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
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
benefit and be thankfull vnto the Lord and to your selfe as his instrument and do my vttermost indeauour to put them all constantly in practice that I may confirme them by mine owne experience and finde the same happie comfort that your selfe haue done I will therefore begin in order according vnto those heads so propound the questions how each thing may be done and desire your answere vnto them seuerally Phil. Nay rather for the manner of proceeding I take this to be far more easie and commodious to vs both and whereby God may direct this conference so as to profit manie others besides our selues To go through all the whole course of learning from the first step beginning at the verie first Elements euen at the A. B. C. so to ascend to the highest top of learning which can be required in Grammar schooles to make a schollar each way fit for the Vniuersity Thus to run through all the necessarie points appertaining to the same as neere as we can remember To make hereby the whole waie easie and readie to all good learning and to ranke euery head in the right order and proper place according to the due manner of proceeding in Schooles So wee may insert these points which you haue spoken of diuiding the whole into sâ—uerall chapters for the full distinguishing plain setting down of euery matter To the end therfore that I may be the better guided and occasioned to impart all things vnto you I shall request you first to propound all the seuerall points of learning in order from point to point as we proceed Secondly in the propounding of them to shewe me in euery one what course you your selfe haue taken wherein you haue found so little fruite or comfort as you complaine and which you thinke to be most ordinarie in the countrey schooles Wherein you shall faile in omitting any necessary head or chapter or in misplacing any I shall afford you my best direction Spoud I will accomplish your desire so well as I can I doubt not of your patience seeing you take me thus of a suddaine and that you who haue better thought of these things will guide me continually vntill wee haue gone thorow the whole Phil. I trust you are so perswaded of me Therefore I pray you begin CHAP. II. When the Schollar should first be set to the Schoole Spoud THat I may begin at the very first entrance of the Schoole let me inquire this of you how soon you would haue your childe set vnto the Schoole for I thinke that worthie to be first knowen if so bee that you purpose to haue your schollar fitted for the vniuersitie by fifteene yeeres of age Phil. I like your reason well to enter there But to the intent that I may more fully make knowen vnto you what I thinke and haue found in this behalfe let mee heare first of you as I wished in generall at what age you vse in your countrey to set your children to begin to learne Spoud For the time of their entrance with vs in our countrey schooles it is commonly about 7. or 8. yeeres olde six is very soone If any begin so early they are rather sent to the schoole to keepe them from troubling the house at home and from danger and shrewd turnes then for any great hope and desire their friends haue that they should learne anything in effect Phil. I finde that therein first is a very great want generally for that the childe if hee be of any ordinary towardnesse and capacity should begin at fiue yeere olde at the vttermost or sooner rather My reasons are these 1 Because that then children will begin to conceiue of instruction and to vnderstand and bee able not onely to knowe their letters to spell and to reade but also to take a delight therein and to striue to goe before their fellowes Experience heerein will quickely teach euery one who shall make triall of it if so be that they doe follow a right course 2 Verie reason must needes perswade euery one of this For if they bee apt much before fiue yeeres of age to learne shrewdnesse and those things which are hurtfull which they must â—ee taught to vnlearne againe why are they not as well fit to learne those things which are good and profitable for them if they bee entred and drawen on in such a manner as they may take a delight and finde a kinde of sport and plaie in the same This delight may and ought to bee in all their progresse and most of all in the first entrance to make them the better to loue the Schoole and learning as wee shall see after 3 Many of them doe learne so much vntowardnesse and nâ—ughtinesse amongst other rude children in that time before they come to schoole that they are worse for it continually after and also they feele such a sweetnesse in play and idlenesse as they can hardly bee framed to leaue it and to take a delight in their bookes without verie much adoe 4 This first age is that wherein they are most plant and may bee bended and fashioned most easily to any good course And being thus accustomed to good things from their infancie and kept so much as may bee from all practice and sight of euill custome becomes vnto them another nature So great a thing it is according to the old prouerbe to accustome children euen from their render yeeres and so vndoubtedly true is that common verse Quo sâ—mel est imbuta recens seruabit odorem testa diû 5 Aboue all these this is a principall benefit that by this meanes two or three yeeres may well be gained to fit your Schollar so much sooner for the Vniuersity or for any honest trade or calling So that a child thus entred rightly shall doe much more at eight yeeres olde then an other so neglected can doe at tenne or it may bee at eleuen or twelue Also many such shall bee meete for trades and like imployments when they haue no learning to fit them thereunto This must needes bee a great griefe to the Parents of such whose children haue so lost their time as it is a ioy to others whose children haue been so well brought vp when they see their children compared together 6 Lastly our time being so short it much concerneth euery parent to see their children to haue the best education and instruction which is the chiefe patrimonie and the greatest comfort hope both of the Parents and children and also of their houses and posteritie And this so soone as euer may be to fit them for some profitable imploiment for Church or Common-wealth Spoud But they will say with vs that it will hinder the growth of their children to bee set to schoole so young Phil. Let the schoole be made vnto them a place of play and the children drawne on by that pleasant delight which ought to be it
so will it be here But of this I shall haue more fit occasion to tell what I thinke when we shall speake of the manner of diuiding of the fourmes 8. That we vse euer to appose the worst and most negligent of each fourme aboue all the rest though euery one somthing yet them principally This wil make them more carefull cause all to come on together in some good sort 9. That from the first entrance they be taught to pronounce euery thing audibly leasurely distinctly naturally sounding out specially the last syllable that each word may be fully vnderstood But of this wee haue spoken somwhat shal speake more in the due place what a grace sweete pronunciation giues vnto all learning and how the want of it doth altogether mar or much deforme the most excellent speech 10. That they haue daily some speciall exercise of the memory by repearing somewhat without booke as a part in their rules the foure first daies in the weeke the Lectures of the weeke or some part of them on the Friday al the rules of the weeke on the Saturday besides matters of reports as Apologues or fables theames disputations and the like The reason is because the daily practice hereof is the only means to make excellent memoryes so that the memory be not ouerloaden But for this matter of saying without booke how farre it is to be vsed and what helpe may be had to preuent the ouertoyling terrifying of Schollars with it and to supply some things better otherwise I hope I shall take a fitter place to speake of it hereafter 11. That for whatsoeuer exercises they are to learne they haue the best patternes to follow which can be procured as in writing so for all kinde of learning how to do euery thing because all learning is principally gotten by a kinde of imitation and arte doth imitate the most excellent nature The patternes being singular so shall their work proue in time eyther to expresse their patterne very liuely or happely to go beyond it Of this also we shall haue occasion after to speake 12. The Masters to be alwayes vigilant as good leaders to labour to a liuely cheerfulnes to put life spirit into the children to incourage themselues in wel doing by amending whatsoeuer is amisse supplying each thing wherein they are defectiue obseruing the daily growth of their Schollars remembring stil that worthy counsel Tu ne cede malis sed contra audentiorito and also euer calling to minde whom they serue and how their reward is with the Lord. 13. Constancy in good orders exercises ought euer to be kept inuiolable with continual demonstration of loue in the Masters towards the Schollars a desire to do them the vttermost good This shall ouercome the most froward in time and vsed with the rest shal vndoubtedly bring forth the fruit of their desires Though many moe directions might be added yet we will content ourselues with these for the present as being most generall and belonging to all which follow Others we shall adde as we shall finde the fittest occasions Spoud Certainly Sir these rules doe very much affect and delight me at this hearing of them neyther can I easily discerne which of them is most to bee preferred If you had giuen mee so many crownes you could not haue gratified mee more I purpose to put them in practice presently that I may finde that sweete and pleasant fruite of them which I fully conceiue may bee attained by them Phil. If you take so much delight in the hearing of them I trust you shall doe much more in the proofe and therefore hauing finished these we will now at length come vnto the Accedence CHAP. VI. How to make children perfect in the ACCEDENCE Spoud FOR the Accidence then I pray you acquaint mee what you haue learned how children may get it most speedily and how they may be made so very perfect in it as to answere so readily to any question thereof as you did affirme that they may and to make the right vse of it Phil. You must euer first let me heare of you what course you haue taken and what you thinke to bee ordinarie in Schooles and then I will supply whatsoeuer I haue learned for that all shall be the better conceiued Spoud For reading ouer their Accedence this is all that I haue vsed To let them reade it ouer euery one by himselfe by lessons as in reading other English and so to heare them one by one as they can say In the harder lessons to reade it ouer before them Thus I make them to reade ouer their Accedence once or twise within the book before they doe get it without booke Secondly for getting it without booke I cause them to doe likewise and to say as oft as they can To keepe that which they haue learned by weekely repetitions and by saying parts And for the meaning to teach it after by practise Now I pray you shew me your iudgement and vouchsafe me your help Phil. My iudgement is according to my experience that though this be the ordinary course yet it may be done with farre greater ease in lesse time and with much more profit to effect your desire yea to teach ten or twelue as soon and readily as you shall teach one Also to make them more full of vnderstanding that they shall be able to make right vse of their rules to enter into construction and goe forward readily together in construing parsing making Latine Whereas otherwise they must be taught the vnderstanding and vse of it after which shall be another labour and bee as if they had not learned it at all before Now thâ— meanes how all this may be effected are these 1 For reading the Accedence So soone as they enter into the Accedence put so many of them into a fourm as you can well to enter together as was shewed before And therein first reade them ouer their lesson telling them the meaning shortly to make them a little to vnderstand it and so they will learne it much sooner Then let them one helpe another as they will doe learning together and euery one will draw on another one of them euer reading ouer the lesson that all the rest may heare and the rest telling where he misseth and so neuer idle till all can read it When they come to say cause euerie one of the fourm to read his peece in order in like manner the rest to help where he sticks By this meanes there will not bee much more labour with twelue then with one alone Experience also wil shew that they will all goe forwarde more fast and surely then any other way And although that they goe faster forward and not so very perfectly as they thus read it first yet they will soone reade most readily when they come to get without booke When they haue once gone
and from the clamours and accusations of their Parents in this behalfe spoken of before But here it were to be wished that those books of construing Lillies rules were translated euer Grammatically the manner of which translation I shall shew after with the benefits of them And also that not onely the Substantiue and Adiectiue Preposition and his case were euer construed and set together wheresoeuer they are to be taken together but withal that euery word were Englished in the first proper natural and distinct signification In which things they oft faile as in the Verbes chiefely though of all other things that be more necessary for Schollars to know the first and naturall signification for the other then will soone be learned by reason and vse or else som of the other most vsual significations might be put in in other letters or with notes to know them Thus the childe might goe surely forwarde and haue a certaine direction for the right and proper vse of euery word to bee more sure to him then any Dictionarie all his life long either for construing or making Latine Whereas beeing set downe in generall significations not distinct they shall euer goe doubtfully abuse the words as when traho promo haurio are set downe euery one of them to draw without further distinction The benefit would be much more if it were thus translated for then they might learne thereby not only to construe truely to vnderstand and goe truly but also to make and speake the same Latine I meane to answer easily to all the rules with the other benefits of Grammaticall translations When they can construe in some good sort and vnderstand as was sayde then let them get without booke perfectly In getting without book when they can read it perfectly they may bee much helped thus in all things which they learne in verse to reade them ouer in a kinde of singing voyce and after the manner of the running of the verse oft tuning over one verse vntil they can say that then another and so forward which they will do presently if the Master do but reade them so before them Also to say these rules at parts sometimes after the same manner of scanning or running as a verse shall make them both more easily kept and bee a good helpe for right pronuntiation of quantities and to prepare them the more easily to make a verse for authorities and the like When they can say perfectly without book then if you please you may cause all those who are any thing apt and pregnant to learne to construe also without booke which they will do very quickly with a little reading ouer and ouer vpon the construing booke and almost as soone as they will construe vpon the booke By this meanes they will bee able presently to giue not onely the English to the Latine but also the Latine to the English of any word in the rule to be perfect thereby and to keep all more firmly Or where leasure is wanting among the elder sort which are well entred in the rules they may first learne without booke then to construe both vpon the book and without Or to construe first It is not very materiall but as themselues doe finde that they can get it most easily at the Masters discretion Although for all the first enterers and younger sort I finde it the surest vvaie vvhere the Maisters leasure will serue to cause them first to vnderstand the rule and the meaning of it by a short opening or expressing the sum of it and then by questions in English as I directed before All of the learners looking vpon their bookes as hee readeth vnto them that they may see the questions and answeres in their books eyther wholly or the most part therof And when they can aunswere in English looking vpon their books or do vnderstand the rule then to learne to construe it of themselues and to get it without booke After ar the saying of their rules when they haue sayde without booke and construed to labour especially to cause them to be able to aunswere without book each part of the rule and that both in English and Latine together after they are a little entered that with the meaning and English you may beate the Latine into their heads also to helpe to prepare them to speake and perse in latine Let the manner of the appoasing be here as in the Accedence viz. by short questions propounded vnto them arising directly out of the words of the booke either out of the summe and title of the rule set before it or set in the margent euer against it or out of the very words of the rule and withall the examples of the rule and how to apply them to the seuerall rules I will set you downe an example or two more at large that you or any may doe the like the more easily To begin at Propria quae maribus first you haue the Title before Regulae generales propriorum Out of which you may shewe them thus That according to the order of their Accedence as the first part of speech is a Nowne so here are rules first of Nownes And as their Accedence hath first the Substantiue then the Adiectiue so here begin rules first of the Substantiues after of the Adiectiues Againe as the Substantiue is either Proper or Cōmon so here the rules of Proper Nowns are first set downe wherby to know the Genders of them and after of the Common Nowns called Appellatiues You may also point them in their book where each of these begin they will presently conceiue of them being first perfect in their Accedence Then that the rules of Proper names are of Masculines or Feminines Or all Proper Nownes are either of the Masculine or of the Feminine Gender vnlesse they be excepted Also all Proper Nownes which goe vnder the names of Males or Hees as wee call them are the Masculine Gender Then teach them according to the margent that of those there are fiue kindes which goe vnder the names of Males or Hees As names of Gods men floods or riuers moneths windes So all proper Nowns or names of Females or Shee s are the Feminine Gender And of those are likewise fiue kinds That is names of Goddesses Women Cities Regions or countreys Islands c. Then appoase after the same manner keeping strictly the words of the booke as was sayd onely putting in here or there a word or two to make the question which by oft repeating they will easily vnderstand As thus out of the words set before the rule Or in the like manner Q. Where begin your generall rules of Proper Nownes Vbi incipiunt regulae generales propriorum A. Propria quae maribus Q. How many generall rules are there of proper Nowns Quot sunt regulae generales propriorum A. Two Duae Q. What is your
whole sentence a peece of a sentence an Infinitiue moode an Aduerbe with a Genitiue case two Nominatiue cases singular or moe ioyned with a Verbe plurall or sometimes a letter set by it selfe or moe or any word put for it selfe which we call a word of arte as Amo est verbum Amo is here taken for the Nominatiue case for all such wordes or sentences are supposed to bee the Neuter Gender vndeclined So whatsoeuer includeth the Nominatiue case as a Verbe Impersonall an Ablatiue case absolute Gerunds and Supines put absolutely with this Verbe est as Orandum est vt sit mens sana in corpore sano Iâ—um est in viscera terrae because these stand for Verbes Impersonals and haue the Nominatiue case included in them 4. The Participles with Gerunds and Supines follow the order of those Verbes wherof they come in gouerning thesame cases as in the rules Also that Gerunds and Supines are commonly put for the Infinitiue moode 5. Coniunctions or other wordes of dependance in new clauses of the sentences serue to ioyne together the later parts of the sentences to the former wherein the same order must be kept againe as before 6. That the Aduerbs be placed before or after the Verb as the sense will most conueniently beare 7. That the Latinismes bee obserued to ioyne the whole phrases together so much as may be and to expresse them by as elegant and fit phrases as wee can in our tongue The reason also of the rule that euery one may conceiue each thing is this 1 That the wordes must bee placed in order as they should stand according to the plaine and proper nature of the speech in which they are vsed to expresse any matter which is the very order which Grammar teacheth and as one gouerneth another 2 The word gouerning or directing to be placed before those which it gouerneth or directeth 3 Those words which do declare others are to be set after those which they doe declare or make plaine So the principall word going before doth commonly direct the wordes following eyther in agreement or gouernement that is it causeth the word following to agree with it or to be gouerned of it except in oblique cases of Interrogatiues Relatiues Indefinits Partitiues which doe commonly goe before together with the Substantiues or Antecedents with which they agree and are gouerned or guided by the word following after as Quem librum legis Quarum rerum vtram minus velim non facilè possum existimare Spoud I perceiue the rule most plainely and doe see an euident reason of euery thing yet neuerthelesse I desire you further to giue me a little briefe of it as my schollars may best remember it Phil. The summe is this to reade ouer the sentence distinctly to a full point obseruing carefully all the points and proper names with the drift and meaning but chiefely to marke the principall Verbe because that pointeth out the right Nominatiue case and directeth all the sentence also to marke if there be any Vocatiue case Then the order goeth thus 1 If there be a Vocatiue case to construe that first with whatsoeuer agreeth with it or is gouerned of it or whatsoeuer is put in the place of it as an Interiection of Exclamation or calling or an Aduerbe of calling 2 To take the Nominatiue case of the principal Verbe or whatsoeuer is put in steede of it and to adioyne to it whatsoeuer hangeth of it as the Adiectiue or Participle and such words as they gouerne 3 To take the principall Verbe and whatsoeuer hangeth on it each in the right order as if there follow an Infinitiue moode to take that next then the Aduerbe after the case which the Verbe properly gouerneth which is commonly the Accusatiue case whatsoeuer hangeth on that Lastly all the other cases in order first the Genitiue secondly the Datiue and lastly the Ablatiue 4 If there be not all these Verbes to take so many of them as are in the sentence and in this order 5 That this order is changed by Interr Relat. Indefinites Partitiues som Coniunctions with Aduerbs of likenesse as Quemadmodum vt sicut c. hauing sic or ita to answer them in the second part of the sentence because those wordes vse to goe before Lastly to take the Substantiue and Adiectiue together vnlesse the Adiectiue passe ouer his signification vnto some other word which it gouerneth and so likewise the Preposition with his case Most briefly thus that the principal Verb be first sought out then 1. Take the Vocatiue case or whatsoeuer is in stead of it or hangs vpon it seruing to make it plaine 2. The Nom. case of the principall Verbe or whatsoeuer is in stead of it or depends of it to make it plaine 3. Then the principall Verbe and whatsoeuer hangs of it seruing to expound it as an Aduerbe or an Infinitiue mood 4. Lastly the case which the Verbe properly gouernes and all the other cases after it in order Note that the order is changed by Interrog Relat. Partit certain Aduerbs Coniunctions al which vse to go before Obserue specially for the enterers to put them in minde of this often the Nom. before the Verbe the Accus after the Verbe the Substant and Adiect to goe together vnlesse the Adiect passe his signification into some other word the Preposition and his case together This is the briefest plainest and most generall forme that after long practice and considering of it I can conceiue though it haue some exceptions as I said Spoud I pray you giue me an example hereof Phil. I will take the very example which Crusius hath set downe out of Tully de Senectute 1. Aptissima omnino sunt Scipio Laeli arma senectutis artes exercitationesque virtutuÌ„ quae in omni aetate cultae cum multum diuque vixeris mirificos afferunt fructus non folum quia nunquam deserunt ne in extremo quideÌ„ tempore aetatis quanquam id maximum est verum etiam quia conscientia benè acâ—â— vitae multorumque benefactorum recordatio iueundissima est This is Tullies order in placing this sentence 2. The naturall or Grammaticall order of it is this Scipio et Laeli artes exercitationesque virtutum sunt omninâ— arma aptissima senectutis quae cultae afferunt fructus mirificos in aetate omni cum vixeris multum diuque non solum quia deserunt nunquam ne quidem in tempore extremo aetatis quanquam ad est maximum verum etiam quia conscientia vitae actae benè recordatioque bene factorum multorum est iucundissima 3. The Translation is after this Grammaticall order thus O Sâ—ipio Lelius arts exercises of vertues are altogether the verb fittest weapons of old age which being verb exercised in verb euery age do bring maruellous fruites when you haue liued much and long not onely because
sorts of the former directions 19 Aâ—so weaker schollars in the Vniuersities who haue not been so well grounded in the Grammar schooles may proceed in their priuate studies by the vse of some of these translations either one alone or two or three together and increase both for construing vnderstanding and writing latine Also they may haue continuall vse of translating both into English and Latine whether reading out of the Authour into the translation or out of the translation into the Author or doing it by pen and euer a direction to trie all by and as a priuate helpe which continuall translating both waies is a most speedy way to learning as M. Askam proueth at large 20 Likewise any who haue lost the knowledge of the Latine tongue may recouer it hereby within a short time and they who haue had but a smattering or some little beginning may soone come to vnderstand any ordinary Author and proceed with pleasure and certaintie 21 Finally hereby schollars may haue daily much sure practice both of Analysis and Genesis that is resoluing and making Latine which as was noted all the learned doe acknowledge to bee almost all in all in getting all learning for all this practice by them is nothing else but Analysis and Genesis as we shewed before Things more specially obserued in the Translating of the Schoole Authours Spoud THese benefits are indeede very great and worthy the labour of euery childe or other who would attaine them if it be as you say yet by your fauour many of them cannot be obtained by bare Grammaticall Translations alone as to get the propriety of both the tongues both of Latine and English together with variety of phrase the sense and the like Therefore what course haue you obserued in your Translations to make them to serue to all these purposes Phil. I haue obserued these things following so neere as I haue beene able for the present I shall amend them after God willing 1 This naturall or Grammaticall order throughout 2 That the English Translation is set downe alone without the Latine adioyning to auoyde the inconueniences of hauing the Latine and English together as of making Truant or the like whereof I shall speake after 3 The propriety of the English words answering to the Latine in the first and naturall signification and expressing the force of the Latine words so neere as I could is set down in the first place And where the Latine phrase is somewhat hard or obscure to bee expressed in our English tongue word for word there I haue also expressed that by a more plaine phrase sometimes included within two markes almost like a Parenthesis with or thus Or else I haue set it euer in the Margent where also I haue oft placed the meaning with variety of other phrases ouer against the word and noted them with a character or letter answering to the word in the Text. Moreouer where any phrase is ouer-harsh in our English tongue to expresse the Latine verbatim viz. word for word or in good propriety that harsh phrase is also placed in the Margent ouer against the Latine phrase with this marke Verb or ver or v. signifying verbatim word by word or word for word and the more easie phrase set in the Text. Likewise where there may be two senses or constrctions I haue commonly expressed both the more likely and naturall in the Text the other in the Margent This I haue done to the end that the Schollar may see both construction and meaning together with the propriety of the tongue whereunto I haue chiefly laboured So that there is no varying from the propriety saue where necessity inforced for the impropernesse of the phrase in our speech or in some few places where the construction is easie and familiar and there is set in the Margent Verb as was said before Lastly where in the Grammaticall order in Latine the Substantiue goeth before the Adiectiue the gouernour or guider first in our English Dialect the Adiectiue is most commonly set before as vir bonus a good man not a man good vnlesse the Adiectiue be diuided from the Substantiue as where it passeth the signification into some atâ—er word gouerned of it as vir praestans ingenio a man excelling in wit So in the Aduerbe Non as Non est It is not wee doe not say Not it is Also in the Enclyticall Conjunctioâ— â—quen and the like as idque and that In the first and lowest Authours is commonly translated Thou Thee Not you because of the difficulty for children to distinguish betweene Thou and You. Thus I place ordinarily the Accusatiue case before the Infinitiue moode in plaine wordes for the ready and easie making the Latine out of it as Multum eum praeuidisse dicimus we say him to haue foreseene much and in the margent vsually thus We say that he foresaw much according to our English phrase How to vse these Translations so as to attaine the former benefites Spoud THese things diligently obserued must needes be very auaileable to the purposes which you haue mentioned the very propriety alone I meane the knowledge of words in their first and proper signification is a singular helpe to learning For reason will commonly teach both the change of the signification by the circumstances of the place also the cause of the change But I pray you how might my Schollars vse these Translations so as that I might finde the benefits of them Phil. You may cause them to vse them after these directions following 1 First you are to see that euery one who is to vse them can repeate the rule of construing and answere the questions thereof according to the briefest forme of it at least And if your leasure will serue to heare your selfe how they can take their Lectures of themselues according to the same 2 Where your leisure will not well permit you to see all Lectures giuen you may appoint at the taking of the Lectures that some one or two of the best of each fourme doe looke vpon the Translation and in the lower fourmes doe first reade ouer the Translation once onely to giue them some light for the meaning and vnderstanding of their Lectures the rest looking on their Authours or onely harkening to the meaning although in the higher fourms which vse them they will not neede so much as once reading ouer before vnlesse in some difficult places onely he who looketh on the Translation may reade the Translation after for their more full vnderstanding of the Lecture and more easie remembrance of it 3 After that to appoint another first to reade ouer their Lecture in the Latine distinctly as it is in the Author and to trie how he can construe beating it out according to the rule In the meane time cause him who hath the Translation to be in stead of your selfe amongst the rest
valde fâ—miliariter Is cum antea semper suo splendore nostra caeterorumque amicorum commendatione gratissimus in prouincia fuit tum hoc tempore propter tuum in me amorem nostramque necessitudinem vehementer confidit his meis literis se apud te gratiosum fore Quae ne spes eum fallat vehementer te rogo commendoque tibi eius omnia negotia liberos procuratores familiam inprimisque vt quae T. Ampius de eius re decreuerit ea comprobes omnibusque rebus eum ita tractes vt intelligat nostram commendationem non vulgarem fuisse The first imitation more following the words is this Petro Fabro qui in vestra vrbe magnanegotia multos amicos habet multos annos vtor familiariter Is cum antea semper suo splendore nostra caeterorumque amicorum commendatione gratissimus in hac nostra Repub. fuit tum hoc tempore propter tuum in me amorem nostramque necessitudinem vehementer confidit his meis literis se apud te gratiosum fore Quae nespes eum fallat vehementer te rogo commendoque tibi eius omnia negotia amicos cognatos inprimiâ—que vt quae procuratori de eius rebus videbuntur ea comprobes omnibusque rebus eum ita tractes vt intelligat nostram commendationem non vulgarem fuisse The second imitation expressing the forme Petrus Faber qui tibi notus est magnas res apud nos gessit multos annos mihi valde familiaris fuit Is cum semper sua dignitate benefiâ—ijs multis erga me meis omnibus gratissimus fuit tum nunc ob tuum ergame animum nostramque coniunctionem non dubitat quin hac mea commendatione sit in maxima gratia apud te futurus Quod vt fiat summoperè te oro committoque tuae fideâ— curae omnes res eius amicos cognatos parentes praecipuè verò vt quae procurator de rebus eius agat ea consilâ—o tuo iuues ita honorificè eum accipias vt sentiat has nostras literas apud te pondus habuisse Thus practicing and trayning vp your schollar by little and little first for imitation more neerely following the wordes afterwards only the forme and such phrases as shal seeme fittest and euer first writing their English Letters and then their Latine answering thereunto you shall see that they will come to a liuely imitation of Tully especially if you exercise them wel in Tully in such sort as is prescribed Spoud Sir this must needes bee a most sure and ready way But in imitation what things am I to direct them to obserue Phil. That they take only so much as is needfull and fit for their purpose leauing out all the rest that they adde what is wanting alter and apply fitly to the occasions according to the circumstances of times persons places and the like that nothing may appeare stollen but all wittily imitated Be sure that they know perfectly the matter and the phrase of that which they should imitate and then nothing will be hard in imitation of Epistles Verses or whatsoeuer Spoud What is then the summe of all which you would haue principally exercised for the speedy attayning this faculty Phil. That your schollars haue daily a peece of an Epistle or a whole Epistle appointed them matter and phrase made every familiar vnto them then one day to make an Epistle in imitation and that both English and Latine the next day to make an answere in like manner thus to proceede vntill they come to some good perfection And so much may serue for Epistles CHAP. XIII Of making Theames full of good matter in a pure stile and with iudgement Spoud NExt after Epistles Theames doe follow wherein if you can direct me also how these likewise may be composed by children so as to bee couched full of good matter written in a pure stile and with iudgement and with as much certainty and readinesse as you haue shewed me for making their Epistles I shall remain more beholden and returne home with greater hope to doe good For the Epistles it cannot bee otherwise but that the course set down must needs produce that effect which you haue affirmed by reason of these singular patterns of Tully which children haue to imitate But what patternes or helpes can you haue for Theames any way comparable to those Phil. What patternes Schollars may haue you shal heare after but first relate vnto me as in the former what way you haue vsed for the entring of your children in making their Theames Spoud I haue according to the custome in Schooles read them some of Apthonius rules and so it may be haue begun with Apologues or Fables or rather with a Chreia and in their Chreia I haue first made the seuerall parts of it or of their Theame so handled very plaine vnto them with the manner of the proofes of it and of gathering reasons to amplifie it according to the same I haue then giuen them a Theame to make following the example in their booke to prosecute the same parts of the Theame as Exordium narratio confirmatio confutatio conclusio and also to follow the seuerall places to amplifie each thing by I haue withall shewed them how to doe it as to trie what they could gather of themselues and withall to seeke Tullies sentences what they could find out of it or out of other bookes to their purpose But yet alas that which my children haue done hereby for a long time they haue done it with exceeding paines and feare and yet too-too weakely in haâ—shâ—phrase without any inuention or iudgement and ordinarily so rudely as I haue been ashamed that any one should see their exercises So as it hath driuen mee into exceeding passions causing me to deale ouer rigorously with the poore boies Whereby some of them whose Parents haue been more tender seeing their children heauy and vnwilling to the Schoole haue suffered them to leaue off the Schoole and so to lose all which they had gotten before others also haue beene made so feareful that they would rather desire to go to any base trade or drudgery then to be Schollars hereby haue very much reproached my schoole Because as they haue ouer-rightly complained they must bee beaten for not doing that which they knew not how to doe so that this feare is worse to them then the first for making Latines And yet notwithstanding in their entring to make Theames and so likewise into versifying I haue not knowen how to auoid it but I haue bin enforced to vse so much sharpnesse as to make them to call all their wits together and to stir them vp to all diligence and paines or otherwise I should haue done no good at all Whereupon very great inconueniences haue insued and yet as I sayd I haue seene very little fruite to answere vnto my paines Phil. I doe not see how by this course
these euils could be auoided As I said of Macropedius for Epistles so I may here that this way of entring your schollars is hard enough to many a Schoolemaster thus to follow euery part of the Theame and those places of Apthonius to inuent matter and reasons to proue and illustrate euery thing and to do it in a good stile That which is said of Epistles that children must be acquainted by reading with matter phrase fit for Epistles before they can euer bee fit to make such Epistles is much more true concerning both theames and verses inasmuch as the matter of them is harder being of such things as they haue neuer read of nor been any way acquainted with or at least very little Besides to follow the Logicke places in Apthonius in a Philosophical discourse doth require both some insight in Logick and reading in such Authors as haue written of such morall matters And therfore herein many a Master deserues rather to be beaten then the schollar for driuing the childe by cruelty to doe that which he himself can see no reason how the poor child should be able to do it It must of necessitie either driue the schollar to vse all deuises to leaue the schoole or else cause him to liue in a continual horror hatred of learning and to account the schoole not Ludus literarius but carnificina or pistrînum literarium Spoud I acknowledge it too true which you haue said I pray you therfore shew me your best aduise experience how to free my selfe my children from these euils that I may both so enter them in these also draw them on after as not to discourage them in this maner nor bee driuen to vse the like sharpnesse any more Phil. Herein I my self am desirous to be a learner as in all the rest Although too much experience hath cōpelled me to seek out all meanes to redress this notwithstanding also that I haue euer been afraid of vsing cruelty in my schoole And the rather haue I bin careful to seek out the easiest and plainest way that I might allure draw on my schollars in this exercise as in all other to proceed as in a scholasticall play with vnderstanding loue and delight So much as I haue attained I shall willingly impart vnto you 1. We are to consider what is the end purpose of their making Theams and then to bethink our selues which way they may the soonest attaine vnto the same The principal end of making Theams I take to be this to furnish schollars with al store of the choisest matter that they may therby learne to vnderstand speake or write of any ordinary Theame Morall or Politicall such as vsually fall into discourse amongst men in practice of life and especially cōcerning vertues vices So as to work in themselues a greater loue of the vertue and hatred of the vice and to be able with soundnesse of reason to draw others to their opinion The best means to effect this most soone and surely are these so far as yet I know 1. To see that by perfect learning oft repeating they be very readie in their first Authors which they learned of such morall matters as their Sententiae Cato Esopsfables For some one or mo of these haue the grounds of almost euery Theam which is meet to be propounded to schollars to write on So that by these they shal be furnished with the iudgements of may Wisemen what is truth what is false in most matters with som words to expresse their minds and also some reasons as with the sentences or testimonies of the wisest Similitudes or Apologues in Aesop and some graue reasons out of Cato which they may cal to mind All these may be done by the courses set downe before and as soon as the bare learning of the cōstruing parsing alone 2. Add to these the oft reading ouer of Tullies sentences out of the Gram. translations the sentences of the other Authors adioined with the same As also the reading them forth of Latine into a good English stile Thus yoush I find by experience that after that children are perfect in their first schoole Authors they wil also read this book of themselues by the help of the translatiō alone to go ouer ouer it euery day thus reading a peece of it amongst thēselues with little or no hindring any of their school exercises 3. To the end that they may haue presidents and patterns for Theams like as they had for their Epistles and for making Latin some book is to be chosen which is written to this purpose and such a one as is most easie both for the sweetest Latine and choisest matter These presidents are of two sorts some are to furnish them still with more variety of the best matter others for the whole forme and frame of the Theame Of the first sort for singular matter notably compact together Reusners Symbola doth seeme to me most familiar and plaine wherein the Poesies or sentences of the seuerall Emperors both Italian Greek and Germane are handled As these Artem quaeuis terra alit Apex Magistratus authoritas Bonus dux bonus comes Bonis nocet qui parcet malis Cedendum multitudini Festma lentè and the like This book I take to be a very worthie booke to traine vp young Gentlemen and all others whom we would haue to become wise men good Common-wealths men It is full of most singular precepts and instructions concerning dueties and vertues and for framing and ordering the whole course of our life and managing all our affaires with wisedome safetie and commendations So as any one may receiue many wise directions for all occasions of life and withall much sweete delight in it And for this matter of Theames it is fraughted full of the graue testimonies and sentences of many of the auncientest wisest and most experienced all fitly applyed without any matter to corrupt or offend and in a most familiar easie and pleasing stile The manner of the vse of it for the first enterers into Theames where they haue bookes and the Teacher would specially apply them to Theames and that they haue time enough may be this To take the Poesies or Theams of it in order or if any of them seeme ouer hard for childrens capacities in regard of the matter of them to make choyse of the most easie and familiar first to reade vnto them euery night a peece of a Theame of it as a side of a leafe or more or lesse according to the abilities of their Schollars In reading first to make the Theame or generall matter of it very plaine vnto them They are commonly expounded for the sum of them vnder the Poesie in verse or with som short glosse or both Afterwards to shew your Schollars the chiefe reasons and sentences as you do reade and in what words
which doth much delight it shal not be amisse to peruse before in the phrase book the principall wordes or phrases which concerne that Theame and how many wayes they may be vttered at least the Master when hee tryeth his Schollars in this extemporall faculty if hee bee not a ready and perfect Latinist may haue the phrase booke by him to looke euery hard phrase which they cannot vtter well and how they may vary it diuers wayes Spoud But to the end that schollars may be sure euer to haue store of matter or to finde of a sudden where to turne to fit matter for euery Theame what doe you thinke of Common-place bookes of such morall matters that euery schollar should haue his Common-place booke written Phil. I do account them a great help where the schollars haue leasure and iudgement to gather them I meane to gleane out all the choyse sentences and matter in the best Authours Or because that that is ouer-great a toyle and requires more iudgement then can bee looked for in so young yeares if they had but only bookes of References it would be exceeding profitable to wit such Common-place bookes as did but only containe the generall heads of matter and then the Quotations of three or foure of the chiefe Authours as Reusner Erasmus Adages Tullies sentences or some other setting downe the booke and the page where to turn of a sudden to any such matter in them This would ease them of much searching and make schollars to do such exercises much sooner and with farre greater commendations like as it is in Diuinity Law Physick and whatsoeuer other Artes. Thus they may vse the matter of the best Authors going farre beyond the matter which the wit of any childe can conceiue sith that those bookes haue in them the choysest sayings of the very wisest of all ages although they are stil to adde whatsoeuer they can inuent of their owne braine so it be wittily and pithily Such a book of References wel gathered and made publicke would much further young schollars herein Spoud I see well how they may be furnished for store of matter yet for choyse of good wordes and phrase to haue copie and variety euer ready at hand I make some doubt how they may be furnished for it is a toyle to goe euer to turne to phrase bookes neyther can they haue time when they are to speake ex tempore Phil. Take no care for that store of matter being thus gotten as I haue shewed wil bring words yet to haue copie of Synonymaes good phrase besides their Authours made perfect other helps mentioned Calliepeia translated in propriety read one while out of Latin into English another while out of English into Latin after trying how to vary both in English and Latin will help very much to furnish with copie both English and Latine Hereof I haue known som experience A little triall will soon coÌ„firm this There may be also other helpes forvarying as the rules in Erasmus de Capâ—a in Macropedius and others and more specially some select phrases to seuerall purposes noted in Erasmus de Copia Spoud But what say you concerning Orations what course doe you thinke fittest to bee able to performe them with commendations Phil. I take them to belong rather to the Vniuersities that there is more seldom vse of them in schooles and then also to be performed by schollars growen to som maturity For examples or patterns of Orations wee can haue no better then Tullies Orations wherein are presidents of all sorts In these is the schollar to bee exercised to knowe the nature of them the maner of the loftiness of stile vsed in them Also Turners Orations Muretus or others Though for entrance into them we may follow the exaÌ„ples of praises in Apthonius Chap. 8. Or some other select Orations Yet because in Schooles of special note and where there are auncient schollars sometimes it may bee expected amongst them that some one of them should make an Oration to entertaine a Benefactor or other person of note and it may be to do it ex tempore as their comming is of a sodaine therfore certaine speciall heads of an Oration to that purpose might be euer in readinesse As the commendations of a person for his descent learning loue and countenance of good learning vertue beneficence curtesie fauor towards that place and the like Also for excusing themselues by their tender yeers want of experience and of practice in that kind bashfulnesse timorousnesse and yet their desire to answere the parties loue expectation with presuming vpon their patience and such others To be acquainted also with variety of choise phrases to the same purposes to haue them euer in fresh memory Sp. These courses are very plain in my iudgemeÌ„t yet notwithstanding sith they are of more seldom vse but Theams of daily practice wee are specially to looke vnto them Therfore my weak memory let me heare in two words the sum of all concerning the Theames Phil. This is the sum 1. That they be acquainted with som matter for Theams and easie phrase and so accustomed to write Theames in a plaine manner first following Reusner principally 2. That they learne to handle the Theame more curiously according to Apthonius prosequuting and adorning the seuerall parts thereof making choise of the most excellent patternes 3. That they haue the helps and grounds of inuenting reasons of themselues and do know whereto finde more store of matter and phrase to expresse their mindes and be furnished with helps of the best books 4. Lastly that as in all other exercises they vse continuall practice which makes the hardest things easie and pleasant CHAP. XIIII How to enter to make verses with delight and certaintie without bodging and to traine vp schollars to imitate and expresse Ouid or Virgil both their phrase stile Spoâ—d NOw that wee haue gone thorough all the whole course of writing Latine in prose and the seuerall exercises therof which are requisite in Grammar schooles so far forth as I remember it remaineth that we come to verse wherein I presume of your loue as in all the former not to conceale anything from me but to impart whatsoeuer may helpe to the attaining of that facultie Phil. Though Poetry bee rather for ornament then for any necessary vse and the main matter to be regarded in it is the puritie of phrase and of stile yet because there is very commendable vse of it sometimes in occasions of triumph and reioicing more ordinarily at the funerals of some worthy personages and sometimes for some other purposes it is not amisse to traine vp schollars euen in this kinde also And the rather because it serueth very much for the sharpning of the wit and is a matter of high commendation when a schollar is able to write a smooth and pure verse and to compâ—ehend a great deale of choise
and principally that the Vniuersities should be honoured by all means and their dignities reserued inuiolable yet giue me leaue to tell you of one thing which here may seeme to bee blame-worthy which is this That you would haue your enterers into this kinde of opposing to bring the whole disputations of M. Stockw to dispute in his very words this may helpe to make them truants to trust only to their books and memory and not to stirre vp their owne wits and inuentions Phil. Nothing less for you see how after that they haue bin exercised this way for a time then I would haue them to trie their owne wits inuentions also first abbridging their Author then bringing their owne But for following this course both experience and reason do shew it to be the surest as in all other learning so in this like as we obserued in generall before to let them haue first the most excellent patterns neuer to rest vntil they haue the very patterns in their heads and as it were euer before their eies for then they wil be able to go forwards of themselues with delight coÌ„mendations Wheras otherwise to inforce them by feare to vndertake such exercises wherwith they are not acquainted nor see the reason of them it is a matter of ouer great rigor that I say no more of it which must needs worke a maruellous distast in the schollar as I haue noted Besides to cause such young ones to dispute without hearing or seeing such presidents is al one as to teach them to write only by precepts or some direction without copie For euen as therin they shal both write very il fauouredly if any thing at all and learn so bad a hand as they shal be much troubled to forget which they must doe before they can come to a good hand so is it here 1. They shall dispute very weakly childishly both forwords matter if any thing at all 2. they shal get barbarous phrase to make them to be skorned and which they shall hardly forget againe But of the otherside they being trained vp thus shall make not onely the matter of their learned Authour their owne but also his phrase and be so furnished that any man wil take delight to heare them And that which I say of this the same I affirm of all excellent patterns whether for making Theames Verses or whatsoeuer that the more absolute their Presidents are and the more cunning they are in them the more singular they shall vndoubtedly proue This is the very maine reason why all would haue the children to learne each Author so perfectly as to say euery worde without booke as much as is possible that the verie phrase and matter of their Author may bee their owne to vse perpetually To conclude this point triall and experience may teach vs. Let two children be taken one of a more pregnant and sharpe wit the other of a slower and duller capacity cause him of the sharpe wit to do all only by precept and his own Inuention in making Epistles Theames Verses disputing but let the other of the duller capacitie be trained vp not only by precept and his own inuention but principally by being kept strictly to imitate the most excellent patternes in all things then make the triall whether he of the duller wit shall not expresse the sharpnesse learning grauitie of the most learned and wise men with certaine assurance to iustifie what hee hath done whereas in the other shall be found by a learned and a iudicious examiner nothing but froth childishnesse and vncertaintie in the greatest ouerweening of wit and learning and whether the duller and harder wit shall not do it with farre lesse labour Sp. I must needs yeeld vnto that which you say for that euideÌ„ce of truth which cannot be gainsaid For this indeed all men doe see by common experience that in all trades and sciences they who get themselues most excellent patternes to follow and are the curiousest in expressing them most liuâ—ly are euer found the most excellent workemen And therefore I do content my selfe as fully answered intreating that we may still proceed CHAP. XVIII Of pronouncing naturally and sweetly without vaine affectation Phil. WHat will you that we come vnto next Take it that wee haue gone thorough the most things which concerne our function for teaching the Latine tongue Spoud There remaine yet two other matters and those of no lesse difficulty nor waight then most of the former and without which yet schooles doe lacke their principall ornaments as I suppose the one of them is pronouncing sweetly the other speaking Latine purely and readily Phil. These 2. are indeed worthy of our best thoughts The first of them that is Pronuntiation beeing that which either makes or mars the most excellent speech For al speeches are vsually esteemed euen as they are vttered or pronounced the finest schollar without this is accounted no bodie and a mean schollar hauing attained this facultie is ordinarily reputed and commended aboue the best WherupoÌ„ you know how that famous Greek Orator when he was asked what was the chief grace or excelleÌ„cy in Rhetorick what was the second and third he stil answered To pronounce wel And for the second that is speaking of Latine as in examinations and disputations so in all other things there would bee a perpetuall vse of it amongst all Grammar schollars of any yeers To the end to fit them to answer any learned man in Latine or to dispute ex tempore also to traine them vp to be able to speak purely when they come in the Vniuersities as in some Colledges they are only to speake Latine or to fit them if they shall go beyond these as as Gentlemen who goe to trauell Factors for Marchants and the like The readinesse in which facultie if it be in a good phrase how much it graceth a childe in Vniuersitie Citie or Countrey we all of vs knowe Spoud Sir you haue spoken very truely of these therfore let vs come vnto them in order I intreate you and first vnto pronuntiation This I haue found passing hard to acquaint my schollars withall to bring them to any ripenesse or commendable faculty but still they will speake as a boy who is saying his lesson though I haue both directed them how to pronounce vttering the sentences oft before them and haue very much called vpon them for the same Phil. To bring your schollars vnto this sweetnesse of pronuntiation this is the plainest and surest way so farre forth as yet I can finde and this I am assured will effect it in a commendable sort 1. You must remember that which was generally premised in the beginning To acquaint your young schollar from the very first entrance to pronounce euery lesson and each word audibly leasurely and distinctly euer sounding out the last letter 2. To pronounce euery matter according to the
very same reason in it that is in the Latine and this I finde that a child of 9. or 10. yeere old being well entred shall be able only by the help of the translation to read of himselfe an easie Author as Corderius or Tullies sentences as fast out of Latine into the English or the English into the Latine as the Latine is ordinarily read alone after he hath read it ouer once or twice to bee able to reade you thus in the space of an howre a side of a leafe or more of that which he neuer saw before And by oft reading it ouer to haue it almost without booke if he vnderstand the matter of it Spoud But if they should vse the very Interlineall of Arias Montanus as it is I meane the Greeke and Latine together might they not as well learne by that as hauing them so seuerally the Greeke in one book the Latine in another Phil. No in no wise This will appeare most euidently to any who shall make triall how much sooner and more surely they will learne and keep that which they learne by this meanes of hauing the bookes separate The reason also is euident because when the bookes are so seuered the mind it beates out the words and makes them it s owne yea and also imprints them and doth vse the Translation but onely as a Schoolemaster or a Dictionary where it is not able to finde out the words of it selfe and also to try after that it haue gone surely But when both are ioined together as in the Interlineall the eye is as soone vpon the one as the other I meane as soone vpon the Latine as vpon the Greeke and so likewise vpon the Greek as vpon the Latine because they are so close ioined one vnto the other So that the booke insteed of being a Master to helpe only where it should where the mind cannot study it out it becommeth a continuall prompter and maketh the mind a truant that it will not take the pains which it should How this euill can be preuented amongst schollars hauing both together I doe not possibly see For whether they be to get it themselues or to be examined yet still will their eye be vpon the helpe where it should not be Indeed this I grant that the Interlineall translation may bee a worthy helpe for a man of iudgement or vnderstanding who can so moderate his eye as to keep it fixed vpon either Greeke or Latine alone when hee would beat the other out of it as vpon the Greeke onely when hee would construe or reade it into Latine or on the Latine onely when he would reade it into Greeke and so can vse them as was sayd without hindring the mind to studie and beat out or to remember Though the wisest shall find it very hard to vse it in this sort but the eye will be where it should not vnlesse hee vse this course to lay a knife or a ruler or the like on the line which he would not see so remoue it as neede is Thus hee may vse it both for the Greeke and Hebrew Spoud It stands with great reason Well then the way beeing so ready and plaine they are vtterly vnworthie so great a benefit who wil not take paines in so easie a course But if I woulde haue my schollars to proceede in other Greeke Authors what courses should I then take Though I cannot doubt but being only thus entred in the Testament that they will be well accepted in the Vniuersitie and goe forward speedily Phil. If you traine them vp thus fâ—â—st in the Testament they vvill goe forwards in others with the smaller helpes But if you would haue them to begin in other Greeke Authors I take the very same help of translations either verball or Grammaticall to be the most speedy furtherances so that there bee a diligent care of propriety in translating and of variety set in the margents to vse them in all things as in the Greeke Testament and in the Latine Authors mentioned Spoud But how shal we do for such translations of those Greeke Authors Phil. Insteed of reading lectures to them you may thus translate them their lectures daily either in Latine or English and cause them then eyther to seeke them out of themselues by their translations Grammars and Lexicons Or reading them first vnto them cause them to make them perfect hereby By this labour of translating you shall finde your selfe to profit very much in this knowledge of the Greeke and be greatly eased in your paines Spoud But be it so that I am not able to translate thus as he had neede to be a good Grecian who should translate in such manner what then should I do Phil. If you bee able to reade the Author truely vnto them and profitably then may you also translate it thus you may haue helpe by such translations as are extant to giue you much light But it were much to bee wished that to this purpose some skilfull Grecians would translate som of the purest Authors in this manner As namely Isocrates Xenophon Plato or Demosthenes or some parts of them which might seem most fit for schollars onely to be for this purpose of getting the Greeke To begin with the easiest of them first All painfuâ—l students would be found to profit exceedingly and to become rare Grecians in a little time Thus they might goe on vntill they were able to reade any Greeke Author of themselues with such helpes as are extant In the meane time you may vse such Authors as are so translated or which come the neerest vnto them of which sort are those fables of Aesop translated in the Argentine Grammar and others which I shall shew you in the manner of parsing Spoud For the parsing then what way may I vse Phil. I haue shewed you this in part as the noting and causing your schollars to write euery hard word shewing what examples they are like the speciall rule so the other helpes as they are in the Latine by casting words into the Grammaticall order More speciall helpes for them who are not acquainted with Camdens Grammar 1. They may vse the Praxis Praeceptorum Grammatices of Antesignanus set downe in the end of Cleonards Greeke Grammar wherein is both an Interlineall verball translation such as I spake of and also a parsing of euery word familiarly and plainely much according to the manner of parsing of Latine which I shewed you which may be a good direction for parsing 2. Berkets Commentary vpon Stephens Catechisme parsing euery word according to Cleonard in folio is found to be a speedy helpe 3. M Stockwood his Progymnaâ—ma scholasticum wherin is also a Grammatical practice of sundry Greeke Epigrams gathered by H. Stephens hauing a double translation in Latine the one ad verbum the other in verse and also a varying of each Epigrâ—â— Latineverse by diuerse
will so come on both wayes both in reading the Latine into English and English into Latine as your selfe will maruell at and their parents will reioyce in and acknowledge themselues bound vnto you for to see their little ones to be able to reade the Testament into Latine Besides that it will be also a notable preparatiue to learne the Greeke Testament when they are so well acquainted with the English and Latine before Spoud But what Latine translation would you vse Phil. Such as my Schollars haue Erasmus or Beza but chiefly Beza as the more pure phrase and more fully expressing the sense and drift of the Holy Ghost Therein your selfe or your schollars marking the peculiar Latine phrases when they reade first forth of the Latine into the English they will be able of themselues when they reade them the second time forth of the English into Latine to giue the same phrases againe and to imprint them for euer Spoud But what time should I haue then for the History of the Bible that little booke which you mentioned wherof must needes be very singular vse would you haue me to omit it Phil. No in no case one quarter of an houre spent in examining it before prayers in the forenoone a side or a leafe at a time as I said may serue for that and another quarter or not much more before prayers at the breaking vp at euening for this and so neyther to lose time nor to omit any thing necessary for their happy growth herein In this reading of the Chapters so you shall finde that they will get as much Latine and goe on as fast as in any other exercise whatsoever and also will doe it with ease when they haue beene first well trayned vp in the Grammaticall translations and that each knoweth his night to looke to it aforehand Spoud But at this kinde of reading the Chapter the lesser sort which vnderstand no Latine will get no good Phil. Yes very much If after that the Chapter is read you vse but to examine some two or three as time will permit asking them what they remember of that which was read or how much they can repeat without booke of it you shall see that in a short time they will so marke or so looke to it afore hand as they will almost any of them repeate you a verse or two a peece If you vse to appose ordinarily for example some one whom you know can repeat a great deale it will much prouoke the rest to marke and take paines and especially if as in other things you vse to appose aduersaries whether can repeate the more And thus much for that how they may get Religion and Latine together CHAP. XXIII How to vnderstand and remember any morall matter Spoud YEt one other point remaineth which is of great vse and very fit to bee asked here how children may be made to vnderstand and conceiue of any ordinary matter meete for them as the points of the Sermons the History of the Bible for euen most of these things may seeme to be aboue childrens capacities and I see vnderstanding to be the life and substance of all Phil. This point hath been taught throughout in part but this I say vnto you againe and you shall finde it most true that for any one who would conceiue of any long sentence and remember it let him diuide it into as many short questions as he can and answere them though closely in his minde it shall giue a great light So do with your schollars in any thing which you would haue them to vnderstand diuide the long question or sentence into many short ones by the short they will vnderstand and conceiue of the long I shewed the maner in examining young schollars at In speech and in Sententiae pueriles For other helpes as for marking the summe and drift of euery thing and also for obseruing what goeth before what followeth after the propriety of words those circumstances of examining and vnderstanding casting the words into the naturall order and the like I referre you to the Chapter of construing ex tempore where these things are handled at large Spoud Yet for my further direction giue me one ensample in a sentence in the storie of the Bible because wee were speaking of that last and how to teach children to vnderstand that I take it there is the like reason in the Latin and in all things Phil. There is indeede the same reason I will giue you an instance in a sentence or two in the first Chapter in Genesis and the rather because this is vsed by many to cause children to reade a Chapter of the Bible and then to aske some questions out of that For example 1 In the beginning God created the heauen and the earth 2 And the earth was without forme and voyde and darkenesse was vpon the face of the deepe and the spirit of God moued vpon the waters 3 Then God said Let there be light and there was light c. I would propound my questions thus sundry wayes out of the wordes and that they may answere directly in the very wordes Q. What did God in the beginning A. He created heauen and earth Q. When did God create heauen and earth A. In the beginning Q. Were not heauen and earth alwayes A. No God created them Q. What a one was the earth A. The earth was without forme or fashion Q. Had it any thing in it A. No it was voyde or waste Q. Was there nothing vpon it A. Yes darkenesse was vpon the deepe Q. Was there nothing else mouing A. Yes the spirit of God moued on the waters Q. What said God then A. Let there be light Q. Was there light as he commaunded A. Yes there was light Q. Was there no light before A. No God commaunding created it there was nothing but darkenesse before darkeness was vpon the deep These questions and answeres arise directly out of the words are the same in effect with those in the little booke called The Historie Spoud These verely giue a great light and are marueilous easie and do cause that a childe may conceiue and carie away most of them whereas reading them ouer hee marked little in them But yet here are some things darke and ouer-hard for children to vnderstand as what is meant by created by the deepe and the mouing of the spirit vpon the waters c. Phil. It is true but yet by this meanes a childe shal haue a great light and helpe for vnderstanding conceit and memory in most And for those things which remaine obscure the learner is to marke them out and inquire them of others or of the notes short Commentaries vpon them and so by the other helpes mentioned and especially considering the drift of the Holy Ghost and comparing with more plaine places where like phrases are vsed But here it shal be the safest in posing to aske those things which
are the wise consideration of those things which I haue mentioned or the like As to keep a continuall memory whose the children are what they are for whom we bring them vp vnder whom and in whose place whether we would haue God angry at vs to smite vs as we do the children for euery fault which wee do how we would haue our owne children dealt withall and also Gods iustice to measure to vs or ours with what measure we mete to others Besides to remember that anger will blinde our mindes that we cannot see to correct or vse any right moderation Moreouer to haue euer in mind the mischiefes that come of anger how it will diminish our authority and disgrace vs extremelie in the eyes of the children when it is immoderate and without iust cause Also that in our anger we may do that euill in a moment which we shall repent all our liues long And the rather because Sathan watcheth to get aduantage against vs to bring vs to some notable euils in our anger Into whose hand it is iust with God to leaue vs because we would not watch ouer this passion to keepe it in temper when we know that of all other our affections we mostly open to his malice in this by reason of our continuall occasions of anger Therefore to conclude this point as wee are to vse all wisdome to preuent these euills so principally a constant course in obseruing all orders shall preuaile maruellously by cutting off most occasions of anger And finally when all other meanes faile of conquering this vnruly passion let vs call to mind the means which the Lord hath sanctified to bring euery thought into obedience to wit his heauenly word and praier To this end it shall bee necessary to haue euer in minde some speciall places of holie scripture against anger as these and the like Be angry but sin not let not the sunne goe downe vpon your wrath neyther giue place to the diuell Bee slowe to wrath For the wrath of man doth not accomplish the righteousnesse of God Cease from anger leaue off wrath fret not thy selfe also to do euill A foole in a day is knowne by his anger Be not of a hastie spirit to be angrie for anger resteth in the bosome of fooles The angry man is said to exalt folly to set vp his folly to be seene of all A man of much anger shal suffer punishmeÌ„t and though thou deliuer him yet wil his anger come againe In a word that seuere denuntiation of our Sauior for this vndiscreete anger breaking out into euill speeches may humble vs continually and make vs afraide of this sinne That whosoeuer is angry with his brother vnaduisedly shall be culpable of iudgement or subiect to punishment And whosoeuer shall say vnto his brother Racha shall bee worthy to be punished by the Councell and whosoeuer shall say foole shal be worthy to be punished with hell fire By all which words it is most euident that our vndiscreete and hastie anger which ouertakes vs too oft in our places making vs to breake out vnlesse wee bee more watchfull not onely into reuiling speeches but also to blowes and to great seueritie is highly displeasing to the Lord and it dooth exceedingly indaunger vs for his wrath and vengeance vnlesse we be daily humbled by vnfained repentance for it and yet so as that we cannot looke to escape some like measure from him that we or ours shal surely feele his hand vnlesse we preuent and amend it Spoud These are worthy places of holy Scriptures and able to stay vs if we could keepe them in memory But yet euen in the most moderate the very desire to do good and to answer our places moued by the vntowardnes and carelesnesse of many of our children doth cause vs sometimes to forget our selues and to breake out ouer-much Phil. God hath left this to our calling as a meanes to trie vs and to humble vs continually and also to haue matter wherin to exercise vs to striue against and to make vs more watchfull in our places But if wee could learne but these three lessons wee should wonderfully preuent Sathan in these occasions of our anger wherein wee are so ouertaken 1 So much as euer we are able to haue our eye continually round about the Schoole vpon euery one and namely the most vnruely to keepe them in awe and that we keepe order strictly in euerything at all times as specially in all examinations and taskes and our times for euery thing most precisely that they may looke for it for omitting them somtimes makes the best too carelesse some bolde to offend in hope that they shall not be seene or not called to an account wheras by the contrary they grow into a habite of painefulnesse and obedience 2 Studying to put on a fatherly affection and to deale so with them as a good father amongst his children This shall also bring them or many of them to the affections and dutifulnesse of louing children to doe all of consâ—ience 3 Labouring to be Enocks to walke in our places with God as euer in his presence his eye alwayes on vs that hee obserues all our wayes and will reward and blesse vs according to our conscience herein thus to walke before him vntill he translate vs hence being as little absent from our place and charge as possible may be cutting off wisely all vnnecessary occasions Oft absence of the Master is a principall cause of the schollars negligence and not profiting with the griefe and vexing of the Master arising thereon vnlesse he haue very good supply Spoud Happy men were we if we could attaine to this But I pray you sir what thinke you of this to haue ever the rodde or ferula in our hand at lesser faults to giue them a blow or a ierke on the hand and so when wee see any of them idle Phil. If we will striue earnestly according to the former meanes we shall by little and little attaine to that ability to cut off those occasions and come to this good gouernement so farre as the Lord shall be well pleased with vs and that he will passe by our weakenesses But for hauing the rodde or ferula alwayes in our hands if we be of hastie natures I take it to be as for a furious man to carie euer a naked sword in his hand It will make vs to strike many a time when wee will bee sory for it after if it fall not out worse For these lighter faults proceeding from lacke of time yeares capacity discretion or the like would rather be corrected by words and reformed louingly then by this continuall whipping and striking neyther will any good and wise father smite his childe for euery fault I would therefore haue neyther of these to be continually holden vp but rather some little twigge if you will needes I meane a small twigge something
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
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
Hath euer bin b At any time verb inspiration some diuine c afflatus breathing into d Bring to passe e Ignoro f In what mind or with what minde ☜ How to learne to compose the Latine otherwise Translating into pure Latine and composing it of themselues trying who can come neerest vnto Tully For preuenting stealing And writing after one another ☜ How to go oâ— faster and dispatch more in making Latin ☞ Translating into English after M. Askams manner Vse hereof Here you must be sure that they haue no translation to help them secretly ☞ The most speedy and profitable way of translating and composing For translating an Author into Latine One good vse of Holyokes Dictionarie Things to be considered in translating Best direction for translating Translation for the sense meaning This kinde of translating into Latine is for schollars well grounded Summe of all Composition a matter of difficulty The error of young schollars in displacing sentences Composition generally belonging to all Latine Oblique caseâ— first Nominnatiue in the midst Verb in the end Except in obliques of denying Adiectiues before Words placed between the Adiectiue and Substantiue 1. Genitiue case 2. Word gouerning the Genitiue Verbe Aâ—â—erbe Coniunction Preposition Aduerbes and Prepositions 1. Obseruation Word gouerned first 2. Obseruation Person doing first The end of these precepts How to attain to right composition Obseruation in placing and measuring sentences in prose Butlers Rhetor. Chap. 15. Prose must be vnlike verse No verses to be made in prose Verses cited in prose Beginning and ending of sentences most obserued endings chiefly not to to bee like a verse Endings of sentences to be carefully waied This neede not be aboue sixe syllables The same feete not to be continued in the ends Tempering coÌ„monly long short syllables The sweetest sentence ending in 2. Trochees Tullies ending The art of placing to be hid Sounds to be respected principally in words or letters Words of the best sound Insolent words to be â—uoâ—ded That all words may 〈…〉 distinct sound ☞ No 〈◊〉 to be pasâ—ed without some little exercise against moâ—â—ing Of making Epistles Difficulty of making Epistles purely and pithily Inditing English Letters little exercised in Schooles The ordinary meanes of directing Schollars to make Epistles Hard for children who haue no reading to inuent variety of matter of themselues Helpes for making Epistles 1 Reading Tullies Epistles ☞ 2 Making theÌ„ very perfect in euery Epistle ☞ 3 To cause them to make another Epistle in imitation thereof To do this first in English then in Latine To set the Epistles after the manner of the Translations ☞ 4 Making answers to Epistles Examples of imitating Epistles Tullies Epistles to be imitated The manner of the report of the summe of the Letter * Letter carriers Tullies Epistle The first example of imitation of the former Epistle The second imitation The rule in imitation The ordinary manner of directing Schollars how to begin to make Theames According to Apthonius rules The inconueniences of this course This way hard enough for many Schoolemasters Difficulty in making Theams because schollars are not acquainted with the matter of them The Master oft deserues to bee beaten rather theÌ„ the schollar 1. To consider the principall end of making Theams The principall end of making Theams The means to furnish them 1. Making them very perfect in all their first school Authors Reasons ☜ 2. Reading ouer ouer Tullies sentences 3. Presidents or examples Presidents for matter ☞ Reusneri Symbola Reusner worthy to traine vp young Gentlemen and all of any good sort and condition ☞ How Schollars may vse Reusners Symbola for Theames * The words or Mottoes Pronouncing their Theamâ— Benefit of Reusner so vsed of daily Theams out of it ☞ These Theams to be limited according to leasure and oportunitie The best and most easie direction for Theams to be written at large with iudgement according to the parts therof To take the Theams out of Apthonius and how to make them to vnderstand them fully and prepare matter Parts of the Theame Exordium what one If the Theame be of persons Theame of some matter Narration Confirmation Confutation Conclusion ☜ Imitation of Exordiums and Conclusions Authours for matter Lycosthenes of the last Edition to be taken heed of as it is augmented and corrupted by the Iesuites printed Coloniae sumptibus Lazari Zetzueri An. M. D.C.III Helpes for inuention of matter The knowledg of the ten grounds of Inuention the readiest ☜ The arte of meditation most profitable for inuention ☜ Presidents for the manner of Theames and out of which to take their Theames first or out of Reusthner or others as we wil ☞ ☞ Tullies Paradoxes for more excellent patternes Declamations and pattrnes for them Examples of Inuectiues Examples of praise and dispraise Declamations fit for the Vniuersities or for principall schollars in the Grammar schooles Manner of writing downe the Theames by Schollars of iudgement ☜ One Theame thus in the weeke may suffice and to spend their odd times in making Verses as more sharpening the wit Making Theames ex tempore a matter of great commendations if it be don schollar-like The way to make Theames ex tempore A practice most easie and profitable to helpe to make Theames ex tempore To follow a patterne of a Theame made familiar vnto them by the Grammaticall translations To see how each is able to better his Authour in vttering euery part of themselues both English and Latine ☞ To practice to discourse of themselues Where to be stored with matter and wordes for all parts Helpe for supplying wordes or phrases 1 To think how to vtter it in other words in English ☜ 2 Helps of Dictionaries and bookes of phrases To meditate the chiefe phrases before Helpe by the Master Common-place bookes a singular help How to get store of phrases Other helps Orations Orations belong specially to the Vniuersities Examples of Orations Orations ex tempore ☜ Sum of all for Theames ☜ Poetry rather for ornament then for any necessity Yet there may be commendable vse of it The ordinary difficulty of this faculty The folly of some in this kinde The most plain way how to enter to make a verse without bodging 1. To write true Latine 2. To haue read some Poetry ☞ 3. Practice of turning them out of the GraÌ„maticall translations into verse ☞ Giuing Poeticall phrase 4. To be very cunning in the rules of versifying 5. To be perfect in scanning 6. To keepe froÌ„ bodging in their entrance ☜ To vse the like practice in Flores Poâ—tarum for verse as in Tullies sentences for prose To do this without pen. ☜ The most easie way of turning verses out of Flores Poetarum To note hard words quaÌ„tities Epithets ☜ 7. To turne the verses of their lectures ☞ 8. Contracting their lectures The certaine benefit of this exercise To expresse their Poet most liuely Caueat in contracting ☞ To make verses of any ordinary Theam ☜ To