Selected quad for the lemma: truth_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
truth_n	word_n	worthy_a	write_v	238	4	5.2206	4	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A16865	Ludus literarius: or, the grammar schoole shewing how to proceede from the first entrance into learning, to the highest perfection required in the grammar schooles, with ease, certainty and delight both to masters and schollars; onely according to our common grammar, and ordinary classical authours: begun to be sought out at the desire of some worthy fauourers of learning, by searching the experiments of sundry most profitable schoolemasters and other learned, and confirmed by tryall: intended for the helping of the younger sort of teachers, and of all schollars ...	Brinsley, John, fl. 1581-1624.	1612 (1612)	STC 3768; ESTC S106596	273,547	375

chiefe trauell and imployment lieth A first let vs begin with the rudiments of the Grammar I meane the Accedence wherein our first entrance is Phil. Very willingly but first let me acquaint you with certaine generall obseruations which concerne our whole course of teaching and whereof we shall haue almost continuall vse lest we be troubled with repeating them often after Spoud It is well aduised that wee may doe all things the most shortly and in the best and easiest order that wee can I pray you therefore shew vnto me what those generall obseruations be CHAP. V. Of certaine generall Obseruations to be knowen of Schoole masters and practiced carefully in all Grammar learning chiefely And first of causing all things to be done with vnderstanding Phil. FOr the generall Obseruations the first may be this 1. That Schollars be taught to do all things with vnderstanding and to be able to giue a reason of euery matter which they learne And so in euery lecture which they learne in any tongue first to vnderstand the matter of it and the lesson will bee learned presently But before I speake any more of this I pray you let mee heare of you what course you haue taken in this point Spoud This first obseruation seemeth strange vnto me at the very naming of it I my selfe haue vsed onely this course and I thinke it to bee all that is done in most of our countrey schooles To giue Lectures to the seuerall formes or cause some schollar to doe it And therin first to reade them ouer their Lecture then to construe them and in the lower formes to parse them So when they come to say to heare them whether they can read say without book construe and parse More as I take it is not much vsed for the vnderstanding and making vse of them Phil. I know it to be as you say and do hold it to bee a verie great defect in schooles generally yea a farre greater hinderance to learning then that of letting them to lose so many yeeres before they begin to learne For this is a matter which of all other concerneth the credite of schooles and furthereth learning wonderfully to teach schollars to vnderstand whatsoeuer they learn to be able to giue a reason of euery thing why it is so and to doe this from the lowest to the highest My reasons are these 1 Because if it were rightly knowen constantly practiced in schooles it would bring forth very neere double so much good and sound learning as is now gotten cōmonly 2 It would bring withall so much ease pleasure and delight both to all teachers learners and also so much certainty cause them to go forward with such cheerfulness boldness and contention as will hardly be beleeued vntil it be tried by experience In a word It would cause at things to be gotten much more speedily layed vp more safely and kept more surely in memory Therefore that olde rule is true Legere non intelligere negligere est To read and not to vnderstand what wee read or not to know how to make vse of it is nothing else but a neglect of all good learning and a meere abuse of the means helps to attaine the same It is no other thing but a very losse of our pretious time and of all our labour and cost bestowed therin in regard of that which is read with vnderstanding We may see triall hereof sundry waies 1 Let children be examined together I meane such as of whom one of them alone hath beene taught to do all things by reason with vnderstanding so that he is able to giue you a plaine reason and make the right vse of euerie thing which he hath learned the other haue learned only to say without booke to construe and parse then mark the difference Although all these learn one and the same Author yet when they come to the triall you would thinke that one to haue all learning when you heare him to giue a reason of euery thing and that he can make vse of al things all the rest to haue almost nothing at all or at least nothing in regard of that one so taught 2 Proue it thus in getting learning Teach your schollar one lesson which you cause him to vnderstand perfectly before another of the same matter whereof hee vnderstandeth little or nothing and then trie whether he will not doe that whereof he vnderstandeth the meaning and reasons almost in half the time which the other will require And this also so as you may euidently discerne it that hee will doe it with much more ease certainty and boldnesse then he can do the other 3 Wee our selues may make triall of it by our owne experience in construing any difficult peece of Latine Greek or Hebrewe or committing any thing to memorie whether if so be that we doe but vnderstand the matter of it before perfectly wee shall not do it in halfe the time and with one halfe of the labour that otherwise it would require Or if we would write or speake of any thing let vs proue it but thus If we first vnderstand the matter wel and haue it perfectly in our head whether words to expresse our mindes will not follow as of themselues To this very purpose for confirming the truth hereof and to keepe a continuall remembrance of this point these three verses of Horace were worthie to be written in letters of golde and to be imprinted in the memorie of euery one who is desirous to get the best learning for so they would indeed proue golden verses and make vndoubtedly golden times Scribendirectè sapere est principium fons Rem tibi Socraticae poterunt ostendere char●ae Verbaque prouisam rem non inuita sequentur The meaning of the verses I take it to be this To attaine to this facultie to bee able to write or speake of anie matter and so to come to all excellent learning the verie first and chiefe fountaine and that which is all in all is to vnderstand the matter wel in the first place As for store of matter the writings of learned men such as Socrates was will furnish you aboundantly therewith And when you haue the matter throughly in your head words will follow as waters out of a fountaine euen almost naturally to expresse your mind in any tongue which you studie in any right order This will be found to be true in Latine Greeke Hebrew and by a like reason in euery other tongue and in euery facultie whether wee would write speake learne resolue or remember and lay vp for euer This was a principall cause that made Tully Ouid Virgil and some others so to flowe in eloquence and especially Virgil whom men worthily account the chiefe of all latine Poets because they did vnderstand so fully whatsoeuer they writ of I might instance this also in Preachers by our daily experience of whom some are

better able to preach powerfully in two daies warning and hauing words at will then other in two moneths and all because the one sort are so full of vnderstanding and matter the other are so barren thereof Thus in all these examples euery man may see a plaine demōstration of the truth of these verses of Horace which he no doubt did write vpon his owne experience as euerie man shall find who will set himself to make triall Proue confirme what tong soeuer your schollar learns euen from the first reading of English if he can repeat you the matter or the sum of it or haue it in his head trie whether hee will not haue the words presently The plentifull experience which I haue seene of the sweete delight and fruite of this course of causing children to doe all things with vnderstanding and reason compared with the fruitlesse toiles and griefes of former times do make me not only confident for the thing but also desirous to make all other partakers of the benefit Spoud I do fully see the euidence of all that which you haue said and therfore I must needs be perswaded of it I do heartily thank God for it and will indeuor my selfe to put it in practice continually Only here is the difficulty how a schoolemaster may do this to teach his schollar so to proceed with vnderstanding and how to giue a reason of euery matter which they learne to make vse of all their learning Aboue all how hee may beginne to fraught young Schollars with all store of matter as they goe on this very much passeth my skill I should thinke my selfe most happy to obtaine this knowledge if it possibly can be done Phil. Attend to those things which I shall relate and I haue no doubt but I shall very much accomplish your desire in this for our whole conference doth tend chiefly to this end As all learning is grounded on reason so in euery Chapter I shall endeaur my selfe to manifest the reasons of euery thing and how you may teach others so farre forth as hitherto the Lord hath made them knowne vnto me And more hereafter as I shall learne more The principall meanes for their vnderstanding is by asking short questions of the matter for so they will vnderstand and any thing which they are to learne But of that more hereafter in the particular examples and chiefly Chapt. 24. Spoud If you haue done then with this let vs goe forward to your next generall obseruation and so through them all as briefly as you can Phil. My next obseruation is this that as I would haue them to doe all things with vnderstanding so to learne only such bookes and matters as whereof they may haue the best vse and that perpetually in all their learning or in their whole life For this is well knowne to euery one that things well learned in youth will bee kept most surely all the life long because in that age they are most easily imprinted and sticke the longest in fresh memory And for that cause children should spend no time vnfruitfully in such books as whereof they cannot haue both very good and continuall vse This cannot be but a great folly to mis-spend our pretious time in such studies whereof neither our selues nor others can haue benefite after or else in such as the knowledge whereof will vanish for want of practice and much more in those which will corrupt and hurt in stead of doing good And therefore all filthy places in the Poets would be wisely passed ouer or warily expounded It were well if there were an Index Expurgatorius to purge out all the filth out of these by leauing it out or changing it Third rule and that generall for all Students is this that whatsoeuer difficult words or matters of speciall obseruation they doe reade in any Author be marked out I meane all such words or things as eyther are hard to them in the learning of them or which are of some speciall excellency or vse worthy the noting or which after that they haue beene a certaine time in construction they haue not eyther learned or at least they knowe not where they haue learned them For the marking of them to doe it with little lines vnder them or aboue them or against such partes of the word wherein the difficulty lieth or by some prickes or whatsoeuer letter or marke may best helpe to cal the knowledge of the thing to remembrance yet so much as may be without marring of their books To doe this to the end that they may oft-times reade ouer these or examine and meditate of them more seriously vntill that they be as perfect in them as in any of the rest of their bookes for hauing these then haue they all This would be vniuersall in getting all kind of learning after that children do grow to any discretion to marke such things rightly you will maruel if you haue not made triall of it how much they will go through what sound knowledge they will come vnto in any kinde of study and how soone by this helpe more then they can do without it And when they haue once gotten it they may as easily keepe it as surely by oft-times running ouer those things which are so noted aboue all the rest This is the reason that you shall haue the choysest bookes of most great learned men the notablest students all marked through thus in all matters eyther obscure or of principall most necessary vse And this is one chiefe meanes whereby Schollars may haue the difficultest things in their Authours so perfectly as that whensoeuer they shall be examined of a sudden they shall be very ready to their great praise and to the iust commendation of the Schoole For the manner of noting it is best to note all schoole books with inke also all others which you would haue gotten advnguem as we vse to say or wherof we would haue daily or long practice because inke will indure neither wil such books be the worse for their noting but the better they be noted with iudgement But for all other bookes which you would haue faire againe at your pleasure note them with a pensil of black lead for that you may rub out againe when you will with the crums of new wheate bread The very little ones which reade but English may make some secret markes thus at euery hard word though but with some little dint with their naile so that they doe not marre their bookes Of this I shall speake more particularly in the manner of parsing Chapt. 9. A fourth obseruation is this That whatsoeuer books or matter Schollars doe learne after they beginne to learne without booke that they learne them so perfectly and holde them so surely by daily repetition and examination that they may haue in their mindes such an absolute knowledge of al the words and

yet here is one thing wanting namely the rules which you spake of for composing or placing the words after the manner of the purest Latinists I meane for turning them forth of this naturall order into the Rhetoricall order or order of Tully without which the truest and best Latine is little worth This I haue found very hard for my schollars to performe neyther haue I had any certain grounds that they might stand vpon Moreouer this I haue knowne for certaine that many young schollars the more confusedly that they can transpose or disorder the words of a sentence the more excellent they think it to be when as it is indeed most absurd to the learned eare Phil. Although this may seeme to belong to Declamations and Orations because therein there is the greatest labor for curious composition and setting of words as wherin schollars stand to shewe most art indeauouring to perswade yet it is in truth generall to all Latine whether Translations Epistles Theames or whatsoeuer and doth bring great grace and commendation to euery part thereof and contrarily being neglected doth detract very much from the most excellent speech be the matter and words neuer so choise And because there is speciall vse of it in the practice of all the translations and in all this matter of making Latine for turning or composing out of the Grammaticall order into the order of the Author I will afforde you the best help I can But forsomuch as neither Tully nor any of the purest Latinists do alwais obserue the same order and therfore I take it that no certaine rules can bee giuen as perpetuall I will take those which Macropedius hath set downe as being the most easie of all that I know He hath sundry generall precepts Precepts of Composition or placing the words in Latine as they are set downe by Macropedius in the end of his method of making Epistles The I. Precept Of placing the Nominatiue case the Verbe and the oblique case A Perfect sentence consisting most commonly of a Nominatiue case a Verbe and an oblique case this order is kept in placing ordinarily 1 The oblique cases that is all besides the Nominatiue and the Vocatiue are commonly placed in the beginning the Nominatiue case in the midst the Verbe in the end For example in the sentence following the Grammaticall order is thus Caesar occupauit ciuitatem munitissimam hostium The Artificiall order is vsually thus Munitissimam hostium ciuitatem Caesar occupanit Yet if the oblique case bee of a Nowne negatiue or a Nowne of denying it may be put elegantly in the end as Caesare fortunatiorem legimus n●minem Yea any Adiectiue or Participle may bee put so when the chief point of the matter or meaning resteth in it as Caesarem in morteferè omnes putant miserum The II. Precept THe Adiectiue is ordinarily to bee placed before the Substantiue And between the Adiectiue and the Substantiue may bee fitly placed the Gentitiue case of the later of two Substantiues as in this sentence the Grammaticall order is Seuer itas magna Caesaris incussit terrorem hostibus The artificiall order thus Terrorem hostibus magna Caesaris seueritas incussit Also betweene the Adiectiue and the Substantiue of the Genitiue case the word gouerning the Genitiue case may be elegantly placed as in this sentence Clementia Caesariae maiestatis dedit pacem tranquillitatem prouincijs The artificiall order may be thus Caesareae clementia maiestatis pacem tranquillitatem prouincijs dedit The III. Precept BEtween the Adiectiue and the Substantiue Tully somtime placeth the Verbe in like manner sometime the Aduerbe sometime the Coniunction sometime the Preposition alone or with his case as Magnum profecto laborem Caesar assumpsit quem fermè ab ipsis ad nos venisse Gadibus ai●nt vt hostes suae quidem maiestati rebelles nostris autem supra modum rebus infestos armis subigeret Quam ob causam perpetuum illi amorem gratiam debemus immortalem The III. Precept Of Aduerbes and Prepositions ADuerbs and Prepositions with their cases may be placed any where wheresoeuer they shall seeme to stand most fitly to please the eare yet most elegantly before the Verbe or Participle which they declare As Debitam pro contemptu suis hostibus diuque dilatam seueritatem Caesar tandem exhibuit sedclement issimè mitigauit These are the principall of his rules which are necessarie To these may be added 1. That this is to be obserued very vsually That the word gouerned is commonly placed before the words gouerning contrary to the Grammaticall order As here Fortitudo Caesaris potitur victoria The artificiall placing may be fitly Caesaris fortitudo victoria potitur Also if in a sentence there bee mention of two persons the one as it were an agent the other a patient they stand together most vsually and elegantly the agent commonly first as Caesar did great wrong to Pompey in this point Hac vna in re magnam Caesar Pompeio iniuriam fecit These Precepts are set down to the end to direct young schollars yet so as we must not thinke as I sayd that these are euer to bee followed strictly because neither Tully nor Caesar himselfe nor any who haue been most curious did euer obserue the same for that should be a falt rather as we shall see after Notwithstanding by practice in composing and obseruation in Tully Caesar the best Authors and trying how neere we can come vnto them in translating into Latine by cōparing ours with theirs and finally weighing how euery sentence may so fall as may best please the eare schollars may attaine much certaintie and commendation herein More exquisite obseruation in placing and measuring sentences FOr most exquisite obseruation of placing and measuring sentences Rhetorically in prose by schollars of riper iudgement in their Theames Declamations Orations or the like reade Talaeus Rhetoricke de Numero Oratorio Cap. 17. 18. Out of which Chapter and out of the Commentaries of Minos vpon them these precepts may be further obserued which follow 1 That the placing and measuring of the sentences in prose should be both vnlike to the placing in poetrie and also each sentence vnlike other And therefore that the schollar make no verses in his prose but that he shun them warily Though in any exercise in prose chiefly in Theames he may cite verses out of other Authors eyther for authoritie or delight 2 That the beginning or ending of a sentence in prose be not the beginning or ending of a verse although this be not so faulty in the beginning of a sentence as in the end where the fault is more obserued 3 That the ending of sentences bee specially weighed which are chiefly marked of all and therefore are to bee carefully varyed that they may not be displeasing 4 That