Selected quad for the lemma: day_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
day_n	friday_n	thursday_n	tuesday_n	5,844	5	12.5385	5	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A44390	A new discovery of the old art of teaching schoole in four small treatises ... : shewing how children in their playing years may grammatically attain to a firm groundedness in and exercise of the Latine, Greek, and Hebrew tongues : written about twenty three yeares ago, for the benefit of the Rotherham School where it was first used, and after 14 years trial by diligent practise in London in many particulars enlarged, and now at last published for the general profit, especially of young schoole-masters / by Charles Hoole ...	Hoole, Charles, 1610-1667.	1661 (1661)	Wing H2688; ESTC R16111	140,451	388

to shew himselfe at all times pleasing and chearful towards them and unwilling to punish them for every error but withall to carry so close an eye upon all their behaviour that he can tell them privately betwixt himself and them alone of many faults they commit when they think he knowes nothing and let them see how he dare correct them for the like offences when they presume to commit them again and especially if they behave themselves stubbornely before their fellowes Yet to win a boy of a more stubborne spirit it is better sometimes to forbeare blowes when you have him submit to the rod then to punish him so for a fault as to make him to hate you and out of a despight to you to do the like or a worse mischiefe And when any general misdemeanour is committed the Master should shew himselfe impartial towards all so as either to pardon or punish all Bu in afflicting punishments as he should let none escape so he should let the most untoward feele the most smart but beware he deal not rigorously much le●●e cruelly with any for that will cause an utter dislike in all the Scholars towards the Master fearing he will deale so with them in case they so offend and thinking it to be no argument of love where severity of correction is used 4. But nothing works more upon good natured children then frequent encouragements and commendations for well-doing and therefore when any taske is performed or order observed according to his minde the Master should commend all his Scholars but especially the most observant and encourage the weak and timerous and admonish the perversest amongst them to go on in imitating their example in hopes of finding as much favour at his hands as they see them to have 5. In some places a Master is apt to be molested with the reproachfull clamours of the meaner sort of people that cannot for the most part endure to have their children corrected be the fault never so heinous but presently they must come to the Schoole to brave it out with him which if they do the Master should there in a calme manner admonish them before all his Scholars to cease their clamour and to consider how rash they are to interrupt his businesse and to blame him for doing that duty to which he is entrusted by themselves and others their betters But if they go about to raise scandalous reports upon him he may do well to get two or three judicious neighbours to examine the matter and to rebuke the parties for making so much adoe upon little or no occasion Thus we shall see Scholars abundantly more to respect the Master when they know how grossely he is apt to be wronged by inconsiderate persons and that wise men are ready to vindicate his cause Whereas if they once see their Master liable to every bodies censure and no man take his part whatever is said of him they themselves will not care what tales they make to his utter disgrace or ruine especially if he have been any whit harsh towards them and they be desirous to out-slip the reines of his Teaching and Government CHAP. III. Of Schoole-times Of Scholars going forth of the Schoole and of Play dayes THough in many Schooles I observe six a clock in the morning to be the hour for children to be fast at their Book yet in most seven is the constant time both in Winter and Summer against which houre it is fit every Scholar should be ready at the Schoole And all they that come before seven should be permitted to play about the Schoole till the clock strike on condition they can say their parts at the Masters coming in else they are not to play at all but to settle to their books as soon as they come But here the Master is to take heed that he be neither too rigorous with those of weaker age or constitution for coming somewhat tardy nor indulgent towards those who through manifest sloth and frequent loytering neglect the houre For in the one it will breed a daily timerousnesse and in the other it will make way to licentiousnesse and on the one side Parents will clamour on the other side the Schoole will receive disgrace However the best is to be as strict as possibly may be in seeing that every Scholar come at the just houre and to note it as a punishable fault in him that cometh late except he bring a note of excuse from his Parents or Host's hand and a promise withall that he shall not offend often in that kind It is not amisse for every Scholar in every Form to put down his name in a book kept common for that purpose so soon as he comes to Schoole every day that it may be upon record whether he used to come with the foremost or the hindmost and how often he was absent from the Schoole likewise every Scholars name should be called over according to the Bill every Schole hour and they that are present should answer for themselves by saying Adsum and his next fellow should give notice of him that is absent by saying Abest The common time of dismissing Scholars from Schoole in the fore-noons is eleven a clock every day and in the after-noons on Mondaies Wednesdaies and Fridaies five a clock but on Tuesday after-noons foure and on Thursdayes three Touching which a care would be taken that the taskes of every Form may be fully dispatched rather a little before those houres then after that then the Scholars which intend writing or cyphering or the like may go to the Writing-schoole as they yet use to doe about London Neither would I have the Scholars to be so precisely observant of the clock as just upon the first stroke of it to rush out of the Schoole but notice being given to the Master that it is stricken and he having given the word for dismissing the Schoole all the Scholars should come one by one orderly out of their seats according to their Forms the lowest beginning first because they are commonly next the doore and salute him with their hats in their hands and so quietly depart out of the Schoole without thrusting or striving one to get out before another It were good if there were hour-glasses in the School to give notice how the time goes on And for their ready going home or to the writing Schoole there should be private Monitors appointed to inform the Master so soon as they return to the Schoole again who they are that neglected their duty therein That space of intermission about nine and three a clock which is used at Westminster Schoole and some others and is so much commended by Mr. Brinsley Chap. 33. of his Grammar Schoole cannot so well be observed nor is it so requisite in those Schooles in which Scholars meet not till seven in the morning for the variety of their several tasks will take away that tediousnesse that seems to accurre by the length of time

for resolution But I have found it a continual provoking of Scholars to strive who should learn the fastest to let both the sides of one Form as they sit a part so to look to provide their Lessons apart and when they come to say Parts or Lessons or to perform Exercises to bicker one with another and propound those things to be resolved in by their opposites which they observe the Master to have omitted and they think they cannot tell And let it be constantly noted which side hath the better all the week that when afterwards they come to a general dispute at the weeks end for places or sides it may be considered CHAP. V. Of saying Parts and Lessons and of perusing Translations and all other kind of Exercises 1. THe best time for saying Grammar Parts or the like is the morning partly because the memory is then the freshest and partly because children may take the opportunity over night to get them perfectly at home But forasmuch as Vocabula's are more easie to be impressed in the mind and require lesse paines in getting I conceive it not amisse that children be continually exercised in saying them for afternoons parts at one a clock before which hour they may prepare themselves afore-hand even amid their play After parts said the Master or his Ushers should immediately give Lessons to every Form or appoint a boy out of an upper Form to give Lessons to that which is next below him in his hearing which he should distinctly construe once or twice over and note out all the Words wherein the most difficulty of parsing seems to lye and name the Tropes and Figures the Phrases and other elegancies that are to be found especially in higher Authours The Lessons should be got ready to be said against ten a clock in the forenoon and four in the after noon at which time the Scholars should come all orderly and quietly out of their Form and taking their places where they ought to stand so as one side may be opposite to another they should all make their salutes and then say one after another except they be appointed otherwise For sometimes when you have occasion to make more hastie dispatch with a Form you may cause any one or more to say the whole Lesson or by pieces but be sure that they all come very well provided and that every one be intent upon what another is saying for which purpose you may note him that hath been most negligent in his seat and ask him ever and anon what it was that his fellow said last To save your own lungs in asking many questions and telling Rules or the like you may let every two boyes examine one another and your self onely help them when they are both at a mistake You may easily amend that common and troublesome fault of indistinct and muttering speaking by calling out a bold spirited little boy that can speak with a grace and encouraging him to give the other an higher note for the elevation of his voyce for this will at last enforce the boy you are troubled with to speak louder and with a better grace and to strive to pronounce his words more distinctly then the other did before him After Lessons are ended you may let every one propound what questions he pleaseth for his opposite to answer and this will be a means to whet them on to more diligence in getting them before they come to say In the three lowest Forms or in others where all have the same Translations or Dictates you may cause onely him whose performance you most doubt of to read what he hath written both in English and Latine and help him as you finde his errour to correct it and see that all the rest amend their own faults accordingly Afterwards you may let one parse it both in English and Latine and order them all to write it over again fair in a Paper-book for themselves and to give you also a copy of it neatly written in a loose paper every Saturday And thus you shall have every one begin to leane to his own strength a thing very necessary in all kinde of Exercises though they doe the lesse If you once take notice of any boyes strength you may easily judge of what he bringeth whether it be his own or anothers doing But in the upper Formes and where they have all several Exercises it is necessary that you peruse what every Scholar hath done And for this work you may set apart Saturday fore-noons after Grammatical Examinations are ended and before they say their Catechismes And that they may write them fair you should sometimes compare them with their Copy-Books or such pieces as they writ last at the Writing-Schoole Before they bring them to you to read let them peruse one anothers Exercise amongst themselves and try what faults they can finde in it and as you read them over where you see a grosse mistake explode it where you espie any over-sight note it with a dash that they may amend it but where you see any fault which is beyond their power to avoyd or remedy do you mildely correct it for them and advise them to observe it for the future However forget not to commend him most that hath done the best and for his encouragement to make him read over his exercise aloud that others may heare it and then to hang it up in an eminent place that they may imitate it and if any one can afterwards out-doe it let his exercise be hanged up in its stead But if any one hath lazily performed his exercise so that it be worse then all the rest let it be cut in fashion of a leg and be hanged up by the heel till he make a better and deserve that that may be taken down It is not amisse also to stirre them up to more diligence to have a Common-paper-Book wherein the names of all in every Form that have optimè and pessimè performed their weekly exercises may be written and that the one may have the priviledge to beg a Play-day once a moneth or to obtain pardon for some of his fellows and the other may be confined to some task when a Play-day is granted CHAP. VI. Of weekly Repetitions Of Grammaticall Examinations and Disputations Of collecting phrases and gathering into Common-place-Bookes Of pro●ouncing Orations and Declamations I Have not in either of the foregoing Treatises made mention of any thing to be done on Fridaies because that day is commonly spent in most Schooles in repeating what hath been learned in the fore-going part of the week which custome because it is a mean to confim childrens memories in what they learn I willingly conform thereunto After Chapter 's therefore read in a morning let them repeat their wonted Parts and afterwards their Lessons all which they will be able to say together out of their several Authours so that some be made to repeat out of one book and some out of another For if

memoriter an● then construed and applyed the example to the definition 3. Their after-noons Lessons were 2 days in Ovids Metamorphosis 2 days in Tullies Offices both which they translated into English 4. They learned to scan and prove verses in Flores Poetarum and repeated their weeks works on Fridayes as before 6. The sixth forme continued their parts in the Greek Grammar and formed a verb Active at every part 2. They read the Greek Testament for fore-noones Lessons beginning with Saint Johns Gospel 3. Their after-noones Lessons were two dayes in Virgil and two dayes in Tullies Orations They construed the Greek Testament into Latine and the rest into English 7. The seventh forme went on with the Greek Grammar forming at every part a verb Passive or Medium 2. They had their fore-noones Lessons in Isocrates which they translated into Latin 3. Their after-noon lessons were 2 dayes in Horace and 2 days in Seneca's Tragedies both which they translated into English 8. The eighth forme still cont●nued their parts in the Greek Grammar 2. They said fore-noones Lessons in Hesiod which they translated into Latine and afternoones Lessons in Juvenal and afterwards in Persius which they translated into English 9. The ninth and highest forme said morning parts in the Hebrew Grammar forenoons Lessons in Homer and afternoons Lessons in some Comical Authour Thus when I came to Rotherham I found two or three sorts of boyes in the Accidents and nine or ten several formes whereof some had but two or three Scholars in it and one of these formes also was not very far from that which was below it So that I being to teach all my self alone was necessitated to reduce them to a lesser number and to provide such helps for the weaker boyes as might enable them to go on with the stronger Besides observing how barren the Scholars were of proper words and good phrases with which their present Authours did not sufficiently furnish them for speaking or writing Latine I was enforced to make use of such books amongst the rest as were purposely made for that end and having at last brought the whole Schoole into a good method and order so as the Scholars learned with profit and I taught them with much ease and delight I was perswaded to write over what I had done that I might leave it as a pattern for him that succeeded me and this was the ground-work of my Discovery The manner of giving Lectures before I came was 1. For the two highest boyes in the eighth forme to give Lectures to all the lower formes each his week by turnes 2. The highest Scholar in the Schoole gave Lectures to the second form 3. Those in the highest form were commonly left to shift for themselves The manner of the Masters hearing Lessons was this 1. The highest boy in the form at their coming to say construed his Lesson two or three times over till he was perfect in it that his fellowes might all learn by him to construe as well as he then every one construed according to the order in which he stood 2. They parsed their Lessons in that order that they had construed it in 3. They translated every day after the Lesson and shewed it altogether fair written on Fridayes Their Exercises were these 1. The four lowest formes translated at vacant times out of some English book 2. The higher formes having a subject given them every Saturday made Themes Verses upon it against that day seven night The manner of collecting phrases was that every Friday in the afternoon the boyes in the highest form collected phrases for the lowest formes out of their severall Authours which they writ and commited to memory against Saturday morning The set times for Disputations were Fridayes and Saturdayes at noon and the manner thus one boy answered his day by course and all his fellowes posed him out of any Authour which he had read before A part of Thursday in the afternoon was spent in getting the Church Catechisme and the six principles of Christianity made by Mr. Perkins Finding this method which is used also in most Grammar Schooles to concurre in the main grounds with that which I had been taught at Wakefield but not to be so plain and easie as that was to children of meaner capacities I began to seek not so much to alter any thing as to supply what I saw defective in it having these and such like considerations often in my mind 1. Though every man liketh his own method best yet none ought so far to be conceited of his own as not to search after a better for the profiting of his Scholars 2. Though one constant method must diligently be observed yet triall may be made of another at fit times so it be done without any distraction to the Master or hinderance to his Scholars 3. A new course of teaching must not be brought in suddenly upon Scholars that have been long trained in a worse but by degrees 4. Some modern Schoole-masters seem to have gained a far more easie and nearer way of teaching then many of the more ancient seemed to have 5. Mr. Brinsley seemeth to have made a Discovery of a more perfect method then was in his time used or is yet generally received Mr. Farnaby Mr. John Clerke and some others have facilitated the way further but Mr. John Comenius hath lately contrived a shorter course of teaching which many of late endeavour to follow and others have more contemplatively written what they have thought of learning the Latine tongue in the easiest manner 6. That for me it would not be amisse by imitating these and others of whose learning and dexterity in teaching I had got some little experience and observing the severall tempers and capacities of those I taught to endeavour to finde out and contrive such helps as might make the most generally received method of teaching by Grammar Authours and Exercises more briefe in it self and more easie and delightfull to the Teacher and Scholar And for what I have done in this kinde these Arguments were especiall inducements That 1. It is not only possible but necessary to make children understand their tasks from their very first entrance into learning seeing they must every one bear his own burden and not rely upon their fellowes altogether in what they doe 2. It is possible and meet for every teacher so to ground his Scholars as that change of Masters may not much hinder their progress in learning 3. Things most familiar and obvious to the senses are first to be learned and such as may be an easie step towards those which are next to be attained 4. The most vocabula's and phrases of ordinary discourse may and ought to be taught together with the Latine Grammar and the lowest sort of Schoole-Authours 5. Boyes ought to know the meaning and how to make use of each Rule as they learne yet so as not they be forced upon understanding of it 6. The most useful books ought to be read and may be taught after one manner in every Grammar-Schoole 7. Children must be furnished with store of matter and able to write a good style and shewed how to imitate their Authours for making Exercises before they be put to use their own invention 8. It is tyranny in the Master to beat a Scholar for not doing that which he knoweth not how to goe about so that he must first know him to be well able and then he may more justly punish his neglect 9. Many young Schoole-masters are more pusled about frameing to themselves a good method then toyled in the exercise of teaching Schoole 10. No man ever had such an acute and direct method but another able Scholar might observe and follow it 11. Many Masters that are excellent in perfecting Scholars have not the patience to ground them and many that have the skill to ground a Scholar well in his Rudiments are not of ability to bring him on to perfection in Grammatical Exercises 12. In many Schooles one Master alone beareth the whole burden of teaching without any help of an Usher 13. Every one that teacheth a Grammar Schoole is not able to make a right choyce nor knoweth he the true use of our best classical Authours 14. It is a prime part of a Schoole-master to instruct his Scholars well in the principles of Christian Religion and to make them acquainted with the holy Scriptures 15. It is an utter undoing to many Scholars to be sent ungrounded to the Universities and Parents are generally unwilling to have their children tarry long at the Schoole and therefore it is good for Masters to make use of the shortest and surest way of teaching 16. It is very necessary and hath been ever wished that some of our most famous and best Schoole-masters would for the benefit of others set themselves on work to finde out and publish the exactest method of teaching which might be generally received till a better were knowne for by that meanes they should doe much good to the Church and Common-wealth and somewhat herein advantage themselves seeing every Parent will be willing to have his son taught by one whom he knoweth to be constantly diligent in a good way of teaching And the hopes that I conceived hereby to provoke my betters hath especially encouraged me at last to yield to my friends importunity in setting down this Method of Teaching and writing down also this for me of Schoole-Government which I heartily commend to Gods heavenly blessing and the candid censure of the more judicious hoping that as I intend chiefly the generall good so none will requite me with malicious obtrectation which if any shall doe I charitably pray for them before hand that God would for Christs sake forgive them and grant that I may not heed what they write or say concerning me or my labours so as to be discouraged in my honest endeavours for the publick service 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 FINIS Quidam senex partans faescem lignorum super humoros ex nemore cum defessus esset longa via vocavit mortem fasco deposito humi Ecce mors advenit rogat causam quamobrem vocaverat se Tunc senex ait ut imponeres hunc fascem lignorum super humeros