can then no more hinder their growth then their play doth but rather further it when they sit at their ease besides that continuall experience doth confute this errour Spoud Bee it so as you say yet this is a receiued opinion that it will cause them to hate the schoole when they should be set to it in good earnest Phil. Nay rather it is clean contrarie for being acquainted with the schoole so young and with the sport and pleasure which they finde amongst other children there and also being kept from feeling the ouer much sweetnesse in play it shall cause them to loue to delight in the schoole continually and to goe on without any repining or so much as thinking of being away from the schoole wheras they being nuzled vp in play abroad are very hardly reclaimed and weaned from it to sticke to their bookes indeede Spoud But yet it is thought that they can get but little learning then being so very young and therefore there is the smaller losse of a yeere or two at that time Phil. The losse will bee found in the end although it be indeed in the beginning For looke how many yeeres they lose in the beginning if they bee apt so many in the end they will be shorter of such of their fellowes who are but of their owne age and applied all alike being of like capacitie Therefore as wee will not let them lose a day when they growe towards the Vniuersitie so neither should wee when they are young but preuent this losse and take the time in the beginning Spoud We see notwithstanding some very long ere euer they begin who then goe forward with it the fastest of all Phil. It is true in some pregant wits and who are industrious but you shall â—â—â—ue others as blockish and dull Also for those if they goe so fasâ— in the rudiments and first grounds how much more would they doe so at the same time in better studies Neither can they haue halfe that learning in all things which others of like age and aptnesse haue who haue been well applyed from their first yeeres Spoud I yeelde to all which you haue saide in this behalfe and I doe see plainely the exceeding benefites that must needes come hereby especially in gaining of time if they may bee entred in that playing manner and go forwarde with alacritie and contention and moreouer so that they be not any way ouerloaded or discouraged nor yet in dangered by the ouer charging of their wits and memories Phil. For that take you no feare you shall God willing see the euidence of that and a plaine direction in euerie Chapter how to proceede in that easie and playing kinde Therefore if you be satisfied in this let vs come vnto the next point Spoud Very gladly sir for I long to heare this how you would teach your childe being so young to read so soone and readily Phil. I like the point well proceed according to your order CHAP. III. How the Schollar may be taught to reade English speedily to fit him the sooner and better for the Grammar schoole Spoud BEfore we enter into this question yet let me put you in minde of one thing which doth much trouble mee concerning this very matter That it seemeth to mee an vnreasonable thing that the Grammar schooles should bee troubled with teaching A. B. C. seeing it is so great a hinderance to those paines which wee should take with our Grammar schollars for whom wee are appointed Because it dooth take vp almost one halfe of our time and thereby dooth depriue vs of a chiefe part of the fruite of our labours especially when our mindes are so distracted and our thoughts carried so manie wayes to doe good to all The very little ones in a towne in most countrey townes which are of any bignesse would require a whole man of themselues to be alwaies hearing poasing and following them so as they ought to bee applyed for continuall applying in a right course is in this and all other parts of learning aboue all other meanes And young ones by a little slaking our hands run faster backe then euer they went forward as boates going vp the streame Besides it is an extreame vexation that wee must bee toyled amongst such little pettyes and in teaching such matters whereof we can get no profit nor take any delight in our labours Phil. I am well inured with this grieuance which you speake of and doe knowe by long experience your complaint to bee too iust in this behalfe I my selfe haue complained of it manie a time For it were much to be wished that none might be admitted to the Grammar schooles vntill they were able to reade English as namely that they could reade the new Testament perfectly and that they were in their Accidences or meet to enter into them There might bee some other schoole in the towne for these little ones to enter them It would help some poore man or woman who knew not how to liue otherwise and who might do that well if they were rightly directed Also it would be such an ease to all Grammar Schoolemasters as they might doe much more good in their places Wherefore all such Schoolemasters who are incumbred with this inconuenience are not onely to wish but also to labour to haue it reformed in their seuerall schooles Yet notwithstanding where it cannot be redressed it must be borne with wisdome and patience as an heauy burden Patience shall make it much more light And therefore euery one is to doe his best indeauour to know how to make it most easie if it do lie vpon him Moreouer seeing we purpose God willing to goe through all the whole course of learning and also sith our labour is to finde out the meanes whereby to make the way plaine to traine vp euerie childe from the verie first entraunce into learning as was sayde vntill wee haue brought him vnto the Vniuersitie we cannot omit any point which may tend vnto the same much lesse the first steppe of all For a child well entred is halfe made according to that Prouerbe Principium dimidium totius The foundation well layd the building must needs goe forward much more happily This is specially true in learning wherein children feeling a sweetnesse in the beginning are very much incouraged as daily experience will manifest to euery one Spoud I see well the necessitie of vndergoing this burden in those places where remedie cannot be had without greater inconueniences And therefore sith that necessity hath no lawe nor for my selfe I knowe no meanes hâ—w to be freed from it I pray you let vs returne againe vnto the point and let mee still intreat of you your best direction to make this burden so light as may bee This is a thing worth the diligence of all who must be imploied amongst little ones to wit to teach children how to read well and to
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
things which the Vsher should according to their abilities and so to obserue the behauior of all vnder them Spoud These cannot but bee very worthy helpes But here I pray you resolue me a doubt or two arising hereon 1. How will you diuide your schoole thus and especially your fourmes for the appointing of your Seniors that euery one in a fourm may be placed according to his learning which I take to be very necessary so as they shall not thinke that any are preferred by the fauour of the Master also that all may sit as Aduersaries and fit matches and so to haue sides equally diuided to doe all by that emulation and honest strift and contention which you spake of Phil. For my fourmes I would put so many in a fourm as possibly can goe together as was noted the better will be continuall helpers to the other and much drawe on the worse Secondly for the diuision of my fourms and election of Seniors I finde this the only way to cut off all quarrelling and to prouoke all to a continuall contention 1. By voices all of a fourme to name who is the best of their fourme and so who is the best next him Those who haue the most voices to bee the two Seniours of the fourme These they will choose very certainly Then to the ende to make equall sides let the second or Iunior of those two so chosen call vnto himselfe the best which hee can to make his side After that let the first choose the best next then after the second and his fellow to choose the best next to them again And thus to go thorough choosing vntil they haue chosen all the fourme The two Seniours I say to be chosen by electiō of the whole fourm then they two to choose or call the rest of the fourm by equall election the Iunior choosing first and so to go by course If the Senior should choose first then his side would euer be the better which by the Iunior choosing first is preuented By this meanes you shall find that they will choose very equally and without partialitie to the end that each may haue the best fellowes euen as gamesters will do at matches in shooting bowling or the like and euery match shal be very equall or small difference amongst them Also hereby all mutterings shall be cut off wherby some kind boyes will bee whispering to their Parents that their Master doth not regard no◠loue them but preferres others before them Thus also the painefull shall be incouraged when they find themselues preferred by the iudgement of all their fellowes and each made to striue daily to bee as good as his match or aduersary and for the credite of their side and finally they wil labor that they may be preferred at the next election or at least not bee put downe with disgrace This election would be made oftener amongst the younger as once in a moneth at least because their diligence and quicknesse will much alter Amongst the Senior fourmes once in a quarter may suffice yet at the Masters discretion Spoud This election surely is most equall and the benefits of it must needs be very great according to that which you haue sayd and chiefly to helpe as much as any one thing to make the schoole to be indeede a pleasant place of honest schollarlike sweete and earnest contention But you spake of a third generall helpe which might be added which you sayd was aboue all to wit good gouernment of this I do desire to heare CHAP. XXVII Of gouernment and authoritie in schooles Phil. COncerning the gouernment of the schoole of which you so desire my sentence I do indeed account it the helpe of helps as it is in all kinde of societies so principally in the schoole out of which all other good and ciuill societies should first proceed To the end that out of the schooles and from the first yeares children may learne the benefit and blessing of good gouernment and how euery one ought to doe his duetie in his place and so from thence this good order and gouernment may be deriued into all places in som maner This gouernment ought to bee 1. By maintaining authoritie which is the very top of all gouernment and is indeed aspeciall gift of God This authority must be maintained as in the Magistrate by his so carying himselfe as beeing a certaine liuing lawe or rather as in the place of God amongst them I mean as one appointed of God to see the most profitable courses to be put in practice painfully and constantly for the speediest furnishing his schollars with the best learning manners to the greatest good of the schollars Gods Church and their countrey 2. It must bee maintained by a most strict execution of iustice in rewards punishments As Solon said that the Common-wealth was vpholden by two things praemio poena That the painefull and obedient bee by all meanes countenanced incouraged and preferred the negligent and any waie disobedient be disgraced and discouraged in all their euill manners vntill they frame themselues to the diligence and obedience of the best Thus by the incouragement commendation of vertue and discountenancing of vice you shall in time ouercome the most froward nature and bring all into a cheerefull submission Wheras of the contrary dealing partially or making no difference betweene the good and the bad and much more discountenancing the painful and toward and countenancing or fauouring the idle and vngracious you shall see all ouerturned for who will not frame himselfe to the lewdest when it is all one vnto them whatsoeuer they be our corrupt natures being so prone vnto the worst things 3. That in all their gouernment there be a true demonstration of conscience and loue to doe all as of conscience to God and of loue to the children for the perpetuall good of euery one and in an indeuor study to draw them on by loue in an honest emulation with due praise and rewards abhorring cruelty auoiding seuerity as was said more then of necessity 4. By beeing Presidents of all vertue to their children and being as carefull in their owne places first before the childrens eyes to do their dueties as they would haue their children to be in theirs And so finally by their holy and faithfull cariage to seeke that God may rule and that the children may obey God For then hee will both blesse all their labours and maintaine their authority Spoud Surely si◠these are worthy meanes to maintaine authority which vnlesse it be preserued inuiolable all gouernment goeth downe But I perceiue you vtterly dislike that extreame seueritie whereby all things are done in verie many schooles and the whole gouernment maintained only by continuall and terrible whipping because you haue so oft mentioned it as with griefe Phil. You shall find that M. Askam doth as oft and more
thereof Phil. There is not the best thing but it may bee abused But for that booke as the others I shall shewe and proue vnto you the coÌ„modities of them aboue all that you would imagine Experience makes me confident Yet to returne vnto your selfe concerning the complaint of the Parents for their children going backward in reading English when they first learne latine the chiefe fault in truth is in the Parents themselues although we poore schoolemasters must be sure to beare all For if such murmuring Parents would would but cause their children euery day after dinner or supper or both to reade a Chapter of the Bible or a peece of a Chapter as leasure would permit and to doe it constantly therby to shew their loue to the Lord and his word and their desire to haue the word dwell plentifully in their houses to haue their children trained vp in it as young Timothy was then I say this complaint would soon be at an end for they should either seethen their children to increase in this or else they should discerne the fault to be in their childrens dulnesse and not in our neglect Notwithstanding sith that they are so very fewe of whome wee can hope that they haue any care of this duetie in their houses in respect of all the rest who omit it and yet all the blame must surely rest on vs it concerneth vs so much as we can to redresse it and therefore vse all good meanes to cut off all occasions of clamours and of discrediting our selues and our schooles and to contend for the greatest profiting of our children aswell in this as in any other part of learning the vse of this being as we heard most generall and perpetuall Spoud You haue directed mee very rightly how to aunswere such Parents now I shall be able to shew them where the fault is and bee calling vpon them to redresse this at home I shall also indeuor to put all this in vre and more as you make the particulars more fully known vnto me and as I shall finde by triall the fruit heereof But now that you haue thus satisfied me in all these my doubts I cannot but demand yet one other point wherein I finde another great want though not comparable to the former because there is not so much vse of it which is about the ordinary numbers or numbring For I am much troubled about this that my readers and others aboue them are much to seeke in all matters of numbers whether in figures or in letters Insomuch as wheÌ„ they heare the chapters named in the church many of them cannot turn to them much less to the verse Phil. This likewise is a very ordinary defect yet might easily be helped by common means in an howr or two I call it ordinary because you shall haue schollars almost ready to goe to the Vniuersity who yet can hardly tell you the number of pages sections chapters or other diuisions in their books to find what they should And it is as you say a great a fowle want because without the perfect knowledge of these numbers schollars cannot help themselues by the Indices or Tables of such books as they should vse for turning to any thing of a sodaine although it be a matter wherof they should haue vse all their life long And to conclude it is a great neglect because it is a thing so easie as that it may be learned in so short a time only by most vsuall meanes as by these following For numbers by letters vse but only to appose them according to the direction in the latine Grammar at Orthographia they will do them presently As if you aske what I. stands for what V. what X. what L. c. And back againe what letter stands for one so what for fiue or forten But specially if you desire to haue them very ready herein cause them to haue these written then to practice to read them ouer often vntil that they can answer any of them perfectly Warn them also to remember alwaies that any number set after a greater or after the same nuÌ„ber doth add so many mo as the value of that later nuÌ„ber is As I. set after X. thus XI doth make eleuen XV. fifteen XX. twentie But being set before they doe take away so many as they are as I. before X. thus IX nine If you wish an example more at large this may serue let each of them that should learne haue a briefe of these after this maner to shew them all the chiefe numbers I. one II. two III. three IIII. or IV. fowre V. fiue VI. six VII seauen VIII eight IX nine X. tenne XI eleuen XII twelue XIII thirteene XIIII fourteene XV. fifteene XVI XVII XVIII XIX XX. XXI XXV twenty fiue XXX thirtie XL. fortie L fifty XC ninetie C. a hundreth D. fiue hundreth M. a thousand And thus much shortly for numbring by letters For the numbers by figures this rule must also be obserued That the figures do signifie in the first place so much oâ—ly as if they were alone or one time so many In the 2. place tennes or tenne times so many In the third place hundreths or a hundreth times so many In the fourth place thousands or a thousand times so many In the fift place ten thousands In the sixt place hundreth thousands the places being reconed from the right hand to the leâ—t As for example 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. twentie 21. 22. 23. c. 30. thirtie 31. 32. 40. fortie 41. c. 50. fiftie 51. 60. sixtie 70. seauentie 80. eighty 90. ninetie 100. a hundreth 101. a hundreth one 102. 110. a hundreth and ten 120. a hundreth twenty 130 c. 200. two hundreth c. 1000. a thousand 10000. ten thousand 100000. a hundreth thousand These beeing learned backewards and forwards so that your schollar be able to know each of them to call them or name them right to find them out as the child should finde any letter which he is to learne in a word to tell what any of these numbers stand for or how to set downe any of them will performe fully so much as is needfull for your ordinarie Grammar schollar If you do require more for any you must seeke Records Arithmetique or other like Authors and set them to the Cyphering schoole Spoud This is a defect that I see is most easily supplyed by a very little paine and care in examining I haue troubled you ouerlong in this beeing in it selfe so very a trifle though the want generally be to bee blamed Now therefore let vs hasten vnto our profession for the Grammar Schoolemaster For I desire earnestly to be in our owne element as more befitting and beseeming our place Phil. I am very willing to make all the haste that we can for this I see that though wee neither vse
through it within booke let them begin to learne it without booke Or else if they can reade well before you may let them learne to reade thus as they get without booke and so doe both vnder one But then some howre or two would bee spent daily in the afternoon in reading or som day of the week separate therto els they will somewhat forget to read because they reade but so little on a day which must be carefully preuēted Therfore it will not bee amisse to reade it ouer speedily once or twise before When they learne without book let them vse this Caueat especially That they take but little at a time so as they may be able to get it quickly and well and so go on to a new lesson for this will harten them exceedingly to take paines in reioicing how many lessons they haue learned and how soone they haue learned each lesson Wheras giuing them ouermuch it will put them out of heart so that they will either doe nothing at all or with no life 2 Before they goe in hand with a lesson doe what you can to make them to vnderstand the summe of the lesson first and the meaning of it thus 1. Reade them ouer their lesson 2. Then shewe them the plaine meaning of euerie thing so easily shortly and familiarly as possibly you can and as you thinke that they can conceiue After propound all vnto them in short questions and ask the questions directly in order as they lie in the book answering them first your selfe Then if you will you may aske them the same questions and let them answere them as you did before still looking vpon their bookes when they aunswere To require them to aunswere so will much incourage them because they shal find themselues able to doe it The moe the questions are the shorter and plainer arising naturally out of the words of the book the sooner a great deale will your children vnderstand them And therefore any long question is to be diuided into as many short ones as you may according to the parts of the question Hereby the dullest capacities will come to conceiue the hardest questions in time and proceed with more facility so that the masters doe enter them thus from the beginning stil causing them to vnderstand as they learne Here the masters must not be ashamed nor weary to do as the nurse with the child as it were stammering and playing with them to seeke by all meanes to breede in the little ones a loue of their masters with delight in their bookes and a ioy that they can vnderstand and also to the end to nourish in them that emulation mentioned to striue who shall doe best Neither is the wise master to stand with the children about amending the Accedence if he thinke anie thing faulty or defectiue but only to make them to vnderstand the rules as they are set downe in the booke for this they wil keep To make this plain by example To begin at In Speech be c. First read them over the words Then tell them for the meaning after this manner or the like as you please The meaning is this That in Speech which men vtter there is nothing but words to cal or know things by and setting or ioyning of words together Like as it is in our English tongue so in the latine so in other tongues And of these words which make this speech are not manie parts or kindes but onely eight parts of speech For whatsoeuer can be spoken belongeth to one of these eight parts They are either Nownes or Pronowns or Verbs or one of the rest More shortly thus There is not any word in any language whatsoeuer but it is either a Nown or a Pronown Verbe c. Also of these eight parts the fowre first onely are such as may be declined That is such as each of them may bee turned or framed diuerse waies and haue diuers endings as Magister magistri magistro Amo amas amat The other fowre last are vndeclined that is such as cannot bee so turned and haue but onely one ending as Hodie cras c. Then ask them questions according to the same following the words of the book in this manner of the like as you thinke good Q. How many parts of speech haue you Or how many parts are there in Speech A. Eight Q. Of these how many are declined how many vndeclined So which are declined which vndeclined Afterwards to aske the same questions backe againe the last first As which parts of speech are vndeclined Or how many are vndeclined So in the next Q. What is a Nowne A. A Nowne is the name of a thing Q. Of what thing A. Of such a thing as may bee seene selt heard or vnderstood Q. Giue me some examples of some such things A. A hand a house goodnesse Q. What is the name of a hand in Latine Or what is latine for a hand what is latine for a house and so forth Then aske the questions as it were backward thus Q. What part of speech is that which is the name of a thing which may be seene felt heard or vnderstood A. A Nowne c. Thus to goe forward in euery rule 1. Reading it ouer to the children 2. Shewing the plaine meaning in as fewe words as you can 3. Propounding euery peece of it in a short question following the words of the booke and answering it your selfe out of the words of the booke 4. Asking the same questions of them and trying how themselues can aunswere them still looking vpon their bookes Then let them goe in hand with getting it amongst themselues vntill they can say and answer the questions without booke readily the highest of the fourmes poasing the rest vntil they can say By this means it wil seem so easie to them that they will go to it most cheerfully and get it much sooner then you would imagine both the vnderstanding and the words for the vnderstanding of the matter will presently bring the words as we sayd As they go forward striue to make them most perfect in these things specially 1 In knowing a Nowne and how to discerne the Substantiue from the Adiectiue After in the signes of the Cases Then in declining the Articles Hic haec hoc euerie Article by it selfe as Nom hic Gen. huius Dat huic Accus hunc Ablat hoc c. So in the Feminines Nom. haec Accus hanc Abl. hac c. By beeing perfect in these Articles thus they shall both bee able to decline any Nowne much sooner and to know the right Gender for making Latine Also let them learne to decline both Latine and English together I meane Latine before English and English before Latine both in the Articles and other examples of Nownes Pronownes and Verbes As in the Articles thus Hic this Masculine haec this Feminine hoc this Neuter Gen.
teach them to say first the first persons of one coÌ„iugation alone throgh the Actiue voyce both Latine before English English before Latin thus Amo I loue amabam I loued or did loue amaui I haue loued so through the Indicatiue mood Then English first thus I loue Amo I loued or did loue amabam c. And after withall to be able to run the terminations in euery tense as in amo o as at amus atis ant In Amabam bam bas bat bamus batis bant And likewise the persons in English I thou he we yee they according to the terminations and then by apposing they will presently answere any of them As thus aske the childe I loue he answereth amo then aske they loue he cannot tell Bid him to runne the terminations of Amo he answereth o as at amus atis ant then I say giue now they loue he answereth amant so yee loue or we loue c. So aske I loued or did loue he answereth Amabam then we loued or did loue if he cannot tell bid him to runne his terminations and he will answere bam bas bat bamus batis bant Then aske How say you we loued or did loue he answereth Amabamus Afterwards in Doceo so in the rest When they come at the Passiue let them doe the like and when they haue learned it through then let them practice to repeate Actiue and Passiue together thus I loue Amo I am loued Amoâ— I loued or did loue Amabam I was loued Amabar I haue loued Amaui I haue beene loued amat us sum vel fui c. Then by posing the first persons and running the terminations they will very soone giue any of the verbes in any person They will by this meanes goe through all the coniugations and with this perfect readinesse as soone as they will learne to say them without booke without any vnderstanding at al if not sooner so that they be wel applied Yet if this preuaile not as you desire you may exercise them to repeat al the persons through euery moode and person by themselues but chiefly the first persons as Amo amabam amaui amaueram amabo Amâ—m amarem amauerim amauissem amauero amare amauisse amaturum esse amandi amando amandum c. So in the second persons Amas amabas c. Or thus to coniugate those tenses together which doe come one of another as Amo amabam amabo amem amarem amare So Amaui amaueram amauerim amauero amauissem amauisse This is accounted the speediest way in examining here to appose the same tenses of the seuerall moodes together as the present tenses I loue Amo Graunt I loue Vttâ—am amem I may or can loue amem when I loue cum amâ—m So in the Preterimperfect tenses To make them most perfect in this practice them that they can giue readily the terminations of the first persons first in the Indicatiue moode in each tense then how the same tenses differ in the rest of the moodes except the Imperatiue together with the signes of the tenses in English As for example the termination o in the Indicatiue mood present tense is in the three other moodes turned into em or am as amo is made amem doceo doceam lego legam audio audiam In the Preterimperfect tense bam is turned into rem Preterperfect tense i into rim Preterpluperfect tense ram into sem Future tense bo or am into ro So in the Indicatiue moode the terminations are these o bam i ram bo or am In the other three are these answerable em or am rem rim sem ro Though these be not one formed of another yet comparing them thus together wil make the children to learne them sooner by much Generall signes of the fiue tenses actiue are Doe Did Haue Shall or will Of the Passiue present tense Am Is Are or Art Imperfect tense Was Were Wert Preterperfect tense Haue beene Preterpluperfect tense Had beene Future tense Shall or Will be Signes of the moodes are set downe in the booke the Indicatiue hauing no signe the other three hauing their seuerall signes in English This little Table well thought on makes all most easie Actiue voyce Passiue voyce  Signes of the teÌ„ses in English Terminations in latine without a signe Terminations with a signe Signes of the tenses in English TerminatioÌ„s in lat wthout a sign Terminations in latin with a sign Present tense Do. o. em or am Am is are art or er or ar Preterimperfect tense Did. bam rem Was were wert bar rer Preterperfect tense Haue i. rim Haue beene suÌ„ vel fui sim vel fuâ—rim Preterpluperfect tense Had. ram sem Had been raÌ„ vel fueraÌ„ essem vel fuissem Future tense Shall or will bo am ro Shall or will be ber ar crovâ—i fuero For to make the childe to vnderstand this Table first shew him these things vpon his booke by comparing the Actiue voyce with the Passiue and the Indicatiue moode in both with the other moodes After pose thus Q. Do without a signe of the moode how must it end in Latine A. In o. Q. Do with a signe how A. In em or am For example Q. I doe loue or I loue A. Amo. Q. Graunt I loue A. Vtinam amem Q. I may or can loue A. Amem Q. When I loue A. Cum amem So in the Preterimperfect tense Q. How say you Did without a signe A. bam Q. With a signe A. rem as Amabam amarem Docebam docerem Haue without a singe i. With a signe rim as Amaui amauerim Docui docuerim c. The shortest way of all and most easie for all of vnderstanding is oft to repeat the bare signes and terminations specially at such times as when the younger sort are to make Latine and this daily then vntill they be perfect or as shal be requisite thus Actiue signes Do Did Haue Had Shall or will Passiue Am Is Art Was Were Wert Haue bin Had bin Shall or will be Terminations in Latine Indicat or terminat without a signe o bam i ram bo and am Termin with a signe em am rem rim sem ro So Actiue and Passiue together o or bam bar i sum vel fui ram eram vel fueram bo bor am ar Em er Am ar rem rer rim sim vel fuerim sem essem vel futissem ro crouel fuero These gotten all will be plaine if you vse withall to cause them to runne the tenses as was said with the signes of the persons thus I thou he we ye they o as at amus at is ant bam bas bat bamus batis bant so in any And withall to remember in what letters or syllables euery person ends both in the Actiue and Passiue as the first persons Actiue signifying I doe end commonly in o am em im or i. as amo amabam amem amaui amauerim The second persons or thou in
Q. What is that which will ouercome learning make it our owne A. Loue of learning or louing our bookes Q. Giue me a sentence to proue it A. Amor vincit omnia c. Then examine in Latine the very same things but vttering them in Latine and English together as thus Quid vincit omnia what will ouercome all things R. Amor. Or thus Est ne aliquid quod potest omnia vincere Is there any thing that can ouercome all things R. Imò Q. Quidest What is it R. Amor. Q. Da sententiam R. Amor vincit omnia Q. Or thus Quid vincit amor What wil loue ouercome R. Omnia All things So in Cato to aske as in the first Verses Q. What thing ought to be chiefe vnto vs A. The worship of God Q. Dasententiam R. Cultus Deipraecipuus Q Dacarmen R. Si Deus est animus nobis c. Then to examine the Verses by parts if you will as Si Deus est animus c. Aske Qualis est Deus What is God or what a one A. Animus A spirit or spirituall nature or being Q. Qui ita nobis dicunt vel Quae nobis ita dicunt Who or what things tell vs so R. Carmina Verses or Poets who write Verses Q. Quomodo tum coâ—endus est R. Pura mente Q. Dacarmen R. Si Deus est animus c. Thus throughout onely where they vnderstand not to propound the question as well in English as in Latine and so to answere Also you may examine thus What Verses in Cato haue you to proue that the worship of God must bee chiefly regarded A. Si Deus est animus What against sleepinesse and idlenesse A. Plus vigila semper c. So in Esops Fables besides the examining euery peece of a sentence in the Lectures as thus Gallus Gallinaceus dum vertit stercorarium offendit gemmam c. Q. Quid offendebat Gallus dum vertit stercorarium R. Offendit gemmam c. Cause the children to tell you what euery Fable is about or against or what it teacheth in a word or two For example thus Q. What Fable haue you against the foolish contempt of learning and vertue and preferring play or pleasure before it A. The Fable of the Cocke scratching in the dung-hill Or after this manner Q. What Fable haue you against the foolish neglect of learning A. The Fable of the Cocke scratching in the dung-hill 2 Cause them to make a good and pithy report of the Fable first in English then in Latine and that eyther in the wordes of the Authour or of themselues as they can and as they did in English For this practice in English to make a good report of a Fable is of singular vse to cause them to vtter their mindes well in English and would neuer bee omitted for that and like purposes In other bookes the vse is according to the quality of them as in Confabulatiunculae pueriles the vse is for the children to talke to one another in the same words In Sturmius Epistles and others of Tully the phrase principally is to be regarded as also in the Poets the Poeticall phrase For the further vse of them for imitation both in Epistles and Verses I shall speake after in their place But for the Latine and matter to make it our owne I finde the chiefe benefit to be in oft reading them out of the Grammatical translations ouer and ouer vntill the Latine be as familiar to the schollar as the English as I noted in the benefits of the Translations And also in saying and repeating of Lectures I meane the weekes worke to construe without booke and then repeare them in Verse or as they are without booke For the vse in Tullies Offices and Ouids Metamorphosis I haue set in the Margents of the Translations the sum of all the matter which is very notable and full of delight For parsing in the highest fourmes to obserue onely for breuity sake the difficulties of Grammar or Rhetorick speciall phrases or the like the Master onely to examine what things they omit or wherein he suspects them negligent In parsing they may vse these or the like speeches Hae sunt difficultates Grammaticae Hae elegantiae Rhetorices Reliqualcuiora trita puerilia c. In Poetry also Phrases hae Epitheta ista Let all this examination be onely in pure Latine from the very lowest fourmes except the first or second at the most For they will do it with ease if they be rightly entered from the beginning and that the Master euer do it before them where they are not able and to obserue wherein they are most defectiue therein to take the most paines Spoud Although these things cannot but be very profitable yet being so many they can hardly be put in practice in the greater Schooles I pray you rehearse me the summe of those which you take most necessary for daily vse Phil. These are they Cause your schollars to reade first their Lecture distinctly and construe truly to parse as they construe euer marking the last principall word to shew where they haue learned euery hard word what example euery hard word is like so to giue rules examples of them both for Etymologie Syntax as after for the Rhetorick as need is To parse of themselues as reading a Lecture and that only in Latin when they come to say except in the very lowest fourmes to make some marke at euery hard word which you note vnto them to take the most pains in those amongst the younger specially to examine each Lecture for the vse wherby they may get matter wordes and phrases all vnder one In the highest for speedines to examine onely the difficulties as you see requisite to let them name the rule in a word or two to obserue phrases and Epithets In all repetitions amongst themselues and construing ouer their Authours to examine ouer also the noted wordes as time permits CHAP. X. Of making Latine how to enter children therein with delight and certainty without danger of false Latine barbarous phrase or any other like inconuenience Spoud NOw that you haue thus louingly ledde me by the hand through the way of laying a sure foundation amongst my children for all the grounds both of Accedence and Grammar and also of construing and parsing let me still intreate you to goe on before me and next to shew how I may enter my children for making of Latine and then through the seuerall exercises thereof This I haue found extreamely difficult For although it hath beene a matter of continuall vexation and paine vnto my selfe and of feare vnto my poore schollars yet haue I found as little profiting therein as in any other but that my children will still write false Latine barbarous phrase and without any certainty after a very long time of exercise If therefore you can guide me the way how I may do that which
of the weeke Phil. Yes As there is no no day but it is the Lords and therefore it and all our labours to be consecrated to him by a morning an euening sacrifice I mean praier thanksgiuing morning euening so there would no day be suâ—fered to passe ouer wherin there should not be some short exercise or lesson of religion which is both the chiefe end of all other our studies and also that wherby all the rest are sanctified And to this end one quarter of an hower or more might be taken euery euening before praier though they were kept so much the longer that it might not hinder any other of their daily studies Although in this no losse will euer be found to any other studie but the Lord wil bless so much the more That also to be in such a course as none could any way dislike which of all other might be both most sure and profitable Spoud What such a course can you find which is so profitable and which all must needes so approue of which might be so short Phil. To go thorough the history of the Bible euery day a history or som peece of a history I meane some few questions of it in order as the time will permit To this purpose there is a little book called the history of the Bible gathered by M. Paget wherin if you cause them to prouide against euery night a side of a leafe or as you shall thinke meet of the most easie plaine questions and to examine them after the maner of examining the Catechism you shall see them to profit much both for the easinesse of the history and the delight which children will take therein Wherein also if first you shall shewe them or aske them what vertues are commended in that history what vices are coÌ„demned or what generals they could gather out of that particular or what examples they haue against such vices or for such vertues and thus examine them after the same maner so going ouer ouer as the time permits you shall see them to come on according to your desire Spoud But me thinks that you would not haue them to take euery question in that booke before them Phil. No I would haue only those histories which are most familiar for children to vnderstand and most to edification and so those questions only to be chosen There are sundry concerning the Leuiticall lawes which are beyond their conceit and so in diuerse other parts For that shuld euer be kept in memorie that things wel vnderstood are euer most soone learned and most firmly kept and we should euer be afraid to discourage our children by the difficulty of anything Spoud It is true indeed And moreouer howsoeuer it is most certaine that all holy Scripture is profitable and all to be knowen yet som parts are more easie and as milk meet for the weakest and youngest children to be taught and which they may vnderstand and conceiue of easily others are as stronger meate and more obscure wherewith they are to be acquainted after But as in all other learning so it is here euery thing is to be learned in the right place The more plaine and easie questions and places will still be expounders and masters to the more hard and obscure But yet howsoeuer I like very well of all this you know that there are some who would not haue their children to be taught any religion nor to meddle with it at all Phil. There cannot bee anie such who either loue or know the Gospell of Christ or regarde their owne saluation or the sauing of their children The rest are to be pittied and praied for rather then to be answered The Popish sort know the necessitie hereof and therefore they labour principally to corrupt the youth and offer their pains freely to that end They shal be the Iudges of all such Spoud But it will take vp ouer-much time from their other learning Phil. I directed you how to cut off all such exceptions I would take the time to that purpose ouer and beside their ordinarie It is but mine owne labour for a quarter or halfe an howre in the day at the most keeping them a little longer Although if it should be part of the schoole time there would neuer be found any losse therein Spoud But how will you teach your children ciuility good manners which is principally required in Schollars Phil. Religion will teach them manners As they grow in it so they will also in all ciuil and good behauiour The word of the Lord is the rule and ground of all to frame their manners by that is therefore the first and principall meanes Secondly out of their Authours which they reade you may still take occasion to teach them manners some of their Treatises being written of purpose to that end as Qui mihi Sententiae pueriles Cato Tullies Offices c. For the carriage of youth according to the ciuility vsed in our time and for the whole course of framing their manners in the most commendable sort there is a little booke translated out of French called The Schoole of good manners or The new Schoole of vertue teaching youth how they ought to behaue themselues in all companies times and places It is a booke most easie and plaine meet both for Masters and Schollars to be acquainted with to frame all according vnto it vnlesse in any particular the custome of the place require otherwise Spoud How would you haue the children acquainted with this Phil. The Master sometimes in steade of the History or if he will at some other times might reade it ouer vnto them al a leaf or two at a time after to examin it amongst them It is so plaine that they will easily vnderstand it Spoud But if I could thus teach them Religion and Latine all vnder one it were a most happy thing and I should cut off all quarrell and exception Phil. I will shew you how you may doe it Cause your Schollars to reade you a Chapter of the New Testament or a peece of a Chapter as time will permit about twentie verses at a time in steed of the History mentioned One night to reade it out of the Latin into English reading first a verse or a sentence in Latine to a Comma or a full point as they can then Englishing that not as construing it but as reading it into good English so throughout the next night to reade the same ouer againe forth of an English Testament into the same Latine backe againe Thus euery one of those who are able to reade in order each his night all the rest to looke on their owne Testaments English Latine or Greeke or to harken Let them beginne at the Gospell of Iohn as was aduised for the Greeke as being most easie or at Matthew if you please and you shall soone finde that through the familiarnes of the matter they
vehemently inueigh against it For mine owne part I doe indeed altogether dislike it more then necessity inforceth and I take it that I haue better grounds for my dislike then any one can haue to the contrary euen from those things which cannot be contradicted 1 We are to imitate the Lord himselfe who though he be iustice it selfe yet is euermore inclined vnto mercy and doth not execute the seuerity and rigour of his iustice when any other meanes can serue who if he should smite vs euen the most vigilant of vs all so oft as wee offend as many doe the children which of vs could liue 2 What father is there nay which of vs is there who is a father who would not haue our owne children rather trained vp by all louing meanes of gentle incouragement praise and faire dealing then with buffeting and blowes or continuall and cruell whipping scorning and reuiling Or which of vs could but indure to see that indignity done to our owne children before our faces Now our gouernement and correction ought to bee such as which the very parent being present I meane the wise parent might approoue and for which wee may euer haue comfort and boldenesse euen before the holy God To this we are to striue and contend alwayes vntill at length we attaine vnto it 3 Which of vs is there that would willingly liue vnder such a gouernement of any sort that our state should bee as the people vnder their taske Masters in Aegypt that we should bee smitten continually for euery little fault and labour we neuer so much to doe our duties yet still we should be beaten 4 Let euery mans experience teach whether extreamity or excesse of feare which must needes follow vpon such cruell and continuall beating and dulling doth not depriue and robbe the minde of all the helpes which reason offers So as that the minde running about that which it feares so much forgets that which it should wholly intend whereby in timorous natures you shall see some to stand as very sottes and senselesse through an apprehension of some extreame euil or by extremity of feare wheras they are otherwise as wise learned as the best Insomuch as all deuices are to be vsed to rid children of that kinde of ouerwhelming feare and sometimes correction for it when this feare is without cause and cannot be helped otherwise 5 For the schollars themselues because all things should be done in the Schoole so as to worke in the children a loue of learning and also of their teachers for that this loue is well knowne to be the most effectuall meanes to increase and nourish learning in them the fastest and also that gouernement which consists in loue is euer the firmest Now this extreame whipping all men know what a dislike it breedeth in the children both of the schoole and of all learning as that they will think themselues very happy if the parents will set them to any seruille or toyling busines so that they may keepe from schoole And also it workes in them a secret hatred of their Masters according to the sayings Quem metuunt oderint and Quem quisque odit perijsse expetit whom men doe feare with a slauish feare them they hate and wish in their hearts to see their death 6 In regard of the Masters themselues because by this milde and louing gouernement they shall both haue the hearts commendations of the children presently when they see in the Masters the affections of fathers towards them and also they will euer keepe a sweet and thankefull remembrance of them all their life long that euer when they haue occasion to speake of their Schoolemasters they will doe it with reuerence and praise God that euer they fell into the hands of such Masters whereas of the contrary they shall be sure of the secret hate and complaints of the poore children presently where they dare speake and euer after when they come at their owne liberty they will then report as they haue found and it may be farre worse So that they can neuer speake of their Master but as of a thing which they abhorre his name is as a curse in their mouthes many wishing they had neuer knowne him For that then they had beene schollars if they had not falne into the hands of so cruell Masters 7 And finally because in this louing equall milde and tender gouernement the Masters shall euer haue boldenes and comfort before the children their parents in their own consciences and before God himselfe whereas in the cruell and vnmercifull tyrannie they shall haue nothing but feare feare of the children feare of their parents feare in their owne consciences feare for the Lord who hath said that there shall be iudgement mercilesse for them who shew no mercy and so the conscience being awaked to haue nothing but feare round about except the Lord doe graunt vnfained repentance to escape thereby Spoud I know not how to answere that which you say The Lord be mercifull vnto vs all who are in this calling euen for this sinne for it is no small matter to moderate our passion and our correction When the parents and others looke for great things at our hands and we find little good and oft-times those the worst whom we would fainest haue to doe the best which of vs can herein iustifie our selues But I pray you Sir how would you haue our authority maintained and iustice executed which you so commend You would haue correction vsed and sometimes sharpness too as I obserued in your speech for your Schoolemaster How wold you haue the iustice inpraemio poena in rewards and punishments Set me downe shortly the meanes and first for rewardes and incouragemeâ—ts after for punishments CHAP. XXVIII Of Preferments and incouragements Phil. FOr the rewardes of learning by preferments and incouragements thus I finde best to doe it 1 By often elections of euery fourme in such manner as was shewed and so euer preferring the best thereby to higher places as they grow in learning 2 By gracing all the Seniors all best in each fourme both to incourage them and to prouoke their fellowes to emulate them to striue in all things to bee like vnto them and also to cause all their fellowes in all things to reuerence and preferre them both by giuing place to them and otherwise 3 By preferring or putting vp those into higher fourms who profite extraordinarily Also daily if you see good to giue higher places to them who do better vntill the other recouer their places againe by the election of the whole fourme or by their diligence 4 To vse to commend euery thing in their exercises which is well or painefully done passing ouer the lesser faults onely with a word shewing our dislike and that which is absurd with some pretty speech sharpely reprouing or disgracing their absurdity without further correction if there doe