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
courses from the beginning I doe assure my selfe that I had done ten times more good and my whole life had beene full of much sweete contentment in regard of that which it hath bin Although my labours haue neuer been vtterly vnprofitable but that I haue still sent forth for euery yeere some vnto the Vniuersities and they approoued amongst the better sort of those which haue come thither yet this hath been nothing to that good which I might vndoubtedly haue done Spoud Sir I am perswaded that you speake as you thinke and therefore I doe grow into greater hope that you hauing had so much experience of the griefe in the one and ioy in the other will be more compassionate of me and more ready also to impart your experiments with me to make me partaker of your comfort Phil. For communicating vnto you for your helpe and comfort what God hath made knowne vnto me I take it to be my dutie We all of vs know the danger of hiding our talent or keeping backe our debt when the Lord hauing giuen vs abilitie doth call vpon vs to paie it Spoud I thank God vnfainedly good sir for this harty affection which I doe finde in you and for this readinesse to communicate with mee the fruites of your trauells You shall see I hope that I shall receiue them with like alacritie and thankfulnesse and bee as ready to employ them to the best to doe my vttermost seruice in my place and calling hereafter So that although my first beginnings haue been small through ignorance of better courses yet I trust my after fruits shall much increase Hereby my last dayes shall prooue my best and make some amends for that which is past and also my newe comforts shall sweeten all the remainder of my life and make mee likewise to forget the daies that are past How true is that Prouerbe of wise Salomon that heauinesse in the heart of man doth bring it down but a good word doth reioice it You haue reuiued my heart and put new spirits into mee by that which you haue alreadie saide Phil. The Lord will reuiue you I hope and all of vs also who labour in this toyling kinde by causing vs to finde more â—ound fruit and pleasant content in our teaching then euer yet we felt if wee will but set our selues to seeke of him and readily impart our seuerall experiments for the good of all if withall we will receiue thankfully and cheerefully put in practice those gracious helpes of so many learned men which he in this last age of the world hath afforded aboundently aboue all former times very many whereof lie vtterly hid and vnknowne to the greatest sort vnto this day And that partly thorow lacke of care and conscience to doe that good which we might and ought in our places partly thorow extreame vnthankfulnesse neglecting the rich giftes of the Lord so plentifully powred downe from heauen vpon vs to leaue the world more without excuse But as for mine own selfe all that I can promise is onely my studie and desire to doe you and all other the greatest good that euer I shall be able and hereunto we haue all bound our selues If I knowe anie thing wherein I haue or you may receiue benefit I acknowledge it wholly where it is due euen to him who giueth liberally to all who seeke him aright and casteth no man in the teeth And resting vpon his rich bounty for a further supply if you shall propound in order the particular points wherein you would wish my aduise I shall very willingly goe on with you and acquaint you with all things which hitherto I haue learned in all my search and more hereafter as his wisdome shall adde vnto me Spoud I reioice in your confidence and wish that so it may bee In the meane time I like well of your motion of going through in order the principall matters of difficultie If therfore you shall thinke meete I shall reduce all to certaine heads which a friend of mine shewed vnto me of late set downe in a certaine Table which it may bee that your selfe haue seene Phil. Let mee heare what was contained in it and then I shall soone answere you vvhether I haue seene it or no. Spoud There was contained in it a briefe summe of sundrie particular benefits which may bee brought to Grammar Schooles to make schollars very perfect in euerie part of good learning meet for their yeeres and that all both Masters and Schollars may proceede with ease certaintie and delight to fit all apt Schollars for the Vniuersitie euerie waie by fifteene yeeres of age Concerning which seuerall heads although it were a most happie worke if they could be attained vnto all of them beeing in my minde verie excellent and indeede the whole such a worke as must needes bring a perpetuall benefit both to Church and Common-wealth and that not onely to the present but to all succeeding ages yet that I may speake freely what I conceiue of them many of them seeme very strange vnto me And although I will not say that they are vtterly impossible yet indeede I take them to be altogether vnlikely considering the continuall paines and vexation that my selfe haue vndergone and yet could neuer come in many of them neere vnto the least part thereof Phil. By that little which you haue mentioned I take it that I haue seene the very same and for them I do not onely thinke it but also do know assuredly that by the Lords gracious assistance and blessing through constant diligence they may be all effected for that I haue knowne so much trial of al of them as is sufficient to induce any man therunto besides that they do all stand vpon plain sure grounds as I trust I am able to make euident demoÌ„stration in each particular so as any man of vnderstanding may perceiue cleerly that they may be done Neither doe I doubt but to satisfie you in euery point and to cause you to yeelde vnto the euidence hereof before wee part if you will but onely aske and still shewe mee wherein you are not satisfied Moreouer I am so verie confident herein not onely vpon mine owne reason and experience but because I haue knowne the iudgements of sundrie verie learned and experienced both Schoolemasters and others who haue beene acquainted with these selfe-same heads which you haue mentioned who though at the first reading of them they haue beene of your iudgement and haue thought as you doe yet within a quarter of an hower after that they haue taken a little triall in some of the most vnlikely and seene the reason of them haue rested fully satisfied and assured of the whole that all might bee done as standing on the like grounds And therefore I haue no cause to distrust the like successe with your selfe Spoud Sir if you shall doe this for mee I shall acknowledge my selfe to haue receiued a very great
matter that comes vnto my remembraunce about which I haue taken no small griefe and discouragement manie a time concerning this point of reading English I will mention it here and desire your iudgement how to redresse it although it might happely come-in-fitter afterwards The trouble is this That when as my children doe first enter into Latine manie of them will forget to reade English and some of them bee worse two or three yeeres after that they haue been in construction then when they began it Now if you could teach me how to helpe this likewise that they might as well goe forward still in reading English as in Latine I should account this a very great benefit For some of their Parents who vse me the kindliest will bee at mee that their children may euerie daie reade some Chapters of the Bible to helpe their reading of English Now this I cannot possibly doe but they must needes bee hindred in their latine in some lessons or necessarie exercises and eyther be behinde their fellowes or else trouble all their fellowes very much that they cannot goe so fast forward as they should but stay for these readers Others being more ignorant or malitious vpon euery light occasion are readie to rage and raile at me for that their children as they say doe get no good vnder mee but are worse and worse For wheras they could haue read English perfectly it may be when they came to mee now they haue forgotten to do it Thus am I grieued on euery side and vexed daily let mee labour neuer so much and spend my heart amongst them for to doe them good Phil. Sir herein I can say as she in the Poet Haud ignara mali miseris succurrere disco For I haue tasted deeply of the same griefe vntill verie lately within this yeere or two Yet now I seeme to my selfe to find as sensible and continuall a growth amongst all my Schollars in their English tongue as in the Latine And not only for the reading of it but also for vnderstanding it and abilitie to vtter their mindeâ— of any matter wherewith they are acquainted or which they learne in Latine and also how to express the meaning of the latine in propâ—iety and puritie of our owne tongue so that I am quite dâ—â—uered from that clamor But to tell you what I thinke wherein there seemes vnto mee to be a verie maine want in all our Grammar schooles generally or in the most of them whereof I haue heard som great learned men to complain That there is no care had in respect to train vp schollars so as they may be able to expresse their minds purely and readily in our owne tongue and to increase in the practice of it as well as in the Latine or Greeke whereas our chiefe indeuour should bee for it and that for these reasons 1. Because that language which all sorts and conditions of men amongst vs are to haue most vse of both in speech writing is our owne natiue tongue 2. The purity and elegancie of our owne language is to be esteemed a chiefe part of the honour of our nation which we all ought to aduance as much as in vs lieth As when Greece and Rome and other nations haue most florished their languages also haue beene most pure and from those times of Greece Rome wee fetch our chiefest patterns for the learning of their tongues 3. Because of those which are for a time trained vp in schooles there are very fewe which proceede in learning in comparison of them that follow other callings Spoud This complaint is notwithout iust cause for I do not know any schoole wherein there is regard had hereof to anie purpose notwithstanding the generall necessitie and vse of it and also the great coÌ„mendation which it brings to them who haue attained it but I thinke euery minute an howre vntill I heare this of you how my trouble shame may be auoided and how I may obtaine this facultie to direct my children how they may goe thus forward not onely in reading English perfitly but also in the proprietie puritie and copie of our English tongue so as they may vtter their mindes commendably of any matter which may concerne them according to their age and place Phil. I will but name the meanes vnto you now for I shal haue occasion to shew them all more particularly hereafter Besides the daily vse of distinct reading ouer their English parts to get them perfectly and of right reading all other things which they learn in latine as your self do know these means following by the blessing of God wil accoÌ„plish your desire 1 The continuall vse of the bookes of construing of Lillies rules by causing them to learne to construe and to keepe their Grammar rules onely by the helpe of those translations This I find one very good vse of these books besides some other which I shall mention after 2 The daily vse and practise of Grammaticall translation in English of all the Schoole Authours which the yonger sort doe learne causing them each day out of those to construe and repeate whatsoeuer they learne This I also haue proued by happy experience to be a rare helpe to make young Schollars to grow very much both in English and Latine But of all these for the manner benefites and vse of them I shall haue occasion to speake at large 3 Besides these they would haue euery day some practice of writing English heedily in true Orthography as also of translating into English or of writing Epistles or familiar Letters to their friends as wel in English as in Latine Amongst some of them the reporting of a Fable in English or the like matter trying who can make the best report doth much further them in this And generally amongst all those that can write the taking of notes of Sermons and deliuering them againe or making repetitions is a speciall meanes Also striuing to expresse whatsoeuer they construe not onely in propriety but in variety of the finest phrase who can giue the best This chiefly in the higher fourmes So reading forth of Latine into English first in propriety then in puritie By these and some vse of the History of the Bible and the like which I shall be occasioned to mention after you may finde their growth according to your desire and much aboue your expectation Spoud Vndoubtedly sir these must needs be very auaileable because schollars may haue hereby so much vse of the English euery daie aboue that which is practiced in anie Schoole which I haue knowne But for anie such translations of the Schoole Authors I haue not heard of them Onely I haue seen the bookes of construing Lillies rules and some of my children haue them though I feared that it would rather make them idle being but a truants booke Indeed I neuer conceiued so much of them as you say I shal better thinke of the vse
better able to preach powerfully in two daies warning and hauing words at will then other in two moneths and all because the one sort are so full of vnderstanding and matter the other are so barren thereof Thus in all these examples euery man may see a plaine demōstration of the truth of these verses of Horace which he no doubt did write vpon his owne experience as euerie man shall find who will set himself to make triall Proue confirme what tong soeuer your schollar learns euen from the first reading of English if he can repeat you the matter or the sum of it or haue it in his head trie whether hee will not haue the words presently The plentifull experience which I haue seene of the sweete delight and fruite of this course of causing children to doe all things with vnderstanding and reason compared with the fruitlesse toiles and griefes of former times do make me not only confident for the thing but also desirous to make all other partakers of the benefit Spoud I do fully see the euidence of all that which you haue said and therfore I must needs be perswaded of it I do heartily thank God for it and will indeuor my selfe to put it in practice continually Only here is the difficulty how a schoolemaster may do this to teach his schollar so to proceed with vnderstanding and how to giue a reason of euery matter which they learne to make vse of all their learning Aboue all how hee may beginne to fraught young Schollars with all store of matter as they goe on this very much passeth my skill I should thinke my selfe most happy to obtaine this knowledge if it possibly can be done Phil. Attend to those things which I shall relate and I haue no doubt but I shall very much accomplish your desire in this for our whole conference doth tend chiefly to this end As all learning is grounded on reason so in euery Chapter I shall endeaur my selfe to manifest the reasons of euery thing and how you may teach others so farre forth as hitherto the Lord hath made them knowne vnto me And more hereafter as I shall learne more The principall meanes for their vnderstanding is by asking short questions of the matter for so they will vnderstand and any thing which they are to learne But of that more hereafter in the particular examples and chiefly Chapt. 24. Spoud If you haue done then with this let vs goe forward to your next generall obseruation and so through them all as briefly as you can Phil. My next obseruation is this that as I would haue them to doe all things with vnderstanding so to learne only such bookes and matters as whereof they may haue the best vse and that perpetually in all their learning or in their whole life For this is well knowne to euery one that things well learned in youth will bee kept most surely all the life long because in that age they are most easily imprinted and sticke the longest in fresh memory And for that cause children should spend no time vnfruitfully in such books as whereof they cannot haue both very good and continuall vse This cannot be but a great folly to mis-spend our pretious time in such studies whereof neither our selues nor others can haue benefite after or else in such as the knowledge whereof will vanish for want of practice and much more in those which will corrupt and hurt in stead of doing good And therefore all filthy places in the Poets would be wisely passed ouer or warily expounded It were well if there were an Index Expurgatorius to purge out all the filth out of these by leauing it out or changing it Third rule and that generall for all Students is this that whatsoeuer difficult words or matters of speciall obseruation they doe reade in any Author be marked out I meane all such words or things as eyther are hard to them in the learning of them or which are of some speciall excellency or vse worthy the noting or which after that they haue beene a certaine time in construction they haue not eyther learned or at least they knowe not where they haue learned them For the marking of them to doe it with little lines vnder them or aboue them or against such partes of the word wherein the difficulty lieth or by some prickes or whatsoeuer letter or marke may best helpe to cal the knowledge of the thing to remembrance yet so much as may be without marring of their books To doe this to the end that they may oft-times reade ouer these or examine and meditate of them more seriously vntill that they be as perfect in them as in any of the rest of their bookes for hauing these then haue they all This would be vniuersall in getting all kind of learning after that children do grow to any discretion to marke such things rightly you will maruel if you haue not made triall of it how much they will go through what sound knowledge they will come vnto in any kinde of study and how soone by this helpe more then they can do without it And when they haue once gotten it they may as easily keepe it as surely by oft-times running ouer those things which are so noted aboue all the rest This is the reason that you shall haue the choysest bookes of most great learned men the notablest students all marked through thus in all matters eyther obscure or of principall most necessary vse And this is one chiefe meanes whereby Schollars may haue the difficultest things in their Authours so perfectly as that whensoeuer they shall be examined of a sudden they shall be very ready to their great praise and to the iust commendation of the Schoole For the manner of noting it is best to note all schoole books with inke also all others which you would haue gotten advnguem as we vse to say or wherof we would haue daily or long practice because inke will indure neither wil such books be the worse for their noting but the better they be noted with iudgement But for all other bookes which you would haue faire againe at your pleasure note them with a pensil of black lead for that you may rub out againe when you will with the crums of new wheate bread The very little ones which reade but English may make some secret markes thus at euery hard word though but with some little dint with their naile so that they doe not marre their bookes Of this I shall speake more particularly in the manner of parsing Chapt. 9. A fourth obseruation is this That whatsoeuer books or matter Schollars doe learne after they beginne to learne without booke that they learne them so perfectly and holde them so surely by daily repetition and examination that they may haue in their mindes such an absolute knowledge of al the words and
againe for the Rhetoricall placing of the words according to the order of the Author by the helpe of a fewe rules and by comparing with the Author that a childe may haue a confident boldnesse to stand against the most learned to iustifie that which hee hath done Spoud This stands with all reason that if the way of vnmaking or resoluing be so plaine thorough this rule the waie of making vp againe must needes bee as plaine and readie for there is the same waie from Cambridge to London which was from London to Cambridge Phil. You say as it is Hence you shall finde by experience that as children will soon learne to construe and parse their Authors thereby so they will as soone learne to make them into latine againe yea they will come by daily practice to reade the Latine almost as fast out of the English translation as out of the Author it selfe and proue that it must bee so and in short time to doe the same in things which they haue not learned especially where they shall haue occasion to vse the same phrase to doe it readily whether they shall write or speake Particular benefits of the vse of Grammaticall translations and of the Rule Spoud IT is apparant by that which you haue sayd that you take the benefit to bee very great which may come by such translations rightly vsed Phil. I do indeed and that for all these things following which seem most strange and hard to be done by children 1 Teaching to resolue Latine Grammatically which is the foundation of the rest 2 In construing to direct to do it artificially by rule and also in propriety of words and in true sense 3 For parsing to do it of themselues as reading a lecture without any question asked vnlesse some which they omit which maner of parsing gaineth half the time which is spent therin commonly when otherwise each question is asked and stood vpon 4 For making latine to be able to make the very same latine of their Authors vpon sure grounds therby to be incouraged to go on boldly certainly with cheerfulnes and confidence when little children shall see that they are able to make the same latine which their Authors do as was said haue also the Author to iustify that which they haue don 5 For prouing latine specially for the Syntaxe when each principall word going before directs thâ—se which follow except in some few 6 For composing artificially by continuall comparing this Grammaticall order to the order of the Author and marking why the Author placed otherwise and by being helped by a few rules which I will shew after 7 To helpe the younger schollars to vnderstand their lectures so farre as need is of the benefit of which vnderstanding we haue spoken before 8 Also to take their lectures for most part of themselues as was sayd to get and bring their lectures more surely and sooner then by the masters teaching alone as a little experience will shewe 9 To construe and parse their lectures out of the English as out of the Latine which is a continuall making latine as we heard and so to read their lectures first in the naturall order then as they are in their Authors 10 To bee able to correct their Authors of themselues if they be false printed 11 To keepe all which they haue learned in their Authors so perfectly as to be able in good sort to construe or parse at any time in any place out of the bare translation onely by reading them oft ouer out of the translation 12 To saue all the labour of learning most Authours without booke as all Authors in prose which labour in many schooles is one of the greatest tortures to the poore schollars and cause of impatience and too much seueritie to the Masters though with very little good for most part to be able as it were by playing only reading their Authors out of the English ouer ouer at meet times to haue them much better for all true vse and each good purpose then by all saying without booke to trouble the memorie onely with getting rules of Grammars and the like and such other of most necessary vse as the Poets which also are exceedingly furthered hereby 13 To helpe to proceed as well in our English tonge as in the latine for reading and writing true orthographie to attaine variety and copie of English words to expresse their mindes easily and vtter any matter belonging to their Authors And so in time to come to proprietie choise and puritie aswell in our English as in the Latine 14 To learne the propriety of the Latine tongue as they goe forward to bee able to iustifie each phrase and in time to remember words and phrases for almost whatsoeuer they haue learned and where Also by reading Tully and other purer Authors constantly out of such translations first Grammatically then Rhetorically to attaine to make a more easie entrance to that purity of the Latine tongue wherof sundry great learned men haue giuen precepts then by precepts alone and much more by ioining precepts and this practice together 15 By the translations of the Poets as of Ouid and Virgil to haue a most plain way into the first entrance into versifying to turne the prose of the Poets into the Poets owne verse with delight certainty and speed without any bodging and so by continuall practice to grow in this facilitie for getting the phrase and veine of the Poet. 16 To be as was noted not only insteed of Masters or Vshers to giue each lower lecture perfectly for all the substance but also to be after insteed of their owne presence or of Dictionaries in euery one of those fourmes continually to direct them vntill euery one of the fourm can construe parse make the same latine and proue it Heereby both to free the children from that feare which they will haue ordinarily to go to their Masters for euery word and also to free the Masters from that trouble and hindrance to tell them euery word so oft as they forget and the vexation and fretting to see the childrens dulnesse and forgetfulnesse For the helpe of the Master or Vsher in the meane time what it ought to bee wee shall see after in the vse of these 17 Hereby schollars hauing been well entered and exercised in their lower Authors shall be able to proceede to their higher Authors ex tempore and goe on with ease by the assistance of the Master where they need and by the helpe of Commentaries that they may be thus inabled to construe any Author and bee fitted for the studies of the Vniuersitie at their first entrance thither 18 These will be also a helpe to many weaker Schoolemasters for right and certaine construction without so oft seeking Dictionaries for English and proprietie of words and so for parsing and all
to see that they goe right and where the construer sticketh or goeth amisse to call him backe to the rule and wish the rest to helpe to finde it out by the same rule And when al the fourme are at a stand and none of them can beat it out then onely he who hath the booke to do it as the cunning Hunts-man to helpe a little at the default to point and to direct them where to take it and thus so many to construe ouer or so oft vntill all of them can construe In the mean time your selfe or Vsher in the middest both to haue an eye to them that they take this course and also to helpe yet further where neede is And after the taking of the Lecture to note out vnto them al the difficult or new wordes in their Lecture to examine and direct them for the parsing of them and also to cause each of the fourme to marke out those wordes to take speciall paines in them to make them perfect aboue all the rest because they haue learned the rest before and haue but so many new wordes to get in that Lecture 4 According to the order as they construe cause them to parse as we shewed eyther looking vpon the Authour or vpon the Translation alone But I finde it farre the surer and better in al who are able both to construe and parse out of the Translation because thereby they are learning continually both to make and proue their Latine and so doe imprint both the matter and Latine more firmely in their memory So also all of ability to construe and parse onely out of the Translation when they come to say and out of it to giue the reason of euery thing This they will doe most readily with a little practice 5 To the end that they may may keepe all their Authors perfectly which they haue learned which is thought of many almost impossible and doth indeed so much incourage young Schollars and grace the Schooles when they can doe it let them but vse this practice Euery day after that they haue said their Lectures cause each fourme which vse these translations to goe immediately to construing ouer all which they haue learned each day a peece euery one a side of a leafe or the like in order vntill they haue gone through all construing it only out of the translation to spend an houre or more therein as time will permit one or two who sit next vnto the construer to looke on the Translation with him to helpe where hee sticketh the rest to looke on their Authours Appoint withall some of the Seniors of the fourme to examine shortly the harde wordes of each page as they goe I meane those wordes which they marked when they learned them And when they become perfect in construing out of the English cause them for more speedy dispatch but onely to reade their Authours into Latine forth of the Translation first in the Grammaticall order after as they are in the Author They will thus soone runne ouer all which they haue learned without the least losse of time for this will be found the best bestowed time to keepe perfectly that which they haue gotten And what they can so construe or reade out of the English into Latine they can also doe it out of the Latine into English ordinarily Then as they waxe perfect in that which they haue learned and grow a little to vnderstanding they may practice of themselues by the same meanes to reade ouer the rest of their Authour which they learned not or some easie Authour which they haue not read as first Corderius or the like by the helpe of the same translations first to construe ex tempore amongst themselues after to reade out of the Translations according to the same manner as they did in that which they haue learned wherein they will do more then you will easily beleeue vntill you see experience After this as they come to higher fourmes and more iudgement they may be appointed likewise to reade ex tempore some other Authour whereof they haue the Translation to direct them and that both out of the Authour into English first after the Grammaticall manner and then in a good English stile afterwards out of the English into Latine both wayes both in Grammaticall order and after in Composition according to the Authour And within a time that they haue beene thus exercised they will be able to doe this almost as easily and readily as that which they haue learned I finde Tullies sentences and Tully de natura Deorum with Terentius Christianus to be singular books to this purpose for the best vses By this meanes it must come to passe by daily practice that they shall attaine to the phrase stile Composition of any Authour which they vse to reade oft ouer to make it their owne euen of any peece of Tully himselfe as was said much sooner then can be imagined vntill triall be made though this must needes require meet time For what thing of any worth can be obtained but by time industry continuall practice much lesse such copy choyse propriety and elegancy as Tully doth affoord Obiections against the vse of Translations in Schooles answered Spoud AS you haue shewed me the benefites which may come by Grammaticall Translations and also how to vse them that Schollars may attaine the same so giue me leaue to propound what doubts I may suspect concerning the same for the present and moe hereafter as I shall make triall of them Phil. Very willingly for I doe desire to finde out all the inconueniences that can be imagined which may comeby by them but for mine owne part I can finde none if they be vsed according to the former direction and yet I haue done what I could to finde out whatsoeuer euils might be to follow of them Obiect whatsoeuer you can I thinke I am able plainly to answere it and to satisfie you fully in euery point Spoud I will therefore deale plainly with you in what I can conceiue for the present Obiect 1. Translations in Schooles haue not bin found to bring any such benefite but rather much hurt and therfore the best and wisest Schoole-masters haue not beene wont to suffer any of them amongst their Schollars Phil. I will first answere you for the benefites That it is true indeede that these vses and benefites cannot bee made of any other Translation of any one of our Schoole Authours The reasons are euident first because none of the Translators haue followed nor so much as propounded to themselues to follow this Grammaticall rule in Translating which you see is the meane foundation of all true construing parsing making and trying Latine and of all these benefites to keepe Schollars to goe surely Secondly none of them which I know haue laboured to expresse the propriety and force of the Latine in the first and
each part together with fit transitions to shew their passage froÌ„ one part to another In the Confirmation to the end to bee able to proue the matter the better 1. To note in their Authors all the principall reasons which they can to that end and to gather them forth 2. To trie what reasons they can inuent of themselues according to the chiefe heads of Inuention following either Apthonius order or the ten chief heads of Inuention as Causes Effects Subiects Adiuncts c. which ar the same in effect but farre more easie to prosecute according to the Art of meditation whereof we shal speak after By considering wel either the thing it self Causes Effects of it or if it be a Proposition as in this Children are to obey their Parents by marking carefully both parts of the Proposition or sentence both Antecedent and consequent as they are called and the one part wil surely afford some reasons As if we thinke first of the parents what they haue beene and are towards the children and so what the children haue and doe receiue from them thus following the parts according to those places of meditation any one of vnderstanding shall be able to finde out reasons why the children are to obey their parents Then hauing found out reasons before they set them downe in their Theame as they will haue them to ranke them in their minde or in writing so as they doe purpose to set them in their Theame setting some stronger in the first place weaker in the midst reseruing some of the stronger to the last crossing and leauing out all the weake ones whereof any one may discredite all the rest In the Confutation to seeke out and set downe two or three good reasons to ouerthrow or reproue the contrary opinion to the Theame and also to consider what may be obiected against it and how to answere them by way of Occupation and Subiection or of preuenting and obiection Then to direct them that the Conclusion is nothing but a collection gathered from all the former reasons in which may be a short recapitulation or rehearsall of the summe of the reasons and an vrging if they will of one or two of the principall most forcible reasons somwhat more to leaue a deeper impression in the minds of the hearers so out of them to conclude most firmly And thus much may serue for the direction in generall for making the Theame Spoud But this seemes still to me rather too obscure for young Grammar schollars I pray you let me heare if you could not leade me yet vnto more ready helpes Phil. The most excellent patterns I take to be the most speedy and ready helps for schollars to be acquainted with and to learne to imitate them for they in euery thing doe most auaile to teach the soonest and sureliest As for variety of Exordiums and Conclusions Apthonius his Progâ—masmata may helpe to direct and also Master Stockwood his disputations of Grammar For furnishing with matter and substance besides Reusners Symbola mentioned Erasmus Adages of the largest and last Edition is a rich store-house Also Lycosthenes his Apothegmata printed at London by G. Bishoppe M.D.XCVI is of good vse Lycosthenes of the last Edition as I heare is dangerously corrupted with Popery and rayling against K. Henry the eight K. Edward and our late blessed Queene and therefore not to be permitted vnto children Many other I might name vnto you which haue written of such morall matters diuers of them in English and some of them very notable as the French Academie the morall part of it Charactery Morall Philosophy Golden groue Wits Common wealth Ciuill conuersation and others So in Latin Zâ—gedine his Philosophia Poetica The sentences selected out of the best Authours adioyned to Tallies sentences Flores Poetarum for Verses to flourish withall But the former viz. Reusner Erasmus Adages Apthonius and Lycosthenes may serue in steed of many for Schollars who are of vnderstanding and iudgement to vse them aright chusing out the summe of the most excellent matter and making it their owne composing euery thing fitly without apparant stealing out of any Spoud But what helpe doe you account the very best for inuention of matter to find it out as of their own heads which you know is principally esteemed of Phil. That which I named in the direction for the Theame is the vsual manner in schooles as I take it I mean the following the places of Apthonius as à Laudatiuo Paraphrastico Causa Contrario Parabola Exemplo Testimonio veterum Breui Epilogo So à Manifesto Credibili Possibili Consequente Decoro Vtili And ab Obscuro Incredibili Impossibili Inconsequenti Indecoro Inutili and the like Yet these doe seeme to mee also farre too hard for childrens conceits who haue read no Logicke and ouer-tedious But the following of those ten first and chiefe heads of reasoning to wit from Causes Effects Subiects Adiuncts Disagreeable things Comparisons Notations Distributions Definitions Testimonies to one of which each of Apthonius or Tullies places doe belong is farre the easiest surest and plainest way If that little booke called the Arte of Meditation were made somewhat more plaine for the definitions or descriptions that children might see euery thing euidently and illustrated by a few moe examples and so schollars made perfect in it by examining they would bee able to inuent plenty of good matter presently after that they had beene exercised in Reusner and the other Authours in reading and also in writing some variety of Theames after the manner set downe before Let them practice when they would inuent matter but to runne through those places curiously in their mindes and if one place doe not offer fit matter another will surely and furnish them with store so that by the helpe of that small Treatise if it were so perfected all this might bee accomplished and that with a small meditation any schollar of vnderstanding might discourse very commendably of any such matter Spoud It is great pitie it should not be made exact if the vse and benefite bee such as you conceiue of it to this purpose besides the worthy end for which it is written But as you haue giuen patternes for other exercises so let me heare your iudgement where they may haue thâ— best patternes for Theames for the whole frame thereof being handled according to all the parts seuerally Phil. Apthonius out of whom these Theames may bee taken first and the schollars also to haue liberty to gather out the principall matter yet making it their owne by seeking to better euery sentence hath sundry very good presidents for such Theames and in sweete Latine written by Rodulphus Agricola Cataneus Lorichius or others as the example of a Common-place of the Thesis and the like Though Apthonius his owne I meane those translated out of him are of a more harsh stile in Latine yet
others writ so eloqueÌ„tly because they were so ripe in vnderstanding and had such store of matter Trie They who find experience will be desirous to make others partakers It seemeth great difficulty for masters to teach their schollars to do all things with vnderstanding The second generall obseruation To learne only such things as whereof they may haue good and perpetuall vse Filthy places in Poets omitted 3. To note all hard words or matters worthy obseruation Manner of marking This general in getting all learning The bookes of the best students thus noted To note books of dailyvse with inke Others with blacke leade thrust into a quill How to rub it forâ—h againe 4. To learne all so perfectly as the former may be in stead of a Schoolmaster to the later Not to neede to teach the same things twise or thrise ouer To tell where they haue learned euery hard word 5. That the whole Schoole be diuided into so few fourmes as may be Reasons 1. It is for most part the same labour to teach twenty in a fourme as to teach two 2. The fewer fourmes the more labour may be bestowed in examining euery title Examination a quickner of learning Euery one of a fourme shall some way prouoke the others by this means And euery one may helpe others Those who but reade to be put together so many as can be 6 To haue a great care that none be discouraged But all to be prouoked by emulation and desire of praise Commendation the Whet-stone of the wit A sentence of Tully worthy to be euer before the Masters eye Cic. 5. de finib This strift for Masteries is the most commendable play and a chiefe meanes to make the Schoole Ludus literarius 7. All to haue their aduersaries and so to be matched and placed that all may be done by strift 8. To vse euer to appose the most negligent 9. Continuall care of pronunciation 10. To haue some exercise of the memory daily Reason of it for making excellent memories 11. To haue the best patternes of all sorts 12 The Masters continually to incourage themselues and their Schollars 13. Constancy in good orders with a continuall demonstration of loue to the Schollars to do all for their good The vsuall maÌ„ner of learning to reade the Accedence The ordinarie manner of getting the Accedence without booke The wants in this course The best means for learning to read the Accedence Euer one to be reading all the rest marking helping ☞ Learning the Accedence without book to take but a little at once This rule must be generall of all learning that seemeth hard of things to be gotten perfectly but here specially ☞ To make them first to vnderstand their lectures how ☜ To let them answer the questions vpoÌ„ their bookes Admonition to masters desirous to doe good to be as the Nurses with little children ExaÌ„ple how to make the child to vnderstand by shewing the meaning How by asking Questions ☞ In what points of the Accedence the chief labour would be bestowed with the children to make them perfect in them Articles Declining English before Latine Latine before Engâ—lsh ☜ Benefit of this declining Genders ☞ Seuerall terminations of the Declensions Declining the examples in each Declension ☞ Declining all the examples of all the Declensions together Giuing thâ— bare terminations the shortest way The like iâ— bonus Declining of Substantiues and Adiectiues together Chiefe examples in the Pronownes of most common vse Persons of the Pronownes How to come most speedily to be perfect in the verbes which are a meane foundation and wherin the greatest difficulty lyeth These may be added if we wilâ— to make them more ready The manner of apposing here Knowledge of the terminations Comparing them together for memory sake though they come not one of another For vnderstanding this Table ☞ The shortest way of all to repeat and keepe these No paines can be too great for perfect getting Nounes and Verbes Yet children not to stay ouerlong in these Participles Aduerbs Coniunctions Prepositions Interiections A want in the Aduerbs to be supplied Rules of deriuing Aduerbs necessary and of the Latine in the Accedence Englished English rules Benefit of them well gotten Generall obseruations in the English rules 1. To construe the examples 2. To tell in what wordes the force of the examples doth lie See this more plainly in examining the Syntax in Latine To make them most perfect in the rules of the principal Verb. Concordes Relatiue Qui. Gouernments Manner of examining in them Other helpes to make Scholars ready in the Accedence â— Daily repetitions and examinations ☞ Manner of hearing parts 2. The spending of a moneth or two to make the Accedence perfect after it is learned ouer 3. Some time separate daily to examine Nownes and Verbs Constancy in poasing till vse bring surenesse What is done ordinarily in Schooles in teaching Grammar What things are requisite to be done in learning Grammar To get the Grammar with most ease and fruite To learne euery ordinary rule perfectly With titles and summes Manner for enterers 1. Reading their rules to them 2. Construing and shewing them the meaning ☜ How they may soonest learne to construe them Each Schollar to haue his coÌ„struing booke and learne to construe by that Benefit of the vse of Lillyes rules construed 1. To gain one halfe of time in coÌ„struing them And free their Masters from much trouble and the Schollar from much feare and toyle Also some recouer their selues hauing forgot Increase in reading English Masters freed from clamors Wherein the construing bookes vnder correction may be much helped made more profitable This I thinke is in hand or finished Necessary words to bee Englished in their proper significations Learning the rules without booke ☜ Helps for getting without book all things which they learne in verse So repeating the Rules in verse Construing without book Benefit of construing without booke Where leasure is wanting how to doe And in the elder ☜ The surest way for young beginners ☞ At saying of rules how to examine to cause them to answere any question Manner of appoasing ExaÌ„ple of making the rules 〈…〉 Propria quae maribus Title of it Appoâ—sing after the same manner to help the weakest teacher for whom I haue set down the moe examples ☜ This poasing in Latine if it be ouer-hard to the enterers at first may be vsed after a time in examining their parts Examining out of the margent Examining out of the words of the rule Manner of appoasing the examples of the rules ☞ Fewest words best ☞ To oppose only in English if children be too weak to answer in Latine Manner of the questions in English at Propria Foemineum Appell ArboruÌ„ Examining of the speciall rules Examining the Exceptions Posing by asking first the examples ☞ The shortest course Examining the Adiectiues How to make Schollars perfect in the Genitiue cases To appose the hardest oft-times Examining in the Heteroclites Making the