselfe to struggle with any schollar To auoide all furious anger How correction ought euer to be giuen Sparing the rod where necessitie requireth is to vndoe the children Assurance of sâ—fety in correction when it is done â—right Such correctioÌ„ is no cruelty ☞ Anger necessary in Schoolemasters so it be tempered aright Meanes to represse furious and raging anger Places of scripture to be euer in our minds for repressing and moderating our anger Eph. 4. 26. 27 Iam. 1. 20 Psal. 37. 8. Pro. 19 19 Mat. 5. 22 Danger of rash anger when it exceedes Occasions of anger left to our calling to humble and exercise vs. Three lessons for preuenting of anger 1 Constancy in obseruing order and our eye euer on all 2 Fatherly affections 3 To walke iâ— our places with God as Enock The danger of hauing the rod of ferula euer in our hand Rather a little twigge if any thing at all For the surest to haue nothing ordinarily but grauity and authority The time of inflicting common punishments Such as of whom is no hope of reformation to be sent from Schoole in time Schoole time to begin at sixe The Vsher to be present at sixe only to ouersee all How to make all children to striue who shall be first at schoole without any correction Intermission at nine and three for a quarter of an houre or more To sing part of a Psalme before breaking vp at night and each to begin in order and giue the tune Intermissions at nine and three a clocke not offensiue Benefits of intermissions 1 None ouer-toyled but wits euer fresh The least will soone learne to sit two houres together 2 Kept euer in their places at schoole time Leaue to be graunted vpon vrgent occasions besides 3 The time may be gained daily and sundry inconueniences preuented Weekely recreations Before breaking vp to play to make verses ex tempore Or cap verses The best manner of capping verses Benefit of capping verses The greatest commendation in these Manner of their recreations The recreatioÌ„s of the studious to be regarded Ouer much play to be carefully auoided Inconuenience by diuersity of Grammars and courses of teaching How helped Euils by absence of schollars How redressed Discouragement of Schoolemasters by vnthankfulness of Parents Thanks to be expected at Gods hands Remedies against discouragements by vnthankfulness of Parents ☞ 1. what schollars to be set to learning Most apt of greatest hope 2. What schollars to be sent to the Vniuersities Ingenuous and louers of learning Good Grammariâ—ns Of discretion None to be sent to the Vniuersities beâ—ore 15. yeeres of age at least To practice the most profitable A briefe rehearsall of the chief points mentioned in this booke A rehearsall of the bookes and helps mentioned The principall heads of those things which would be kept euer in memory to be put in practice by the Master continually Master Askam his steps to learning Philip Melanchtons direction
digressions nor needlesse words yet this our conference will proue verie long before that I can make my mind plain vnto you Vnlesse I should be so short as either to be obscure or to omit many things which I take to be very necessarie But yet before we come to make entrance into the Latine if we doe keepe order wee are to goe through the way of writing as being more generall and which chiefly appertaineth also to our English tongue in respect of our more frequent vse of it I meane chiefely for the writing of our ordinarie hand called the Secretarie hand which is almost wholly in vse amongst vs. CHAP. IIII. How the Master may direct his Schollars to write verie faire though himselfe be no good Pen-man Spoud TO come therfore vnto writing and the manner of teaching it That which you affirm may be done herein cannot but bee a very great benefit and a notable grace to schooles and also to all learning if it can be so effected That all Schollars in generall may be directed to write cōmendably and a great part of them which are more apt to write very faire and that in the seuerall hands of the learned tongues as they doe proceed in euery one of them For many of the best Schollars haue beene wont to write very ill in so much as it hath beene a receiued opinion as you know amongst very many That a good Schollar can hardly be a good pen-man Moreouer you shall finde very fewe good writers in Grammar Schooles vnlesse eyther they haue been taught by Scriueners or be themselues maruellous apt hereunto and very rare or where the Master doth apply himself chiefly to teach to write The want of this hath bin another part of my griefe for besides the complaint and grudging of the Parents I haue also seen after they haue bin a great while with me that they haue not bin able to write so as to be fit for any trade but they must after be set to learne of the Scriuener much lesse haue they bin able to write a letter to their friends or to perform any such business with their pen in any commendable maner You shall therefore do me no lesse a pleasure then in the former if you can direct me how to help all these euils and to attaine to that dexterity whereof you speake Phil. I hope to satisfie you herein also But first relate vnto me what courses yourselfe haue taken to teach your Schollars to write whereof you haue found so little profit and after I shall adde as in the former what I haue learned to the better effecting hereof Spoud Surely I haue done this I haue daily set them copies so well as I could which hath bin no small toile vnto me or else I haue caused some of my Schollars or some others to doe it Also I haue made them now then to write some copies and it may be I haue corrected them for writing so badly or guided some of their hands or shewed them how to amend their letters This I take to be the most that is done in Schooles ordinarily vnlesse any doe procure Scriueners to teach in their townes whereof we finde no small inconueniences Phil. I take it to be as you say that this is all which is done in most Schooles and hence so many of vs haue experience of the like murmurings against vs. Now I will let you see plainly and as familiarly as I can how to helpe this euill and to attaine this so great a benefit 1. The Schollar should be set to write when he enters into his Accidence so euery day to spend an houre in writing or very neere 2. There must be speciall care that euery one who is to write haue all necessaries belonging thereunto as penne inke paper rular plummet ruling-pen pen-knife c. 3. The like care must be that their inke be thin blacke cleere which wil not run abroad nor blot their paper good that is such as is white smooth and which will beare inke also that it be made in a book Their writing books would be kept faire strait ruled each to haue a blotting paper to keep their books for̄ soyling or marring vnder their hands 4. Cause euery one of them to make his own pen otherwise the making and mending of pens will be a very great hinderance both to the Masters and to the Schollars Besides that when they are away from their Masters if they haue not a good pen made before they wil write naught because they know not how to make their pens themselues The best manner of making the pen is thus 1. Choose the quil of the best and strongest of the wing which is somewhat harder and will cleaue 2. Make it cleane with the backe of the pen-knife 3. Cleaue it strait vp the backe first with a cleft made with your pen-knife after with another quill put into it riue it further by little and little till you see the cleft to be very cleane so you may make your pen of the best of the quil where you see the cleft to be the cleanest without teeth If it doe not cleaue without teeth cleaue it with your pen-knife in another place still neerer the backe for if it be nor strait vp the backe it will very seldome run right After make the nebbe and cleft both about one length somewhat aboue a barley corne breadth small so as it may let downe the inke and write cleane Cut the nebbe first slant downewards to make it thinne and after strait ouerthwart Make both sides of equall bignesse vnlesse you bee conning to cut that side which lieth vpon the long finger thinner and shorter yet so little as the difference can hardly be discerned But both of equall length is accounted the surest The speediest and surest way to learne to make the pen is this When your Shollar shall naue a good pen fit for his hand and well fashioned then to viewe and mark that well and to trie to make one in all things like vnto it It were good for the learner to procure such a penne made and to keepe it for a patterne to make others by vntill he be very perfect in it A childe may soone learne to make his pen yet fewe of age do know how to make their owne pennes well although they haue written long and very much neither can any attaine to write faire without that skill Next vnto this cause your schollar to holde his penne right as neere vnto the nebbe as hee can his thumbe and two fore-fingers almost closed together round about the neb like vnto a cats foote as some of the Scriueners doe terme it Then let him learne to carry his pen as lightly as he can to glide or swimme vpon the paper So hee shall write the cleanest fayrest and fastest and also his pen shall last the longe Insteede of