







 
   
     
       
         A new discovery of the old art of teaching schoole in four small treatises ... : shewing how children in their playing years may grammatically attain to a firm groundedness in and exercise of the Latine, Greek, and Hebrew tongues : written about twenty three yeares ago, for the benefit of the Rotherham School where it was first used, and after 14 years trial by diligent practise in London in many particulars enlarged, and now at last published for the general profit, especially of young schoole-masters / by Charles Hoole ...
         Hoole, Charles, 1610-1667.
      
       
         
           1661
        
      
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         A44390
         Wing H2688
         ESTC R16111
         12431508
         ocm 12431508
         61977
         
           
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             A new discovery of the old art of teaching schoole in four small treatises ... : shewing how children in their playing years may grammatically attain to a firm groundedness in and exercise of the Latine, Greek, and Hebrew tongues : written about twenty three yeares ago, for the benefit of the Rotherham School where it was first used, and after 14 years trial by diligent practise in London in many particulars enlarged, and now at last published for the general profit, especially of young schoole-masters / by Charles Hoole ...
             Hoole, Charles, 1610-1667.
          
           [26], 41, [2], 309 p.
           
             Printed by J.T. for Andrew Crook ...,
             London :
             1661.
          
           
             Each treatise has special t.p. dated 1659, and the first is also paged separately.
             Reproduction of original in Harvard University Libraries.
             (from t.p.) 1. The petty-schoole -- 2. The ushers duty -- 3. The masters method -- 4. Scholastick discipline.
          
        
      
    
     
       
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           A
           NEW
           DISCOVERY
           Of
           the
           old
           Art
           of
           TEACHING
           SCHOOLE
           ,
           In
           four
           small
           TREATISES
           .
           
             
               1.
               concerning
               A
               Petty-Schoole
               .
            
             
               2.
               concerning
               The
               Ushers
               Duty
               In
               a
               Grammar
               Schoole
               .
            
             
               3.
               concerning
               The
               Masters
               Method
               In
               a
               Grammar
               Schoole
               .
            
             
               4.
               concerning
               Scholastick
               Discipline
               In
               a
               Grammar
               Schoole
               .
            
          
           Shewing
           how
           Children
           in
           their
           playing
           years
           may
           Grammatically
           attain
           to
           a
           firm
           groundedness
           in
           and
           exercise
           of
           the
           Latine
           ,
           Greek
           and
           Hebrew
           Tongues
           .
           Written
           about
           Twenty
           three
           yeares
           ago
           ,
           for
           the
           Benefit
           of
           Rotherham
           School
           ,
           where
           it
           was
           first
           used
           ;
           and
           after
           14.
           years
           trial
           by
           diligent
           practise
           in
           London
           in
           many
           particulars
           enlarged
           ,
           and
           now
           at
           last
           published
           for
           the
           general
           profit
           ,
           especially
           of
           young
           Schoole-Masters
           .
        
         
           By
           
             Charles
             Hoole
          
           Master
           of
           Arts
           ,
           and
           Teacher
           of
           a
           Private
           Grammar
           School
           in
           Lothbury
           Garden
           ,
           London
           .
        
         
           London
           ,
           Printed
           by
           
             J.
             T.
          
           for
           
             Andrew
             Crook
          
           at
           the
           
             Green
             Dragon
          
           in
           Pauls
           Church-yard
           ,
           1660
        
      
       
         
         
         
           To
           the
           Right
           Worshipfull
           ,
           his
           most
           Reverend
           ,
           constant
           ,
           &
           truly
           loving
           Friend
           Robert
           Saunderson
           D.
           D.
           and
           Rector
           of
           Boothby-Pagnell
           .
           C.
           H.
           wisheth
           increase
           of
           Grace
           ,
           and
           perfection
           of
           GLORY
           .
        
         
           
             SIR
             ,
          
        
         
           NOw
           I
           have
           by
           Gods
           blessing
           obtained
           (
           that
           which
           you
           can
           witnesse
           I
           have
           seriously
           laboured
           after
           )
           a
           thrice
           seven
           yeares
           experience
           in
           this
           despicable
           ,
           but
           comfortable
           employment
           of
           teaching
           Schoole
           ;
           I
           think
           it
           not
           amisse
           to
           discover
           to
           the
           world
           ,
           what
           method
           I
           have
           hitherto
           used
           ,
           and
           which
           I
           resolve
           to
           continue
           ,
           so
           long
           as
           God
           shall
           enable
           me
           to
           undergoe
           this
           profession
           of
           a
           Schoole-Master
           ,
           which
           at
           first
           I
           undertook
           ,
           and
           have
           ever
           since
           persisted
           in
           ,
           by
           your
           encouragement
           .
        
         
           How
           far
           this
           
             New
             Discovery
          
           is
           improved
           ,
           since
           I
           made
           it
           at
           Rotherham
           ,
           and
           afterwards
           writ
           it
           out
           at
           
             little
             Humbie
          
           ,
           whilest
           I
           lived
           more
           retiredly
           in
           the
           house
           of
           that
           Noble
           Knight
           ,
           
             Sir
             William
             Brownelwoe
          
           ,
           (
           whom
           I
           
           think
           my self
           ever
           bound
           to
           honour
           for
           for
           his
           singular
           and
           undeserved
           favours
           to
           me
           in
           many
           particulars
           )
           I
           refer
           it
           to
           you
           to
           consider
           .
           For
           as
           you
           sometimes
           then
           perused
           it
           in
           Manuscript
           ,
           so
           I
           hope
           you
           will
           (
           at
           your
           leisure
           )
           look
           upon
           it
           now
           in
           print
           ,
           and
           not
           like
           it
           much
           worse
           ,
           then
           formerly
           .
        
         
           For
           I
           may
           truly
           say
           ,
           that
           besides
           what
           I
           have
           observed
           by
           reading
           sundry
           Authours
           treating
           of
           this
           subjest
           ,
           or
           gained
           by
           frequent
           and
           familiar
           converse
           with
           men
           of
           known
           abilities
           ,
           both
           in
           City
           and
           Country
           .
           I
           have
           profited
           most
           in
           this
           
             Art
             of
             teaching
          
           ,
           by
           my
           Scholars
           ;
           who
           have
           been
           my
           daily
           instructers
           ,
           how
           to
           suit
           my
           method
           to
           their
           several
           capacities
           .
           And
           of
           all
           that
           ever
           I
           have
           taught
           either
           in
           publick
           Schoole
           ,
           or
           in
           my
           own
           ,
           or
           others
           houses
           ,
           in
           more
           private
           manner
           ,
           I
           have
           been
           beholding
           most
           to
           my
           London
           Scholars
           ,
           who
           as
           they
           are
           generally
           quick-spirited
           ,
           and
           forward
           to
           learn
           ,
           where
           the
           way
           is
           easy
           to
           them
           ;
           so
           are
           they
           soon
           apt
           to
           flag
           and
           be
           discouraged
           ,
           when
           any
           difficulties
           appeare
           in
           their
           
           way
           .
           For
           their
           sakes
           therefore
           ,
           (
           who
           by
           reason
           of
           many
           Schooles
           were
           sometimes
           occasioned
           to
           remove
           from
           one
           to
           another
           )
           I
           was
           enforced
           to
           facilitate
           the
           most
           common
           way
           of
           teaching
           ,
           according
           to
           what
           you
           see
           ,
           I
           have
           here
           endeavoured
           in
           these
           small
           Treatises
           .
        
         
           In
           the
           publishing
           whereof
           I
           beseech
           you
           ,
           that
           I
           may
           not
           offend
           in
           making
           use
           of
           your
           name
           ,
           as
           well
           as
           my
           Masters
           ;
           for
           as
           I
           was
           instructed
           by
           him
           at
           the
           School
           ,
           so
           I
           was
           by
           your
           means
           sent
           ,
           and
           provided
           for
           in
           the
           Vniversity
           ;
           and
           though
           I
           can
           never
           be
           able
           to
           requite
           your
           care
           and
           pains
           on
           my
           behalf
           ,
           yet
           I
           have
           long
           desired
           ,
           even
           whilest
           you
           are
           both
           living
           ,
           to
           testify
           to
           the
           world
           ,
           that
           I
           am
           not
           forgetful
           altogether
           of
           your
           great
           benefits
           .
           If
           what
           I
           have
           here
           done
           be
           liking
           to
           your selfe
           ,
           I
           shall
           lesse
           need
           to
           care
           how
           others
           censure
           me
           ,
           or
           it
           ;
           Forasmuch
           as
           you
           have
           known
           me
           since
           my
           first
           studies
           ,
           and
           are
           sufficiently
           able
           to
           judge
           of
           a
           way
           to
           come
           by
           learning
           ,
           as
           having
           been
           your self
           well
           methodized
           in
           your
           youth
           ,
           and
           attained
           to
           that
           perfection
           in
           all
           kinde
           of
           knowledge
           ,
           
           which
           many
           do
           much
           admire
           ,
           but
           few
           can
           hope
           to
           exceed
           .
           But
           I
           know
           to
           whom
           I
           write
           ,
           and
           therefore
           I
           will
           not
           adventure
           into
           an
           Ocean
           of
           what
           may
           be
           said
           of
           your
           demerits
           ,
           especially
           to
           mee
           wards
           ,
           onely
           I
           commend
           this
           little
           work
           to
           your
           acceptance
           ,
           as
           a
           Testimony
           of
           that
           unfeigned
           respect
           ,
           which
           I
           think
           my self
           ever
           bound
           to
           shew
           towards
           you
           and
           yours
           ;
           And
           I
           beseech
           God
           (
           that
           hath
           been
           pleased
           to
           exercise
           me
           in
           School-teaching
           ,
           whilst
           you
           have
           been
           put
           upon
           exercises
           in
           School-Divinity
           ,
           and
           so
           ordered
           that
           something
           of
           what
           we
           have
           each
           done
           ,
           is
           now
           labouring
           at
           the
           presse
           ;
           to
           continue
           our
           earnest
           endeavours
           to
           serve
           him
           whilst
           we
           live
           ,
           that
           when
           we
           dye
           ,
           we
           may
           partake
           of
           that
           blessed
           reward
           ,
           which
           is
           reserved
           in
           heaven
           for
           all
           those
           that
           attend
           the
           coming
           of
           our
           Lord
           and
           Saviour
           Jesus
           Christ
           ;
           to
           whose
           Grace
           I
           commend
           you
           and
           all
           yours
           ,
           and
           rest
        
         
           
             Your
             humbly
             observant
             Kinsman
             ,
             CHARLES
             HOOLE
             .
          
           
             London
             ,
             
               Dec.
               24.
               1659.
               
            
          
        
      
       
         
         
           To
           his
           most
           Experienced
           ,
           and
           truly
           Honoured
           Master
           ,
           Mr.
           ROBERT
           DOVGHTY
           ,
           Head
           Schoole-Master
           at
           Wakefield
           ,
           C.
           H.
           wisheth
           all
           health
           and
           happiness
           .
        
         
           
             SIR
             ,
          
        
         
           IT
           is
           yet
           a
           question
           amongst
           Schoole-boyes
           ,
           and
           not
           likely
           to
           be
           hastily
           by
           them
           decided
           ,
           
             whether
             K.
             Alexander
             was
             more
             bound
             to
             Philip
             his
             Father
             ,
             that
             begat
             him
             ,
             or
             his
             Master
             Aristotle
             that
             instructed
             him
             ?
          
           for
           of
           both
           he
           had
           received
           unrequitable
           Benefits
           .
           Should
           I
           therefore
           not
           acknowledge
           that
           lasting
           good
           ,
           which
           with
           many
           co-partners
           I
           obtained
           by
           your
           care
           and
           industry
           ,
           I
           should
           indeed
           be
           worse
           then
           ungatefull
           .
           And
           what
           token
           of
           thankfulnesse
           can
           I
           tender
           ,
           more
           welcome
           to
           your self
           ,
           then
           this
           small
           Manual
           ,
           which
           most
           nearly
           concernes
           
             the
             profession
             of
             a
             Schoole-Master
             ;
             a
             calling
             which
             hath
             all
             kinde
             of
             good
             attending
             it
             ,
          
           to
           make
           it
           commendable
           ,
           as
           well
           as
           others
           .
        
         
         
           For
           1.
           
           If
           we
           look
           at
           the
           benefitting
           of
           Church
           and
           Common-wealth
           ;
           wherein
           can
           we
           better
           imploy
           our
           time
           and
           study
           ,
           then
           in
           traing
           up
           of
           children
           to
           become
           serviceable
           instruments
           of
           much
           good
           in
           both
           ?
           Nay
           ,
           should
           a
           man
           but
           barely
           respect
           himself
           ,
           he
           may
           finde
           it
           very
           profitable
           to
           augment
           his
           learning
           ,
           and
           not
           a
           little
           advantagious
           to
           the
           increase
           of
           his
           yearely
           Revenues
           .
        
         
           2.
           
           What
           more
           pleasing
           variety
           can
           there
           be
           ,
           then
           that
           of
           childrens
           dispositions
           and
           fansies
           ?
           what
           better
           Recreation
           ,
           then
           to
           read
           and
           discourse
           of
           so
           many
           sundry
           subjects
           ,
           as
           we
           meet
           with
           in
           ordinary
           Authours
           ?
           Besides
           ,
           the
           delight
           which
           is
           to
           be
           taken
           by
           our
           Scholars
           ready
           progresse
           in
           a
           constant
           even
           way
           ,
           will
           far
           exceed
           all
           care
           and
           toyle
           that
           can
           be
           bestowed
           in
           helping
           them
           to
           profit
           .
        
         
           3.
           
           Should
           I
           goe
           about
           by
           those
           millions
           of
           Arguments
           that
           concurre
           
           (
           as
           Voluntiers
           )
           to
           maintain
           the
           lawfulnesse
           of
           this
           calling
           ,
           as
           commanded
           by
           God
           ,
           continued
           in
           all
           ages
           ,
           practised
           by
           the
           well-learned
           and
           truly
           vertuous
           ,
           commended
           by
           all
           good
           men
           ,
           maintained
           and
           encouraged
           by
           most
           noble
           Princes
           ,
           and
           religiously
           disposed
           people
           ;
           opposed
           onely
           by
           the
           enemies
           of
           Gods
           truth
           ,
           and
           most
           disesteemed
           by
           persons
           that
           are
           altogether
           (
           for
           want
           of
           breeding
           )
           either
           debauched
           ,
           or
           ignorant
           .
           I
           might
           write
           a
           larger
           Volume
           ,
           and
           to
           lesser
           purpose
           .
        
         
           Ob.
           But
           alas
           ,
           we
           that
           wholly
           undergoe
           the
           burden
           of
           School-teaching
           ,
           can
           tell
           by
           our
           own
           experience
           ,
           how
           laborious
           it
           is
           both
           to
           minde
           and
           body
           ,
           to
           be
           continually
           intent
           upon
           the
           work
           ,
           and
           how
           irksome
           it
           is
           (
           especially
           to
           a
           man
           of
           a
           quiet
           temper
           )
           to
           have
           so
           many
           unwilling
           provocations
           unto
           passion
           ;
           what
           good
           parts
           for
           learning
           ,
           and
           right
           qualification
           in
           all
           points
           of
           behavour
           
           is
           required
           of
           us
           ;
           how
           small
           our
           yearly
           stipend
           is
           ,
           and
           how
           uncertain
           all
           our
           other
           incomes
           are
           .
           Again
           ,
           we
           call
           to
           minde
           the
           too
           much
           indulgency
           of
           some
           Parents
           ,
           who
           neither
           love
           to
           blame
           their
           childrens
           untowardnesse
           ,
           nor
           suffer
           the
           Master
           to
           correct
           it
           ;
           we
           remember
           their
           generall
           ingratitude
           for
           the
           Masters
           well-doing
           ,
           and
           their
           open
           clamour
           for
           his
           least
           doing
           amisse
           ;
           we
           observe
           their
           common
           indiscretion
           in
           wholly
           imputing
           the
           Scholars
           lesse
           profitting
           to
           the
           Masters
           more
           neglect
           ,
           and
           their
           happy
           thriving
           to
           their
           own
           onely
           towardlinesse
           ;
           not
           to
           mention
           their
           fond
           Ambition
           ,
           in
           hastening
           them
           too
           fast
           .
           Besides
           ,
           the
           small
           account
           which
           the
           vulgar
           have
           ,
           the
           too
           censorious
           eye
           which
           the
           more
           judicious
           cast
           ,
           and
           the
           slight
           regard
           which
           our
           young
           Academians
           (
           for
           the
           most
           part
           )
           carry
           towards
           
             a
             poor
             Schoole-Master
          
           ,
           make
           us
           sometimes
           judge
           our
           calling
           (
           as
           many
           do
           )
           too
           
           mean
           for
           a
           Scholar
           to
           undertake
           ,
           or
           desire
           to
           stick
           too
           many
           yeares
           .
           We
           let
           passe
           childrens
           imperfections
           and
           untowardnesse
           ,
           which
           are
           indeed
           our
           daily
           torture
           ;
           so
           that
           we
           could
           rather
           wish
           ,
           our selves
           might
           leave
           our
           charge
           ,
           then
           advise
           any
           friends
           we
           have
           to
           undertake
           it
           .
        
         
           Answ
           .
           These
           we
           must
           acknowledge
           are
           very
           great
           discouragements
           ,
           yet
           such
           as
           attend
           a
           most
           necessary
           calling
           ,
           and
           therefore
           must
           with
           Fortitude
           be
           conquered
           ,
           or
           resolutely
           undergone
           .
           Should
           the
           Mariner
           ,
           because
           of
           danger
           ,
           the
           Husband-man
           because
           of
           toyle
           ,
           the
           Souldier
           because
           of
           hardship
           ,
           the
           Magistrate
           because
           of
           interruption
           ,
           the
           Minister
           ,
           because
           of
           many
           mens
           disordered
           conversations
           ,
           abandon
           their
           professions
           ;
           it
           would
           then
           fare
           with
           a
           State
           ,
           as
           (
           the
           Tale
           saith
           )
           it
           did
           once
           with
           the
           body
           ,
           when
           the
           whole
           pin'd
           away
           ,
           because
           no
           member
           would
           discharge
           its
           proper
           function
           .
        
         
         
           Neither
           can
           I
           say
           to
           whom
           I
           should
           more
           properly
           dedicate
           this
           Subject
           ,
           then
           to
           your selfe
           ,
           who
           have
           now
           (
           as
           I
           suppose
           )
           for
           at
           least
           fifty
           yeares
           together
           ,
           and
           with
           general
           applause
           ,
           performed
           the
           Taske
           of
           a
           Schoole-Master
           ,
           notwithstanding
           much
           opposition
           ,
           and
           many
           discouragements
           of
           every
           kinde
           ;
           who
           have
           had
           continually
           in
           your
           charge
           many
           scores
           of
           Scholars
           ,
           and
           have
           yearly
           sent
           abroad
           ,
           both
           to
           Trades
           ,
           and
           Universities
           ,
           great
           store
           of
           such
           as
           have
           been
           thorowly
           accomplished
           in
           their
           places
           .
           Nay
           ,
           (
           give
           me
           leave
           to
           speak
           it
           )
           to
           commend
           your
           knowne
           Dexterity
           in
           this
           excellent
           calling
           ,
           there
           have
           been
           (
           I
           think
           )
           as
           many
           ,
           and
           those
           ,
           as
           well-approved
           Schoole-Masters
           your
           quondam
           Scholars
           ,
           as
           have
           been
           trained
           up
           by
           any
           one
           man
           in
           England
           .
           Amongst
           others
           I
           help
           onely
           to
           fill
           up
           the
           number
           ,
           who
           have
           sometimes
           in
           publick
           ,
           and
           sometimes
           in
           private
           ,
           for
           nigh
           thirty
           years
           together
           ,
           
           been
           exercised
           in
           teaching
           Scholars
           ,
           and
           have
           at
           last
           for
           mine
           own
           ease
           ,
           and
           the
           satisfaction
           of
           some
           friends
           ,
           printed
           what
           Method
           and
           Order
           you
           once
           saw
           I
           had
           writ
           out
           ,
           and
           which
           upon
           your
           approbation
           ,
           and
           my
           own
           further
           experiment
           ,
           I
           have
           thought
           meet
           to
           observe
           constantly
           ,
           reserving
           ever
           the
           liberty
           of
           varying
           in
           matters
           of
           of
           circumstance
           ,
           as
           occasion
           shall
           require
           .
           And
           for
           some
           things
           (
           it
           may
           be
           )
           you
           may
           rightly
           say
           (
           as
           I
           am
           ever
           bound
           most
           thankfully
           to
           acknowledge
           ,
           that
           I
           was
           your
           Scholar
           ,
           seeing
           in
           them
           I
           have
           so
           nearly
           seemed
           to
           track
           that
           method
           ,
           according
           to
           which
           I
           was
           instructed
           by
           your self
           .
        
         
           Daigne
           (
           I
           beseech
           you
           )
           to
           accept
           this
           small
           offer
           of
           a
           willing
           minde
           ,
           and
           if
           you
           finde
           it
           helpful
           to
           you
           or
           yours
           ,
           in
           any
           kinde
           ,
           to
           use
           it
           freely
           ;
           where
           you
           shall
           espie
           the
           least
           defect
           ,
           I
           hope
           you
           will
           please
           to
           censure
           it
           with
           impartial
           mildenesse
           ▪
           
           This
           Petition
           also
           I
           prefer
           to
           them
           of
           better
           judgement
           ,
           as
           it
           happeneth
           to
           come
           into
           their
           hands
           .
        
         
           The
           Lord
           continue
           you
           long
           in
           your
           eminent
           place
           ,
           to
           doe
           the
           Church
           and
           Common-wealth
           most
           acceptable
           service
           ,
           and
           to
           reap
           to
           your self
           much
           comfort
           thereby
           ,
           that
           when
           at
           last
           you
           shall
           have
           finished
           your
           course
           ,
           you
           may
           receive
           at
           Gods
           hands
           an
           immortal
           Crown
           ,
           through
           Jesus
           Christ
           our
           Saviour
           ,
           in
           whom
           I
           rest
        
         
           
             
               Yours
               ,
               in
               all
               observancy
            
             ,
             Charles
             Hoole
             .
          
           
             Dec.
             24.
             1659.
             
          
        
      
       
         
         
           To
           all
           favourers
           of
           good
           learning
           ,
           but
           more
           especially
           ,
           to
           the
           Teachers
           of
           GRAMMAR
           .
        
         
           THere
           is
           no
           calling
           more
           serviceable
           to
           Church
           and
           Common-wealth
           ,
           then
           this
           of
           a
           Schoole-Master
           ;
           none
           then
           it
           more
           perplexingly
           toylesome
           ,
           where
           
             Art
             and
             Discretion
             ,
             the
             two
             essentials
             of
             a
             Schoole-Master
             ,
          
           are
           wanting
           .
           Seeing
           we
           have
           especially
           to
           deale
           with
           
             childrens
             imperfections
          
           ,
           which
           
             are
             warily
             to
             be
             observed
             and
             helped
             ,
             not
             strictly
             to
             be
             censured
             .
          
        
         
           That
           
             Constancy
             in
             a
             good
             Method
             is
             the
             mean
             to
             make
             a
             Scholar
          
           is
           by
           all
           affirmed
           ;
           but
           which
           Method
           ,
           of
           many
           that
           are
           used
           ,
           is
           the
           best
           ,
           is
           not
           easily
           determined
           .
           Sure
           we
           are
           ,
           that
           the
           
             nearest
             ,
             easiest
          
           ,
           and
           plainest
           is
           most
           grateful
           ,
           and
           the
           rather
           if
           it
           lye
           along
           with
           the
           common-rode
           ,
           which
           men
           are
           generally
           loth
           to
           foregoe
           ,
           though
           it
           be
           not
           alwayes
           the
           readiest
           way
           .
        
         
           It
           hath
           therefore
           been
           mine
           endevour
           to
           set
           on
           and
           proceed
           in
           such
           a
           course
           o●
           teaching
           Grammar
           ,
           and
           most
           useful
           
           and
           usually
           received
           Authours
           ,
           with
           continued
           Exercises
           ;
           so
           as
           children
           might
           from
           the
           beginning
           understand
           their
           present
           Taske
           ,
           and
           that
           also
           further
           to
           the
           succeeding
           work
           .
           I
           labour
           so
           (
           ever
           as
           they
           learne
           )
           to
           acquaint
           them
           with
           the
           main
           matters
           ,
           that
           in
           case
           of
           changeing
           Masters
           ,
           they
           may
           not
           sustain
           such
           discouragement
           and
           loss
           of
           time
           ,
           as
           usually
           betides
           ,
           when
           children
           are
           not
           grounded
           in
           what
           they
           learn.
           
        
         
           This
           I
           submit
           to
           more
           gentle
           censures
           ,
           requesting
           where
           I
           mistake
           to
           receive
           some
           better
           directions
           ,
           not
           enjoyning
           any
           man
           to
           tread
           in
           my
           steps
           ,
           though
           possibly
           some
           may
           like
           to
           follow
           me
           in
           this
           way
           ,
           which
           I
           am
           resolved
           to
           keep
           (
           whether
           in
           more
           publick
           ,
           or
           my
           private
           course
           of
           teaching
           )
           till
           I
           know
           a
           readier
           ;
           which
           who
           so
           hath
           gone
           it
           ,
           may
           do
           well
           to
           describe
           .
           Now
           the
           Lord
           of
           heaven
           give
           a
           blessing
           to
           these
           weak
           endevours
           ,
           which
           if
           any
           man
           profit
           by
           ,
           let
           him
           give
           God
           the
           Glory
           ,
           whose
           alone
           power
           it
           is
           ,
           that
           hath
           thus
           far
           enabled
           me
           to
           perform
           ,
           (
           what
           from
           a
           child
           )
           I
           have
           seriously
           desired
           .
           
             Et
             v●niam
             per
             laude
             peto
             ▪
          
           &c.
           
        
      
       
         
         
           A
           note
           of
           Schoole-Authours
           ,
           most
           proper
           for
           every
           Form
           of
           Scholars
           in
           a
           Grammar-Schoole
           ,
           wch
           are
           mentioned
           in
           this
           Book
           .
        
         
           
             1.
             
             Authours
             useful
             for
             the
             first
             Form.
             
          
           
             Classicall
             .
          
           
             
               
                 AN
                 English
                 Bible
                 ,
                 or
                 Testament
                 .
              
               
                 The
                 Accidents
                 .
              
               
                 Sententiae
                 Pueriles
                 .
              
               
                 The
                 principles
                 of
                 Christianity
                 .
              
            
          
           
             Subsidiary
             .
          
           
             
               
                 ORbis
                 Pictus
                 .
              
               
                 The
                 common
                 Rudiments
                 of
                 Latine
                 Grammar
                 .
              
               
                 A
                 little
                 Vocabulary
                 English
                 and
                 Latine
                 by
                 C.
                 H.
                 
              
            
          
        
         
           
             2.
             
             Authours
             for
             the
             second
             Form.
             
          
           
             1.
             
             Classical
             .
          
           
             
               
                 Lilies
                 Grammar
                 .
              
               
                 Cato
                 .
              
               
                 Pueriles
                 Confabulatiunculae
                 .
              
               
                 Corderii
                 Colloquia
                 .
              
               
                 The
                 Assemblies
                 Catechisme
                 .
              
            
          
           
             Subsidiary
             ,
          
           
             
               
                 A
                 Construing-book
                 .
              
               
                 
                   Propria
                   quae
                   maribus
                
                 ,
                 &c.
                 Englished
                 and
                 explained
                 .
              
               
                 An
                 easie
                 entrance
                 to
                 the
                 Latine
                 Tongue
                 ,
                 commonly
                 called
                 the
                 Grounds
                 of
                 Grammar
                 ,
                 by
                 
                   C.
                   H.
                
                 
              
               
                 Englishes
                 to
                 be
                 translated
                 .
              
               
                 A
                 little
                 Paper-book
                 .
                 8o.
              
            
          
        
         
           
           
             3.
             
             Authours
             useful
             for
             the
             third
             Form.
             
          
           
             Classical
             .
          
           
             
               
                 Lilies
                 Grammar
                 .
              
               
                 The
                 Latine
                 Testament
                 .
              
               
                 Aesopi
                 Fabulae
                 .
              
               
                 Janua
                 Linguarum
                 .
              
               
                 Castalionis
                 Dialogi
                 .
              
               
                 Mantuanus
                 .
              
               
                 Helvici
                 Colloquia
                 .
              
               
                 The
                 
                   Assemblies
                   Catechism
                
                 in
                 Latine
                 .
              
               
                 Perkins
                 six
                 principles
                 .
              
            
          
           
             Subsidiary
             .
          
           
             
               
                 A
                 construing-book
                 .
              
               
                 A
                 Paper-book
                 in
                 quarto
                 .
              
               
                 A
                 praxis
                 of
                 the
                 Grammar
                 Rules
                 .
              
               
                 Gerards
                 Meditations
                 .
              
               
                 Thomas
                 de
                 Kempis
                 .
              
               
                 Sancti
                 Augustini
                 Soliloquia
                 .
              
               
                 Stockwoods
                 Figura
                 construed
                 .
              
               
                 Hamptons
                 Prosodia
                 construed
                 .
              
            
          
        
         
           
             4.
             
             Authours
             useful
             for
             the
             fourth
             Form.
             
          
           
             Classicall
             .
          
           
             
               
                 The
                 Latine
                 Testament
                 .
              
               
                 Lilies
                 Grammar
                 .
              
               
                 Elementa
                 Rhetorices
                 .
              
               
                 Camdeni
                 Grammatica
                 .
              
               
                 Graecum
                 Testamentum
                 .
              
               
                 Nomenclatura
                 .
              
               
                 
                 Seidelius
                 .
              
               
                 Posselii
                 Dialogi
                 .
              
               
                 Shirley's
                 Introductorium
                 :
              
               
                 Terentius
                 .
              
               
                 Janua
                 Latinae
                 Linguae
                 .
              
               
                 
                   
                     Sturmii
                  
                   
                     Textoris
                  
                
                 Epistolae
                 .
              
               
                 Ovidius
                 de
                 Tristius
                 .
              
               
                 Ovidii
                 Metamorphosis
                 .
              
               
                 Buchanani
                 Psalmi
                 .
              
               
                 The
                 Assemblies
                 Catechisme
                 ,
                 
                   Latine
                   and
                   Greek
                
                 .
              
            
          
           
             
             Subsidiary
             .
          
           
             
               
                 The
                 Latine
                 Grammar
                 by
                 
                   C.
                   H.
                
                 
              
               
                 The
                 posing
                 of
                 the
                 Accidents
                 .
              
               
                 Animadversions
                 upon
                 Lilies
                 Grammar
                 .
              
               
                 Stockwoods
                 Disputations
                 .
              
               
                 Mr.
                 Pooles
                 English
                 Accidents
                 .
              
               
                 Hermes
                 Anglo-Latinus
                 .
              
               
                 
                 Supplementa
                 ad
                 Grammaticam
              
               
                 
                   
                     Mr.
                     Birds
                  
                   
                     Mr.
                     Shirleys
                  
                   
                     Mr.
                     Burleys
                  
                   
                     Mr.
                     Hawkins
                  
                   
                     Mr.
                     Gregories
                  
                   
                     Mr.
                     Danes
                  
                   
                     Mr.
                     Farnabies
                  
                
                 Grammar
                 .
              
               
                 A
                 Paper-book
                 in
                 quarto
                 .
              
               
                 An
                 English
                 Rhetorick
                 .
              
               
                 Index
                 Rhetoricus
                 .
              
               
                 Susenbrotus
                 .
              
               
                 Compendium
                 Rhetorices
                 .
              
               
                 Passoris
                 Lexicon
                 .
              
               
                 Rudimenta
                 Grammaticae
                 Graecae
                 .
              
               
                 Busbaei
                 Grammatica
                 Graeca
                 .
              
               
                 Clavis
                 ,
                 &
                 fundamentum
                 Graecae
                 Linguae
                 .
              
               
                 Fabritii
                 elegantiae
                 Pueriles
                 .
              
               
                 Dux
                 Oratorius
                 .
              
               
                 Erasmus
                 de
                 copia
                 verborū
              
               
                 A
                 little
                 Dictionary
                 English
                 and
                 Latine
                 in
                 80.
                 
              
               
                 Walkers
                 Particles
                 .
              
               
                 Willis
                 Anglicismes
                 .
              
               
                 Phraseologia
                 Puerilis
                 .
              
               
                 Epistolographia
                 by
                 Mr.
                 Clerk.
                 
              
               
                 
                 Erasmus
                 de
                 conscribendis
                 Epistolis
                 .
              
               
                 Buchlori
                 Thesaurus
                 conscribendarū
                 Epistolarū
                 .
              
               
                 Verepaeus
                 de
                 conscribendis
                 Epistolis
                 .
              
               
                 Hardwicks
                 Mantuan
                 .
              
               
                 Sandys
                 Ovid.
                 
              
               
                 Herberts
                 Poems
                 .
              
               
                 Quarles's
                 Poems
                 .
              
               
                 Oweni
                 Epigrammata
                 .
              
               
                 Farnabii
                 Epigrammata
                 .
              
               
                 Alciati
                 Emblemata
                 .
              
               
                 Pools
                 English
                 Parnassus
                 .
              
               
                 Clarks
                 Dux
                 Poeticus
                 .
              
               
                 Wits
                 Common-wealth
                 .
              
               
                 Rosses
                 English
                 Mythologist
                 .
              
               
                 Lord
                 Bacon
                 de
                 Sapientia
                 veterum
                 .
              
               
                 Natales
                 Comes
                 .
              
               
                 Verderii
                 imagines
                 Deorū
                 .
              
               
                 Lexicon
                 Geographicū
                 ,
                 &c.
                 
              
               
                 Holy-oakes
                 Dictionary
                 .
              
               
                 Thomas
                 Thomasius
                 .
              
            
          
        
         
           
             5.
             
             Authours
             useful
             for
             the
             fifth
             Form.
             
          
           
             Classical
             .
          
           
             
               
                 Lilii
                 Grammatica
                 .
              
               
                 Camdeni
                 Grammatica
                 .
              
               
                 
                 Elementa
                 Rhetorices
                 .
              
               
                 Aphthonius
                 .
              
               
                 Livii
                 Orationes
                 .
              
               
                 Isocrates
                 .
              
               
                 Theognis
                 .
              
               
                 Justinus
                 .
              
               
                 Caesaris
                 Commentarii
                 .
              
               
                 Lucius
                 Florus
                 .
              
               
                 Erasmi
                 Colloquia
                 .
              
               
                 Janua
                 Linguarum
                 Graeca
                 .
              
               
                 Virgilius
                 .
              
               
                 Aeliani
                 Historiae
                 variae
                 .
              
               
                 Epictetus
                 .
              
               
                 Farnabii
                 Epigrammata
                 .
              
               
                 Nowelli
                 Catechismus
                 .
              
            
          
           
             
             Subsidiary
             .
          
           
             
               
                 Franklin
                 de
                 Orthotonia
                 .
              
               
                 Scapula
                 .
              
               
                 Screvelii
                 Lexicon
                 .
              
               
                 
                 Vechneri
                 Hellonexia
                 .
              
               
                 
                   
                     Busbaei
                  
                   
                     Cleonardi
                  
                   
                     Scoti
                  
                   
                     Chrysolorae
                  
                   
                     Ceporini
                  
                   
                     Gazae
                  
                   
                     Vrbanii
                  
                   
                     Caninii
                  
                   
                     Gretseri
                  
                
                 Grammatica
                 .
              
               
                 Posselii
                 Syntaxis
                 .
              
               
                 Demosthenis
                 Sententiae
                 .
              
               
                 Posselii
                 Apothegmata
                 .
              
               
                 Garthii
                 Lexicon
                 .
              
               
                 Rulandi
                 Synonymia
                 .
              
               
                 Morelii
                 Dictionarium
                 .
              
               
                 Billii
                 locutiones
                 .
              
               
                 Devarius
                 de
                 Graecis
                 particulis
                 .
              
               
                 Posselii
                 calligraphia
                 .
              
               
                 Plutarchus
                 .
              
               
                 Valerius
                 Maximus
                 .
              
               
                 Plinii
                 Historiae
                 .
              
               
                 Medulla
                 Historiae
                 .
              
               
                 Phoedri
                 Fabulae
                 .
              
               
                 N●tales
                 Comes
                 .
              
               
                 Adagia
                 Selecta
                 .
              
               
                 Erasmi
                 Adagia
                 .
              
               
                 Bibliotheca
                 Scholastica
                 .
              
               
                 Pierus
                 .
              
               
                 Causinus
                 .
              
               
                 
                 Alciati
                 Emblemata
                 .
              
               
                 Reusneri
                 Symbola
                 .
              
               
                 Diodorus
                 Siculus
                 .
              
               
                 Tullii
                 Sententiae
                 .
              
               
                 Ethica
                 Ciceroniana
                 .
              
               
                 Gruteri
                 Florilegium
                 .
              
               
                 Orator
                 extemporaneus
                 .
              
               
                 Vossii
                 partitiones
                 oratoriae
              
               
                 Textoris
                 Officina
                 .
              
               
                 Lycosthenes
                 .
              
               
                 Erasmi
                 Apophthegmata
                 .
              
               
                 Polyanthea
                 .
              
               
                 Sylva
                 Synonymorum
                 .
              
               
                 Calliepia
                 .
              
               
                 
                   
                     Huisse's
                  
                   
                     Winchester
                     's
                  
                   
                     Lloyd's
                  
                   
                     Farnabie's
                  
                   
                     Manutii
                  
                
                 Phrases
                 .
              
               
                 Encheiridion
                 Oratorium
                 .
              
               
                 Clarks
                 
                   
                     Phraseologia
                     .
                  
                   
                     English
                     Adagies
                     .
                  
                
              
               
                 Willis
                 Anglicismes
                 .
              
               
                 Barrets
                 Dictionary
                 .
              
               
                 Parei
                 calligraphia
                 .
              
               
                 Walker's
                 particles
                 .
              
               
                 Cooperi
                 Dictionarium
                 .
              
               
                 Flores
                 Poetarum
                 .
              
               
                 Phrases
                 Poeticae
                 .
              
               
                 Aerarium
                 Poeticum
                 .
              
               
                 Encheiridion
                 Poeticum
                 .
              
               
                 
                 Res
                 Virgiliana
                 .
              
               
                 Artis
                 Poeticae
                 compendiū
                 .
              
               
                 Thesaurus
                 Poeticus
                 .
              
            
          
        
         
           
             Authours
             useful
             for
             the
             sixth
             Form.
             
          
           
             Classicall
             .
          
           
             
               
                 Lilii
                 Grammatica
                 .
              
               
                 Camdeni
                 Grammatica
                 .
              
               
                 Elementa
                 Rhetorices
                 .
              
               
                 Graecum
                 Testamentū
                 .
              
               
                 Buxtorfii
                 Epitome
                 .
              
               
                 Psalterium
                 Hebraicum
                 .
              
               
                 Homerus
                 .
              
               
                 Pindarus
                 .
              
               
                 Lycophron
                 .
              
               
                 Xenophon
                 .
              
               
                 Euripides
                 .
              
               
                 Sophocles
                 .
              
               
                 Aristophanes
                 ,
              
               
                 Ant.
                 de
                 Laubegeois
                 breviarium
              
               
                 Graecae
                 Linguae
                 .
              
               
                 Horatius
                 .
              
               
                 Juvenalis
                 .
              
               
                 Persius
                 .
              
               
                 Lucanus
                 .
              
               
                 Senecae
                 Tragoediae
                 .
              
               
                 
                 Martialis
                 .
              
               
                 Plautus
                 .
              
               
                 Luciani
                 selecti
                 Dialogi
                 .
              
               
                 Tullii
                 Orationes
                 .
              
               
                 Plinii
                 Panegyrica
                 ,
              
               
                 Quintiliani
                 Declamationes
                 .
              
               
                 Birketi
                 Catechismus
                 .
              
               
                 Catechismus
                 parvus
                 Hebraicus
                 .
              
            
          
           
             
             Subsidiary
             .
          
           
             
               
                 Authores
                 Grammaticae
                 antiqui
                 .
              
               
                 Despauterius
                 .
              
               
                 Linacer
                 .
              
               
                 Melancthon
                 .
              
               
                 Valerius
                 .
              
               
                 Alvarez
                 .
              
               
                 Rhenius
                 .
              
               
                 Sulpitius
                 .
              
               
                 Vossius
                 .
              
               
                 Tresmari
                 exercitationes
              
               
                 Rhetoricae
                 .
              
               
                 Nie.
                 Causinus
                 .
              
               
                 Paiot
                 de
                 Eloquentia
                 .
              
               
                 Turselinus
                 .
              
               
                 Hawkins
                 particulae
                 Latinae
                 Linguae
                 .
              
               
                 
                   
                     Tullii
                  
                   
                     Plinii
                  
                   
                     Senecae
                  
                   
                     Erasmi
                  
                   
                     Lipsii
                  
                   
                     Manutii
                  
                   
                     Aschami
                  
                   
                     Politiani
                  
                   
                     Turneri
                     .
                  
                
                 Epistolae
                 .
              
               
                 
                 Goclenii
                 Analecta
                 ,
                 &
                 Problemata
                 .
              
               
                 Ausonius
                 Popma
                 .
              
               
                 Becman
                 de
                 Originibus
                 .
              
               
                 Tossani
                 Syllabus
                 geminus
                 .
              
               
                 Buxtorfii
                 Lexicon
                 .
              
               
                 Schindleri
                 Pentaglotton
                 .
              
               
                 Buxtorfii
                 Thesaurus
                 .
              
               
                 
                   
                     Pagnini
                  
                   
                     Crinesii
                  
                   
                     Torstii
                  
                
                 Lexicon
                 .
              
               
                 Clavis
                 Homerica
                 .
              
               
                 Lexicon
                 Homericum
                 .
              
               
                 Eustathius
                 .
              
               
                 Pontani
                 Progymnasmata
                 .
              
               
                 Goodwin's
                 Antiquities
                 .
              
               
                 Symmachi
                 Epistolae
                 .
              
               
                 Libanius
                 Sophista
                 .
              
               
                 
                   
                     Turneri
                     .
                  
                   
                     Baudii
                     .
                  
                   
                     Mureti
                     .
                  
                   
                     Heinsii
                     .
                  
                   
                     Puteani
                     .
                  
                   
                     Rainoldi
                     .
                  
                   
                     Lipsii
                     .
                  
                   
                     Barclaii
                     .
                  
                   
                     Salmatii
                     .
                  
                
                 ORATIONES
                 .
              
            
          
        
      
    
     
       
         
           
             
             
             
             
               THE
               Petty-Schoole
               .
               SHEWING
               A
               way
               to
               teach
               little
               Children
               to
               read
               English
               with
               delight
               and
               profit
               ,
               (
               especially
               )
               according
               to
               the
               New
               Primar
               .
               By
               C.
               H.
               
            
             
               LONDON
               ,
               Printed
               by
               
                 J.
                 T.
              
               for
               
                 Andrew
                 Crook
              
               ,
               at
               the
               
                 Green
                 Dragon
              
               in
               Pauls
               Church
               Yard
               ,
               1659.
               
            
          
        
         
           
             
             
             THE
             Petty-Schoole
             .
          
           
             
               CHAP.
               I.
               
            
             
               How
               a
               childe
               may
               be
               helped
               in
               the
               first
               pronounciation
               of
               his
               Letters
               .
            
             
               MY
               aim
               being
               to
               discover
               the
               old
               Art
               of
               teaching
               Schoole
               ,
               and
               how
               it
               may
               be
               improved
               in
               every
               part
               suteable
               to
               the
               years
               and
               capacities
               of
               such
               children
               as
               are
               now
               commonly
               taught
               ;
               I
               shall
               first
               begin
               my
               discourse
               concerning
               a
               petty-Schoole
               ,
               &
               here
               or
               else
               where
               I
               shall
               not
               busie
               my self
               or
               Reader
               about
               what
               a
               childe
               of
               an
               extraordinary
               towardliness
               ,
               and
               having
               a
               teacher
               at
               home
               ,
               may
               attain
               unto
               ,
               and
               in
               how
               short
               a
               space
               ,
               but
               onely
               shew
               how
               a
               multitude
               of
               various
               wits
               may
               be
               taught
               all
               together
               with
               abundance
               of
               profit
               and
               delight
               to
               every
               one
               ,
               which
               is
               the
               proper
               and
               main
               work
               of
               our
               ordinary
               Schooles
               .
            
             
               Whereas
               then
               ,
               it
               is
               usual
               in
               Cities
               and
               
               greater
               Towns
               to
               put
               children
               to
               Schoole
               about
               four
               or
               five
               years
               of
               age
               ,
               and
               in
               Country
               villages
               ,
               because
               of
               further
               distance
               ,
               not
               till
               about
               six
               or
               seven
               ;
               I
               conceive
               ,
               
                 The
                 sooner
                 a
                 child
                 is
                 put
                 to
                 School
                 ,
                 the
                 better
                 it
                 is
                 ,
              
               both
               to
               prevent
               ill
               habits
               ,
               which
               are
               got
               by
               play
               and
               idleness
               ,
               and
               to
               enure
               him
               betimes
               to
               affect
               learning
               and
               well
               doing
               .
               Not
               to
               say
               ,
               how
               the
               great
               uncertainty
               of
               parents
               lives
               ,
               should
               make
               them
               careful
               of
               their
               Childrens
               early
               education
               ,
               which
               is
               like
               to
               be
               the
               best
               part
               of
               their
               patrimony
               ,
               what
               ever
               good
               thing
               else
               they
               may
               leave
               them
               in
               this
               World.
               
            
             
               I
               observe
               that
               betwixt
               three
               and
               four
               years
               of
               age
               a
               childe
               hath
               great
               propensity
               to
               peep
               into
               a
               book
               ,
               and
               then
               is
               the
               most
               seasonable
               time
               (
               if
               conveniences
               may
               be
               had
               otherwise
               )
               for
               him
               to
               begin
               to
               learn
               ;
               and
               though
               perhaps
               then
               he
               cannot
               speak
               so
               very
               distinctly
               ,
               yet
               the
               often
               pronounciation
               of
               his
               letters
               ,
               will
               be
               a
               means
               to
               help
               his
               speech
               ,
               especially
               if
               one
               take
               notice
               in
               what
               organ
               or
               instrument
               he
               is
               most
               defective
               ,
               and
               exercise
               him
               chiefly
               in
               those
               letters
               which
               belong
               unto
               it
               .
            
             
               Now
               there
               are
               five
               organs
               or
               instruments
               of
               speech
               ,
               in
               the
               right
               hitting
               of
               which
               ,
               as
               the
               breath
               moveth
               from
               within
               ,
               
               through
               the
               mouth
               ,
               a
               true
               pronunciation
               of
               every
               letter
               is
               made
               ,
               viz.
               the
               lips
               ,
               the
               teeth
               ,
               the
               tongue
               ,
               the
               roof
               of
               the
               mouth
               ,
               and
               the
               throat
               ;
               According
               to
               which
               if
               one
               rank
               the
               twenty
               four
               letters
               of
               our
               English
               Alphabet
               ,
               he
               shall
               find
               that
               
                 A
                 ,
                 E
                 ,
                 I
                 ,
                 O
                 ,
                 V
                 ,
              
               proceed
               by
               degrees
               from
               the
               throat
               ,
               along
               betwixt
               the
               tongue
               and
               the
               roof
               of
               the
               mouth
               to
               the
               lips
               contracted
               ,
               and
               that
               Y
               is
               somewhat
               like
               I
               ,
               being
               pronounced
               with
               other
               letters
               ,
               but
               if
               it
               be
               named
               by
               it self
               ,
               it
               requireth
               some
               motion
               of
               the
               lips
               .
               
                 B
                 ,
                 F
                 ,
                 M
                 ,
                 P
                 ,
                 W
                 ,
              
               and
               V
               consonant
               ,
               belong
               to
               the
               lips
               .
               
                 C
                 ,
                 S
                 ,
                 X
                 ,
                 Z
                 ,
              
               to
               the
               teeth
               .
               
                 D
                 ,
                 L
                 ,
                 N
                 ,
                 T
                 ,
                 R
                 ,
              
               to
               the
               tongue
               .
               
                 B
                 ,
                 H
                 ,
                 K
                 ,
                 Q
                 ,
              
               to
               the
               roof
               of
               the
               mouth
               .
               But
               the
               sweet
               and
               natural
               pronunciation
               of
               them
               is
               gotten
               rather
               by
               imitation
               then
               precept
               ,
               and
               therefore
               the
               teacher
               must
               be
               careful
               to
               give
               every
               letter
               its
               distinct
               and
               clear
               sound
               ,
               that
               the
               childe
               may
               get
               it
               from
               his
               voice
               ,
               and
               be
               sure
               to
               make
               the
               child
               open
               his
               mouth
               well
               as
               he
               uttereth
               a
               letter
               ,
               lest
               otherwise
               he
               drown
               or
               hinder
               the
               sound
               of
               it
               .
               For
               I
               have
               heard
               some
               foreiners
               to
               blame
               us
               English-men
               for
               neglecting
               this
               mean
               to
               a
               plain
               and
               audible
               speaking
               ,
               saying
               ,
               that
               the
               cause
               ,
               why
               we
               generally
               do
               not
               speak
               so
               fully
               as
               they
               ,
               proceeded
               from
               an
               ill
               
               habit
               of
               mumbling
               ,
               which
               children
               got
               at
               their
               first
               learning
               to
               read
               ;
               which
               it
               was
               their
               care
               ;
               therfore
               to
               prevent
               or
               remedy
               betimes
               ,
               and
               so
               it
               should
               be
               ours
               ,
               seeing
               
                 Pronounciation
                 is
                 that
                 that
                 sets
                 out
                 a
                 man
                 ,
                 and
                 is
                 sufficient
                 of
                 it self
                 to
                 make
                 one
                 an
                 Oratour
                 .
              
            
          
           
             
               Chap.
               II.
               
            
             
               How
               a
               childe
               may
               be
               taught
               with
               delight
               to
               know
               all
               his
               letters
               in
               a
               very
               little
               time
               .
            
             
               THe
               usual
               way
               to
               begin
               with
               a
               child
               ,
               when
               he
               is
               first
               brought
               to
               Schoole
               ,
               is
               to
               teach
               him
               to
               know
               his
               letters
               in
               the
               Horn-book
               ,
               where
               he
               is
               made
               to
               run
               over
               all
               the
               letters
               in
               the
               Alphabet
               or
               Christ
               cross-row
               both
               forwards
               &
               backwards
               ,
               until
               he
               can
               tel
               any
               one
               of
               them
               ,
               which
               is
               pointed
               at
               ,
               and
               that
               in
               the
               English
               character
               .
            
             
               This
               course
               we
               see
               hath
               been
               very
               effectual
               in
               a
               short
               time
               ,
               with
               some
               more
               ripe
               witted
               children
               ,
               but
               others
               of
               a
               slower
               apprehension
               (
               as
               the
               most
               and
               best
               commonly
               are
               )
               have
               been
               thus
               learning
               a
               whole
               year
               together
               ,
               (
               and
               though
               they
               have
               been
               much
               chid
               and
               beaten
               too
               for
               want
               of
               heed
               )
               could
               scarce
               
               tell
               six
               of
               their
               letters
               at
               twelve
               moneths
               end
               ,
               who
               ,
               if
               they
               had
               been
               taught
               in
               a
               way
               more
               agreeable
               to
               their
               meane
               apprehensions
               (
               which
               might
               have
               wrought
               more
               readily
               upon
               the
               senses
               ,
               and
               affected
               their
               mindes
               with
               what
               they
               did
               )
               would
               doubtlesse
               have
               learned
               as
               cheerfully
               ,
               if
               not
               as
               fast
               as
               the
               quickest
            
             
               I
               shall
               therefore
               mention
               sundry
               ways
               that
               have
               been
               taken
               to
               make
               a
               childe
               know
               his
               letters
               readily
               ,
               out
               of
               which
               the
               discreet
               Teacher
               may
               chuse
               what
               is
               most
               likely
               to
               suit
               with
               his
               Learner
               .
            
             
               I
               have
               known
               some
               that
               (
               according
               to
               Mr.
               Brinsl●y's
               direction
               )
               have
               taught
               little
               ones
               to
               pronounce
               all
               the
               letters
               ;
               and
               to
               spell
               pretty
               well
               ,
               before
               they
               knew
               one
               letter
               in
               a
               book
               ;
               and
               this
               they
               did
               ,
               by
               making
               the
               childe
               to
               sound
               the
               five
               vowels
               
                 a
                 ,
                 e
                 ,
                 i
                 ,
                 o
                 ,
                 u
                 ,
              
               like
               so
               many
               bells
               upon
               his
               fingers
               ends
               ,
               and
               to
               say
               which
               finger
               was
               such
               or
               such
               a
               vowel
               ,
               by
               changes
               .
               2
               Then
               putting
               single
               consonants
               before
               the
               vowels
               ,
               [
               leaving
               the
               hardest
               of
               them
               till
               the
               last
               ]
               and
               teaching
               him
               how
               to
               utter
               them
               both
               at
               once
               ,
               as
               
                 va
                 ,
                 ve
                 ,
                 vi
                 ,
                 ve
                 ,
                 vu
                 ,
                 da
                 ,
                 de
                 ,
                 di
                 ,
                 do
                 ,
                 du
                 .
              
               3.
               and
               again
               ,
               by
               putting
               the
               vowels
               before
               a
               consonant
               to
               make
               him
               say
               ,
               
                 as
                 ,
                 es
                 ,
                 is
                 ,
                 os
                 ,
                 us
                 ,
                 ad
                 ,
                 ed
                 ,
                 id
                 ,
                 od
                 ,
                 ud
                 .
              
               Thus
               ;
               they
               have
               proceeded
               from
               syllables
               of
               two
               or
               three
               ,
               or
               
               more
               letters
               ,
               till
               a
               child
               hath
               been
               pretty
               nimble
               in
               the
               most
               .
               But
               this
               is
               rather
               to
               be
               done
               in
               a
               private
               house
               ,
               then
               a
               publick
               Schoole
               ;
               how
               ever
               this
               manner
               of
               exercise
               now
               and
               then
               amongst
               little
               Scholars
               will
               make
               their
               lessons
               more
               familiar
               to
               them
               .
            
             
               
                 The
                 greatest
                 trouble
                 at
                 the
                 first
                 entrance
                 of
                 children
                 is
                 to
                 teach
                 them
                 how
                 to
                 know
                 their
                 letters
                 one
                 from
                 another
                 ,
                 when
                 they
                 see
                 them
                 in
                 the
                 book
                 altogether
              
               ;
               for
               the
               greatnesse
               of
               their
               number
               and
               variety
               of
               shape
               do
               puzle
               young
               wits
               to
               difference
               them
               ,
               and
               the
               sence
               can
               but
               be
               intent
               upon
               one
               single
               object
               at
               once
               ,
               so
               as
               to
               take
               its
               impression
               ,
               and
               commit
               it
               to
               the
               imagination
               and
               memory
               .
               Some
               have
               therefore
               begun
               but
               with
               one
               single
               letter
               ,
               and
               after
               they
               have
               shewed
               it
               to
               the
               childe
               in
               the
               Alphabet
               ,
               have
               made
               him
               to
               finde
               the
               same
               any
               where
               else
               in
               the
               book
               ,
               till
               he
               knew
               that
               perfectly
               ;
               and
               then
               they
               have
               proceeded
               to
               another
               in
               like
               manner
               ,
               and
               so
               gone
               through
               the
               rest
               .
            
             
               Some
               have
               contrived
               a
               piece
               of
               ivory
               with
               twenty
               four
               flats
               or
               squares
               ,
               in
               every
               one
               of
               which
               was
               engraven
               a
               several
               letter
               ,
               and
               by
               playing
               with
               a
               childe
               in
               throwing
               this
               upon
               a
               table
               ,
               and
               shewing
               him
               the
               letter
               onely
               which
               lay
               uppermost
               ,
               
               have
               in
               few
               dayes
               taught
               him
               the
               whole
               Alphabet
               .
            
             
               Some
               have
               got
               twenty
               four
               pieces
               of
               ivory
               cut
               in
               the
               shape
               of
               dice
               ,
               with
               a
               letter
               engraven
               upon
               each
               of
               them
               ,
               and
               with
               these
               they
               have
               played
               at
               vacant
               hours
               with
               a
               childe
               ,
               till
               he
               hath
               known
               them
               all
               distinctly
               .
               They
               begin
               first
               with
               one
               ,
               then
               with
               two
               ,
               afterwards
               with
               more
               letters
               at
               once
               ,
               as
               the
               childe
               got
               knowledge
               of
               them
               .
               To
               teach
               him
               likewise
               to
               spell
               ,
               they
               would
               place
               consonants
               before
               or
               after
               a
               vowel
               ,
               and
               then
               joyn
               more
               letters
               together
               so
               as
               to
               make
               a
               word
               ,
               and
               sometimes
               divide
               it
               into
               syllables
               ,
               to
               be
               parted
               or
               put
               together
               ;
               now
               this
               kind
               of
               letter
               sport
               may
               be
               profitably
               permitted
               among
               you
               beginers
               in
               a
               School
               &
               in
               stead
               of
               ivory
               ,
               they
               may
               have
               white
               bits
               of
               wood
               ,
               or
               small
               shreads
               of
               paper
               or
               past-board
               ,
               or
               parchment
               with
               a
               letter
               writ
               upon
               each
               to
               play
               withall
               amongst
               themselves
               .
            
             
               Some
               have
               made
               pictures
               in
               a
               little
               book
               or
               upon
               a
               scroll
               of
               paper
               wrapt
               upon
               two
               sticks
               within
               a
               box
               of
               iceing-glass
               ,
               and
               by
               each
               picture
               have
               made
               three
               sorts
               of
               that
               letter
               ,
               with
               which
               its
               name
               beginneth
               ;
               but
               those
               being
               too
               many
               at
               once
               for
               a
               childe
               to
               take
               notice
               on
               ,
               have
               proved
               not
               so
               useful
               as
               was
               intended
               .
               
               Some
               likewise
               have
               had
               pictures
               and
               letters
               printed
               in
               this
               manner
               on
               the
               back
               side
               of
               a
               pack
               of
               cards
               ,
               to
               entice
               children
               ,
               that
               naturally
               love
               that
               sport
               ,
               to
               the
               love
               of
               learning
               their
               books
               .
            
             
               Some
               have
               writ
               a
               letter
               in
               a
               great
               character
               upon
               a
               card
               ,
               or
               chalked
               it
               out
               upon
               a
               trencher
               ,
               and
               by
               telling
               a
               child
               what
               it
               was
               ,
               and
               letting
               him
               strive
               to
               make
               the
               like
               ,
               have
               imprinted
               it
               quickly
               in
               his
               memory
               ,
               and
               so
               the
               rest
               one
               after
               another
            
             
               One
               having
               a
               Son
               of
               two
               years
               and
               a
               half
               old
               ,
               that
               could
               but
               even
               go
               about
               the
               house
               ,
               and
               utter
               some
               few
               gibberish
               words
               in
               a
               broken
               manner
               ;
               observing
               him
               one
               day
               above
               the
               rest
               to
               be
               busied
               about
               shells
               and
               sticks
               ,
               and
               such
               like
               toys
               ,
               which
               himself
               had
               laid
               together
               in
               a
               chair
               ,
               and
               to
               misse
               any
               one
               that
               was
               taken
               from
               him
               ,
               he
               saw
               not
               how
               ,
               and
               to
               seek
               for
               it
               about
               the
               house
               ;
               became
               very
               desireous
               to
               make
               experiment
               what
               that
               childe
               might
               presently
               attain
               to
               in
               point
               of
               learning
               ;
               Thereupon
               he
               devised
               a
               little
               wheel
               ,
               with
               all
               the
               Capital
               Romane
               letters
               made
               upon
               a
               paper
               to
               wrap
               round
               about
               it
               ,
               and
               fitted
               it
               to
               turn
               in
               little
               a
               round
               box
               ,
               which
               had
               a
               hole
               so
               made
               in
               the
               side
               of
               it
               ,
               that
               onely
               one
               letter
               might
               be
               seen
               to
               peep
               out
               at
               once
               ;
               
               This
               he
               brought
               to
               the
               childe
               ,
               &
               showed
               him
               onely
               the
               letter
               O
               ,
               and
               told
               him
               what
               it
               was
               ;
               The
               childe
               being
               overjoyed
               with
               his
               new
               gamball
               ,
               catcheth
               the
               box
               out
               of
               his
               Fathers
               hand
               ,
               and
               run's
               with
               it
               to
               his
               play
               fellow
               a
               year
               younger
               then
               himself
               ,
               and
               in
               his
               broken
               language
               tell
               's
               him
               there
               was
               an
               O
               ,
               an
               O
               ;
               And
               when
               the
               other
               asked
               him
               where
               ,
               he
               said
               ,
               in
               a
               hole
               ,
               in
               a
               hole
               ,
               and
               shewed
               it
               him
               ;
               which
               the
               lesser
               childe
               then
               took
               such
               notice
               of
               ,
               as
               to
               know
               it
               againe
               ever
               after
               from
               all
               the
               other
               letters
               .
               And
               thus
               by
               playing
               with
               the
               box
               ,
               and
               enquiring
               concerning
               any
               letter
               that
               appeared
               strange
               to
               him
               ,
               what
               it
               was
               ,
               the
               childe
               learnt
               all
               the
               letters
               of
               the
               Alphabet
               in
               eleven
               dayes
               ,
               being
               in
               this
               Character
               
                 A
                 B
                 C
              
               ,
               and
               would
               take
               pleasure
               to
               shew
               them
               in
               any
               book
               to
               any
               of
               his
               acquaintance
               that
               came
               next
               .
               By
               this
               instance
               you
               may
               see
               what
               a
               propensity
               there
               is
               in
               nature
               betimes
               to
               learning
               ,
               could
               but
               the
               Teachers
               apply
               themselves
               to
               their
               young
               Scholars
               tenuity
               ;
               and
               how
               by
               proceeding
               in
               a
               cleare
               &
               facil
               method
               ,
               that
               all
               may
               apprehend
               ,
               every
               one
               may
               benefit
               more
               or
               less
               by
               degrees
               .
               According
               to
               these
               contrivances
               to
               forward
               children
               ,
               I
               have
               published
               
                 a
                 New
                 Primar
              
               ;
               in
               the
               first
               leafe
               ,
               whereof
               I
               have
               
               set
               the
               Roman
               Capitalls
               (
               because
               that
               Character
               is
               now
               most
               in
               use
               ,
               &
               those
               letters
               the
               most
               easie
               to
               be
               learn't
               and
               have
               joyned
               therewith
               the
               pictures
               or
               images
               of
               some
               things
               whose
               names
               begins
               with
               that
               letter
               ,
               by
               which
               a
               childs
               memory
               may
               be
               helped
               to
               remember
               how
               to
               call
               his
               letters
               ,
               as
               A
               ,
               for
               an
               Ape
               ,
               B.
               for
               a
               Bear
               ,
               &c.
               
               This
               Hieroglyphicall
               devise
               doth
               so
               affect
               Children
               who
               are
               generally
               forward
               to
               communicate
               what
               they
               know
               )
               that
               I
               have
               observed
               them
               to
               teach
               others
               ,
               that
               could
               not
               so
               readily
               learn
               ,
               to
               know
               all
               the
               letters
               in
               a
               few
               houres
               space
               ,
               by
               asking
               them
               ,
               what
               stands
               A.
               for
               ?
               and
               so
               concerning
               other
               letters
               backwards
               and
               forwards
               ,
               or
               as
               they
               best
               liked
               .
            
             
               Thus
               when
               a
               childe
               hath
               got
               the
               names
               of
               his
               letters
               ,
               &
               their
               several
               shapes
               withall
               in
               a
               playing
               manner
               ,
               he
               may
               be
               easily
               taught
               to
               distinguish
               them
               in
               the
               following
               leaf
               ,
               which
               containeth
               first
               the
               greater
               ,
               and
               then
               the
               smaller
               Roman
               Characters
               ,
               to
               be
               learned
               by
               five
               at
               once
               or
               more
               ,
               as
               the
               childe
               is
               able
               to
               remember
               them
               ;
               other
               Characters
               I
               would
               have
               forborn
               ,
               till
               one
               be
               well
               acquainted
               with
               these
               ,
               because
               so
               much
               variety
               at
               the
               first
               doth
               but
               amaze
               young
               wits
               ,
               and
               our
               English
               characters
               ,
               (
               for
               
               the
               most
               part
               )
               are
               very
               obscure
               ,
               &
               more
               hard
               to
               be
               imprinted
               in
               the
               memory
               .
               And
               thus
               much
               for
               the
               learning
               to
               know
               letters
               ;
               we
               shall
               next
               (
               and
               according
               to
               Order
               in
               Teaching
               )
               proceed
               to
               an
               easie
               way
               of
               distinct
               spelling
               .
            
          
           
             
               Chap
               III.
               
            
             
               How
               to
               teach
               a
               childe
               to
               spell
               distinctly
               .
            
             
               THe
               common
               way
               of
               teaching
               a
               childe
               to
               spell
               ,
               is
               ,
               after
               he
               know's
               the
               letters
               in
               his
               Alphabet
               ,
               to
               initiate
               him
               in
               those
               few
               syllables
               ,
               which
               consist
               of
               one
               vowell
               before
               a
               consonant
               ,
               as
               ,
               
                 ab
                 ,
                 eb
                 ,
                 ib
                 ,
                 ob
                 ub
                 ,
                 &c.
              
               or
               of
               one
               vowel
               after
               a
               consonant
               ,
               as
               ,
               
                 ba
                 ,
                 be
                 ,
                 bi
                 ,
                 bo
                 ,
                 bu
                 ,
                 &c.
              
               in
               the
               Horn-book
               ,
               &
               thence
               to
               proceed
               with
               him
               by
               little
               and
               little
               to
               the
               bottom
               of
               the
               book
               ,
               hereing
               him
               twice
               or
               thrice
               over
               till
               he
               can
               say
               his
               lesson
               ,
               and
               then
               putting
               him
               to
               a
               new
               one
               .
            
             
               In
               which
               course
               I
               have
               known
               some
               more
               apt
               children
               to
               have
               profited
               prety
               well
               ,
               but
               scarce
               one
               often
               ,
               when
               they
               have
               gone
               thorow
               the
               book
               ,
               to
               be
               able
               to
               spell
               a
               word
               that
               is
               not
               in
               it
               ;
               And
               some
               have
               been
               certaine
               years
               daily
               exercised
               in
               saying
               lessons
               therein
               ,
               who
               after
               much
               endeavour
               spent
               ,
               have
               been
               accounted
               
               meer
               block-heads
               ,
               and
               rejected
               all
               together
               as
               uncapable
               to
               learn
               any
               thing
               ;
               whereas
               some
               Teachers
               that
               have
               assayed
               a
               more
               familiar
               way
               ,
               have
               professed
               ,
               that
               they
               have
               not
               met
               with
               any
               such
               thing
               as
               a
               Dunse
               amid
               a
               great
               multitude
               of
               little
               Schollars
               .
            
             
               Indeed
               it
               is
               Tullies
               observation
               of
               old
               ,
               and
               Erasmus
               his
               assertion
               of
               latter
               years
               ,
               that
               it
               is
               as
               natural
               for
               a
               childe
               to
               learn
               ,
               as
               it
               is
               for
               a
               beast
               to
               go
               ,
               a
               bird
               to
               fly
               ,
               or
               a
               fish
               to
               swim
               ,
               and
               I
               verily
               beleeve
               it
               ,
               for
               the
               nature
               of
               man
               is
               restlessely
               desirous
               to
               know
               things
               ,
               and
               were
               discouragements
               taken
               out
               of
               the
               way
               ,
               and
               meet
               helps
               afforded
               young
               learners
               ,
               they
               would
               doubtless
               go
               on
               with
               a
               great
               deal
               more
               cherefulness
               ,
               and
               make
               more
               proficiency
               at
               their
               books
               then
               usually
               they
               do
               ;
               And
               
                 could
                 the
                 Maior
                 have
                 the
                 discretion
                 to
                 make
                 their
                 lessions
                 familiar
                 to
                 them
                 ,
                 children
                 would
                 as
                 much
                 delight
                 in
                 being
                 b●sied
                 about
                 them
                 ,
                 as
                 in
                 any
                 other
                 sport
                 ,
                 if
                 too
                 long
                 continuance
                 at
                 them
                 might
                 not
                 make
                 them
                 tedious
                 .
              
            
             
               Amongst
               those
               that
               have
               gone
               a
               readier
               way
               to
               reading
               ,
               I
               shall
               onely
               mention
               Mr.
               Roe
               ,
               and
               Mr.
               Robinson
               ,
               the
               latter
               of
               whom
               I
               have
               known
               to
               have
               taught
               little
               children
               not
               much
               above
               four
               years
               old
               to
               read
               distinctly
               in
               the
               Bible
               ,
               in
               six
               
               weekes
               time
               ,
               or
               under
               ;
               their
               books
               are
               to
               be
               had
               in
               print
               ,
               but
               every
               one
               hath
               not
               the
               art
               to
               use
               them
               .
               And
               Mr.
               Cootes
               English-School-Master
               seem's
               rather
               to
               be
               fitted
               for
               one
               that
               is
               a
               Master
               indeed
               ,
               then
               for
               a
               Scholar
               .
            
             
               Besides
               the
               way
               then
               which
               is
               usuall
               ,
               you
               may
               (
               if
               you
               think
               good
               )
               make
               use
               of
               that
               which
               I
               have
               set
               down
               in
               the
               new
               Primar
               to
               help
               little
               ones
               to
               spell
               readily
               ,
               and
               it
               is
               this
               .
            
             
               1.
               
               Let
               a
               childe
               be
               well
               acquainted
               with
               his
               vowells
               ,
               and
               made
               to
               pronounce
               them
               fully
               by
               themselves
               ,
               because
               they
               are
               able
               to
               make
               a
               perfect
               sound
               alone
               .
            
             
               2.
               
               Teach
               him
               to
               give
               the
               true
               valour
               or
               force
               of
               the
               consonants
               ,
               and
               to
               take
               notice
               how
               imperfectly
               they
               sound
               ,
               except
               a
               vowel
               be
               joyned
               with
               them
               .
               Both
               these
               are
               set
               apart
               by
               themselves
               .
               (
               p.
               2.
               )
            
             
               3.
               
               Proceed
               to
               syllables
               made
               of
               one
               consonant
               set
               before
               a
               vowel
               (
               Sect
               ,
               5.
               )
               and
               let
               him
               joyne
               the
               true
               force
               of
               the
               consonant
               with
               the
               perfect
               sound
               of
               the
               vowel
               ,
               as
               to
               say
               ,
               
                 ba
                 ,
                 be
                 ,
                 bi
                 ,
                 bo
                 ,
                 bu
                 ,
                 &c.
                 
              
               Yet
               it
               were
               good
               to
               leave
               
                 ca
                 ,
                 ce
                 ,
                 ci
                 ,
                 co
                 ,
                 cu
                 ,
              
               and
               
                 ga
                 ,
                 ge
                 ,
                 gi
                 ,
                 go
                 ,
                 gu
                 ,
              
               to
               the
               last
               because
               the
               valor
               of
               the
               consonant
               in
               the
               second
               and
               third
               sylables
               doth
               differ
               from
               that
               in
               the
               rest
               .
            
             
             
               4.
               
               Then
               exercise
               him
               in
               syllables
               made
               of
               one
               vowel
               set
               before
               one
               consonant
               ,
               (
               Sect.
               6.
               )
               as
               to
               say
               ,
               
                 ab
                 ,
                 eb
                 ,
                 ib
                 ,
                 ob
                 ,
                 ub
                 ,
                 &c.
              
               till
               he
               can
               spell
               any
               syllable
               of
               two
               letters
               ,
               backwards
               or
               forwards
               ,
               as
               ,
               
                 ba
                 ,
                 be
                 ;
                 bi
                 ,
                 bo
                 ,
                 bu
                 ;
                 ab
                 ,
                 eb
                 ,
                 ib
                 ,
                 ob
                 ,
                 ub
                 ;
                 ba
                 ,
                 ab
                 ;
                 be
                 ,
                 eb
                 ;
                 bi
                 ,
                 ib
                 ;
                 bo
                 ,
                 ob
                 ;
                 bu
                 ,
                 ub
              
               ;
               and
               so
               in
               all
               the
               rest
               comparing
               one
               with
               another
               .
            
             
               5.
               
               And
               if
               to
               any
               one
               of
               these
               syllables
               you
               adde
               a
               letter
               ,
               and
               teach
               him
               how
               to
               joyne
               it
               in
               sound
               with
               the
               rest
               ,
               you
               will
               make
               him
               more
               ready
               in
               spelling
               ;
               as
               ,
               if
               before
               
                 a
                 b
              
               you
               put
               b
               ,
               and
               teach
               him
               to
               say
               bab
               ;
               if
               after
               ba
               ,
               you
               put
               d
               ,
               and
               let
               him
               pronounce
               it
               bad
               ,
               he
               will
               quickly
               be
               able
               to
               joyne
               a
               letter
               with
               any
               of
               the
               rest
               ,
               as
               ,
               
                 nip
                 ,
                 pin
                 ,
                 but
                 ,
                 tub
                 ,
                 &c.
                 
              
            
             
               To
               enure
               your
               young-Scholar
               to
               any
               ,
               even
               the
               hardest
               syllable
               ,
               in
               an
               easie
               way
               .
            
             
               1.
               
               Practise
               him
               in
               the
               ioyning
               of
               consonants
               that
               begin
               syllables
               (
               Sect.
               7.
               )
               so
               as
               that
               he
               may
               give
               their
               joynt
               forces
               at
               once
               ;
               thus
               ,
            
             
               Having
               shewed
               him
               to
               sound
               ●l
               or
               br
               together
               ,
               make
               him
               to
               pronounce
               them
               ,
               and
               a
               vowel
               with
               them
               ,
               
                 bla
                 ,
                 bra
                 ,
                 ble
                 ,
                 bre
                 ,
              
               and
               so
               in
               any
               of
               the
               rest
               .
            
             
               2.
               
               Then
               practise
               him
               likewise
               in
               consonants
               that
               end
               syllables
               ,
               (
               Sect.
               8
               )
               make
               him
               first
               to
               give
               the
               force
               of
               the
               
               joyned
               consonants
               ,
               and
               then
               to
               put
               the
               vowels
               before
               them
               ;
               as
               ,
               ble
               with
               the
               vowels
               before
               them
               sound
               
                 able
                 ,
                 eble
                 ,
                 ible
                 ,
                 oble
                 ,
                 uble
                 ,
              
               to
               all
               which
               you
               may
               prefix
               other
               consonants
               and
               change
               them
               into
               words
               of
               one
               syllable
               ,
               as
               ,
               
                 fable
                 ,
                 peble
                 ,
                 bible
                 ,
                 noble
                 ,
                 bubble
                 :
              
               (
               with
               a
               b
               inserted
               or
               the
               like
               .
               Where
               observe
               that
               e
               in
               the
               end
               of
               many
               words
               ,
               being
               silent
               ,
               doth
               qualifie
               the
               sound
               of
               the
               foregoing
               vowel
               ,
               so
               as
               to
               make
               words
               different
               from
               those
               that
               have
               not
               e
               ;
               as
               ,
               you
               may
               see
               made
               ,
               differeth
               quite
               from
               
                 mad
                 ,
                 bete
              
               from
               
                 bet
                 ,
                 pipe
              
               from
               
                 pip
                 ,
                 sope
              
               from
               sop
               ,
               and
               cube
               from
               cub
               .
               Whereby
               I
               think
               them
               in
               an
               error
               ,
               that
               leave
               out
               e
               in
               the
               end
               of
               words
               ,
               and
               them
               that
               in
               pronouncing
               it
               make
               two
               syllables
               of
               one
               ,
               in
               
                 stable
                 ,
                 bible
                 ,
                 people
                 ,
                 &c.
              
               which
               judicious
               Mr.
               Mulcaster
               will
               not
               allow
               .
            
             
               In
               this
               exercise
               of
               spelling
               you
               may
               do
               well
               sometimes
               to
               make
               all
               the
               young
               beginners
               stand
               together
               ,
               and
               pose
               them
               one
               by
               one
               in
               all
               sorts
               of
               syllables
               ,
               till
               they
               be
               perfect
               in
               any
               ;
               and
               ,
               to
               make
               them
               delight
               herein
               ,
            
             
               1.
               
               Let
               them
               spell
               many
               syllables
               together
               which
               differ
               onely
               in
               one
               letter
               ;
               as
               ,
               
                 and
                 ,
                 band
                 ,
                 hand
                 ,
                 land
                 ,
                 sand
                 .
              
            
             
               2.
               
               Teach
               them
               to
               frame
               any
               word
               of
               one
               syllable
               ,
               by
               joyning
               any
               of
               the
               consonants
               
               which
               go
               before
               vowels
               ,
               with
               those
               that
               use
               to
               follow
               vowels
               ,
               and
               putting
               in
               vowels
               betwixt
               them
               ;
               as
               ,
               
                 black
                 ,
                 bl●ck
                 ;
                 clack
                 ,
                 clock
                 .
              
            
             
               And
               this
               they
               may
               do
               afterwards
               amongst
               themselves
               ,
               having
               severall
               loose
               letters
               made
               and
               given
               them
               ,
               to
               compose
               or
               divide
               in
               a
               sporting
               manner
               ,
               which
               I
               may
               rightly
               terme
               the
               Letter-sport
               .
            
             
               When
               a
               childe
               is
               become
               expert
               in
               joyning
               Consonants
               with
               the
               vowels
               ,
               then
               take
               him
               to
               the
               Diphthongs
               (
               Sect.
               9.
               )
               and
               there
               ,
            
             
               1.
               
               Teach
               him
               the
               naturall
               force
               of
               a
               Diphthong
               (
               which
               consists
               of
               two
               vowels
               joyned
               together
               )
               and
               make
               him
               to
               sound
               it
               distinctly
               by
               it self
               ;
               as
               ,
               
                 ai
                 ,
                 ei
                 ,
                 &c.
              
               
            
             
               2.
               
               Let
               him
               see
               how
               it
               is
               joyned
               with
               other
               letters
               ,
               and
               learne
               to
               give
               its
               pronountiation
               together
               with
               them
               ,
               minding
               him
               how
               the
               same
               Diphthong
               differs
               from
               its
               self
               sometimes
               in
               its
               sound
               ,
               and
               which
               of
               the
               two
               vowels
               in
               it
               hath
               the
               greatest
               power
               in
               pronouncation
               ,
               as
               ,
               in
               
                 people
                 e
              
               seemeth
               to
               drown
               the
               o.
               
            
             
               And
               besides
               those
               words
               in
               the
               Book
               ,
               you
               may
               adde
               others
               of
               your
               own
               ,
               till
               by
               many
               examples
               the
               childe
               do
               well
               apprehend
               your
               meaning
               ,
               and
               so
               ,
               as
               that
               he
               can
               boldly
               adventure
               to
               imitate
               
               you
               ,
               and
               practise
               of
               himself
            
             
               Thus
               after
               a
               childe
               is
               throughly
               exercised
               in
               the
               true
               sounding
               of
               the
               vowels
               and
               consonants
               together
               ,
               let
               him
               proceed
               to
               the
               spelling
               of
               words
               ,
               first
               of
               one
               syllable
               (
               Sect.
               10.
               )
               then
               of
               two
               (
               Sect.
               11.
               )
               then
               of
               three
               (
               Sect.
               12.
               )
               then
               of
               four
               (
               Sect.
               13.
               )
               in
               all
               which
               let
               him
               be
               taught
               how
               to
               utter
               every
               syllable
               by
               it self
               truly
               and
               fully
               ,
               and
               be
               sure
               to
               speak
               out
               the
               last
               .
               But
               in
               words
               of
               more
               syllables
               ,
               let
               him
               learn
               to
               joyne
               and
               part
               them
               according
               to
               these
               profitable
               rules
               .
            
             
               1.
               
               An
               English
               syllable
               may
               sometimes
               consist
               of
               eight
               letters
               ,
               but
               never
               of
               more
               ,
               as
               ,
               strength
               .
            
             
               2
               In
               words
               that
               have
               many
               syllables
               ,
               the
               consonant
               between
               two
               vowels
               belongeth
               to
               the
               latter
               of
               them
               ;
               as
               ,
               Hu-mi-li-tie
               .
            
             
               3.
               
               Consonants
               which
               are
               joyned
               in
               the
               beginning
               of
               words
               ,
               are
               not
               to
               be
               parted
               in
               the
               middle
               of
               them
               ;
               as
               ,
               My-ste-ry
               .
            
             
               4.
               
               Consonants
               which
               are
               not
               joyned
               in
               the
               beginning
               of
               words
               ,
               are
               to
               be
               parted
               in
               the
               middle
               of
               them
               ;
               as
               ,
               for-get-ful-ness
               .
            
             
               5.
               
               If
               a
               consonant
               be
               doubled
               in
               the
               middle
               of
               a
               word
               ,
               the
               first
               belong's
               to
               the
               syllable
               foregoing
               ,
               and
               the
               latter
               to
               the
               following
               ;
               as
               ,
               pos-ses-si-on
               .
            
             
             
               6.
               
               In
               compound
               words
               ,
               every
               part
               which
               belongeth
               to
               the
               single
               words
               ,
               must
               be
               set
               by
               it self
               ;
               as
               ,
               In-a-bi-li-ty
               .
            
             
               And
               these
               rules
               have
               I
               here
               set
               down
               rather
               to
               informe
               the
               less
               skilful
               teacher
               ,
               how
               he
               is
               to
               guide
               his
               learner
               ,
               then
               to
               puzle
               a
               childe
               about
               them
               ,
               who
               is
               not
               yet
               so
               well
               able
               to
               comprehend
               them
               .
            
             
               I
               have
               also
               divided
               those
               words
               in
               the
               Book
               ,
               to
               let
               Children
               see
               how
               they
               ought
               to
               divide
               other
               polysyllable
               words
               ,
               in
               which
               they
               must
               alwayes
               he
               very
               carefull
               (
               as
               I
               said
               )
               to
               sound
               out
               the
               last
               syllable
               very
               fully
               .
            
             
               To
               enable
               a
               child
               the
               better
               to
               pronounce
               any
               word
               he
               meets
               withall
               in
               reading
               ,
               I
               have
               set
               down
               some
               more
               hard
               for
               pronuntiation
               ;
               (
               Sect.
               14
               )
               in
               often
               reading
               over
               which
               he
               may
               be
               exercised
               to
               help
               his
               utterance
               ;
               and
               the
               Master
               may
               adde
               more
               at
               his
               own
               discretion
               ,
               till
               he
               see
               that
               his
               willing
               Scholar
               doth
               not
               stick
               in
               spelling
               any
               ,
               be
               it
               never
               so
               hard
               .
            
             
               And
               that
               the
               child
               may
               not
               be
               amused
               with
               any
               thing
               in
               his
               book
               ,
               when
               he
               cometh
               to
               read
               ,
               I
               would
               have
               him
               made
               acquainted
               with
               the
               pauses
               ,
               (
               Sect.
               15.
               )
               with
               the
               figures
               ,
               (
               Sect.
               16.
               )
               numerall
               letters
               ,
               (
               Sect.
               17.
               )
               Quotations
               (
               Sect.
               18.
               )
               and
               Abbreviations
               (
               Sect.
               19
               )
               which
               
               being
               but
               a
               work
               of
               few
               houres
               space
               ,
               may
               easily
               be
               performed
               after
               
                 he
                 can
                 readily
                 spell
              
               ,
               which
               when
               he
               can
               do
               ,
               he
               may
               profitably
               be
               put
               to
               reading
               ,
               but
               not
               before
               ;
               for
               I
               observed
               it
               a
               great
               defect
               in
               some
               of
               Mr.
               R.
               Scholars
               ,
               (
               whose
               way
               was
               to
               teach
               to
               read
               presently
               without
               any
               spelling
               at
               all
               )
               that
               when
               they
               were
               at
               a
               losse
               about
               a
               word
               ,
               they
               made
               an
               imperfect
               confused
               sound
               ,
               in
               giving
               the
               force
               of
               the
               consonants
               ,
               which
               if
               they
               once
               missed
               they
               knew
               not
               which
               way
               to
               help
               themselves
               ,
               to
               find
               what
               the
               word
               was
               ,
               whereas
               if
               after
               a
               childe
               know
               his
               letters
               ,
               he
               be
               taught
               to
               gather
               them
               into
               just
               syllables
               ,
               and
               by
               the
               joyning
               of
               syllables
               together
               to
               frame
               a
               word
               ,
               (
               which
               as
               it
               is
               the
               most
               antient
               ,
               so
               certainely
               it
               is
               the
               most
               naturall
               method
               of
               teaching
               )
               he
               will
               soon
               be
               able
               ,
               if
               he
               stick
               at
               any
               word
               in
               reading
               ,
               by
               the
               naming
               of
               its
               letters
               ,
               and
               pronouncing
               of
               its
               syllables
               to
               say
               what
               it
               is
               ,
               and
               then
               he
               may
               boldly
               venture
               to
               read
               without
               spelling
               at
               all
               ,
               touching
               the
               gaining
               of
               a
               habit
               whereof
               ,
               I
               shall
               proceed
               to
               say
               somewhat
               in
               the
               next
               chapter
               .
            
          
           
             
             
               Chap.
               IIII.
               
            
             
               How
               a
               child
               may
               be
               taught
               to
               read
               any
               English
               Book
               perfectly
               .
            
             
               THe
               ordinary
               way
               to
               teach
               children
               to
               read
               is
               ,
               after
               they
               have
               got
               some
               knowledge
               of
               their
               letters
               ,
               &
               a
               smattering
               of
               some
               syllables
               and
               words
               in
               the
               horn-book
               ,
               to
               turn
               them
               into
               the
               
                 A
                 B
                 C.
              
               or
               Primar
               ,
               and
               therein
               to
               make
               them
               name
               the
               letters
               ,
               and
               spell
               the
               words
               ,
               till
               by
               often
               use
               they
               can
               pronounce
               (
               at
               least
               )
               the
               shortest
               words
               at
               the
               first
               sight
               .
            
             
               This
               method
               take's
               with
               those
               of
               prompter
               wits
               ,
               but
               many
               of
               more
               slow
               capacities
               ,
               not
               finding
               any
               thing
               to
               affect
               them
               ,
               and
               so
               make
               them
               heed
               what
               they
               learne
               ,
               go
               on
               remissely
               from
               lesson
               to
               lesson
               ,
               and
               are
               not
               much
               more
               able
               to
               read
               ,
               when
               they
               have
               ended
               their
               book
               ,
               then
               when
               they
               begun
               it
               .
               Besides
               ▪
               the
               
                 A
                 B
                 C.
              
               being
               now
               (
               I
               may
               say
               )
               generally
               thrown
               aside
               ,
               and
               the
               ordinary
               Primar
               not
               printed
               ,
               and
               the
               very
               fundamentalls
               of
               christian
               Religion
               (
               which
               were
               wont
               to
               be
               contained
               in
               those
               books
               ,
               and
               were
               commonly
               taught
               children
               at
               home
               by
               heart
               before
               they
               went
               to
               Schoole
               )
               with
               sundry
               people
               (
               almost
               
               in
               all
               places
               )
               slighted
               ,
               the
               matter
               which
               is
               taught
               in
               most
               books
               now
               in
               use
               ,
               is
               not
               so
               familiar
               to
               them
               ,
               and
               therefore
               not
               so
               easie
               for
               Children
               to
               learn.
               
            
             
               But
               to
               hold
               still
               to
               the
               sure
               foundation
               ,
               I
               have
               caused
               the
               Lords
               Prayer
               (
               Sect.
               20.
               )
               the
               Creed
               (
               Sect.
               21.
               )
               and
               the
               ten
               Commandements
               (
               Sect.
               23.
               )
               to
               be
               printed
               in
               the
               Roman
               character
               ,
               that
               a
               childe
               having
               learned
               already
               to
               know
               his
               letters
               and
               how
               to
               spell
               ,
               may
               also
               be
               initiated
               to
               read
               by
               them
               ,
               which
               he
               will
               do
               the
               more
               cheerfully
               ,
               if
               he
               be
               also
               instructed
               at
               home
               to
               say
               them
               by
               heart
               .
            
             
               As
               he
               read's
               these
               ,
               I
               would
               have
               a
               childe
               name
               what
               words
               he
               can
               at
               the
               first
               sight
               ,
               and
               what
               he
               cannot
               ,
               to
               spell
               them
               ,
               and
               to
               take
               notice
               what
               pauses
               and
               numbers
               are
               in
               his
               lesson
               .
               And
               to
               go
               them
               often
               over
               ,
               till
               he
               can
               tell
               any
               tittle
               in
               them
               ,
               either
               in
               or
               without
               the
               book
               .
            
             
               When
               he
               is
               thus
               well
               entered
               in
               the
               Roman
               character
               ,
               I
               would
               have
               him
               made
               acquainted
               with
               the
               rest
               of
               the
               characters
               now
               in
               use
               (
               Sect.
               23.
               )
               which
               will
               be
               easily
               done
               ,
               by
               comparing
               one
               with
               another
               ,
               and
               reading
               over
               those
               
                 sentences
                 ,
                 Psalms
                 ,
                 Thankesgivings
              
               ,
               and
               Prayers
               (
               which
               are
               printed
               in
               greater
               
               and
               lesse
               characters
               of
               sundry
               sorts
               )
               till
               he
               have
               them
               pretty
               well
               by
               heart
               .
            
             
               Thus
               having
               all
               things
               which
               concerne
               reading
               English
               made
               familar
               to
               him
               ,
               he
               may
               attaine
               to
               a
               perfect
               habit
               of
               it
               .
               1.
               
               By
               reading
               
                 the
                 single
                 Psalter
                 .
                 2.
                 
                 The
                 Psalmes
                 in
                 meeter
                 .
                 3.
                 
                 The
                 Schoole
                 of
                 good
                 manners
                 ,
              
               or
               such
               like
               easie
               books
               ,
               which
               may
               both
               profit
               and
               delight
               him
               .
               All
               which
               I
               would
               wish
               he
               may
               read
               over
               at
               lest
               thrice
               ,
               to
               make
               the
               matter
               ,
               as
               well
               as
               the
               words
               ,
               leave
               an
               impression
               upon
               his
               mind
               .
               If
               any
               where
               he
               stick
               at
               any
               word
               (
               as
               seeming
               too
               hard
               )
               let
               him
               marke
               it
               with
               a
               pin
               ,
               or
               the
               dint
               of
               his
               nayle
               ,
               and
               by
               looking
               upon
               it
               againe
               ,
               he
               will
               remember
               it
               .
            
             
               When
               he
               can
               read
               any
               whit
               readily
               ,
               let
               him
               begin
               the
               Bible
               ,
               and
               read
               over
               the
               book
               of
               Genesis
               ,
               (
               and
               other
               remarkable
               Histories
               in
               other
               places
               of
               Scripture
               ,
               which
               are
               most
               likely
               to
               delight
               him
               )
               by
               a
               chapter
               at
               a
               time
               ;
               But
               acquaint
               him
               a
               little
               with
               the
               matter
               beforehand
               ,
               for
               that
               will
               intice
               him
               to
               read
               it
               ,
               and
               make
               him
               more
               observant
               of
               what
               he
               read's
               .
               After
               he
               hath
               read
               ,
               aske
               him
               such
               generall
               Questions
               out
               of
               the
               Story
               ,
               as
               are
               most
               easie
               for
               him
               to
               answer
               ,
               and
               he
               will
               the
               better
               remember
               it
               .
               I
               have
               
               known
               some
               ,
               that
               by
               hiring
               a
               child
               to
               read
               two
               or
               three
               chapters
               a
               day
               ,
               and
               to
               get
               so
               many
               verses
               of
               it
               by
               heart
               ,
               have
               made
               them
               admirable
               proficients
               ,
               and
               that
               betimes
               ,
               in
               the
               Scriptures
               ;
               which
               was
               Timothies
               excellency
               ,
               and
               his
               Grandmothers
               great
               commendation
               .
               Let
               him
               now
               take
               liberty
               to
               exercise
               himself
               in
               any
               English
               book
               (
               so
               the
               matter
               of
               it
               be
               but
               honest
               )
               till
               he
               can
               perfectly
               read
               in
               any
               place
               of
               a
               book
               that
               is
               offered
               him
               ;
               and
               when
               he
               can
               do
               this
               ,
               I
               adjudge
               him
               fit
               to
               enter
               into
               a
               Grammar
               Schoole
               ,
               but
               not
               before
               .
            
             
               For
               thus
               learning
               to
               read
               English
               perfectly
               ,
               I
               allow
               two
               or
               three
               years
               time
               ,
               so
               that
               at
               seven
               or
               eight
               years
               of
               age
               ,
               a
               child
               may
               begin
               Latine
               .
            
          
           
             
               CHAP.
               V.
               
            
             
               Wherein
               children
               ,
               for
               whom
               the
               Latine
               tongue
               is
               thought
               to
               be
               unnecessary
               ,
               are
               to
               be
               employed
               after
               they
               can
               read
               English
               well
               .
            
             
               IT
               is
               a
               fond
               conceit
               of
               many
               ,
               that
               have
               either
               not
               attained
               ,
               or
               by
               their
               
               own
               negligence
               have
               utterly
               lost
               the
               use
               of
               the
               Latine
               Tongue
               ,
               to
               think
               it
               altogether
               unnecessary
               for
               such
               children
               to
               learn
               it
               ,
               as
               are
               intended
               for
               Trades
               ,
               or
               to
               be
               kept
               as
               drudges
               at
               home
               ,
               or
               employed
               about
               husbandry
               .
               For
               first
               there
               are
               few
               children
               ,
               but
               (
               in
               their
               playing-years
               ,
               and
               before
               they
               can
               be
               capable
               of
               any
               serious
               employment
               in
               the
               meanest
               calling
               that
               is
               )
               may
               be
               so
               far
               grounded
               in
               the
               Latine
               ,
               as
               to
               finde
               that
               little
               smattering
               they
               have
               of
               it
               ,
               to
               be
               of
               singular
               use
               to
               them
               ,
               both
               for
               the
               understanding
               of
               the
               English
               Authors
               (
               which
               abound
               now
               a
               dayes
               with
               borrowed
               words
               )
               and
               the
               holding
               discourse
               with
               a
               sort
               of
               men
               that
               delight
               to
               flant
               it
               in
               Latine
               .
            
             
               Secondly
               ,
               Besides
               I
               have
               heard
               it
               spoken
               to
               the
               great
               commendation
               of
               some
               Countries
               ,
               where
               care
               is
               had
               for
               the
               well
               education
               of
               children
               ,
               that
               every
               Peasant
               (
               almost
               )
               is
               able
               to
               discourse
               with
               a
               stranger
               in
               the
               Latine
               tongue
               ;
               and
               why
               may
               not
               we
               here
               in
               England
               obtain
               the
               like
               praise
               ,
               if
               we
               did
               but
               as
               they
               ,
               continue
               our
               children
               at
               the
               Latine
               Schoole
               ,
               till
               they
               be
               well
               acquainted
               with
               that
               language
               ,
               and
               thereby
               better
               fitted
               for
               any
               calling
               .
            
             
             
               Thirdly
               ,
               And
               I
               am
               sorry
               to
               adde
               ,
               that
               the
               non-improvement
               of
               childrens
               time
               after
               they
               can
               read
               English
               any
               whit
               well
               ,
               throweth
               open
               a
               gap
               to
               all
               loose
               kinde
               of
               behaviour
               ;
               for
               being
               then
               (
               as
               it
               is
               too
               commonly
               to
               be
               seen
               ,
               especially
               with
               the
               poorer
               sort
               )
               taken
               from
               the
               Schoole
               ,
               and
               permitted
               to
               run
               wildeing
               up
               and
               down
               without
               any
               control
               ,
               they
               adventure
               to
               commit
               all
               manner
               of
               lewdnesse
               ,
               and
               so
               become
               a
               shame
               and
               dishonour
               to
               their
               Friends
               and
               Countrey
               .
            
             
               If
               these
               or
               the
               like
               reasons
               therefore
               might
               prevail
               to
               perswade
               them
               that
               have
               a
               prejudice
               against
               Latine
               ,
               I
               would
               advise
               that
               all
               children
               might
               be
               put
               to
               the
               Grammar-Schoole
               ,
               so
               soon
               as
               they
               can
               read
               English
               well
               ;
               and
               suffered
               to
               continue
               at
               it
               ,
               till
               some
               honest
               calling
               invite
               them
               thence
               ;
               but
               if
               not
               ,
               I
               would
               wish
               them
               rather
               to
               forbear
               it
               ,
               then
               to
               become
               there
               an
               hinderance
               to
               others
               ,
               whose
               work
               it
               is
               to
               learn
               that
               profitable
               Language
               .
               And
               that
               they
               may
               not
               squander
               away
               their
               time
               in
               idleness
               ,
               it
               were
               good
               if
               they
               were
               put
               to
               a
               Writing-Schoole
               ,
               where
               they
               might
               be
               ,
               First
               helped
               to
               keep
               their
               English
               ,
               by
               reading
               of
               a
               chapter
               (
               at
               least
               )
               once
               a
               day
               ;
               and
               
               second
               .
               taught
               to
               write
               a
               fair
               hand
               ;
               and
               thirdly
               afterwards
               exercised
               in
               Arithmatique
               ,
               and
               such
               preparative
               Arts
               ,
               as
               may
               make
               them
               compleatly
               fit
               to
               undergoe
               any
               ordinary
               calling
               .
               And
               being
               thus
               trained
               up
               in
               a
               way
               of
               discipline
               ,
               they
               will
               afterwards
               prove
               more
               easily
               plyable
               to
               their
               Masters
               commands
               .
            
             
               Now
               ,
               forasmuch
               as
               few
               Grammar-Schooles
               of
               note
               will
               admit
               children
               into
               them
               ,
               till
               they
               have
               learn't
               their
               Accidents
               ;
               the
               teaching
               of
               that
               book
               ,
               also
               becometh
               for
               the
               most
               part
               a
               work
               for
               a
               Petty-Schoole
               ,
               where
               many
               that
               undertake
               to
               teach
               it
               ,
               being
               altogether
               ignorant
               of
               the
               Latine
               Tongue
               ,
               do
               sorrily
               performe
               that
               taske
               ,
               and
               spend
               a
               great
               deal
               of
               time
               about
               it
               to
               little
               or
               no
               purpose
               .
               I
               would
               have
               that
               book
               ,
               therefore
               by
               such
               let
               alone
               ,
               and
               left
               to
               the
               Grammar-School
               ,
               as
               most
               sitting
               to
               be
               taught
               there
               onely
               ,
               because
               it
               is
               intended
               as
               an
               introduction
               of
               Grammar
               ,
               to
               guide
               children
               in
               a
               way
               of
               reading
               ,
               writing
               ,
               and
               speaking
               Latine
               ,
               and
               the
               Teachers
               of
               the
               Grammar-Art
               are
               most
               deeply
               concerned
               to
               make
               use
               of
               it
               for
               that
               end
               .
               And
               in
               stead
               of
               the
               Accidents
               ,
               which
               they
               do
               neither
               understand
               nor
               profit
               by
               ,
               they
               may
               be
               
               benefitted
               in
               reading
               Orthodoxal
               Catechismes
               and
               other
               Books
               ,
               that
               may
               instruct
               them
               in
               the
               Duties
               of
               a
               Christian
               ,
               such
               as
               are
               
                 The
                 Practise
                 of
                 Piety
                 ,
                 The
                 Practise
                 of
                 Quietnesse
                 ,
                 The
                 whole
                 duty
                 of
                 Man
              
               ;
               and
               afterwards
               in
               other
               delightful
               books
               of
               English
               History
               ;
               as
               ,
               
                 The
                 History
                 of
                 Queen
                 Elizabeth
              
               ;
               or
               Poetry
               ,
               as
               
                 Herberts
                 Poems
                 ,
                 Quarl's
                 Emblems
              
               ;
               and
               by
               this
               means
               they
               will
               gain
               such
               a
               habit
               and
               delight
               in
               reading
               ,
               as
               to
               make
               it
               their
               chief
               recreation
               ,
               when
               liberty
               is
               afforded
               them
               .
               And
               their
               acquaintance
               with
               good
               books
               will
               (
               by
               Gods
               blessing
               )
               be
               a
               means
               so
               to
               sweeten
               their
               (
               otherwise
               sowr
               )
               natures
               ,
               that
               they
               may
               live
               comfortably
               towards
               themselves
               ,
               and
               amiably
               converse
               with
               other
               persons
               .
            
             
               Yet
               if
               the
               Teacher
               of
               a
               Petty-Schoole
               have
               a
               pretty
               understanding
               of
               the
               Latine
               Tongue
               ,
               he
               may
               the
               better
               adventure
               to
               teach
               the
               Accidents
               ,
               and
               proceed
               in
               so
               doing
               with
               far
               more
               ease
               and
               profit
               to
               himself
               and
               learner
               ,
               if
               he
               observe
               a
               sure
               method
               of
               grounding
               his
               children
               in
               the
               Rudiments
               of
               Grammar
               ,
               and
               preparing
               them
               to
               speak
               and
               write
               familiar
               Latine
               ,
               which
               I
               shall
               hereafter
               discover
               ,
               having
               first
               set
               down
               somewhat
               how
               to
               remedy
               that
               defect
               in
               reading
               English
               ,
               
               with
               which
               the
               Grammar-Schooles
               are
               very
               much
               troubled
               ,
               especially
               ,
               where
               there
               is
               not
               a
               good
               Petty-Schoole
               to
               discharge
               that
               work
               afore-hand
               .
               And
               before
               I
               proceed
               further
               ,
               I
               will
               expresse
               my
               minde
               in
               the
               two
               next
               chapters
               touching
               the
               erecting
               of
               a
               Petty-Schoole
               ,
               and
               how
               it
               may
               probably
               flourish
               by
               good
               Order
               and
               Discipline
               .
            
          
           
             
               CHAP.
               VI.
               
            
             
               Of
               the
               founding
               of
               a
               Petty-Schoole
               .
            
             
               THe
               Petty-Schoole
               is
               the
               place
               where
               indeed
               the
               first
               Principles
               of
               all
               Religion
               and
               learning
               ought
               to
               be
               taught
               ,
               and
               therefore
               rather
               deserveth
               that
               more
               encouragement
               should
               be
               given
               to
               the
               Teachers
               of
               it
               ,
               then
               that
               it
               should
               be
               left
               as
               a
               work
               for
               poor
               women
               ,
               or
               others
               ,
               whose
               necessities
               compel
               them
               to
               undertake
               it
               ,
               as
               a
               meer
               shelter
               from
               beggery
               .
            
             
               Out
               of
               this
               consideration
               it
               is
               (
               perhaps
               )
               that
               some
               nobler
               spirits
               ,
               whom
               
               God
               hath
               enriched
               with
               an
               over-plus
               of
               outward
               means
               ,
               have
               in
               some
               places
               whereunto
               they
               have
               been
               by
               birth
               (
               or
               otherwise
               )
               related
               ,
               erected
               Petty-Schoole-houses
               ,
               and
               endowed
               them
               with
               yearly
               salaries
               ;
               but
               those
               are
               so
               inconsiderate
               towards
               the
               maintenance
               of
               a
               Master
               and
               his
               familie
               ,
               or
               so
               over-cloyed
               with
               a
               number
               of
               Free-Scholars
               ,
               to
               be
               taught
               for
               nothing
               ,
               that
               few
               men
               of
               parts
               will
               daigne
               to
               accept
               of
               them
               ,
               or
               continue
               at
               them
               for
               any
               while
               ;
               and
               for
               this
               cause
               I
               have
               observed
               such
               weak
               foundations
               to
               fall
               to
               nothing
               .
            
             
               Yet
               if
               any
               one
               be
               desireous
               to
               contribute
               towards
               such
               an
               eminent
               work
               of
               charity
               ,
               my
               advice
               is
               ,
               that
               he
               erect
               a
               Schoole
               and
               dwelling
               house
               together
               ,
               about
               the
               middle
               of
               a
               Market-Town
               ,
               or
               some
               populous
               Country-Village
               ,
               and
               acomodate
               it
               with
               a
               safe
               yard
               adjoyning
               to
               it
               ,
               if
               not
               with
               an
               Orchard
               or
               Garden
               ,
               and
               that
               he
               endow
               ,
               with
               a
               salary
               of
               (
               at
               least
               twenty
               pounds
               ,
               
                 per
                 annum
              
               ,
               in
               consideration
               whereof
               all
               such
               poor
               boyes
               as
               can
               conveniently
               frequent
               it
               ,
               may
               be
               taught
               gratis
               ,
               but
               the
               more
               able
               sort
               of
               neighbours
               may
               pay
               for
               childrens
               teaching
               ,
               as
               if
               the
               Schoole
               was
               not
               free
               ;
               for
               they
               will
               find
               it
               no
               small
               advantage
               to
               
               have
               such
               a
               Schoole
               amongst
               them
               .
            
             
               Such
               a
               yearly
               stipend
               and
               convenient
               dwelling
               ,
               with
               a
               liberty
               to
               take
               young
               children
               to
               board
               ,
               and
               to
               make
               what
               advantage
               he
               can
               best
               by
               other
               Scholars
               ,
               will
               invite
               a
               man
               of
               good
               parts
               to
               undertake
               the
               charge
               ,
               and
               excite
               him
               to
               the
               diligent
               and
               constant
               performance
               of
               his
               duty
               ;
               especially
               ,
               if
               he
               be
               chosen
               into
               the
               place
               by
               three
               or
               four
               honest
               and
               discreet
               Trustees
               ,
               that
               may
               have
               power
               also
               to
               remove
               him
               thence
               ,
               if
               by
               his
               uncivil
               behaviour
               ,
               or
               grose
               neglect
               he
               render
               himself
               uncapable
               to
               perform
               so
               necessary
               a
               service
               to
               the
               Church
               and
               Common-Wealth
               .
            
             
               As
               for
               the
               Qualifications
               of
               one
               that
               is
               to
               be
               the
               Teacher
               of
               a
               Petty-Schoole
               ,
               I
               would
               have
               him
               to
               be
               a
               Person
               of
               a
               pious
               ,
               sober
               ,
               comely
               and
               discreet
               behaviour
               ,
               and
               tenderly
               affectionate
               towards
               children
               ,
               haveing
               some
               knowledge
               of
               the
               Latine
               Tongue
               ,
               and
               abilitie
               to
               write
               a
               fair
               hand
               ,
               and
               good
               skil
               in
               Arithmetick
               ,
               and
               then
               let
               him
               move
               within
               the
               compasse
               of
               his
               own
               orb
               ,
               so
               as
               to
               teach
               all
               his
               Scholars
               (
               as
               they
               become
               capable
               )
               to
               read
               English
               very
               well
               ,
               and
               afterwards
               to
               write
               and
               cast
               accouts
               .
               And
               let
               him
               not
               meddle
               at
               all
               with
               teaching
               the
               Accidents
               ,
               
               except
               onely
               to
               some
               more
               pregnant
               wits
               ,
               which
               are
               intended
               to
               be
               set
               forwards
               to
               learn
               Latine
               ,
               and
               for
               such
               be
               sure
               that
               he
               ground
               them
               well
               ,
               or
               else
               dismisse
               them
               as
               soon
               as
               they
               can
               read
               distinctly
               ,
               and
               write
               legibly
               ,
               to
               the
               Grammar
               School
               .
            
             
               I
               should
               here
               have
               closed
               my
               discourse
               ;
               and
               shut
               up
               this
               Petty-Schoole
               ,
               were
               it
               not
               that
               I
               received
               
                 a
                 model
                 for
                 the
                 maintaining
                 of
                 Students
              
               from
               a
               worthy
               friends
               hands
               (
               &
               one
               that
               is
               most
               zealously
               and
               charitably
               addicted
               to
               advance
               Learning
               ,
               and
               to
               help
               it
               in
               its
               very
               beginnings
               to
               come
               forwards
               to
               its
               full
               Rise
               )
               by
               which
               I
               am
               encouraged
               to
               addresse
               my
               remaining
               words
               to
               the
               Godly-minded
               Trustees
               and
               Subscribers
               for
               so
               good
               a
               work
               ,
               (
               especially
               to
               those
               amongst
               them
               that
               know
               me
               ,
               and
               my
               School-endeavours
               )
               and
               this
               I
               humbly
               request
               of
               them
               ,
               that
               as
               they
               have
               happily
               contrived
               a
               Model
               for
               the
               education
               of
               Students
               ,
               and
               brought
               it
               on
               a
               suddain
               to
               a
               great
               degree
               of
               perfection
               ,
               so
               they
               would
               also
               put
               to
               their
               hands
               for
               the
               improvement
               of
               Schoole-learning
               ,
               without
               which
               such
               choise
               abilities
               as
               they
               aim
               at
               in
               order
               to
               the
               Ministry
               cannot
               possibly
               be
               obtained
               .
               And
               for
               the
               
               first
               foundation
               of
               such
               a
               work
               ;
               I
               presume
               to
               offer
               my
               advise
               ,
               that
               in
               some
               convenient
               places
               ,
               within
               and
               about
               the
               City
               ,
               there
               may
               be
               Petty-Schooles
               erected
               ,
               according
               to
               the
               number
               of
               wards
               ,
               unto
               which
               certain
               poor
               children
               out
               of
               every
               Parish
               may
               be
               sent
               ,
               and
               taught
               gratis
               ,
               and
               all
               others
               that
               please
               to
               send
               their
               children
               thither
               may
               have
               them
               taught
               at
               a
               reasonable
               rate
               ,
               and
               be
               sure
               to
               have
               them
               improved
               to
               the
               utmost
               of
               what
               they
               are
               capable
               .
               And
               I
               am
               the
               rather
               induced
               to
               propound
               such
               a
               thing
               ,
               because
               that
               late
               eminent
               ,
               Dr.
               Bathurst
               lately
               deceased
               ,
               Mr.
               Gouge
               and
               some
               others
               yet
               living
               did
               out
               of
               their
               own
               good
               affection
               to
               learning
               ,
               endeavour
               at
               their
               own
               charge
               to
               promote
               the
               like
               .
            
          
           
             
             
               CHAP.
               VII
               .
            
             
               Of
               the
               discipline
               of
               a
               Petty-Schoole
               .
            
             
               THe
               sweet
               and
               orderly
               behaviour
               of
               Children
               addeth
               more
               credit
               to
               a
               Schoole
               then
               due
               and
               constant
               Teaching
               ,
               because
               this
               speaketh
               to
               every
               one
               that
               the
               Childe
               is
               well
               taught
               ,
               though
               (
               perhaps
               )
               he
               learn
               but
               little
               ;
               and
               good
               manners
               indeed
               are
               a
               main
               part
               of
               good
               education
               .
               I
               shall
               here
               therefore
               take
               occasion
               to
               speak
               somewhat
               concerning
               the
               Discipline
               of
               a
               Petty-Schoole
               ,
               leaving
               the
               further
               Discourse
               of
               Childrens
               Manners
               to
               Books
               that
               treat
               purposely
               of
               that
               subject
               :
               as
               ,
               
                 Erasmus
                 de
                 moribus
                 ,
                 Youths
                 Behaviour
                 ,
                 &c.
                 
              
            
             
               1.
               
               Let
               every
               Scholar
               repair
               to
               Schoole
               before
               eight
               a
               clock
               in
               a
               morning
               ,
               or
               in
               case
               of
               weaknesse
               before
               nine
               ;
               and
               let
               him
               come
               fairly
               washed
               ,
               neatly
               combed
               ,
               and
               hansomly
               clad
               ,
               and
               by
               commending
               his
               cleannesse
               ,
               and
               shewing
               it
               to
               his
               fellowes
               ,
               make
               him
               to
               take
               pleasure
               betimes
               
               of
               himself
               to
               go
               neat
               and
               comely
               in
               his
               clothes
               .
            
             
               2.
               
               Let
               such
               as
               come
               before
               Schoole-time
               take
               liberty
               to
               recreate
               themselves
               about
               the
               Schoole
               ,
               yet
               so
               as
               not
               to
               be
               suffered
               to
               do
               any
               thing
               ,
               whereby
               to
               harm
               themselves
               ,
               or
               Schoole-fellowes
               ,
               or
               to
               give
               offence
               ,
               or
               make
               disturbance
               to
               any
               neighbour
               .
            
             
               3.
               
               When
               Schoole-time
               calleth
               ,
               let
               them
               all
               go
               orderly
               to
               their
               own
               places
               ,
               and
               there
               apply
               themselves
               diligently
               to
               their
               books
               ,
               without
               noyse
               ,
               or
               running
               about
               .
            
             
               4.
               
               When
               the
               Master
               cometh
               into
               the
               Schoole
               ,
               let
               them
               all
               stand
               up
               ,
               and
               make
               obeysance
               ▪
               so
               likewise
               when
               any
               st●anger
               cometh
               in
               )
               and
               after
               notice
               taken
               who
               are
               absent
               ;
               let
               one
               that
               is
               most
               able
               read
               a
               chapter
               ,
               and
               the
               rest
               attend
               ,
               and
               give
               some
               little
               account
               of
               what
               they
               heard
               read
               ;
               Then
               let
               him
               that
               read
               ,
               say
               a
               short
               prayer
               fitted
               for
               the
               Schoole
               ,
               and
               afterwards
               let
               every
               one
               settle
               to
               his
               present
               taske
               .
            
             
               5.
               
               The
               whole
               Schoole
               may
               not
               unfitly
               be
               divided
               into
               four
               formes
               ;
               whereof
               the
               first
               and
               lowest
               should
               be
               of
               those
               that
               learn
               to
               know
               their
               letters
               ,
               whose
               lessons
               may
               be
               in
               the
               Primar
               .
               The
               second
               
               of
               those
               that
               learn
               to
               spell
               ,
               whose
               lessons
               may
               be
               in
               the
               Single-Psalter
               .
               The
               third
               of
               these
               that
               learn
               to
               read
               ,
               whose
               lessons
               may
               be
               in
               the
               Bible
               .
               The
               fourth
               of
               those
               that
               are
               exercised
               in
               reading
               ,
               writeing
               ,
               and
               casting
               accounts
               ,
               whose
               lessons
               may
               be
               in
               such
               profitable
               English-Books
               as
               the
               Parents
               can
               best
               provide
               ,
               and
               the
               Master
               think
               fittest
               to
               be
               taught
               .
            
             
               6.
               
               Let
               their
               lessons
               be
               the
               same
               to
               each
               boy
               in
               every
               form
               ,
               and
               let
               the
               Master
               proportion
               them
               to
               the
               meanest
               capacities
               ,
               thus
               those
               that
               are
               abler
               may
               profit
               themselves
               by
               helping
               their
               weaker
               fellowes
               ,
               and
               those
               that
               are
               weaker
               be
               encouraged
               to
               see
               that
               they
               can
               keep
               company
               with
               the
               stronger
               .
               And
               let
               the
               two
               highest
               in
               every
               forme
               give
               notice
               to
               the
               Master
               when
               they
               come
               to
               say
               ,
               of
               those
               that
               were
               most
               negligent
               in
               geting
               the
               lesson
               .
            
             
               7.
               
               When
               they
               come
               to
               say
               ,
               let
               them
               all
               stand
               orderly
               in
               one
               or
               2
               rowes
               ,
               &
               whilst
               one
               sayeth
               his
               lesson
               ,
               be
               sure
               that
               all
               the
               rest
               look
               upon
               their
               books
               ,
               and
               give
               liberty
               to
               him
               that
               's
               next
               to
               correct
               him
               that
               is
               saying
               if
               he
               mistake
               ,
               and
               in
               case
               he
               can
               say
               better
               ,
               let
               him
               take
               his
               place
               ,
               and
               keep
               it
               till
               the
               same
               boy
               or
               another
               
               win
               it
               from
               him
               .
               The
               striveing
               for
               places
               (
               especially
               )
               amongst
               little
               ones
               ,
               will
               whet
               them
               all
               on
               to
               more
               diligence
               ,
               then
               any
               encouragement
               that
               can
               be
               given
               them
               ;
               and
               the
               Master
               should
               be
               very
               sparing
               to
               whip
               any
               one
               for
               his
               book
               ,
               except
               he
               be
               sullenly
               negligent
               ,
               and
               then
               also
               I
               would
               chuse
               rather
               to
               shame
               him
               out
               of
               his
               untowardnesse
               by
               commending
               some
               of
               his
               fellowes
               ,
               and
               asking
               him
               why
               he
               cannot
               do
               as
               well
               as
               they
               ,
               then
               by
               falling
               upon
               him
               with
               rating
               words
               ,
               or
               injurious
               blowes
               .
               A
               great
               care
               also
               must
               be
               had
               that
               those
               children
               that
               are
               slow
               witted
               and
               of
               a
               tender
               spirit
               ,
               be
               not
               any
               way
               discouraged
               ,
               though
               they
               cannot
               make
               so
               good
               performance
               of
               their
               task
               as
               the
               rest
               of
               their
               fellowes
               .
            
             
               8
               On
               Mundayes
               ,
               Wednesdayes
               and
               Fridayes
               they
               may
               say
               two
               lessons
               in
               a
               forenoon
               and
               two
               in
               an
               afternoon
               ;
               and
               on
               Tuesdayes
               and
               Thursdayes
               in
               the
               forenoons
               they
               may
               also
               say
               two
               lessons
               ;
               but
               on
               Tuesdayes
               and
               Thursdayes
               in
               the
               afternoons
               ,
               and
               on
               Saturday
               mornings
               I
               would
               have
               the
               time
               spent
               in
               examineing
               ,
               and
               directing
               how
               to
               spell
               and
               read
               a
               right
               ,
               and
               hearing
               them
               say
               the
               Graces
               ,
               Prayers
               ,
               and
               Psalms
               ,
               and
               especially
               
               the
               Lords
               Prayer
               ,
               the
               Creed
               ,
               and
               the
               Ten
               Commandements
               (
               which
               are
               for
               that
               purpose
               set
               down
               in
               the
               New-Primar
               )
               very
               perfectly
               by
               heart
               .
               And
               those
               that
               can
               these
               well
               may
               proceed
               to
               get
               other
               Catechisms
               ,
               but
               be
               sure
               they
               be
               such
               as
               agree
               with
               the
               Principles
               of
               Christian
               Religion
               .
            
             
               9.
               
               Their
               lessons
               being
               all
               said
               ,
               they
               should
               be
               dismissed
               about
               eleven
               a
               clock
               ,
               and
               then
               care
               must
               be
               taken
               that
               they
               go
               every
               one
               orderly
               out
               of
               the
               Schoole
               ,
               and
               passe
               quietly
               home
               without
               any
               stay
               by
               the
               way
               .
               And
               to
               prevent
               that
               too
               too
               common
               clamour
               ,
               and
               crouding
               out
               of
               the
               Schoole
               door
               ,
               let
               them
               rise
               out
               of
               their
               places
               one
               by
               one
               with
               their
               hat
               ,
               and
               book
               in
               their
               hand
               ,
               and
               make
               their
               honours
               to
               their
               Master
               as
               they
               passe
               before
               his
               face
               ,
               one
               following
               another
               at
               a
               distance
               out
               of
               the
               Schoole
               .
               It
               were
               fittest
               and
               safest
               that
               the
               least
               went
               out
               the
               foremost
               ,
               that
               the
               bigger
               boyes
               following
               may
               give
               notice
               of
               any
               misdemeanour
               upon
               the
               way
               .
            
             
               10
               Their
               return
               to
               Schoole
               in
               the
               after-noon
               should
               be
               by
               one
               of
               the
               clock
               ,
               and
               those
               that
               come
               before
               that
               hour
               ,
               should
               be
               permitted
               to
               play
               within
               their
               bounds
               till
               the
               clock
               strike
               one
               ,
               
               and
               then
               let
               them
               all
               take
               their
               places
               in
               due
               order
               ,
               and
               say
               their
               lessons
               as
               they
               did
               in
               the
               fore-noon
               .
               After
               lessons
               ended
               ,
               let
               one
               read
               a
               chapter
               ,
               and
               say
               a
               Prayer
               ,
               and
               so
               let
               them
               again
               go
               orderly
               and
               quietly
               home
               ,
               about
               five
               a
               clock
               in
               the
               summer
               ,
               and
               four
               in
               the
               winter
               season
               .
            
             
               11.
               
               If
               necessity
               require
               any
               one
               to
               go
               out
               in
               the
               School
               time
               ,
               let
               him
               not
               interrupt
               the
               Master
               by
               asking
               him
               leave
               ,
               but
               let
               him
               leave
               his
               book
               with
               his
               next
               fellow
               above
               him
               ,
               for
               fear
               he
               should
               else
               spoile
               it
               ,
               or
               loose
               it
               ,
               and
               in
               case
               he
               tarry
               too
               long
               forth
               ,
               let
               notice
               be
               given
               to
               the
               Monitor
               .
            
             
               12.
               
               Those
               children
               in
               the
               upper
               form
               may
               be
               monitors
               ,
               every
               one
               a
               day
               in
               his
               turn
               ,
               and
               let
               them
               every
               evening
               after
               all
               lessons
               said
               ,
               give
               a
               bill
               to
               the
               Master
               of
               their
               names
               that
               are
               absent
               and
               theirs
               that
               have
               committed
               any
               disorder
               ;
               and
               let
               him
               be
               very
               moderate
               in
               correcting
               ,
               and
               be
               sure
               to
               make
               a
               difference
               betwixt
               those
               faults
               that
               are
               vitiously
               enormous
               ,
               and
               those
               that
               are
               but
               childish
               transgressons
               ;
               Where
               admonitions
               readily
               take
               place
               ,
               it
               is
               a
               needlesse
               trouble
               to
               use
               a
               rod
               ,
               and
               as
               for
               a
               ferula
               I
               wish
               it
               were
               utterly
               banished
               out
               of
               all
               Schooles
               .
            
             
             
               If
               one
               ,
               before
               I
               conclude
               ,
               should
               ask
               me
               ,
               how
               many
               children
               I
               think
               may
               be
               well
               and
               profitably
               taught
               (
               according
               to
               the
               method
               already
               proposed
               )
               in
               a
               Petty-School
               ;
               I
               return
               him
               answer
               ,
               that
               I
               conceive
               fourty
               boyes
               will
               be
               enough
               throughly
               to
               employ
               one
               man
               ,
               to
               hear
               every
               one
               so
               often
               as
               is
               required
               ,
               and
               so
               many
               he
               may
               hear
               and
               benefit
               of
               himself
               ,
               without
               making
               use
               of
               any
               of
               his
               Scholars
               to
               teach
               the
               rest
               ,
               which
               however
               it
               may
               be
               permitted
               ,
               and
               is
               practised
               in
               some
               Schooles
               ,
               yet
               it
               occasioneth
               too
               much
               noyse
               and
               disorder
               ,
               and
               is
               no
               whit
               so
               acceptable
               to
               Parents
               ,
               or
               pleasing
               to
               the
               children
               ,
               be
               the
               work
               never
               so
               well
               done
               .
               And
               therefore
               I
               advise
               ,
               that
               in
               a
               place
               where
               a
               great
               concours
               of
               children
               may
               be
               had
               ,
               there
               be
               more
               Masters
               then
               one
               employed
               according
               to
               the
               spatiousnesse
               of
               the
               room
               ,
               and
               the
               number
               of
               boyes
               to
               be
               taught
               ;
               so
               that
               every
               fourty
               Scholars
               may
               have
               one
               to
               teach
               them
               ;
               and
               in
               case
               there
               be
               boyes
               enough
               to
               be
               taught
               ,
               I
               would
               appoint
               one
               single
               Master
               ,
               to
               attend
               one
               single
               forme
               ,
               and
               have
               as
               many
               Masters
               as
               there
               are
               forms
               ,
               and
               then
               the
               work
               of
               teaching
               little
               ones
               to
               the
               height
               of
               their
               best
               improvement
               may
               be
               throwly
               done
               ,
               
               esecially
               if
               there
               were
               a
               writeing-master
               employed
               at
               certain
               houres
               in
               the
               Schoole
               ,
               and
               an
               experienced
               Teacher
               encouraged
               as
               a
               supervisor
               ,
               or
               inspector
               ,
               to
               see
               that
               the
               whole
               Schoole
               be
               well
               and
               orderly
               taught
               ,
               and
               disciplined
               .
            
             
               What
               I
               have
               here
               writ
               concerning
               the
               Teaching
               and
               ordering
               of
               a
               Petty-Schoole
               ,
               was
               in
               many
               particulars
               experienced
               by
               my self
               with
               a
               few
               little
               boyes
               ,
               that
               I
               taught
               amongst
               my
               Grammar-Scholars
               in
               London
               ,
               and
               I
               know
               those
               of
               eminent
               worth
               ,
               and
               great
               learning
               that
               upon
               tryal
               made
               upon
               their
               own
               children
               at
               home
               ,
               and
               others
               at
               Schoole
               are
               ready
               to
               attest
               the
               ease
               and
               benefit
               of
               this
               method
               .
               Insomuch
               as
               I
               was
               resolved
               to
               have
               adjoyned
               a
               Petty-Schoole
               to
               my
               Grammar-Schoole
               at
               the
               Token-house
               in
               
                 Lothbury
                 London
              
               ,
               and
               there
               to
               have
               proceeded
               in
               this
               familiar
               and
               pleasing
               way
               of
               Teaching
               ,
               had
               I
               not
               been
               unhansomly
               dealt
               with
               by
               those
               whom
               it
               concerned
               ,
               for
               their
               own
               profit
               sake
               to
               have
               given
               me
               lesse
               discouragement
               .
               Neverthelesse
               ,
               I
               think
               it
               my
               duty
               to
               promote
               Learning
               what
               I
               can
               ,
               and
               to
               lay
               a
               sure
               foundation
               for
               such
               a
               goodly
               structure
               as
               learning
               is
               ;
               And
               
               though
               (
               perhaps
               )
               I
               may
               never
               be
               able
               to
               effect
               what
               I
               desire
               for
               its
               advancement
               ,
               yet
               it
               will
               be
               my
               comfort
               ,
               to
               have
               imparted
               somwhat
               to
               others
               that
               may
               help
               thereunto
               .
               I
               have
               here
               begun
               at
               the
               very
               ground
               work
               ,
               intending
               (
               by
               Gods
               blessing
               )
               forthwith
               to
               publish
               
                 The
                 New
                 Discovery
                 of
                 the
                 Old
                 Art
                 of
                 Teaching
                 ,
              
               which
               doth
               properly
               belong
               to
               a
               Grammar-Schoole
               .
            
             
               In
               the
               mean
               time
               I
               intreat
               those
               into
               whose
               hands
               this
               little
               work
               may
               come
               ,
               to
               look
               upon
               it
               with
               a
               single
               eye
               ,
               and
               whether
               they
               like
               or
               dislike
               it
               ,
               to
               think
               that
               it
               is
               not
               unnecessary
               for
               men
               of
               greatest
               parts
               to
               bestow
               a
               sheet
               or
               two
               at
               leasure
               time
               upon
               so
               mean
               a
               subject
               as
               this
               seem's
               to
               bee
               .
               And
               that
               God
               which
               causeth
               immense
               rivers
               to
               flow
               from
               small
               spring-heads
               ,
               vouchsafe
               to
               blesse
               these
               weak
               beginings
               in
               tender
               age
               ,
               that
               good
               learning
               may
               proceed
               hence
               to
               its
               full
               perfection
               in
               riper
               years
               .
            
             
               FINIS
               .
            
          
        
      
       
         
           
             
             
             
               THE
               Usher's
               Duty
               ,
               OR
               A
               PLAT-FORME
               of
               Teaching
               LILIES
               Grammar
               .
               By
               C.
               H.
               
            
             
               LONDON
               ,
               Printed
               by
               
                 J.
                 T.
              
               for
               
                 Andrew
                 Crook
              
               at
               the
               
                 Green
                 Dragon
              
               in
               Pauls
               Church
               Yard
               ,
               1659.
               
            
          
        
         
           
             
             
             THE
             Usher's
             Duty
             ,
             OR
             A
             Plat-forme
             of
             Teaching
             Lilies
             Grammar
             .
          
           
             
               CHAP.
               I.
               
            
             
               How
               to
               help
               Children
               that
               are
               imperfect
               in
               reading
               English
               ,
               when
               they
               are
               brought
               to
               the
               Grammar-Schoole
               ;
               and
               how
               to
               prepare
               them
               for
               more
               easie
               entrance
               upon
               Latine
               .
            
             
               THE
               want
               of
               good
               Teachers
               of
               English
               in
               most
               places
               where
               Grammar-Schooles
               are
               erected
               ,
               causeth
               that
               many
               Children
               are
               brought
               thither
               to
               learn
               the
               Latine
               Tongue
               ,
               before
               they
               can
               read
               well
               .
               And
               this
               chiefly
               ,
               to
               prevent
               their
               losse
               of
               
               time
               with
               those
               that
               can
               teach
               them
               no
               further
               .
            
             
               Now
               such
               Scholars
               for
               the
               most
               part
               become
               the
               greatest
               disgrace
               to
               the
               Master
               of
               all
               the
               rest
               ,
               partly
               because
               indiscreet
               and
               illiterate
               parents
               (
               I
               wil
               not
               say
               servants
               )
               that
               can
               scarcely
               read
               English
               themselves
               ,
               become
               too
               severe
               judges
               of
               his
               work
               ,
               and
               partly
               because
               he
               seem's
               to
               some
               to
               undervalue
               himself
               by
               admiting
               Petties
               into
               his
               Schoole
               .
               But
               for
               the
               toyl
               and
               trouble
               that
               he
               hath
               in
               teaching
               such
               ,
               I
               rather
               seek
               how
               to
               remedie
               it
               ,
               then
               go
               about
               in
               words
               to
               expresse
               it
               .
            
             
               To
               help
               therefore
               that
               defect
               of
               reading
               English
               aright
               ,
               you
               may
               take
               this
               ,
               as
               the
               most
               useful
               course
               .
            
             
               1.
               
               Let
               them
               read
               a
               Chapter
               every
               morning
               ,
               and
               every
               noon
               in
               
                 the
                 New-Testament
              
               ,
               and
               at
               ten
               and
               four
               a
               clock
               ,
               a
               piece
               of
               the
               Accidents
               ,
               which
               will
               require
               (
               at
               least
               )
               a
               quarter
               of
               a
               year
               to
               be
               read
               over
               ,
               in
               case
               the
               children
               be
               very
               imperfect
               ,
               but
               in
               case
               they
               be
               any
               whit
               ready
               ,
               it
               may
               be
               gone
               over
               in
               six
               weeks
               time
               .
            
             
               2.
               
               To
               exercise
               their
               slender
               memories
               at
               their
               first
               coming
               to
               Schoole
               ,
               and
               to
               find
               them
               some
               little
               task
               over-night
               
               (
               to
               which
               they
               should
               be
               inured
               at
               the
               first
               ,
               that
               they
               may
               not
               take
               it
               more
               hardly
               afterwards
               )
               let
               them
               commit
               to
               memory
               some
               few
               staves
               of
               such
               Psalms
               in
               Meeter
               ,
               as
               you
               in
               your
               discretion
               shall
               think
               best
               to
               sute
               with
               their
               shallow
               apprehensions
               :
               
                 Psalm
                 .
                 1.
                 4.
                 12.
                 15.
                 19.
                 25.
              
               34.
               67.
               100.
               103
               ,
               104
               119.
               are
               excellent
               for
               this
               purpose
               .
            
             
               That
               they
               may
               be
               more
               perfect
               in
               their
               lessons
               before
               they
               come
               to
               say
               ;
            
             
               1.
               
               It
               were
               good
               ,
               if
               you
               did
               now
               and
               then
               read
               a
               piece
               for
               their
               imitation
               ,
               observing
               the
               just
               and
               full
               pronounciation
               of
               each
               syllable
               ,
               and
               making
               pauses
               as
               they
               come
               .
            
             
               2.
               
               But
               especially
               as
               they
               sit
               in
               their
               form
               ,
               see
               that
               every
               one
               after
               another
               read
               the
               Lesson
               twice
               or
               thrice
               over
               (
               the
               highest
               ,
               because
               the
               most
               able
               beginning
               to
               read
               first
               )
               and
               cause
               that
               every
               one
               attend
               diligently
               to
               what
               is
               read
               ,
               looking
               constantly
               upon
               his
               book
               ,
               and
               let
               them
               have
               liberty
               (
               who
               can
               soonest
               )
               to
               correct
               him
               that
               readeth
               any
               word
               amisse
               ,
               and
               to
               note
               it
               as
               his
               mistake
               .
               But
               in
               this
               a
               care
               must
               be
               had
               that
               they
               make
               no
               noise
               nor
               disturbance
               to
               the
               rest
               of
               the
               Schoole
               .
            
             
               3.
               
               When
               they
               come
               to
               say
               ,
               let
               every
               
               one
               in
               that
               order
               you
               shall
               appoint
               (
               beginning
               either
               with
               the
               highest
               or
               lowest
               ,
               or
               otherwise
               )
               read
               the
               whole
               Lesson
               ,
               or
               a
               piece
               of
               it
               ,
               as
               the
               time
               will
               best
               permit
               you
               to
               hear
               them
               ,
               and
               when
               the
               lesson
               is
               gone
               often
               enough
               over
               ,
               you
               may
               propound
               a
               familiar
               and
               short
               question
               or
               two
               out
               of
               it
               ,
               thereby
               to
               make
               somewhat
               of
               its
               meaning
               stick
               in
               their
               memories
               ,
               and
               dismisse
               them
               to
               their
               places
               to
               ask
               one
               another
               the
               like
               .
            
             
               But
               because
               
                 the
                 Accidents
                 as
                 it
                 is
                 now
                 Printed
              
               (
               especially
               that
               part
               of
               it
               which
               concerneth
               the
               conjugateing
               of
               verbs
               )
               
                 is
                 too
                 full
                 of
                 difficult
                 Abbreviations
              
               for
               the
               most
               Children
               to
               read
               ,
               or
               some
               Masters
               (
               that
               undertake
               it
               )
               to
               teach
               ;
               I
               have
               found
               a
               great
               advantage
               and
               ease
               by
               making
               use
               of
               
                 the
                 examination
                 of
                 the
                 Accidents
              
               ,
               before
               I
               put
               them
               to
               read
               the
               Accidents
               it self
               ,
               especially
               with
               some
               more
               dull-witted
               boyes
               ,
               that
               I
               could
               not
               otherwise
               fasten
               upon
               ;
               and
               the
               way
               I
               used
               ,
               it
               was
               this
               :
               I
               caused
               ,
            
             
               1.
               
               That
               Children
               should
               read
               over
               onely
               the
               first
               part
               of
               it
               ,
               which
               concerneth
               
                 the
                 Introduction
                 of
                 the
                 eight
                 parts
                 of
                 Speech
                 ,
              
               by
               taking
               so
               much
               at
               a
               time
               ,
               as
               they
               could
               well
               be
               able
               to
               read
               ,
               and
               belonged
               to
               one
               or
               more
               particular
               heads
               
               of
               Grammar
               .
               Thus
               in
               the
               first
               going
               it
               over
               ,
               I
               made
               them
               acquainted
               with
               the
               usual
               terms
               of
               Grammar-Art
               ,
               so
               as
               to
               be
               able
               (
               at
               least
               )
               to
               turn
               to
               a
               
                 Noun
                 ,
                 Pronoune
                 ,
                 Verb
              
               ,
               &c.
               and
               to
               what
               belong
               to
               them
               ,
               as
               ,
               
                 to
                 the
                 Numbers
                 ,
                 Cases
                 ,
                 Persons
                 ,
                 Moods
                 ,
              
               &c.
               and
               to
               tell
               how
               many
               there
               are
               of
               each
               .
            
             
               And
               in
               the
               second
               reading
               it
               over
               ,
               I
               ta●ght
               them
               to
               take
               notice
               what
               every
               part
               of
               speech
               is
               ,
               and
               how
               it
               differs
               from
               others
               ,
               and
               what
               things
               belong
               to
               every
               one
               of
               them
               .
               And
               this
               I
               did
               by
               English
               examples
               ,
               which
               best
               help
               to
               instruct
               their
               understandings
               in
               the
               meaning
               of
               what
               they
               read
               ,
               and
               confirm
               their
               memories
               to
               keep
               it
               .
               Ex.
               gr
               .
               having
               shewed
               them
               in
               their
               Book
               ,
               that
               a
               Noun
               is
               the
               name
               of
               a
               thing
               ,
               and
               that
               it
               is
               substantive
               ,
               or
               Adjective
               ,
               and
               hath
               Numbers
               ,
               Cases
               ,
               Genders
               ,
               Declensions
               ,
               and
               Degrees
               of
               Comparison
               ;
               I
               instance
               several
               words
               ,
               as
               ,
               
                 a
                 horse
                 ,
                 of
                 men
                 ,
                 sweet
                 honey
                 ,
                 with
                 sweeter
                 words
                 ,
              
               and
               let
               the
               Children
               who
               can
               readiliest
               ,
               tell
               me
               what
               belong
               to
               them
               .
               This
               is
               (
               as
               Mr.
               Woodward
               very
               well
               expresseth
               it
               in
               his
               
                 Light
                 to
                 Grammar
              
               ,
               chap.
               2.
               
               
                 
                   To
                   Teach
                   a
                   Child
                   to
                   carry
                   a
                   Torch
                   or
                   Lanthorn
                   in
                   his
                   hand
                   ,
                   that
                   thereby
                   the
                   understanding
                   may
                   
                   do
                   its
                   office
                   ,
                   and
                   put
                   to
                   memory
                   to
                   do
                   hers
                
                 ;
                 to
                 slip
                 into
                 a
                 Childes
                 understanding
                 before
                 he
                 be
                 aware
                 ,
                 so
                 as
                 he
                 shall
                 have
                 done
                 his
                 task
                 ,
                 before
                 he
                 shall
                 suspect
                 that
                 any
                 was
                 imposed
                 ;
                 he
                 shall
                 do
                 his
                 work
                 playing
                 ,
                 and
                 play
                 working
                 ;
                 he
                 shall
                 seem
                 idle
                 and
                 think
                 he
                 is
                 in
                 sport
                 ,
                 when
                 he
                 is
                 indeed
                 seriously
                 and
                 well
                 employed
                 .
                 This
                 is
                 done
                 (
                 saith
                 he
                 )
                 
                   by
                   Praecognition
                
                 ,
                 for
                 it
                 
                   convey's
                   a
                   light
                   into
                   the
                   understanding
                   ,
                   which
                   the
                   childe
                   hath
                   lighted
                   at
                   his
                   own
                   candle
                   .
                
              
            
             
               Now
               forasmuch
               as
               the
               way
               of
               working
               hereby
               is
               ,
               when
               
                 the
                 inward
                 senses
              
               of
               the
               Childe
               
                 are
                 instructed
                 by
                 the
                 outward
                 ,
                 and
                 the
                 more
                 help
                 one
                 hath
                 of
                 the
                 outward
                 ,
                 the
                 surer
                 and
                 firmer
                 the
                 instruction
                 is
                 within
              
               ;
               I
               cannot
               but
               here
               give
               notice
               of
               Mr.
               
                 Comm●nius's
                 Orbis
                 Pictus
              
               ,
               as
               a
               most
               rare
               devise
               for
               Teaching
               of
               a
               Childe
               at
               once
               to
               know
               things
               and
               words
               by
               pictures
               ,
               which
               may
               also
               serve
               for
               the
               more
               perfect
               and
               pleasant
               reading
               of
               the
               English
               and
               Latine
               Tongues
               ,
               and
               entering
               ,
               a
               childe
               upon
               his
               Accidents
               ;
               if
               the
               dearnesse
               of
               the
               book
               (
               by
               reason
               of
               the
               brasse
               cuts
               in
               it
               )
               did
               not
               make
               it
               too
               hard
               to
               come
               by
               .
            
             
               But
               where
               the
               book
               may
               be
               readily
               had
               (
               as
               who
               would
               not
               bestow
               four
               
               or
               five
               shillings
               more
               then
               ordinary
               to
               profit
               and
               please
               a
               Son
               ?
               )
               I
               would
               advise
               that
               a
               child
               should
               bring
               it
               with
               him
               at
               his
               first
               coming
               to
               a
               Grammar-Schoole
               ,
               and
               be
               employed
               in
               it
               together
               with
               his
               Accidents
               ,
               till
               he
               can
               write
               a
               good
               legible
               hand
               ,
               and
               then
               a
               Master
               may
               adventure
               to
               ground
               him
               well
               in
               Orthography
               ,
               and
               Etymologie
               ,
               by
               using
               that
               Book
               according
               to
               the
               directions
               already
               given
               in
               the
               Preface
               before
               it
               ,
               and
               causing
               him
               every
               day
               to
               write
               a
               Chapter
               of
               it
               in
               English
               and
               Latine
               .
            
             
               He
               that
               would
               be
               further
               instructed
               how
               by
               teaching
               English
               more
               Grammatically
               ,
               to
               prepare
               his
               Scholars
               for
               Latine
               ,
               let
               him
               consult
               Mr.
               
                 Pool's
                 English
                 Accidents
              
               ,
               and
               Mr.
               
                 Wharton's
                 English
                 Grammar
              
               ,
               as
               the
               best
               books
               that
               I
               know
               at
               present
               ,
               for
               that
               purpose
               .
            
          
           
             
             
               CHAP.
               II.
               
            
             
               How
               to
               teach
               Children
               in
               the
               first
               Forme
               ,
               the
               Grounds
               or
               Rudiments
               of
               Grammar
               contained
               in
               the
               Accidents
               ,
               and
               to
               prepare
               them
               for
               the
               Latine
               tongue
               with
               ease
               and
               delight
               .
            
             
               BEing
               here
               to
               deliver
               my
               mind
               concerning
               entering
               little
               ones
               ,
               by
               way
               of
               Grammar
               ,
               to
               the
               Latine
               Tongue
               ,
               (
               a
               matter
               which
               I
               may
               truly
               say
               hath
               (
               ever
               since
               ▪
               I
               began
               to
               teach
               )
               cost
               me
               more
               studie
               and
               observation
               ,
               then
               any
               one
               point
               of
               my
               profession
               ,
               and
               the
               more
               because
               I
               see
               few
               able
               Schoole-Masters
               vouchsafe
               so
               far
               to
               unman
               themselves
               as
               to
               minde
               it
               .
               I
               desire
               three
               things
               may
               be
               considered
               by
               all
               that
               goe
               about
               to
               enter
               children
               to
               Grammar-Learning
               ,
               viz.
               that
            
             
               1.
               
               
                 There
                 is
                 a
                 great
                 difference
                 betwixt
                 a
                 man
                 that
                 teacheth
                 ,
                 and
                 a
                 Childe
                 that
                 is
                 to
                 be
                 taught
                 .
              
               For
               though
               I
               do
               not
               altogether
               hold
               with
               him
               that
               sayeth
               a
               man
               in
               his
               Childe-hood
               is
               no
               better
               then
               a
               bruit-beast
               ,
               and
               useth
               no
               power
               but
               anger
               and
               concupiscence
               ;
               nor
               take
               upon
               me
               
               here
               to
               dispute
               whether
               a
               Childe
               learneth
               more
               by
               rote
               then
               by
               reason
               ,
               yet
               this
               I
               dare
               aver
               ,
               that
               
                 the
                 more
                 condescention
                 is
                 made
                 to
                 a
                 Childes
                 capacity
                 ,
                 by
                 proceeding
                 orderly
                 and
                 plainly
                 from
                 what
                 he
                 knoweth
                 already
                 ,
                 to
                 what
                 doth
                 naturally
                 and
                 necessarily
                 follow
                 thereupon
                 ,
                 the
                 more
                 easily
                 he
                 will
                 learn.
              
               A
               man
               therefore
               that
               hath
               the
               strength
               and
               full
               use
               of
               reason
               ,
               must
               conduct
               his
               young
               learner
               ,
               to
               follow
               him
               in
               a
               rational
               way
               ,
               though
               he
               must
               not
               expect
               him
               to
               goe
               
                 aequis
                 possibus
              
               ,
               as
               fast
               as
               himself
               .
               And
               forasmuch
               as
               a
               childe
               is
               tender
               ,
               a
               man
               must
               abate
               of
               his
               roughnesse
               ;
               seeing
               a
               childe
               is
               slow
               of
               apprehension
               ,
               he
               must
               not
               be
               too
               quick
               in
               his
               delivery
               ;
               and
               seeing
               a
               childe
               is
               naturally
               aukward
               to
               his
               work
               ,
               he
               must
               not
               be
               too
               passionate
               ,
               if
               he
               do
               amisse
               .
               Tullies
               observation
               is
               that
               ,
               
                 Quo
                 quis
                 doctior
                 est
                 ,
                 eo
                 iracundius
                 docet
              
               ;
               and
               
                 Mr.
                 Mulcaster
              
               gives
               notice
               that
               there
               is
               a
               number
               of
               discoursers
               that
               can
               say
               pretty
               well
               to
               a
               general
               Position
               ,
               but
               shew
               themselves
               altogether
               lame
               in
               the
               particular
               applying
               it
               ,
               which
               is
               a
               thing
               that
               attendeth
               onely
               upon
               experience
               and
               years
               .
               He
               would
               therefore
               (
               and
               that
               rightly
               )
               have
               a
               ●rainer
               of
               youth
               reclaimed
               unto
               discretion
               ,
               whose
               commendation
               Aristotle
               
               placeth
               in
               the
               skil
               of
               specialities
               .
               And
               I
               would
               advise
               him
               that
               hath
               to
               deal
               with
               a
               childe
               ,
               to
               imitate
               the
               nurse
               in
               helping
               him
               how
               to
               go
               forward
               ,
               or
               the
               Gardiner
               in
               furthering
               the
               growth
               of
               his
               young
               plant
               .
               
                 Est
                 &
                 hac
                 summi
                 ingenii
                 maxima
                 infirmitas
                 non
                 posse
                 descendere
                 ,
              
               saith
               a
               Teacher
               of
               eloquence
               ;
               
                 Tall
                 wits
                 ,
                 like
                 long
                 backs
                 ,
                 cannot
                 abide
                 to
                 stoop
                 ,
              
               but
               
                 whosoever
                 is
                 a
                 Schoole-Master
                 ,
                 and
                 would
                 do
                 his
                 duty
                 as
                 he
                 ought
                 ,
                 must
                 account
                 it
                 a
                 point
                 of
                 wisdom
                 to
                 condescend
                 to
                 a
                 childes
                 capacitie
                 ,
                 be
                 it
                 never
                 so
                 mean.
              
               How
               have
               I
               delighted
               to
               see
               an
               Artist
               (
               I
               mean
               a
               watch-maker
               or
               the
               like
               )
               spend
               an
               hour
               or
               two
               sometimes
               in
               findeing
               a
               defect
               in
               a
               piece
               of
               work
               ,
               which
               he
               hath
               afterwards
               remedied
               in
               the
               turning
               of
               a
               hand
               ;
               whereas
               a
               more
               hasty
               work-man
               hath
               been
               ready
               to
               throw
               the
               thing
               aside
               ,
               and
               to
               neglect
               it
               as
               good
               for
               no
               use
               .
               
                 Let
                 the
                 Master
                 ever
                 mind
                 where
                 a
                 childe
                 sticks
                 ,
                 and
                 remove
                 the
                 impediments
                 out
                 of
                 his
                 way
                 ,
                 and
                 his
                 Scholar
                 will
                 take
                 pleasure
                 ,
                 that
                 he
                 can
                 go
                 on
                 in
                 learning
                 .
              
            
             
               2.
               
               
                 There
                 is
                 a
                 great
                 disproportion
                 betwixt
                 a
                 Childes
                 capacitie
                 ,
                 and
                 the
                 Accidents
                 it self
                 .
              
               Children
               are
               lead
               most
               by
               sense
               ,
               and
               the
               Grammar-rules
               ,
               consisting
               in
               general
               Doctrines
               are
               too
               subtile
               for
               
               them
               ;
               Childrens
               wits
               are
               weak
               ,
               active
               ,
               and
               lively
               ,
               whereas
               Grammar
               notions
               are
               abstractive
               ,
               dull
               ,
               and
               livelesse
               ;
               boyes
               finde
               no
               sap
               ,
               nor
               sweetnesse
               in
               them
               ,
               because
               they
               know
               not
               what
               they
               mean
               ;
               and
               tell
               them
               the
               meaning
               of
               the
               same
               rule
               never
               so
               often
               over
               ,
               their
               memories
               are
               so
               waterish
               ,
               that
               the
               impression
               (
               if
               any
               were
               made
               in
               the
               brain
               )
               is
               quickly
               gone
               out
               again
               .
               Roat
               runneth
               on
               apace
               and
               mindeth
               nothing
               so
               much
               as
               play
               ;
               and
               
                 it
                 is
                 very
                 hard
                 to
                 teach
                 a
                 childe
                 in
                 doing
                 of
                 a
                 thing
                 to
                 heed
                 ,
                 much
                 lesse
                 to
                 judge
                 what
                 he
                 doth
                 ,
                 till
                 he
                 feel
                 some
                 use
                 of
                 reason
                 ,
              
               in
               the
               mean
               time
               ,
               he
               will
               profit
               more
               by
               continual
               practice
               and
               being
               kept
               still
               (
               as
               he
               loves
               to
               be
               )
               doing
               ,
               then
               by
               knowing
               why
               ,
               and
               being
               called
               upon
               to
               consider
               the
               causes
               wherefore
               he
               doth
               this
               or
               that
               .
            
             
               Besides
               ,
               it
               wil
               clearly
               appear
               to
               any
               that
               shall
               but
               minde
               the
               confused
               order
               (
               especially
               of
               the
               verbs
               )
               and
               the
               perplexity
               of
               some
               Rules
               and
               Examples
               ,
               that
               ,
               that
               book
               was
               rather
               made
               to
               informe
               those
               of
               riper
               years
               ,
               who
               knew
               something
               of
               Latine
               before
               ,
               with
               the
               reasons
               of
               what
               they
               knew
               ,
               then
               to
               direct
               little
               ones
               (
               as
               we
               do
               now
               )
               to
               use
               it
               as
               a
               rule
               about
               that
               ,
               whereof
               they
               are
               ignorant
               altogether
               .
            
             
             
               3.
               
               
                 It
                 is
                 one
                 thing
                 to
                 learn
                 the
                 Latine
                 Tongue
                 ,
                 or
                 any
                 other
                 Language
                 ,
                 &
                 another
                 to
                 learn
                 the
                 Grammar
                 ,
                 as
                 a
                 guide
                 to
                 it
                 ,
                 or
                 a
                 means
                 to
                 attain
                 the
                 reason
                 of
                 it
              
               ;
               we
               see
               how
               readily
               children
               learn
               to
               speak
               true
               and
               proper
               English
               (
               and
               they
               may
               also
               do
               the
               same
               in
               Latine
               by
               daily
               use
               and
               imitation
               of
               others
               ,
               long
               before
               they
               are
               able
               to
               apprehend
               a
               definition
               of
               what
               Grammar
               is
               ,
               or
               any
               thing
               else
               concerning
               it
               .
               And
               the
               reason
               hereof
               is
               ,
               because
               the
               first
               is
               a
               work
               of
               the
               imagination
               and
               memory
               ,
               which
               are
               apt
               to
               take
               and
               keep
               impressions
               ,
               having
               the
               senses
               to
               help
               them
               ,
               but
               the
               other
               belongs
               to
               the
               understanding
               ,
               which
               for
               want
               of
               the
               strength
               of
               reason
               to
               assist
               it
               ,
               is
               hard
               to
               be
               wrought
               upon
               in
               a
               childe
               ,
               
                 and
                 till
                 the
                 memory
                 and
                 understanding
                 go
                 hand
                 in
                 hand
                 ,
                 a
                 child
                 learns
                 nothing
                 to
                 any
                 purpose
                 .
              
               Hence
               it
               cometh
               to
               passe
               ,
               that
               Grammar-learning
               (
               as
               it
               is
               generally
               now
               used
               )
               becometh
               a
               a
               work
               of
               more
               difficulty
               and
               discouragement
               both
               to
               Master
               and
               Scholar
               ,
               then
               any
               studie
               or
               employment
               they
               undertake
               ,
               and
               that
               many
               have
               striven
               to
               contrive
               more
               facill
               Grammars
               for
               their
               Scholars
               ,
               whereas
               indeed
               the
               right
               and
               constant
               use
               of
               any
               one
               that
               is
               compleat
               ,
               so
               as
               to
               handle
               the
               
                 s●bctjectum
                 
                 totale
              
               of
               the
               Art
               ,
               doth
               easily
               reduce
               all
               others
               to
               its-selfe
               ,
               especially
               after
               the
               Language
               is
               somewhat
               gained
               .
            
             
               These
               things
               thus
               premised
               ,
               I
               conceive
               it
               very
               necessary
               for
               all
               such
               as
               undertake
               to
               teach
               Grammar
               to
               little
               children
               ,
               to
               cherish
               and
               exercise
               those
               endowments
               which
               they
               see
               do
               shew
               themselves
               most
               vigorous
               and
               prompt
               in
               them
               ,
               be
               they
               memorie
               ,
               phansie
               ,
               &c.
               and
               to
               proceed
               orderly
               and
               by
               degrees
               (
               for
               so
               nature
               it self
               doth
               )
               that
               they
               may
               be
               able
               to
               hold
               pace
               with
               their
               Teachers
               ,
               and
               to
               perceive
               how
               themselves
               mount
               higher
               and
               higher
               ,
               and
               at
               every
               asscent
               to
               know
               where
               they
               are
               ,
               and
               how
               to
               adventure
               boldly
               to
               go
               forward
               of
               themselves
               .
               And
               forasmuch
               as
               the
               Accidents
               is
               generally
               made
               use
               of
               as
               an
               introduction
               to
               Latine
               Grammar
               ,
               (
               which
               
                 of
                 it selfe
                 is
                 but
                 a
                 bare
                 rule
                 ,
              
               and
               a
               very
               naked
               thing
               ,
               as
               Mr.
               M●lchaster
               hath
               well
               observed
               )
               and
               
                 it
                 is
                 one
                 thing
                 to
                 speak
                 like
                 a
                 Grammarian
                 ,
                 and
                 another
                 thing
                 to
                 speake
                 like
                 a
                 Latinist
                 ,
              
               as
               Quintilian
               hath
               noted
               )
               it
               is
               fit
               that
               both
               the
               Accidents
               and
               the
               Latine
               tongue
               together
               should
               be
               brought
               within
               Childrens
               reach
               ,
               and
               made
               more
               familiar
               unto
               them
               then
               
               formerly
               .
               And
               how
               this
               may
               be
               done
               even
               with
               those
               of
               seven
               years
               of
               age
               ,
               or
               under
               ,
               I
               shall
               now
               go
               on
               to
               discover
               according
               to
               what
               I
               have
               tryed
               ,
               and
               do
               every
               day
               still
               put
               in
               practise
               .
               But
               this
               
                 I
                 require
              
               aforehand
               (
               which
               Mr.
               M●lchaster
               also
               wisht
               for
               )
               
                 that
                 a
                 childe
                 may
                 have
                 his
                 reading
                 perfect
                 ,
                 and
                 ready
                 in
                 both
                 the
                 English
                 and
                 Latine
                 tongue
                 ,
                 and
                 that
                 he
                 can
                 write
                 a
                 fair
                 hand
                 before
                 ever
                 he
                 dream
                 of
                 his
                 Grammar
                 .
              
               For
               these
               will
               make
               him
               he
               shall
               never
               complain
               of
               after
               difficulties
               ,
               but
               cheerefully
               make
               a
               wonderful
               riddance
               in
               the
               rest
               of
               his
               learning
               .
            
             
               
                 The
                 commonly
                 received
                 way
                 to
                 teach
                 children
                 the
                 first
                 Rudiments
                 of
                 Latine-Speech
                 is
                 ,
                 to
                 put
                 them
                 to
                 read
                 the
                 Accidents
                 once
                 or
                 twice
                 over
                 ,
                 and
                 then
                 to
                 let
                 them
                 get
                 it
                 without
                 book
                 by
                 several
                 parts
                 ,
                 not
                 respecting
                 at
                 all
                 whether
                 they
                 understand
                 it
                 ,
                 or
                 not
                 .
              
               Thus
               they
               spend
               two
               or
               three
               years
               (
               for
               the
               most
               part
               )
               in
               a
               wearisome
               toile
               to
               no
               purpose
               ,
               not
               knowing
               all
               the
               while
               what
               use
               they
               are
               to
               make
               of
               their
               book
               ,
               nor
               what
               the
               learning
               of
               such
               a
               multitude
               of
               Rules
               may
               tend
               to
               ,
               and
               
                 in
                 the
                 interim
                 of
                 getting
                 the
                 Accidents
                 by
                 heart
              
               (
               if
               great
               care
               be
               not
               taken
               )
               
                 they
                 loose
                 that
                 ability
                 of
                 Reading
                 English
                 ,
              
               which
               they
               brought
               from
               the
               Petty-Schoole
               ;
               and
               this
               makes
               
               the
               Parents
               cry
               out
               against
               Learning
               Latine
               ,
               and
               complain
               of
               their
               Childrens
               not
               profiting
               at
               the
               Grammar-Schooles
               ,
               whence
               they
               are
               therefore
               sometimes
               taken
               and
               sent
               back
               again
               to
               a
               Mistresse
               of
               Dame
               to
               learn
               English
               better
               .
               The
               conscientious
               Master
               all
               the
               while
               striveing
               to
               the
               uttermost
               of
               his
               strength
               and
               skil
               to
               preserve
               his
               credit
               ,
               and
               not
               knowing
               well
               how
               to
               remedie
               this
               mischief
               otherwise
               ,
               then
               by
               hastning
               on
               the
               Children
               in
               this
               common
               road
               ,
               doth
               over-toyl
               (
               if
               not
               destroy
               )
               himself
               ,
               and
               discourage
               (
               if
               not
               drive
               away
               )
               his
               Scholars
               ,
               by
               his
               too
               much
               diligence
               .
            
             
               Having
               therefore
               made
               sure
               that
               the
               little
               Scholars
               can
               read
               very
               well
               ,
               and
               write
               plainly
               before-hand
               ,
               put
               so
               many
               of
               them
               as
               are
               well
               able
               to
               hold
               pace
               together
               into
               one
               form
               ,
               and
               begin
               to
               
                 teach
                 them
                 their
                 Accidents
                 in
                 an
                 understanding
                 manner
                 ,
              
               thus
               ,
            
             
               1.
               
               Give
               them
               a
               glymps
               or
               insight
               into
               the
               introduction
               or
               first
               part
               of
               it
               ,
               
                 by
                 dividing
                 it
                 into
                 twelve
                 parts
                 ,
                 and
                 making
                 them
                 to
                 take
                 notice
                 of
                 the
                 chief
                 heads
                 in
                 every
                 one
                 ;
                 whereof
                 ,
                 The
                 first
                 may
                 be
                 ,
              
               concerning
               the
               eight
               parts
               of
               speech
               ,
               of
               a
               
               Noun
               and
               its
               kindes
               ,
               of
               Numbers
               ,
               Cases
               ,
               and
               Genders
               .
            
             
               
                 The
                 second
              
               of
               the
               Declensions
               of
               Nounes
               substantives
               .
            
             
               
                 The
                 third
              
               ,
               of
               the
               declining
               of
               Adjectives
               ,
               and
               their
               comparison
               .
            
             
               
                 The
                 fourth
              
               ,
               of
               a
               Pronoune
               .
            
             
               
                 The
                 fifth
              
               ,
               of
               a
               Verb
               and
               its
               Kindes
               ,
               Moodes
               ,
               Gerunds
               ,
               Supines
               ,
               Tenses
               ,
               Persons
               and
               conjugations
               .
            
             
               
                 The
                 sixth
              
               ,
               of
               the
               Conjugateing
               of
               Verbs
               in
               O.
               
            
             
               
                 The
                 seventh
              
               ,
               Of
               the
               Verb
               Sum.
               
            
             
               
                 The
                 eighth
              
               ,
               Of
               Verbs
               in
               OR
               .
            
             
               
                 The
                 ninth
              
               ,
               Of
               Verbs
               irregular
               ,
               as
               Poss●m
               ,
               &c.
               
            
             
               
                 The
                 tenth
              
               ,
               Of
               a
               Participle
               .
            
             
               
                 The
                 eleventh
              
               ,
               Of
               an
               Adverb
               .
            
             
               
                 The
                 twelfth
              
               ,
               Of
               a
               Conjunction
               ,
               a
               Praeposition
               ,
               and
               an
               Interjection
               .
            
             
               By
               this
               means
               they
               shall
               know
               the
               general
               terms
               of
               Grammar
               ,
               and
               where
               to
               turn
               to
               any
               Part
               of
               Speech
               ,
               and
               to
               what
               belongs
               to
               it
               in
               the
               Book
               .
               As
               they
               get
               their
               Parts
               ,
               make
               them
               one
               to
               hear
               another
               read
               it
               over
               in
               their
               seat
               as
               they
               sit
               orderly
               ;
               as
               they
               say
               ,
               let
               every
               one
               read
               a
               greater
               or
               lesser
               share
               ,
               as
               you
               please
               to
               appoint
               ,
               and
               make
               the
               rest
               attend
               to
               him
               that
               readeth
               ;
               after
               they
               
               have
               said
               ,
               one
               may
               take
               
                 the
                 examination
                 of
                 the
                 Accidents
              
               ,
               and
               out
               of
               it
               ask
               the
               questions
               belonging
               to
               their
               present
               Part
               ,
               to
               which
               the
               others
               may
               make
               answer
               out
               of
               the
               words
               of
               their
               Accidents
               ,
               which
               if
               they
               cannot
               readily
               do
               ,
               he
               may
               tell
               them
               out
               of
               his
               Book
               ;
               and
               if
               your selfe
               sometime
               examine
               them
               in
               the
               most
               familiar
               and
               general
               questions
               ,
               it
               will
               help
               them
               to
               understand
               ,
               and
               sharpen
               their
               memories
               very
               much
               for
               the
               getting
               of
               that
               by
               heart
               ,
               whereof
               they
               already
               know
               somewhat
               .
            
             
               2.
               
               When
               they
               get
               
                 the
                 Introduction
              
               memoriter
               ,
               let
               them
               take
               but
               a
               very
               little
               at
               once
               ,
               that
               they
               may
               get
               it
               more
               perfectly
               in
               a
               little
               time
               ,
               and
               this
               will
               be
               a
               means
               still
               to
               hearten
               them
               on
               to
               a
               new
               lesson
               ,
               but
               be
               sure
               that
               every
               lesson
               end
               at
               a
               full
               Period
               ;
               and
               that
               none
               may
               seem
               to
               be
               overcharged
               or
               hindred
               ,
               let
               alwayes
               the
               weakest
               childe
               appoint
               the
               task
               ,
               and
               cause
               the
               stronger
               to
               help
               him
               to
               perform
               it
               as
               he
               ought
               .
            
             
               Forasmuch
               as
               your
               Scholars
               memories
               are
               yet
               very
               weak
               and
               slipperie
               ,
               it
               is
               not
               amisse
               to
               help
               them
               by
               more
               frequent
               Repetitions
               ,
               especially
               at
               the
               end
               of
               every
               part
               of
               speech
               ,
               which
               they
               should
               examine
               so
               often
               over
               ,
               till
               they
               
               can
               answer
               to
               any
               thing
               ,
               that
               is
               in
               their
               book
               concerning
               it
               .
               Then
               let
               them
               proceed
               to
               the
               next
               in
               like
               manner
               ,
               not
               forgetting
               to
               recall
               the
               more
               general
               and
               necessary
               points
               to
               memory
               from
               the
               very
               beginning
               ,
               and
               this
               will
               be
               a
               meanes
               to
               make
               them
               keep
               all
               fresh
               in
               minde
               ,
               and
               to
               be
               able
               to
               tell
               you
               what
               Part
               of
               Speech
               any
               word
               is
               which
               you
               shall
               name
               ,
               either
               in
               English
               or
               Latine
               ,
               and
               what
               belongs
               to
               it
               ,
               which
               is
               one
               main
               end
               for
               which
               the
               introduction
               was
               made
               ;
               you
               may
               now
               and
               then
               exercise
               them
               in
               distinguishing
               the
               eight
               Parts
               of
               Speech
               ,
               by
               giving
               them
               a
               Period
               ,
               and
               after
               they
               have
               writ
               it
               out
               ,
               making
               them
               to
               mark
               every
               word
               what
               part
               of
               Speech
               it
               by
               these
               figures
               ,
               1
               ,
               2
               ,
               3
               ,
               4
               ,
               5
               ,
               6
               ,
               7
               ,
               8.
               
            
             
               3.
               
               But
               as
               they
               get
               the
               introduction
               by
               heart
               ,
               and
               learn
               to
               answer
               to
               the
               questions
               raised
               out
               of
               it
               ,
               an
               especial
               care
               and
               paines
               must
               be
               taken
               ever
               and
               anon
               ,
               
                 to
                 make
                 them
                 very
                 perfect
                 in
                 declining
                 Nounes
                 ,
                 and
                 formeing
                 Verbs
                 .
                 Let
                 them
              
               therefore
               as
               it
               were
               by
               by-tasks
               ,
               
                 get
                 the
                 examples
                 of
                 the
                 Nounes
                 ,
                 and
                 Verbs
                 very
                 perfectly
                 ,
                 which
                 are
                 set
                 down
                 in
                 their
                 Accidents
                 .
              
            
             
               Then
               ,
               
                 First
                 let
                 them
                 decline
                 the
                 Articles
                 
                 severally
                 or
                 joyntly
                 ,
              
               for
               by
               these
               they
               may
               know
               the
               Gender
               ,
               Case
               ,
               and
               Number
               of
               a
               Noun
               ,
               though
               many
               learned
               Grammarians
               of
               late
               do
               leave
               them
               off
               as
               uselesse
               .
               
                 Harum
                 Musarum
              
               was
               formerly
               ,
               as
               much
               as
               to
               say
               that
               Musarum
               is
               of
               the
               Feminine
               Gender
               ,
               Genitive
               Case
               ,
               and
               Plural
               Number
               ;
               And
               whereas
               the
               Rule
               beginneth
               with
               the
               Genitive
               Case
               ,
               do
               you
               supply
               the
               Nominative
               thus
               ,
            
             
               2.
               
               
                 Cause
                 them
                 with
                 every
                 example
                 to
                 joyn
                 the
                 Rule
                 of
                 the
                 Declension
                 ,
              
               and
               thereby
               to
               know
               the
               due
               Termination
               of
               every
               case
               in
               both
               Numbers
               ,
               saying
               the
               English
               sometimes
               before
               ,
               and
               sometimes
               after
               the
               Latine
               ,
               the
               Nom.
               case
               singular
               of
               the
               first
               declension
               endeth
               in
               a
               ,
               as
               
                 Nominative
                 Hac
                 Musa
              
               a
               song
               ;
               the
               Genitive
               in
               ae
               ,
               as
               Hujus
               Musae
               of
               a
               song
               ,
               the
               Dative
               in
               ae
               ,
               as
               Huic
               Musae
               ,
               to
               a
               song
               ,
               &c.
               
            
             
               3.
               
               
                 Let
                 them
                 give
                 you
                 the
                 bare
                 Terminations
                 of
                 every
                 declension
                 in
                 each
                 case
                 in
                 both
                 numbers
                 ,
              
               as
               to
               say
               ,
               The
               Terminations
               of
               the
               first
               declension
               throughout
               all
               cases
               in
               both
               Numbers
               are
               ,
               Singulariter
               ,
               Nom.
               a
               ,
               Gen.
               ae
               .
               Dat.
               ae
               ,
               Accuam
               ,
               &c.
               
            
             
               The
               Terminations
               of
               the
               Nominative
               
               case
               singular
               of
               the
               five
               Declensions
               are
               ,
               of
               the
               first
               ,
               a.
               of
               the
               second
               
                 r
                 ,
                 us
                 ,
                 um
              
               -
               of
               the
               third
               
                 a
                 ,
                 c
                 ,
                 e
                 ,
                 i
                 ,
                 l
                 ,
                 n
                 ,
                 o
                 ,
                 r
                 ,
                 s
                 ,
                 t
                 ,
                 x.
              
               of
               the
               fourth
               us
               .
               of
               the
               fifth
               es
               .
            
             
               The
               Terminations
               of
               the
               Genitive
               case
               singular
               of
               the
               five
               Declensions
               are
               ,
               Of
               the
               first
               ae
               ,
               the
               second
               i
               ,
               the
               third
               is
               ,
               the
               fourth
               us
               ,
               the
               fifth
               
                 ei
                 ,
                 &c.
              
               
               And
               let
               them
               take
               especial
               notice
               of
               the
               endings
               of
               the
               Genitive
               case
               singular
               ,
               because
               thereby
               they
               may
               know
               of
               what
               declension
               a
               Noun
               is
               ,
               when
               they
               find
               it
               in
               a
               Vocabulary
               ,
               or
               Dictionary
               .
            
             
               4.
               
               
                 Furnish
                 them
                 out
                 of
                 their
                 Vocabularie
              
               or
               otherwise
               ,
               
                 with
                 store
                 of
                 examples
                 for
                 every
                 several
                 Declension
                 ,
              
               till
               they
               can
               readily
               decline
               any
               regular
               Noune
               ;
               but
               then
               especially
               mind
               them
               of
               the
               Voca
               .
               singular
               of
               those
               Nounes
               that
               end
               in
               us
               of
               the
               second
               Declension
               ,
               and
               of
               those
               that
               are
               of
               the
               neuter
               Gender
               ,
               of
               the
               second
               ,
               third
               ,
               or
               4th
               declension
               ,
               and
               what
               cases
               they
               make
               all
               alike
               in
               both
               numbers
               .
            
             
               5.
               
               
                 Exercise
                 them
                 in
                 declining
                 Nounes
                 so
                 often
                 ,
                 till
                 they
                 can
                 tell
                 you
                 at
                 once
                 the
                 termination
                 of
                 any
                 case
                 in
                 either
                 number
                 in
                 one
                 or
                 all
                 the
                 declensions
                 ,
                 and
                 say
                 on
                 a
                 suddain
                 what
                 any
                 Noune
                 you
                 name
                 to
                 them
                 doth
                 make
                 in
                 any
                 one
                 case
                 of
                 each
                 Number
                 in
                 English
                 
                 or
                 Latine
                 .
              
               As
               ,
               if
               you
               ask
               them
               of
               what
               declension
               ,
               case
               and
               number
               this
               termination
               os
               is
               ,
               they
               can
               presently
               answer
               ,
               that
               os
               is
               of
               the
               second
               declension
               ,
               Accu
               .
               case
               and
               plural
               number
               ;
               or
               ,
               if
               you
               ask
               them
               of
               what
               Declension
               ,
               Case
               and
               Number
               virtute
               is
               ,
               they
               can
               answer
               ,
               that
               virtute
               is
               of
               the
               third
               declension
               ,
               the
               Ablative
               case
               and
               singular
               number
               .
               So
               in
               English
               ,
               if
               you
               should
               say
               
                 with
                 a
                 pen
              
               ,
               they
               can
               tell
               you
               it
               is
               the
               Ablative
               case
               and
               singular
               number
               ,
               and
               therefore
               must
               be
               said
               in
               Latine
               Penna
               .
               Or
               if
               in
               Latine
               you
               should
               say
               pennas
               ,
               they
               can
               tell
               you
               it
               is
               of
               the
               accusative
               case
               plural
               number
               ,
               and
               must
               be
               said
               in
               English
               
                 pennes
                 or
                 the
                 pennes
              
               .
            
             
               6.
               
               
                 In
                 declining
                 Adjectives
                 cause
                 them
                 to
                 minde
                 to
                 what
                 declension
                 their
                 several
                 genders
                 belong
                 ,
              
               and
               after
               they
               can
               parse
               every
               Gender
               alone
               by
               it self
               ,
               teach
               them
               joyn
               it
               to
               a
               substantive
               of
               the
               same
               or
               a
               different
               declension
               ,
               with
               the
               English
               either
               before
               or
               after
               the
               Latine
               ,
               thus
               ;
               Singulariter
               Nominativo
               
                 Pura
                 charta
              
               ,
               fair
               paper
               ,
               Gen.
               
                 purae
                 chartae
              
               ,
               of
               fair
               paper
               ,
               &c.
               Sing
               .
               nom
               .
               
                 novus
                 Liber
              
               a
               new
               Book
               ,
               Gen.
               
                 novi
                 Libri
              
               of
               a
               new
               Book
               ,
               &c.
               Sing
               .
               Nom.
               
                 Dulcis
                 conjux
              
               .
               
               a
               sweet
               wife
               ,
               Gen
               
                 Dulcis
                 Conjugis
              
               ,
               of
               a
               sweet
               wife
               ,
               &c
               
                 Edentula
                 anus
              
               a
               toothless
               old-woman
               ,
               Gen.
               
                 edentulae
                 anus
              
               ,
               of
               a
               toothless
               old-woman
               ,
               &c.
               
               
                 Frigida
                 glacies
              
               ,
               cold
               ice
               ,
               Genitivo
               ,
               
                 frigidae
                 glaciei
              
               of
               cold
               ice
               ,
               
                 &c.
                 
                 Gravis
                 Turba
              
               ,
               a
               troublesome
               rout
               ,
               Gen.
               
                 Gravis
                 Turbae
              
               of
               a
               troublesome
               ,
               rout
               ,
               &c.
               
               
                 Magnum
                 Onus
              
               ,
               a
               great
               burthen
               ,
               Gen.
               
                 magni
                 oneris
              
               ,
               of
               a
               great
               burthen
               ,
               &c.
               
            
             
               7.
               
               
                 Accquaint
                 them
                 well
                 with
                 the
                 manner
                 of
                 forming
                 the
                 three
                 degrees
                 of
                 comparison
                 ,
              
               by
               shewing
               them
               how
               the
               comparative
               and
               superlative
               are
               made
               of
               the
               positive
               ,
               according
               to
               the
               rules
               ,
               and
               then
               let
               them
               decline
               an
               adjective
               in
               all
               the
               degrees
               together
               throughout
               all
               cases
               and
               Genders
               in
               both
               Numbers
               ,
               as
               well
               English
               as
               Latine
               ,
               thus
               ;
               Sing
               Nom.
               durus
               hard
               ,
               durior
               harder
               ,
               durissimus
               very
               hard
               ;
               dura
               hard
               ,
               durior
               harder
               ,
               durissima
               very
               hard
               ;
               durum
               hard
               ,
               durius
               harder
               ,
               durissimum
               very
               hard
               ;
               Gen.
               duri
               of
               hard
               ,
               durioris
               of
               harder
               ,
               durissimi
               of
               very
               hard
               ,
               &c.
               Sing
               .
               Nom.
               felix
               happy
               ,
               felicior
               more
               happy
               ,
               felicissimus
               ,
               most
               happy
               ;
               felix
               happy
               ,
               felicion
               more
               happy
               ,
               felicissima
               most
               happy
               ;
               felix
               happy
               ,
               felicius
               more
               happy
               ,
               felicissimum
               most
               happy
               .
               Gen.
               felicis
               of
               happy
               ,
               felicioris
               of
               more
               happy
               ,
               
               felicissimi
               of
               most
               happy
               ,
               &c.
               then
               teach
               them
               to
               joyn
               a
               Substantive
               with
               any
               one
               or
               all
               of
               the
               Degrees
               ,
               thus
               ,
               
                 Injustus
                 pater
              
               ,
               a
               harsh
               father
               ,
               
                 iujusta
                 mater
              
               ,
               an
               unjust
               mother
               ,
               
                 injustum
                 animal
              
               ,
               an
               unjust
               creature
               .
               
                 Indoctus
                 puer
              
               ,
               an
               unlearned
               boy
               .
               
                 Indoctior
                 puella
              
               a
               more
               unlearned
               girle
               .
               
                 Indoctissimum
                 vulgus
              
               the
               most
               unlearned
               common
               people
               .
            
             
               8.
               
               To
               help
               them
               the
               better
               to
               perform
               this
               profitable
               exercise
               of
               themselves
               ,
               
                 let
                 them
                 sometimes
                 write
                 a
                 Noun
                 ,
              
               which
               you
               appoint
               them
               ,
               
                 at
                 large
                 ,
                 and
                 distinguish
                 betwixt
              
               that
               part
               of
               it
               which
               is
               moveable
               ,
               and
               that
               which
               is
               immoveable
               ;
               I
               mean
               betwixt
               
                 the
                 fore-part
                 of
                 the
                 word
                 ,
                 and
                 its
                 termination
                 ,
              
               thus
               :
               Sing
               .
               Nom.
               Mens-a
               a
               Table
               ,
               Gen.
               Mens-ae
               to
               a
               Table
               .
               Dat.
               Mens-ae
               ,
               to
               a
               Table
               ,
               &c.
               to
               the
               end
               .
            
             
               Thus
               likewise
               they
               may
               be
               exercised
               in
               writing
               out
               Substantives
               ,
               and
               Adjectives
               ,
               and
               forming
               the
               degrees
               of
               comparison
               ,
               with
               which
               work
               they
               will
               be
               exceedingly
               much
               delighted
               ,
               when
               once
               they
               can
               write
               ,
               and
               by
               once
               writing
               ,
               they
               will
               better
               discern
               what
               they
               do
               ,
               then
               by
               ten
               times
               telling
               over
               ;
               which
               makes
               me
               again
               presse
               hard
               ,
               that
               either
               a
               child
               may
               be
               able
               to
               write
               before
               he
               be
               put
               to
               the
               Grammar
               Schoole
               ,
               or
               else
               be
               put
               to
               learn
               
               to
               write
               so
               soon
               as
               he
               comes
               thither
               .
               For
               besides
               the
               confused
               disorder
               it
               will
               make
               in
               a
               Schoole
               ,
               when
               some
               children
               are
               fitted
               to
               undergoe
               their
               taskes
               ,
               and
               others
               are
               not
               ,
               
                 they
                 that
                 can
                 write
                 ,
                 shall
                 be
                 sure
                 to
                 profit
                 in
                 Grammar
                 learning
                 ,
                 whereas
                 they
                 that
                 cannot
                 ,
                 will
                 do
                 little
              
               but
               disturb
               the
               Schoole
               ,
               and
               hinder
               their
               fellowes
               ,
               and
               bring
               a
               shame
               upon
               their
               Master
               ,
               and
               a
               blame
               upon
               themselves
               ,
               because
               they
               do
               not
               learn
               faster
               .
               And
               ,
               alas
               poor
               child
               ,
               how
               should
               he
               be
               made
               to
               go
               that
               wants
               his
               legges
               ?
               if
               he
               go
               upon
               crutches
               ,
               it
               is
               but
               lamely
               .
               And
               how
               should
               he
               be
               taught
               Grammar
               ,
               which
               is
               the
               Art
               of
               right
               writing
               ,
               as
               well
               as
               speaking
               ,
               that
               cannot
               write
               at
               all
               ?
               I
               wish
               they
               that
               take
               upon
               them
               to
               teach
               boyes
               Grammar
               before
               they
               can
               write
               ,
               would
               but
               take
               upon
               them
               the
               trouble
               to
               teach
               one
               to
               speak
               well
               ,
               that
               cannot
               speak
               at
               all
               .
               But
               I
               say
               no
               more
               of
               this
               subject
               ,
               for
               though
               what
               I
               say
               have
               seemed
               to
               some
               a
               meer
               Paradox
               ,
               yet
               upon
               triall
               ,
               they
               have
               found
               it
               a
               plain
               reall
               Truth
               ;
               and
               such
               as
               nay
               man
               in
               reason
               will
               assent
               to
               .
            
             
               As
               for
               that
               which
               is
               generally
               objected
               ,
               that
               whilst
               children
               are
               young
               ,
               their
               hands
               are
               unsteady
               ,
               and
               therefore
               they
               should
               go
               on
               at
               their
               books
               ,
               till
               they
               
               grow
               more
               firm
               ;
               it
               will
               quickly
               be
               found
               a
               meer
               idle
               phansie
               ,
               when
               such
               objecters
               shall
               see
               lesse
               children
               then
               their
               own
               every
               day
               practise
               fair
               writing
               ,
               and
               make
               more
               speedy
               progresse
               at
               their
               books
               by
               so
               doing
               .
            
             
               Now
               touching
               verbs
               .
            
             
               1.
               
               
                 Be
                 sure
                 that
                 children
                 be
                 well
                 acquainted
                 with
                 the
                 different
                 kinds
                 of
                 them
                 ,
              
               distinguished
               ,
               both
               by
               signification
               and
               termination
               ;
               
                 as
                 also
                 with
                 their
                 Moods
                 ,
                 Tenses
                 ,
                 and
                 Signes
                 of
                 them
                 ,
                 and
                 with
                 the
                 characteristical
                 letters
                 of
                 the
                 four
                 conjugations
              
               (
               which
               are
               a
               long
               ,
               and
               e
               long
               ,
               and
               e
               short
               ,
               and
               i
               long
               .
               )
               And
               as
               they
               con●ugate
               a
               verb
               ,
               let
               them
               take
               more
               particular
               notice
               of
               its
               Present
               tense
               ,
               Preterperfect
               tense
               ,
               and
               first
               Supine
               ,
               because
               of
               these
               ,
               all
               other
               tenses
               are
               formed
               ;
               and
               these
               therefore
               are
               specified
               in
               every
               Dictionary
               .
            
             
               2.
               
               
                 Let
                 them
                 first
                 repeat
                 over
                 the
                 verb
                 Sum
                 ,
                 according
                 to
                 four
                 Moods
                 onely
                 ,
              
               (
               the
               Optative
               ,
               Potential
               ,
               and
               Subjunctive
               being
               the
               same
               in
               all
               verbs
               )
               because
               it
               hath
               a
               proper
               manner
               of
               declincing
               ,
               and
               is
               most
               frequently
               used
               ,
               and
               will
               be
               helpful
               to
               form
               the
               Pretertenses
               in
               the
               Passive
               voyce
               ,
               which
               consist
               of
               a
               Participle
               joyned
               with
               it
               .
            
             
               3.
               
               
                 Let
                 them
                 get
                 the
                 Active
                 voyce
                 ve●y
                 perfectly
                 
                 by
                 heart
                 ,
                 and
                 afterwards
                 the
                 Passive
                 ,
              
               (
               though
               they
               do
               it
               more
               leasurely
               ,
               taking
               but
               one
               Mood
               at
               a
               lesson
               )
               and
               let
               them
               not
               now
               repeat
               the
               paradigmes
               as
               they
               stand
               confusedly
               together
               in
               their
               book
               ,
               but
               
                 sever
                 them
                 one
                 from
                 another
              
               ,
               and
               go
               on
               with
               one
               at
               once
               ,
               
                 viz.
                 Amo
              
               ,
               by
               it self
               ,
               Doceo
               ,
               by
               it self
               ,
               Lego
               by
               it self
               ,
               and
               Audio
               by
               it self
               ,
               thorow
               all
               Moods
               ,
               Tenses
               ,
               Numbers
               ,
               and
               Persons
               ,
               giving
               the
               English
               with
               the
               Latine
               ,
               sometimes
               putting
               the
               one
               before
               ,
               and
               sometimes
               the
               other
               .
               
                 And
                 be
                 sure
                 to
                 make
                 them
                 mind
                 all
                 the
                 signes
                 in
                 English
                 ,
                 and
                 the
                 terminations
                 answering
                 to
                 them
                 in
                 Latine
                 .
              
            
             
               4.
               
               Then
               
                 teach
                 them
                 to
                 form
                 only
                 the
                 first
                 person
                 singular
                 of
                 every
                 conjugation
                 severally
                 ,
              
               both
               with
               Latine
               before
               English
               ,
               and
               English
               before
               Latine
               ;
               as
               ,
               Amo
               I
               love
               ,
               Amabam
               I
               did
               love
               ,
               &c.
               or
               I
               love
               Amo
               ,
               I
               did
               love
               Amabam
               ,
               &c.
               
            
             
               5.
               
               
                 Cause
                 them
              
               again
               
                 to
                 form
                 onely
                 the
                 Present
                 tense
                 ,
                 with
                 the
                 tenses
                 that
                 depend
                 more
              
               immediately
               
                 upon
                 it
              
               ,
               and
               
                 then
                 the
                 Preter
                 tense
                 ,
                 with
                 those
                 that
                 are
                 formed
                 of
                 it
                 .
              
               And
               give
               them
               here
               to
               observe
               the
               Rule
               in
               their
               Accidents
               touching
               the
               Formation
               of
               the
               Tenses
               ,
               which
               is
               more
               easie
               to
               be
               delivered
               and
               remembred
               ,
               thus
               ;
               All
               tenses
               that
               end
               in
               
                 ram
                 ,
                 rim
                 ,
                 ssem
                 ,
                 ro
                 ,
                 sse
                 ,
              
               are
               
               formed
               of
               the
               Preter
               tense
               ,
               and
               all
               the
               rest
               of
               the
               Present
               tense
               ,
               according
               to
               the
               Latine
               verse
               .
            
             
               Ram
               ,
               rim
               ,
               ssem
               ,
               ro
               ,
               sse
               ;
               formabit
               caetera
               Praesens
               .
            
             
               6.
               
               
                 Make
                 them
                 to
                 give
                 you
                 the
                 terminations
                 of
                 the
                 first
                 person
                 singular
                 throughout
                 all
                 Moods
                 and
                 Tenses
                 ,
                 of
                 each
                 severall
                 Conjugation
                 ,
              
               as
               to
               say
               ,
               The
               terminations
               of
               the
               first
               persons
               singular
               in
               the
               first
               Conjugation
               are
               
                 o
                 ,
                 abam
                 ,
                 avi
                 ,
                 averam
                 ,
                 abo
                 ,
              
               &c.
               
               Then
               let
               them
               run
               over
               the
               Terminations
               of
               all
               the
               Persons
               in
               both
               Numbers
               of
               every
               Mood
               and
               Tense
               in
               the
               severall
               Conjugations
               ,
               as
               to
               say
               ;
               The
               Terminations
               of
               the
               Indicative
               Mood
               Present
               tense
               of
               the
               first
               Conjugation
               are
               ,
               
                 o
                 ,
                 as
                 ,
                 at
                 ,
                 amus
                 ,
                 atis
                 ,
                 ant
                 .
              
               Of
               the
               Preterimperfect-tense
               ,
               
                 abam
                 ,
                 abas
                 ,
                 abat
              
               ,
               &c.
               
            
             
               7.
               
               
                 Let
                 them
                 joyn
                 the
                 Terminations
                 of
                 the
                 first
                 person
                 ,
                 with
                 the
                 signes
                 of
                 every
                 Tense
                 in
                 both
                 voyces
                 ,
              
               thus
               ,
               o
               do
               ,
               bam
               ,
               did
               ,
               i
               have
               ram
               had
               bo
               shall
               or
               will
               ,
               &c.
               or
               am
               ,
               bar
               ,
               was
               ,
               
                 us
                 sum
                 vel
                 tui
              
               ,
               have
               been
               ,
               
                 us
                 eram
                 vel
                 fueram
              
               ,
               had
               been
               ,
               bor
               ,
               shall
               be
               ,
               &c.
               throughout
               all
               the
               Conjugations
               .
               And
               let
               them
               withall
               take
               notice
               how
               the
               three
               persons
               in
               both
               numbers
               differ
               both
               in
               signification
               and
               ending
               ,
               as
               I
               o
               and
               r
               ,
               thou
               s
               and
               ris
               ,
               he
               t
               and
               tur
               ,
               we
               mus
               and
               mur
               ,
               ye
               tis
               
               and
               ni
               ,
               they
               nt
               or
               ntur
               .
            
             
               8.
               
               
                 Let
                 them
                 repeat
                 the
                 Active
                 and
                 the
                 Passive
                 voyce
                 together
                 ,
                 and
                 compare
                 them
                 one
                 with
                 another
                 ,
              
               as
               they
               form
               them
               in
               all
               persons
               throughtout
               each
               Mood
               and
               Tense
               of
               every
               Conjugation
               ,
               thus
               ;
               Amo
               I
               love
               ,
               Amor
               I
               am
               loved
               .
               Amabam
               I
               did
               love
               ,
               Amabar
               I
               was
               loved
               ,
               &c.
               
            
             
               9.
               
               
                 Exercise
                 them
                 well
                 in
                 so
                 many
                 severall
                 examples
                 of
                 the
                 four
                 Conjugations
                 ,
              
               as
               that
               on
               a
               suddain
               they
               can
               render
               you
               any
               Verb
               out
               of
               Latine
               into
               English
               ,
               or
               out
               of
               English
               into
               Latine
               ,
               with
               its
               right
               Mood
               ,
               Tense
               ,
               Number
               ,
               and
               person
               ,
               you
               telling
               them
               the
               first
               word
               of
               it
               ,
               or
               they
               knowing
               it
               before-hand
               ,
               as
               if
               you
               say
               
                 we
                 have
                 run
              
               ,
               they
               can
               answer
               cucurrimus
               ;
               or
               if
               you
               say
               ,
               
                 I
                 shall
                 blot
              
               ,
               they
               can
               answer
               maculabo
               ,
               having
               learnt
               that
               Curro
               is
               Latine
               for
               
                 to
                 run
              
               ;
               and
               that
               maculo
               signifieth
               
                 to
                 blot
              
               .
               To
               make
               them
               more
               fully
               acquainted
               with
               the
               variation
               of
               a
               verb
               ,
               it
               were
               good
               sometimes
               for
               them
               to
               write
               one
               out
               at
               full
               length
               ,
               both
               in
               English
               and
               Latine
               ,
               making
               a
               line
               betwixt
               the
               alterable
               part
               of
               it
               ,
               and
               the
               termination
               (
               which
               remaineth
               alike
               to
               all
               ,
               thus
               ,
               Voc-o
               I
               call
               ,
               voc-as
               thou
               callest
               ,
               voc-at
               he
               calleth
               ,
               &c.
               
            
             
               
                 N.
                 B.
                 The
                 Nouns
                 and
                 Verbs
                 being
              
               thus
               
                 perfectly
                 gotten
              
               at
               the
               first
               ,
               (
               till
               which
               
               be
               done
               ,
               the
               Preface
               before
               the
               Grammar
               counteth
               not
               the
               Scholar
               ready
               to
               go
               any
               further
               ,
               and
               saith
               it
               may
               be
               done
               with
               a
               quarter
               of
               a
               years
               diligence
               ,
               or
               very
               little
               more
               )
               
                 the
                 difficulty
                 of
                 the
                 Latine
                 tongue
                 will
                 be
                 quite
                 over-past
                 ,
              
               and
               a
               childe
               will
               more
               surely
               and
               heedfully
               learn
               them
               thus
               singly
               by
               themselves
               ,
               then
               by
               long
               practice
               in
               parsing
               and
               making
               Latine
               ,
               because
               then
               he
               is
               to
               attend
               many
               other
               things
               together
               with
               them
               ,
               for
               the
               better
               observation
               whereof
               ,
               these
               will
               abundantly
               prepare
               him
               .
            
             
               And
               because
               all
               children
               are
               not
               so
               quick-witted
               ,
               as
               fully
               to
               apprehend
               the
               various
               alteration
               of
               the
               Nouns
               and
               Verbs
               ,
               till
               after
               long
               and
               continued
               practice
               ,
               it
               were
               good
               if
               a
               time
               were
               set
               apart
               once
               a
               week
               ,
               wherein
               all
               the
               Scholars
               (
               especially
               of
               the
               three
               lower
               forms
               ,
               and
               those
               in
               the
               upper
               that
               are
               less
               expert
               ,
               as
               having
               perhaps
               come
               from
               a
               Schoole
               wherein
               they
               were
               never
               thus
               exercised
               )
               may
               be
               constantly
               employed
               in
               this
               most
               profitable
               exercise
               .
               And
               for
               more
               ready
               dispatch
               ,
               amongst
               a
               multitude
               ,
               it
               is
               not
               amiss
               if
               they
               repeat
               them
               thorow
               in
               a
               round
               word
               by
               word
               ,
               saying
               every
               one
               in
               order
               after
               another
               ,
               thus
               :
               1.
               
               Sing
               .
               Nom
               Musa
               ,
               a
               Song
               ,
               2.
               
               Gen.
               Musae
               of
               a
               Song
               .
               3.
               
               Dat.
               Musae
               
               to
               a
               Song
               ,
               4.
               
               Accus
               .
               Musam
               the
               song
               ,
               &c.
               till
               they
               have
               gone
               thorow
               all
               the
               Declensions
               ,
               and
               Conjugations
               ,
               and
               the
               forementioned
               variety
               of
               practice
               upon
               them
               ,
               according
               as
               we
               may
               observe
               Corderius
               in
               his
               Colloquies
               ,
               to
               have
               given
               us
               a
               hint
               .
               And
               to
               stirre
               them
               all
               up
               to
               more
               attentiveness
               ,
               the
               Master
               may
               (
               unexpectedly
               sometimes
               )
               aske
               the
               case
               of
               a
               Noun
               ,
               or
               the
               Mood
               and
               Tense
               of
               a
               Verb
               ,
               of
               one
               that
               he
               espieth
               more
               negligent
               in
               minding
               ,
               then
               the
               rest
               .
            
             
               As
               an
               Help
               to
               the
               better
               performance
               of
               this
               necessary
               task
               ,
               I
               provided
               a
               little
               book
               of
               one
               sheet
               ,
               containing
               
                 the
                 Terminations
                 and
                 Examples
                 of
                 the
                 Declensions
                 ,
                 and
                 Conjugations
                 ,
              
               which
               the
               less
               experienced
               may
               make
               use
               of
               ,
               till
               they
               can
               exercise
               themselves
               without
               it
               ;
               by
               the
               frequent
               impression
               ,
               and
               ready
               sale
               whereof
               ,
               I
               guess
               it
               hath
               not
               been
               unacceptable
               to
               those
               of
               my
               profession
               ,
               for
               the
               purpose
               whereto
               I
               intended
               it
               :
               and
               I
               have
               sometimes
               in
               one
               afternoon
               made
               a
               thorow
               practice
               of
               all
               that
               hath
               here
               been
               mentioned
               touching
               Nouns
               and
               Verbs
               ,
               without
               any
               wearisomness
               at
               all
               to
               my self
               ,
               or
               irksomness
               to
               my
               Scholars
               ,
               who
               are
               generally
               impatient
               of
               any
               long
               work
               ,
               if
               it
               be
               not
               full
               of
               variety
               ,
               and
               easy
               to
               be
               performed
               .
            
             
             
               Some
               little
               paines
               would
               also
               be
               taken
               with
               
                 the
                 Pronounes
              
               ,
               so
               as
               to
               shew
               their
               number
               ,
               distinction
               ,
               manner
               ,
               of
               declining
               both
               in
               English
               and
               Latine
               ,
               and
               their
               persons
               :
               and
               then
               with
               the
               Participles
               to
               mind
               how
               their
               four
               tenses
               are
               distinguished
               both
               by
               their
               signification
               and
               ending
               ,
               and
               how
               they
               are
               declined
               ,
               like
               Adjectives
               .
            
             
               Touching
               
                 Adverbs
                 ,
                 Conjunctions
              
               ,
               and
               Interjections
               ,
               they
               need
               only
               to
               tell
               of
               what
               signification
               they
               are
               ;
               and
               touching
               Prepositions
               ,
               let
               them
               observe
               which
               serve
               to
               an
               Accusative
               case
               ,
               which
               to
               an
               Ablative
               ,
               and
               which
               to
               both
               .
            
             
               Now
               for
               the
               more
               orderly
               dispatch
               of
               this
               first
               part
               of
               the
               Accidents
               and
               the
               better
               learning
               of
               every
               part
               of
               it
               ,
               not
               by
               rote
               ,
               but
               by
               reason
               ;
               and
               to
               make
               children
               more
               cunning
               in
               the
               understanding
               of
               the
               things
               ,
               then
               in
               rehearsing
               of
               the
               words
               ,
               and
               to
               fasten
               it
               well
               in
               their
               memories
               ;
               I
               have
               found
               it
               very
               profitable
               to
               set
               apart
               two
               afternoons
               in
               a
               week
               (
               commonly
               Tuesdayes
               and
               Thursdayes
               )
               for
               the
               examination
               of
               it
               all
               quite
               thorow
               ,
               causing
               one
               side
               of
               a
               Form
               to
               ask
               the
               questions
               out
               of
               
                 the
                 examination
                 of
                 the
                 Accidents
              
               ,
               and
               the
               other
               to
               answer
               according
               to
               the
               words
               of
               their
               book
               ,
               and
               whether
               
               they
               do
               this
               exactly
               memoriter
               ,
               or
               sometimes
               looking
               upon
               the
               book
               ,
               it
               makes
               no
               matter
               ;
               for
               the
               often
               practise
               hereof
               ,
               will
               be
               sure
               to
               fix
               it
               after
               a
               little
               while
               in
               their
               understanding
               and
               memories
               so
               fast
               ,
               that
               they
               will
               have
               it
               ready
               for
               use
               ,
               against
               they
               come
               to
               the
               second
               part
               of
               the
               Accidents
               ,
               which
               concerneth
               Concordance
               and
               Construction
               .
            
             
               
                 N.
                 B.
              
               When
               children
               first
               begin
               their
               Introduction
               ,
               they
               may
               provide
               
                 a
                 little
                 vocabulary
              
               (
               if
               the
               
                 Orbis
                 Pictus
              
               be
               too
               dear
               ,
               out
               of
               which
               they
               should
               be
               made
               to
               read
               over
               a
               Chapter
               every
               day
               ,
               at
               one
               or
               four
               a
               clock
               ,
               and
               when
               it
               is
               read
               over
               you
               may
               see
               who
               can
               give
               you
               the
               most
               names
               of
               things
               under
               one
               head
               ,
               both
               English
               and
               Latine
               ,
               and
               let
               him
               that
               tells
               you
               the
               most
               ,
               have
               some
               little
               reward
               for
               encouragement
               ,
               to
               draw
               on
               others
               in
               hope
               of
               the
               like
               ,
               to
               do
               as
               well
               as
               he
               .
               This
               profitable
               exercise
               was
               often
               used
               by
               Corderius
               ,
               and
               is
               an
               excellent
               mean
               to
               help
               children
               to
               store
               of
               words
               ,
               which
               are
               indeed
               the
               subject
               about
               which
               Grammar
               is
               conversant
               ,
               so
               that
               
                 to
                 teach
                 one
                 Grammar
                 without
                 giving
                 him
                 some
                 knowledge
                 of
                 words
                 ,
                 is
                 to
                 teach
                 him
                 to
                 tye
                 a
                 knot
                 ,
                 that
                 hath
                 not
                 a
                 string
                 to
                 tye
                 it
                 upon
                 .
              
               They
               may
               say
               the
               Introduction
               for
               parts
               ,
               and
               
                 the
                 Vocabulary
              
               for
               
               lessons
               ,
               (
               as
               you
               please
               )
               and
               when
               ever
               they
               go
               out
               about
               necessitous
               business
               ,
               be
               sure
               they
               say
               (
               at
               least
               )
               four
               words
               of
               those
               which
               they
               have
               learnt
               ,
               and
               let
               them
               alwayes
               carry
               their
               Vocabulary
               about
               with
               them
               ,
               to
               be
               looking
               into
               it
               for
               words
               .
            
             
               Thus
               then
               I
               allow
               one
               half
               year
               for
               boyes
               in
               the
               lowest
               form
               ,
               that
               can
               read
               and
               write
               before
               hand
               ,
               to
               learn
               
                 the
                 first
                 part
                 of
                 the
                 Accidents
                 ,
              
               and
               how
               to
               call
               things
               by
               their
               Latine
               names
               ,
               making
               use
               of
               
                 a
                 Vocabulary
              
               .
            
             
               And
               then
               I
               would
               have
               them
               divide
               the
               whole
               Introduction
               into
               twelve
               parts
               ,
               (
               as
               they
               did
               at
               the
               first
               reading
               of
               it
               over
               )
               and
               repeat
               constantly
               every
               morning
               one
               by
               heart
               ,
               to
               fix
               it
               well
               in
               the
               memory
               :
               and
               for
               fore-noon
               lessons
               (
               to
               be
               said
               about
               ten
               of
               clock
               )
               they
               may
               proceed
               to
               
                 the
                 second
                 part
                 of
                 the
                 Accidents
                 ,
              
               commonly
               called
               
                 the
                 English
                 Rules
              
               ,
               for
               the
               perfect
               knowledge
               and
               exercise
               whereof
               ,
               they
               may
               profitably
               spend
               the
               succeeding
               halfe
               year
               .
            
             
               In
               getting
               whereof
               ,
               because
               custome
               hath
               every
               where
               carried
               it
               (
               contrary
               to
               those
               excellent
               directions
               given
               in
               the
               Preface
               to
               the
               Reader
               ,
               of
               which
               Mr.
               Hayne
               mentioneth
               
                 Cardinal
                 W●lsey
              
               to
               have
               been
               
               the
               Authour
               )
               for
               children
               first
               to
               read
               them
               over
               ,
               and
               afterwards
               to
               con
               them
               by
               heart
               as
               they
               stand
               in
               the
               book
               ,
               (
               making
               it
               a
               work
               meerly
               for
               the
               memory
               ,
               which
               some
               children
               are
               good
               at
               ,
               though
               they
               understand
               nothing
               at
               all
               ;
               and
               therefore
               many
               unskilful
               Masters
               ,
               not
               knowing
               how
               to
               do
               otherwise
               ,
               especially
               with
               boyes
               that
               cannot
               write
               ,
               let
               them
               run
               on
               by
               rote
               ,
               presuming
               that
               when
               they
               have
               got
               the
               Rules
               thus
               ,
               they
               may
               be
               afterwards
               made
               to
               understand
               them
               by
               practise
               in
               parsing
               )
               I
               will
               go
               along
               with
               the
               stream
               ,
               and
               allow
               my
               Scholars
               to
               get
               them
               by
               heart
               ,
               saying
               two
               or
               three
               Rules
               at
               a
               time
               ,
               as
               they
               do
               in
               most
               schooles
               ;
               and
               as
               they
               do
               this
               ,
               I
               would
               have
               them
               chiefly
               to
               take
               notice
               of
               the
               Titles
               ,
               or
               Heads
               ,
               and
               which
               are
               the
               general
               Rules
               ,
               and
               which
               are
               the
               Observations
               ,
               and
               Exceptions
               made
               concerning
               it
               ,
               that
               by
               this
               meanes
               they
               may
               learn
               to
               turn
               readily
               to
               any
               one
               of
               them
               that
               shall
               be
               called
               for
               .
               But
               that
               children
               may
               best
               understand
               ,
               and
               soonest
               conceive
               the
               reason
               of
               the
               Rules
               ,
               and
               thereby
               be
               made
               acquainted
               with
               the
               f●shion
               of
               the
               Latine
               Tongue
               ,
               (
               which
               is
               the
               main
               scope
               that
               this
               part
               of
               the
               Accidents
               aimeth
               at
               )
               I
               would
               have
               them
               daily
               exercised
               
                 in
                 the
                 practice
                 of
                 Concordance
                 and
                 Construction
              
               
               (
               which
               will
               also
               confirm
               and
               ready
               them
               in
               the
               Introduction
               )
               after
               this
               manner
               .
            
             
               1.
               
               
                 Let
                 them
                 mark
                 out
                 the
                 more
                 generall
                 and
                 necessary
                 Rules
              
               (
               as
               they
               go
               along
               )
               
                 with
                 their
                 examples
              
               ,
               and
               after
               they
               have
               got
               them
               perfectly
               by
               heart
               ,
               let
               them
               construe
               and
               parse
               the
               words
               in
               the
               Example
               ,
               and
               apply
               the
               Rule
               to
               the
               words
               to
               which
               it
               belongeth
               ,
               and
               wherein
               its
               force
               lyeth
               .
            
             
               2.
               
               
                 Let
                 them
                 have
                 so
                 many
                 other
                 examples
                 besides
                 those
              
               that
               are
               
                 in
                 their
                 book
              
               ,
               as
               may
               clearly
               illustrate
               and
               evidence
               the
               meaning
               of
               the
               Rule
               ,
               and
               let
               them
               make
               it
               wholly
               their
               own
               by
               practising
               upon
               it
               ,
               either
               in
               imitating
               their
               present
               examples
               ,
               or
               propounding
               others
               as
               plain
               .
               Thus
               that
               examples
               to
               the
               Rule
               of
               the
               first
               Concord
               may
               be
               first
               imitated
               ;
               
                 Praeceptor
                 legit
                 ,
                 vos
                 vero
                 negligitis
                 .
                 The
                 Master
                 readeth
                 ;
                 and
                 ye
                 regard
                 not
                 .
                 The
                 Pastors
                 preach
                 ,
                 and
                 people
                 regard
                 not
                 .
                 I
                 speak
                 ,
                 and
                 ye
                 hear
                 not
                 .
                 We
                 have
                 read
                 ,
                 and
                 thou
                 mindest
                 not
                 .
              
               And
               the
               like
               may
               be
               propounded
               ,
               as
               ,
               
                 whilest
                 the
                 Cat
                 sleepeth
                 ,
                 the
                 Mice
                 dance
                 .
                 When
                 the
                 Master
                 is
                 away
                 ,
                 the
                 boyes
                 will
                 play
                 .
                 Thou
                 neglectest
                 ,
                 when
                 I
                 write
                 .
              
               And
               these
               the
               children
               should
               make
               out
               of
               English
               into
               Latine
               ,
               unto
               which
               you
               should
               still
               adde
               more
               ,
               
               till
               they
               be
               able
               by
               themselves
               to
               practise
               according
               to
               the
               Rule
               .
            
             
               3.
               
               
                 After
                 they
                 have
                 thus
                 gone
                 over
                 the
                 general
                 Rules
                 ,
              
               Let
               them
               together
               with
               one
               Rule
               get
               its
               exceptions
               ,
               and
               observations
               ,
               as
               they
               lie
               in
               order
               ,
               
                 and
                 learn
                 how
                 they
                 differ
                 from
                 the
                 Rule
                 ,
                 and
              
               be
               sure
               that
               they
               construe
               and
               parse
               every
               example
               ,
               and
               imitate
               ,
               and
               make
               another
               agreeable
               to
               the
               Rule
               ,
               
                 observation
                 or
                 exception
                 ,
                 as
                 is
                 shewed
                 before
                 .
              
            
             
               N.
               B.
               Now
               forasmuch
               as
               little
               ones
               are
               too
               too
               apt
               to
               forget
               any
               thing
               that
               hath
               been
               told
               them
               concerning
               the
               meaning
               of
               a
               rule
               and
               the
               like
               ,
               and
               some
               indeed
               are
               of
               more
               leasurely
               apprehensions
               then
               others
               ,
               that
               require
               a
               little
               consideration
               of
               a
               thing
               before
               they
               can
               conceive
               it
               rightly
               ,
               they
               may
               be
               helped
               by
               making
               use
               of
               
                 the
                 second
                 part
                 of
                 the
                 Accidents
                 examined
              
               ;
               wherein
               ,
            
             
               1.
               
               The
               Rules
               are
               delivered
               by
               easie
               and
               short
               questions
               and
               answers
               ,
               and
               all
               the
               examples
               are
               Englished
               ,
               and
               the
               words
               wherein
               the
               force
               of
               the
               example
               lyeth
               are
               applyed
               to
               the
               rule
               .
            
             
               2.
               
               The
               examples
               are
               Grammatically
               construed
               ,
               and
               all
               the
               first
               words
               in
               them
               set
               down
               in
               the
               margent
               ,
               and
               referred
               to
               an
               Index
               ,
               which
               sheweth
               what
               part
               of
               
               Speech
               they
               are
               ,
               and
               how
               to
               be
               declined
               or
               conjugated
               .
               This
               I
               contrived
               at
               the
               first
               as
               a
               means
               to
               prevent
               Childrens
               gadding
               out
               of
               their
               places
               ,
               under
               a
               pretence
               of
               asking
               abler
               boyes
               to
               help
               them
               in
               construing
               and
               parsing
               these
               examples
               ,
               but
               upon
               tryal
               I
               found
               it
               a
               great
               ease
               to
               my self
               for
               telling
               the
               same
               things
               often
               over
               ,
               and
               a
               notable
               encouragement
               to
               my
               Scholars
               to
               go
               about
               their
               lessons
               ,
               who
               alwayes
               go
               merrilier
               about
               their
               task
               ,
               when
               they
               know
               how
               to
               resolve
               themselves
               in
               any
               thing
               they
               doubt
               .
            
             
               4.
               
               When
               they
               have
               got
               the
               second
               Part
               of
               the
               Accidents
               well
               by
               heart
               ,
               and
               understand
               it
               (
               at
               least
               )
               so
               far
               as
               to
               be
               able
               to
               give
               you
               any
               rule
               you
               call
               for
               ,
               you
               may
               divide
               it
               also
               into
               eight
               parts
               ,
               according
               to
               the
               heads
               set
               down
               in
               the
               book
               ,
               whereof
               ,
               the
            
             
               
                 First
                 ,
                 May
                 be
              
               concerning
               the
               first
               ,
               second
               ,
               and
               third
               Concord
               .
            
             
               
                 The
                 second
              
               ,
               concerning
               the
               case
               of
               the
               relative
               ,
               and
               the
               Construction
               of
               Substantives
               .
            
             
               
                 The
                 third
              
               ,
               concerning
               the
               Construction
               of
               Adjectives
               ,
               and
               of
               a
               Pronoune
               .
            
             
               
                 The
                 fourth
              
               ,
               concerning
               the
               construction
               of
               Verbs
               with
               a
               Nominative
               ,
               and
               Genitive
               Case
               .
            
             
               
                 The
                 fifth
              
               ,
               concerning
               the
               construction
               of
               
               Verbs
               with
               a
               Dative
               ,
               Accusative
               and
               Ablative
               Case
               .
            
             
               
                 The
                 sixth
              
               ,
               concerning
               the
               construction
               of
               Passives
               ,
               Gerunds
               and
               Supines
               .
            
             
               
                 The
                 seventh
              
               ,
               concerning
               time
               ,
               space
               ,
               place
               and
               impersonals
               .
            
             
               
                 The
                 eighth
              
               ,
               concerning
               the
               Participle
               ,
               the
               Adverb
               ,
               the
               Conjunction
               ,
               the
               Praeposition
               ,
               and
               the
               Interjection
               ;
               
                 which
                 being
                 added
                 to
                 the
                 foregoing
                 twelve
                 ,
              
               the
               whole
               Accidents
               may
               be
               easily
               passed
               over
               at
               twenty
               Parts
               ,
               and
               kept
               surely
               in
               mind
               by
               repeating
               it
               once
               a
               moneth
               for
               morning
               Parts
               ,
               and
               examining
               it
               every
               Tuesday
               and
               Thursday
               in
               the
               afternoon
               .
            
             
               As
               they
               made
               use
               of
               the
               Vocabulary
               ,
               together
               with
               the
               first
               part
               of
               the
               Accidents
               ,
               so
               may
               they
               joyn
               
                 Sententiae
                 Puerilis
              
               ,
               with
               the
               second
               ;
               which
               book
               I
               would
               have
               them
               to
               provide
               both
               in
               English
               and
               Latine
               .
            
             
               1.
               
               Because
               it
               renders
               the
               Book
               more
               grateful
               to
               Children
               ,
               who
               by
               reading
               their
               Lessons
               in
               their
               Mothers
               tongue
               ,
               know
               better
               what
               to
               make
               of
               them
               .
            
             
               2.
               
               Because
               they
               are
               apt
               to
               mistake
               what
               they
               have
               been
               construed
               ,
               especially
               in
               words
               that
               have
               various
               significations
               .
            
             
               3.
               
               Their
               memories
               being
               short
               ,
               they
               must
               be
               told
               the
               same
               word
               as
               oft
               as
               they
               ask
               it
               ere
               they
               come
               to
               say
               ,
               and
               when
               they
               come
               (
               perhaps
               )
               they
               cannot
               construe
               
               one
               Sentence
               to
               any
               purpose
               .
            
             
               As
               they
               learn
               this
               book
               ,
               let
               them
               but
               take
               three
               or
               four
               lines
               at
               once
               ,
               which
               they
               should
               ,
            
             
               1.
               
               Construe
               out
               of
               Latine
               into
               Egnlish
               ,
               and
               then
               out
               of
               English
               into
               Latine
               .
            
             
               2.
               
               Decline
               the
               Nounes
               and
               form
               the
               Verbs
               in
               it
               throughout
               ,
               and
               give
               the
               rules
               for
               the
               concordance
               and
               construction
               of
               the
               Words
               .
            
             
               3.
               
               Bring
               their
               lessons
               fair
               writ
               out
               both
               in
               English
               and
               Latine
               in
               a
               little
               paper
               book
               ,
               which
               will
               exceedingly
               further
               them
               in
               spelling
               and
               writing
               truly
               .
            
             
               4.
               
               To
               fix
               their
               Lessons
               the
               better
               in
               their
               memorie
               ,
               you
               may
               ask
               them
               such
               plain
               questions
               ,
               as
               they
               can
               easily
               answer
               by
               the
               words
               in
               the
               Sentence
               .
            
             
               5.
               
               Let
               them
               also
               imitate
               a
               Sentence
               sometimes
               by
               changing
               some
               of
               the
               words
               ,
               and
               sometimes
               altering
               their
               Accidents
               .
            
             
               6.
               
               Give
               them
               sometimes
               the
               English
               of
               a
               Sentence
               to
               make
               into
               Latine
               of
               themselves
               ,
               and
               then
               let
               them
               compare
               it
               with
               the
               Latine
               in
               the
               book
               ,
               and
               see
               wherein
               they
               come
               short
               of
               it
               ,
               or
               in
               what
               Rule
               they
               faile
               .
            
             
               For
               though
               the
               main
               end
               of
               this
               Book
               ,
               which
               is
               full
               of
               plain
               lessons
               ,
               both
               of
               honesty
               ,
               
               and
               godliness
               ,
               be
               to
               instill
               those
               grave
               sayings
               into
               childrens
               minds
               ▪
               (
               some
               of
               which
               notwithstanding
               are
               too
               much
               beyond
               their
               reach
               )
               and
               it
               be
               not
               perhaps
               so
               useful
               as
               some
               others
               are
               for
               the
               speedy
               gaining
               of
               Latine
               ,
               yet
               by
               being
               thus
               made
               use
               of
               ,
               it
               may
               be
               very
               much
               improved
               to
               both
               purposes
               .
            
             
               Here
               I
               think
               it
               no
               digression
               to
               tell
               ,
               how
               I
               and
               some
               School-fellowes
               (
               yet
               living
               ,
               and
               eminent
               in
               their
               Scholar-like
               professions
               )
               were
               nusled
               two
               or
               three
               years
               together
               in
               learning
               this
               book
               of
               Sentences
               .
               After
               we
               had
               gone
               over
               our
               Accidents
               several
               times
               by
               heart
               ,
               and
               had
               learned
               part
               of
               
                 Propria
                 quae
                 maribus
              
               ,
               we
               were
               put
               into
               this
               Book
               ,
               and
               there
               made
               to
               construe
               and
               parse
               two
               or
               three
               Sentences
               at
               once
               out
               of
               meer
               Latine
               ,
               and
               if
               in
               any
               thing
               we
               missed
               ,
               we
               were
               sure
               to
               be
               whipt
               .
               It
               was
               well
               ,
               if
               of
               16.
               or
               20.
               boyes
               two
               at
               any
               time
               could
               say
               ,
               and
               that
               they
               did
               say
               right
               ,
               was
               more
               by
               hap-hazard
               ,
               then
               any
               thing
               that
               they
               knew
               ;
               For
               we
               knew
               not
               how
               to
               apply
               one
               rule
               of
               Grammar
               to
               any
               word
               ,
               nor
               could
               we
               tell
               what
               part
               of
               Speech
               it
               was
               ,
               or
               what
               belonged
               to
               it
               ;
               but
               if
               the
               Master
               told
               us
               it
               was
               a
               Noun
               ,
               to
               be
               sure
               we
               said
               it
               was
               of
               the
               Nominative
               case
               ,
               and
               singular
               number
               ,
               and
               if
               a
               Verb
               ,
               
               we
               presently
               guessed
               it
               to
               be
               of
               the
               Indicative
               Mood
               ,
               Present
               tense
               ,
               singular
               number
               ,
               and
               third
               person
               ;
               because
               those
               coming
               so
               frequent
               ,
               we
               erred
               the
               lesse
               in
               them
               .
               And
               an
               ignorant
               presumption
               that
               we
               could
               easily
               say
               ,
               made
               us
               spend
               our
               time
               in
               idle
               chat
               ,
               or
               worse
               employment
               ;
               and
               we
               thought
               it
               in
               vain
               for
               us
               to
               labour
               about
               getting
               a
               lesson
               ,
               because
               we
               had
               no
               help
               at
               all
               provided
               to
               further
               us
               in
               so
               doing
               .
               Yet
               here
               and
               there
               a
               Sentence
               ,
               that
               I
               better
               understood
               then
               the
               rest
               ,
               and
               with
               which
               I
               was
               more
               affected
               ,
               took
               such
               imimpression
               ,
               as
               that
               I
               still
               remember
               it
               ,
               as
               
                 Gallus
                 in
                 suo
                 stirquilinio
                 plurimum
                 potest
                 .
                 Vbi
                 dolor
                 ,
                 ibi
                 digitus
                 ,
              
               &c.
               
            
             
               This
               I
               have
               related
               by
               the
               by
               ,
               to
               manifest
               by
               mine
               own
               sense
               and
               experience
               what
               severity
               children
               for
               the
               most
               part
               undergo
               ,
               and
               what
               loss
               of
               time
               befalls
               them
               in
               their
               best
               age
               for
               learning
               ,
               when
               they
               are
               meerly
               driven
               on
               in
               the
               common
               rode
               ,
               and
               are
               not
               (
               rather
               )
               guided
               by
               a
               dexterous
               ,
               diligent
               ,
               and
               discreet
               Teacher
               ,
               to
               understand
               what
               they
               learn
               in
               any
               book
               they
               are
               put
               into
               .
            
             
               Now
               because
               
                 all
                 our
                 teaching
                 is
                 but
                 meer
                 trifling
                 ,
                 unlesse
                 withall
                 we
                 be
                 carefull
                 to
                 instruct
                 children
                 in
                 the
                 grounds
                 of
                 true
                 Religion
                 ,
              
               let
               them
               be
               sure
               to
               get
               the
               
                 Lords
                 Prayer
              
               ,
               the
               
               Creed
               ,
               and
               the
               
                 ten
                 Commandements
              
               ;
               First
               in
               English
               ,
               and
               then
               in
               Latine
               ,
               every
               Saturday
               morning
               for
               Lessons
               ,
               from
               their
               first
               entrace
               to
               the
               Grammar
               Schoole
               ;
               and
               for
               their
               better
               understanding
               of
               these
               Fundamentals
               of
               Christianity
               ,
               you
               may
               (
               according
               to
               Mr.
               Bernards
               little
               Catechisme
               )
               resolve
               them
               into
               such
               easy
               questions
               ,
               as
               they
               may
               be
               able
               to
               answer
               of
               themselves
               ,
               and
               give
               them
               the
               Quotations
               ,
               or
               Texts
               of
               Scriptures
               ,
               which
               confirm
               or
               explain
               the
               doctrinal
               points
               contained
               in
               them
               ,
               to
               write
               out
               the
               following
               Lords
               day
               ,
               and
               to
               show
               on
               Monday
               mornings
               ,
               when
               they
               come
               to
               Schoole
               .
               In
               short
               then
               ,
               I
               would
               have
               this
               lowest
               Form
               employed
               one
               quarter
               or
               half
               a
               year
               in
               getting
               the
               Introduction
               for
               Parts
               and
               Lessons
               ,
               and
               as
               long
               in
               repeating
               the
               Introduction
               at
               Morning
               Parts
               ,
               and
               reading
               the
               Vocabulary
               ,
               for
               After-noons
               Parts
               ;
               saying
               
                 the
                 English
                 Rules
              
               for
               Fore-noon
               Lessons
               .
               
                 The
                 little
                 Vocabulary
              
               for
               After-noon
               Parts
               ;
               and
               
                 Sententiae
                 Pueriles
              
               for
               Afternoon
               Lessons
               ,
               and
               the
               
                 Principles
                 of
                 Christianity
              
               for
               Saturday
               Lessons
               .
               So
               that
               in
               one
               years
               time
               this
               work
               may
               be
               fully
               compleat
               ,
               of
               preparing
               them
               for
               the
               Latine
               tongue
               ,
               by
               teaching
               them
               the
               perfect
               use
               of
               the
               Accidents
               ,
               and
               helping
               them
               to
               words
               ,
               and
               how
               to
               vary
               them
               .
            
          
           
             
             
               CHAP.
               III.
               
            
             
               How
               to
               make
               children
               of
               the
               second
               Form
               perfect
               in
               the
               Rules
               of
               the
               Genders
               of
               Nouns
               ,
               and
               of
               the
               Preterperfect
               tenses
               ,
               and
               Supines
               of
               Verbs
               ,
               contained
               in
               Propria
               quae
               maribus
               ,
               Quae
               genus
               ,
               and
               As
               in
               P●aesenti
               ;
               and
               how
               to
               enter
               them
               in
               writing
               ,
               and
               speaking
               familiar
               and
               congruous
               Latine
               .
            
             
               
                 THe
                 general
                 course
                 taken
                 in
                 teaching
                 the
                 Rules
                 of
                 the
                 Genders
                 and
                 Nouns
                 ,
                 and
                 Conjugating
                 Verbs
                 ,
              
               is
               ,
               to
               make
               children
               to
               
                 patter
                 them
                 over
                 by
                 heart
                 ,
                 and
                 sometimes
                 also
                 to
                 construe
                 and
                 parse
                 them
              
               ;
               but
               seldom
               or
               never
               are
               they
               taught
               the
               meaning
               of
               a
               Rule
               ,
               or
               how
               to
               apply
               it
               readily
               to
               the
               words
               they
               meet
               with
               elsewhere
               .
            
             
               The
               volubility
               of
               the
               Verse
               doth
               indeed
               help
               some
               quicker
               wits
               for
               more
               ready
               repeating
               of
               them
               ;
               but
               others
               of
               more
               slow
               pace
               ,
               (
               that
               learn
               better
               by
               understanding
               what
               they
               say
               )
               are
               apt
               to
               miscall
               every
               word
               in
               their
               Lesson
               ,
               because
               they
               cannot
               tell
               what
               it
               meaneth
               ;
               and
               let
               them
               ,
               take
               never
               so
               much
               pains
               about
               it
               ,
               very
               little
               of
               what
               they
               are
               to
               learn
               ,
               
               will
               stick
               in
               their
               memories
               .
            
             
               Some
               therefore
               have
               decryed
               this
               patching
               of
               Rules
               into
               a
               cobling
               verse
               ;
               others
               have
               thought
               it
               better
               to
               denote
               the
               Genders
               of
               Nouns
               ,
               and
               the
               Preterperfect
               tenses
               of
               Verbs
               by
               the
               Terminations
               of
               the
               first
               words
               ,
               and
               some
               have
               quite
               altered
               these
               Rules
               by
               expunging
               some
               words
               ,
               and
               inserting
               others
               ,
               which
               they
               thought
               might
               better
               agree
               with
               them
               ;
               But
               for
               my
               part
               ,
               I
               like
               his
               judgement
               well
               ,
               that
               said
               it
               was
               impossible
               for
               any
               Grammarian
               to
               make
               better
               Rules
               then
               these
               in
               
                 Propria
                 quae
                 maribus
              
               ,
               and
               
                 As
                 in
                 praesenti
              
               ;
               for
               though
               in
               some
               things
               they
               may
               be
               faulty
               ,
               as
               
                 Quae
                 genus
              
               is
               in
               very
               many
               ,
               yet
               (
               as
               Mr.
               Brinsley
               saith
               
                 of
                 the
                 Accidents
                 )
                 a
                 wise
                 Master
                 is
                 not
                 to
                 stand
                 with
                 his
                 children
                 about
                 mending
                 of
                 it
                 ,
                 but
                 only
                 to
                 make
                 them
                 understand
                 the
                 Rules
                 ,
                 as
                 they
                 are
                 set
                 down
                 in
                 the
                 Book
                 ,
              
               which
               that
               they
               may
               well
               do
               ,
               I
               propound
               this
               expedient
               .
            
             
               1.
               
               Let
               them
               for
               Fore-noon
               Lessons
               begin
               with
               
                 Propria
                 quae
                 maribus
              
               ,
               and
               then
               proceed
               to
               
                 As
                 in
                 praesenti
              
               ,
               leaving
               
                 Quae
                 genus
              
               to
               the
               last
               ,
               because
               it
               is
               of
               lesse
               use
               ,
               and
               harder
               for
               children
               to
               understand
               .
            
             
               2.
               
               In
               getting
               these
               Rules
               at
               first
               ,
               let
               them
               read
               them
               all
               distinctly
               over
               ,
               and
               
               take
               notice
               of
               the
               Titles
               or
               Heads
               ,
               and
               mark
               out
               the
               most
               general
               Rules
               ,
               which
               they
               may
               learn
               before
               any
               of
               the
               rest
               ;
               And
               to
               make
               them
               the
               better
               to
               understand
               themselves
               ,
               you
               may
               allow
               them
               
                 an
                 English
                 Propria
                 quae
                 maribus
              
               ,
               &c.
               which
               they
               may
               compare
               all
               along
               with
               that
               in
               their
               Grammar
               ,
               and
               if
               at
               any
               time
               you
               perceive
               they
               do
               not
               well
               apprehend
               the
               meaning
               of
               a
               Rule
               ,
               do
               you
               illustrate
               it
               by
               instancing
               some
               words
               ,
               that
               they
               have
               had
               in
               their
               Vocabulary
               ,
               or
               elsewhere
               .
               This
               will
               make
               them
               somewhat
               ready
               to
               turn
               to
               any
               Rule
               .
            
             
               3.
               
               At
               the
               next
               going
               them
               over
               ,
               they
               will
               be
               able
               to
               say
               four
               or
               six
               lines
               at
               a
               time
               ,
               memoriter
               .
               And
               then
               you
               may
               let
               them
               get
               all
               before
               them
               ,
               and
               make
               them
               after
               they
               have
               said
               a
               Lesson
               by
               heart
               ,
               to
               construe
               it
               by
               the
               help
               of
               a
               Construing-book
               ,
               and
               to
               decline
               every
               Noun
               ,
               and
               Conjugate
               every
               verb
               ,
               by
               the
               help
               of
               the
               Indexes
               annexed
               to
               the
               
                 Propria
                 quae
                 maribus
              
               ,
               &c.
               
               
                 Englished
                 ,
                 and
                 explained
              
               .
            
             
               4.
               
               
                 You
                 may
                 exercise
                 them
                 in
                 this
                 manner
                 ,
                 by
                 repeating
                 more
                 and
                 more
                 at
                 a
                 time
                 ,
                 till
                 they
                 can
                 decline
                 Nouns
                 ,
                 and
                 conjugate
                 Verbs
                 ,
                 and
                 apply
                 the
                 Rules
                 readily
                 to
                 them
                 ;
                 &
                 having
                 thus
                 gained
                 them
                 ,
                 you
                 may
                 keep
                 them
                 ,
                 by
                 dividing
                 the
                 whole
                 
                 into
                 ten
                 parts
                 ,
                 according
                 to
                 the
                 Common-place
                 Heads
                 ;
                 thus
                 ,
                 the
                 First
                 may
                 be
                 at
              
               Propria
               quae
               maribus
               ,
               &c.
               De
               Regulis
               generalibus
               Propriorum
               ,
               De
               Regulis
               generalibus
               Appellativorum
               ,
               De
               prima
               speciali
               Regula
               ,
               &
               ejus
               exceptionibus
               Masculinis
               ,
               Neutris
               ,
               Dubiis
               ,
               &
               Communibus
               .
               
                 The
                 Second
                 at
              
               Momen
               ●rescentis
               penultima
               ,
               &c.
               
               Syllaba
               acuta
               sonat
               ,
               &c.
               De
               secunda
               speciali
               Regula
               ,
               &
               ejus
               exceptionibus
               Masculinis
               ,
               Neutris
               ,
               Dubiis
               ,
               &
               Communibus
               .
               
                 The
                 third
                 at
              
               Nomen
               crescentis
               —
               Sit
               gravis
               ,
               &c.
               
               De
               tertia
               speciali
               Regula
               &
               ejus
               exceptionibus
               Faemininis
               ,
               Neutris
               ,
               Dubiis
               ,
               Communibus
               ,
               &
               de
               Regulis
               Adjectivorum
               generalibus
               .
               
                 The
                 Fourth
                 at
              
               Quae
               genus
               ,
               de
               variantibus
               genus
               ,
               de
               defectivis
               casu
               ,
               Aptotis
               ,
               Diptotis
               ,
               Triptotis
               ,
               &
               Vocativo
               carentibus
               .
               
                 The
                 Fifth
                 ,
                 at
              
               Propria
               cuncta
               notes
               ,
               &c.
               de
               defectivis
               numero
               ,
               plurali
               ,
               &
               singulari
               .
               
                 The
                 Sixth
                 ,
                 at
              
               Haec
               quasi
               luxuriant
               ,
               &c.
               de
               Redundantibus
               .
               
                 The
                 seventh
                 at
              
               As
               in
               praesenti
               ,
               De
               Simplicium
               verborum
               praeterito
               primae
               ,
               secundae
               tertiae
               ,
               &
               quartae
               Conjugationis
               .
               
                 The
                 eighth
                 ,
                 at
              
               Praeteritum
               dat
               idem
               ,
               &
               de
               Compositorum
               verborum
               praeteritis
               .
               
                 The
                 ninth
                 ,
                 at
              
               Nunc
               ex
               praeterito
               ,
               &c.
               De
               Simplicium
               verborum
               ,
               &
               Compositorum
               Supinis
               .
               
                 The
                 tenth
              
               ,
               De
               Praeteritis
               verborum
               in
               OR
               .
               De
               geminum
               praeterium
               habentibus
               ,
               De
               neutro
               passivi
               ,
               
               De
               verbis
               praeteritum
               mutuantibus
               ,
               de
               praeterito
               carentibus
               ,
               &
               de
               Supinum
               raro
               admittentibus
               .
               
                 If
                 you
                 adde
                 these
                 ten
                 to
                 the
                 twenty
                 parts
                 in
                 the
                 Accidents
                 ,
              
               they
               may
               run
               over
               the
               whole
               thirty
               in
               six
               weeks
               ;
               
                 saying
                 every
                 morning
                 one
                 ,
                 except
                 on
                 Saturdays
                 ,
                 which
                 are
                 reserved
                 for
                 other
                 occasions
                 .
                 Their
                 Noon-parts
                 may
                 be
                 in
              
               the
               larger
               Vocabulary
               
                 (
                 which
                 is
                 commonly
                 printed
                 with
                 the
                 grounds
                 of
                 Grammar
                 ,
              
               in
               an
               easie
               entrance
               to
               the
               Latine
               Tongue
               ,
               
                 in
                 which
                 they
                 may
                 peruse
                 a
                 whole
                 Chapter
                 at
                 once
                 ,
                 and
                 afterwards
                 strive
                 who
                 can
                 tell
                 you
                 Latine
                 for
                 the
                 most
                 things
                 mentioned
                 in
                 it
                 .
                 And
                 if
                 at
                 any
                 time
                 the
                 words
                 be
                 not
                 so
                 obvious
                 to
                 their
                 understanding
                 ,
                 because
                 (
                 perhaps
                 )
                 they
                 know
                 not
                 the
                 things
                 which
                 they
                 signify
                 ;
                 do
                 you
                 tell
                 them
                 what
                 the
                 thing
                 is
                 ,
                 and
                 explain
                 the
                 word
                 by
                 another
                 that
                 is
                 more
                 familiar
                 to
                 them
                 .
              
            
             
               Their
               After-noons
               Lessons
               on
               Mondayes
               and
               Wednesdayes
               ,
               may
               be
               in
               
                 Qui
                 mihi
              
               ,
               which
               containeth
               pretty
               Precepts
               of
               good
               manners
               ,
               much
               befitting
               children
               to
               observe
               ,
               and
               which
               are
               so
               common
               in
               every
               mean
               Scholars
               mouth
               ,
               that
               a
               childe
               would
               blush
               to
               seem
               ignorant
               of
               them
               .
               In
               getting
               this
               ,
            
             
               1.
               
               Let
               them
               repeat
               two
               distichs
               at
               
               once
               memoriter
               ,
               and
               if
               withall
               ,
               you
               let
               them
               get
               the
               English
               verses
               answerable
               to
               the
               Latine
               ,
               and
               printed
               with
               
                 the
                 Grounds
                 of
                 Grammar
              
               ,
               they
               will
               fix
               the
               Latine
               better
               in
               their
               memories
               .
            
             
               2.
               
               Let
               them
               construe
               the
               Lesson
               Grammatically
               ,
               and
               to
               help
               themselves
               in
               that
               more
               difficult
               work
               ,
               let
               them
               make
               use
               of
               the
               construction
               made
               them
               at
               the
               end
               of
               their
               Construing-Book
               .
            
             
               3.
               
               Let
               them
               read
               the
               Latine
               in
               the
               Grammatical
               order
               ,
               and
               sometimes
               into
               meer
               English
               ,
               and
               then
               let
               them
               parse
               every
               word
               according
               to
               that
               order
               ,
               giving
               the
               Rules
               for
               the
               Genders
               of
               Nouns
               ,
               and
               the
               Preterperfect
               tenses
               ,
               and
               Supines
               of
               verbs
               ;
               and
               applying
               those
               of
               Concordance
               and
               Construction
               ,
               as
               they
               come
               in
               their
               way
               .
            
             
               4.
               
               To
               exercise
               them
               in
               true
               writing
               ,
               it
               were
               good
               if
               they
               had
               
                 a
                 little
                 paper-book
              
               ,
               wherein
               to
               write
               first
               the
               Latine
               ,
               and
               then
               the
               English
               distichs
               at
               full
               length
               ,
               which
               they
               may
               shew
               ,
               when
               they
               say
               their
               Lesson
               .
            
             
               5.
               
               
                 To
                 finde
                 them
                 some
                 employment
                 after
                 the
                 Lesson
                 ,
                 you
                 may
                 give
                 them
                 some
                 easie
                 dictate
                 out
                 of
                 it
                 to
                 turn
                 into
                 Latine
                 ;
                 sometimes
                 by
                 way
                 of
                 Question
                 
                 and
                 Answer
                 ,
                 and
                 sometimes
                 more
                 positively
                 ;
                 thus
                 ,
              
               What
               shall
               that
               Scholar
               do
               that
               desireth
               to
               be
               taught
               ?
               He
               shall
               conceive
               the
               Masters
               sayings
               in
               his
               minde
               .
               Quid
               faciet
               ille
               discipulus
               ,
               qui
               cupit
               doceri
               ?
               dicta
               praeceptoris
               animo
               suo
               concipiet
               ,
               
                 or
                 thus
              
               ;
               A
               boy
               that
               is
               a
               Scholar
               ,
               and
               desireth
               to
               be
               taught
               ,
               ought
               to
               conceive
               the
               Masters
               sayings
               in
               his
               minde
               ,
               and
               so
               as
               to
               understand
               them
               well-Puer
               qui
               discipulus
               est
               &
               cupit
               doceri
               ,
               dictae
               praeceptoris
               animo
               suo
               concipere
               debet
               ,
               atque
               ita
               ut
               eadem
               recte
               intelligat
               .
               
                 And
                 this
                 you
                 may
                 cause
                 any
                 one
                 of
                 them
                 to
                 read
                 ,
                 and
                 let
                 the
                 rest
                 correct
                 him
                 in
                 any
                 word
                 he
                 hath
                 made
                 amisse
                 ,
                 and
                 be
                 sure
                 they
                 can
                 all
                 give
                 a
                 rule
                 for
                 what
                 they
                 do
                 .
              
            
             
               After
               they
               have
               repeated
               these
               verses
               of
               Mr.
               Lilies
               so
               often
               over
               ,
               that
               they
               can
               say
               them
               all
               at
               once
               pretty
               well
               by
               heart
               ,
               they
               may
               continue
               their
               Afternoons
               Lessons
               in
               Cato
               ,
               saying
               two
               or
               three
               Distichs
               at
               once
               ,
               according
               to
               the
               directions
               already
               given
               in
               the
               Preface
               to
               that
               Book
               in
               English
               and
               Latine
               verse
               ;
               and
               when
               they
               have
               gone
               thorow
               a
               book
               of
               it
               ,
               let
               them
               try
               amongst
               themselves
               who
               can
               repeat
               the
               most
               of
               it
               by
               heart
               ,
               as
               we
               see
               Corderius
               did
               sometimes
               exercise
               his
               Scholars
               ,
               as
               it
               appeareth
               by
               his
               Colloquies
               .
            
             
             
               
                 Now
                 forasmuch
                 as
              
               speaking
               Latine
               is
               the
               main
               end
               of
               Grammar
               ,
               and
               there
               is
               no
               better
               expedient
               to
               help
               children
               in
               the
               ready
               exercise
               thereof
               ,
               then
               frequent
               perusal
               of
               Vocabularies
               for
               common
               words
               ,
               and
               Colloquies
               for
               familiar
               phrases
               ,
               
                 and
                 such
                 as
                 are
                 to
                 be
                 used
                 in
                 ordinary
                 discourse
                 ;
                 I
                 think
                 it
                 very
                 convenient
                 to
                 make
                 use
                 of
              
               Pueriles
               Confabi
               latiunculae
               ,
               both
               in
               English
               and
               Latine
               ,
               
                 on
                 Tuesdayes
                 and
                 Thursdayes
                 in
                 the
                 Afternoons
                 instead
                 of
                 Lessons
                 ,
                 thus
                 ,
              
            
             
               1.
               
               Let
               them
               read
               a
               whole
               Colloquie
               (
               if
               it
               be
               not
               too
               long
               )
               at
               once
               both
               in
               English
               and
               Latine
               ,
               not
               minding
               to
               construe
               it
               verbatim
               at
               the
               first
               going
               it
               over
               ,
               but
               to
               render
               the
               expressions
               wholly
               as
               they
               stand
               ,
               and
               are
               answerable
               one
               to
               another
               ,
               and
               this
               will
               acquaint
               them
               with
               the
               matter
               in
               the
               book
               ,
               and
               enable
               them
               to
               read
               both
               the
               Languages
               more
               readily
               .
            
             
               2.
               
               At
               a
               second
               going
               over
               ,
               let
               them
               construe
               it
               Grammatically
               ,
               and
               then
               take
               any
               phrase
               or
               sentence
               in
               the
               present
               Lesson
               ,
               and
               make
               such
               another
               by
               it
               ,
               changeing
               either
               the
               words
               ,
               or
               some
               of
               their
               Accidents
               ,
               as
               the
               present
               occasion
               requireth
               ;
               ex
               gr
               .
               As
               they
               say
               in
               the
               singular
               Number
               :
               
                 God
                 save
                 
                 you
                 ,
                 Salve
                 ,
                 Sis
                 salvus
                 ,
                 jubeo
                 te
                 salvere
                 ,
              
               or
               ave
               ;
               so
               make
               them
               say
               in
               the
               plural
               number
               ,
               
                 God
                 save
                 you
                 ,
                 Salvete
                 ,
                 sitis
                 salvi
                 ,
                 jubemus
                 vos
                 salvere
                 ,
              
               or
               avete
               .
               So
               likewise
               when
               they
               can
               say
               ,
               
                 I
                 thank
                 you
                 ,
                 Habeo
                 tibi
                 gratiam
                 ,
                 or
                 habetur
                 tibi
                 a
                 me
                 gratia
                 ,
              
               let
               them
               imitate
               ,
               and
               alter
               it
               by
               saying
               ,
               
                 We
                 thank
                 your
                 Father
                 .
                 Habemus
                 Patri
                 tuo
                 gratiam
                 .
                 My
                 Mother
                 thanks
                 you
                 ,
                 Sir.
                 Mater
                 habet
                 tibi
                 gratiam
                 ,
                 Domine
              
               ;
               or
               
                 Habetur
                 tibi
                 ,
                 Domine
                 ,
                 a
                 matre
                 mea
                 gratia
                 .
              
            
             
               When
               they
               have
               gone
               this
               book
               so
               often
               over
               ,
               as
               to
               be
               well
               acquainted
               with
               its
               phrases
               ,
               Let
               them
               proceed
               to
               
                 Corderius
                 Colloquies
              
               ,
               which
               they
               have
               also
               in
               English
               and
               Latine
               ,
               and
               which
               they
               may
               construe
               Grammatically
               ,
               and
               cull
               the
               phrases
               out
               of
               it
               ,
               to
               make
               use
               of
               them
               ,
               in
               common
               speaking
               Latine
               .
            
             
               Let
               them
               have
               
                 a
                 little
                 paper-book
              
               ,
               wherein
               to
               gather
               the
               more
               familiar
               phrases
               ,
               which
               they
               finde
               in
               every
               Lesson
               printed
               in
               a
               different
               character
               ,
               and
               let
               them
               by
               often
               perusal
               at
               spare
               times
               ,
               and
               bearing
               them
               alwayes
               about
               them
               ,
               get
               them
               so
               readily
               by
               heart
               ,
               as
               to
               be
               able
               to
               expresse
               themselves
               in
               Latine
               by
               them
               upon
               any
               meet
               occasion
               .
               And
               this
               way
               of
               
                 exercising
                 them
                 to
                 speak
                 
                 according
                 to
                 their
                 Authours
                 expressions
                 from
                 their
                 first
                 entrance
                 upon
                 Latine
                 ,
                 is
                 the
                 best
                 expedient
                 that
                 can
                 be
                 taken
                 to
                 avoyd
                 Anglicismes
                 ,
              
               which
               otherwise
               they
               are
               very
               prone
               to
               ,
               so
               long
               as
               they
               are
               directed
               only
               by
               Grammar-Rules
               ,
               and
               enforced
               to
               seek
               words
               in
               the
               Dictionary
               ,
               where
               commonly
               they
               light
               upon
               that
               which
               is
               most
               improper
               .
            
             
               And
               that
               they
               may
               now
               do
               something
               of
               themselves
               by
               way
               of
               night
               exercise
               ,
               let
               them
               every
               evening
               translate
               a
               verse
               at
               home
               out
               of
               the
               119.
               
               Psalm
               ,
               which
               I
               conceive
               is
               the
               most
               easie
               for
               the
               purpose
               of
               making
               the
               three
               Concords
               ,
               and
               some
               of
               the
               more
               necessary
               Rules
               of
               construction
               familiar
               to
               them
               .
               In
               making
               their
               Translations
               ,
            
             
               1.
               
               Let
               them
               be
               sure
               to
               write
               the
               English
               very
               fair
               and
               true
               ,
               observing
               its
               just
               pauses
               ,
               and
               let
               them
               also
               make
               the
               like
               notes
               of
               distinction
               in
               their
               Latine
               .
            
             
               2.
               
               When
               they
               come
               to
               shew
               their
               Latines
               ,
            
             
               1.
               
               Let
               one
               read
               and
               construe
               a
               verse
               .
            
             
               2.
               
               Let
               another
               tell
               you
               what
               part
               of
               speech
               every
               word
               is
               ,
               as
               well
               English
               as
               Latine
               ,
               and
               what
               the
               English
               Signes
               do
               note
               .
            
             
             
               3.
               
               Let
               the
               rest
               in
               order
               give
               you
               the
               right
               Analysis
               of
               every
               word
               one
               by
               one
               ,
               and
               the
               Rules
               of
               Nouns
               and
               Verbs
               ,
               and
               of
               Concordance
               ,
               and
               Construction
               .
               And
               because
               these
               little
               boyes
               are
               too
               apt
               to
               blur
               and
               spoyle
               their
               Bibles
               ,
               and
               to
               make
               a
               wrong
               choyce
               of
               words
               out
               of
               a
               Dictionary
               ,
               which
               is
               a
               great
               maime
               and
               hinderance
               to
               them
               in
               making
               Latine
               (
               and
               caused
               Mr.
               Ascham
               to
               affirm
               ,
               that
               making
               of
               Latines
               marreth
               children
               )
               I
               think
               it
               not
               amisse
               to
               get
               that
               Psalm
               ,
               and
               some
               other
               Englishes
               printed
               by
               themselves
               ,
               
                 with
                 an
                 Alphabeticall
                 Index
                 of
                 every
                 word
                 which
                 is
                 proper
                 for
                 its
                 place
                 .
              
               Right
               choyce
               of
               words
               being
               indeed
               the
               foundation
               of
               all
               eloquence
               .
            
             
               On
               Saturdayes
               ,
               after
               they
               can
               say
               the
               Lords
               Prayer
               ,
               the
               Creed
               ,
               and
               the
               ten
               Commandements
               in
               English
               and
               Latine
               ,
               they
               may
               proceed
               to
               
                 the
                 Assemblies
                 Catechisme
              
               ,
               first
               in
               English
               ,
               and
               then
               in
               Latine
               ,
               or
               the
               like
               .
               This
               second
               form
               then
               is
               to
               be
               exercised
               ,
            
             
               1.
               
               In
               repeating
               
                 the
                 Accidents
              
               for
               morning
               parts
               .
            
             
               2.
               
               
                 In
                 saying
              
               Propria
               quae
               maribus
               ,
               Quae
               genus
               ,
               As
               in
               praesenti
               ,
               
                 for
                 Fore-noon
                 Lessons
              
               .
            
             
             
               3.
               
               In
               reading
               
                 the
                 larger
                 Vocabulary
              
               for
               Noon
               parts
               .
            
             
               4.
               
               In
               learning
               
                 Qui
                 mihi
              
               ,
               and
               afterwards
               Cato
               ,
               for
               Afternoons
               Lessons
               on
               Mondayes
               and
               Wednesdayes
               ,
               and
               
                 Pueriles
                 Confabulatiunculae
              
               ,
               and
               afterwards
               
                 Corderii
                 Colloquia
              
               on
               Tuesdayes
               ,
               and
               Thursdayes
               .
               And
            
             
               5.
               
               Translating
               a
               verse
               out
               of
               English
               into
               Latine
               every
               evening
               at
               home
               ,
               which
               they
               may
               bring
               to
               be
               corrected
               on
               Fridayes
               ,
               after
               all
               the
               weeks
               Repetitions
               ended
               ,
               and
               return
               written
               as
               fair
               as
               possibly
               they
               can
               write
               ,
               on
               Satturday
               mornings
               ,
               after
               examinations
               ended
               .
               And
               thus
               
                 they
                 may
                 be
                 made
                 to
                 know
                 the
                 Genders
                 of
                 Nouns
                 ,
                 and
                 Preter-perfect
                 tenses
                 ,
                 and
                 Supines
                 of
                 Verbs
                 ,
                 and
                 initiated
                 to
                 speak
                 and
                 write
                 true
                 Latine
                 in
                 the
                 compasse
                 of
                 a
                 second
                 yeare
                 .
              
               So
               that
               to
               children
               of
               betwixt
               seven
               and
               nine
               years
               of
               age
               ,
               in
               regard
               of
               their
               remedilesse
               inanimadvertency
               ,
               I
               allow
               two
               whole
               years
               to
               practise
               them
               well
               in
               the
               Rudiments
               or
               Grounds
               of
               Grammar
               ,
               in
               which
               I
               would
               have
               the
               variation
               of
               Nouns
               and
               Verbs
               to
               be
               specially
               minded
               ,
               for
               till
               they
               be
               very
               ready
               in
               those
               ,
               their
               progress
               in
               other
               things
               will
               be
               full
               of
               uncertainties
               ,
               and
               troublesomely
               
               tedious
               ,
               but
               if
               those
               be
               once
               well
               got
               ,
               all
               other
               rules
               which
               have
               not
               (
               perhaps
               )
               been
               so
               well
               understood
               ,
               will
               more
               easily
               (
               as
               age
               increaseth
               )
               be
               better
               apprehended
               and
               put
               in
               use
               .
            
          
           
             
               CHAP.
               IIII.
               
            
             
               How
               to
               make
               Children
               of
               the
               third
               Forme
               perfect
               in
               the
               Latine
               Syntaxis
               commonly
               called
               Verbum
               Personale
               ;
               as
               also
               to
               acquaint
               them
               with
               Prosodia
               ;
               and
               how
               to
               help
               them
               to
               construe
               and
               parse
               ,
               and
               to
               write
               ,
               and
               speak
               true
               and
               elegant
               Latine
               .
            
             
               
                 CHildren
                 are
                 commonly
                 taught
                 the
                 Latine
                 Syntaxis
                 before
                 they
                 be
                 put
                 to
                 make
                 use
                 of
                 any
                 Latine
                 book
                 besides
                 it
              
               ;
               and
               so
               they
               but
               can
               say
               it
               readily
               by
               heart
               ,
               construe
               it
               ,
               and
               give
               the
               force
               of
               its
               rules
               out
               of
               the
               examples
               ,
               they
               are
               thought
               to
               learn
               it
               well
               enough
               .
               But
               the
               very
               doing
               thus
               much
               ,
               is
               found
               to
               be
               a
               work
               too
               tedious
               with
               many
               ,
               and
               therefore
               some
               have
               thought
               good
               to
               lessen
               the
               number
               of
               the
               Rules
               ,
               &
               others
               to
               dash
               out
               many
               examples
               ,
               as
               if
               more
               then
               one
               or
               two
               were
               needlesse
               ;
               so
               that
               when
               a
               Childe
               
               hath
               with
               them
               run
               over
               this
               part
               of
               the
               Grammar
               ,
               it
               is
               well
               if
               he
               have
               learnt
               the
               half
               of
               it
               ,
               or
               know
               at
               all
               what
               to
               do
               with
               any
               of
               it
               .
            
             
               I
               think
               it
               not
               amisse
               therefore
               to
               shew
               ,
               how
               it
               may
               be
               all
               gotten
               understandingly
               by
               heart
               ,
               and
               settled
               in
               the
               memory
               by
               continual
               practise
               ,
               which
               
                 is
                 the
                 life
                 of
                 all
                 learning
              
               ;
            
             
               1.
               
               Let
               those
               then
               of
               this
               third
               forme
               divide
               their
               Accidents
               and
               Rules
               of
               Nounes
               and
               Verbs
               into
               ten
               parts
               ,
               whereof
               they
               may
               repeat
               one
               every
               Thursday
               morning
               ,
               and
               make
               way
               for
               the
               getting
               of
               the
               Syntaxe
               on
               Mundaies
               ,
               Tuesdaies
               &
               Wednes
               .
               for
               morning
               parts
               .
            
             
               2.
               
               Let
               them
               repeat
               as
               many
               Rules
               memoriter
               ,
               as
               they
               are
               well
               able
               ,
               together
               with
               all
               their
               examples
               ;
               and
               to
               help
               their
               understanding
               therein
               ,
               you
               may
               do
               well
               to
               shew
               the
               meaning
               of
               every
               rule
               &
               exception
               beforehand
               ,
               and
               to
               make
               them
               compare
               them
               with
               those
               in
               the
               English
               rules
               under
               the
               same
               head
               ,
               &
               to
               see
               which
               are
               contained
               in
               the
               Latine
               which
               are
               not
               in
               the
               English
               ,
               and
               which
               are
               set
               down
               in
               the
               English
               ,
               which
               are
               left
               out
               in
               the
               Latine
               .
            
             
               3.
               
               To
               help
               them
               to
               construe
               well
               before
               they
               come
               to
               say
               ,
               let
               them
               make
               
               use
               of
               their
               
                 Construeng
                 books
              
               ,
               and
               that
               they
               may
               better
               mind
               what
               they
               construe
               ,
               you
               may
               cause
               them
               sometimes
               ,
               when
               they
               come
               to
               say
               ,
               to
               read
               the
               part
               out
               of
               Latine
               into
               English
               .
            
             
               4.
               
               In
               parsing
               ,
               let
               them
               give
               you
               the
               word
               governing
               ,
               and
               apply
               the
               word
               governed
               according
               to
               the
               rule
               ,
               and
               tell-you
               wherein
               the
               exceptions
               and
               observations
               differ
               from
               the
               General
               rule
               .
            
             
               5.
               
               Let
               them
               have
               a
               Paper-book
               in
               Quarto
               ,
               in
               the
               margent
               whereof
               they
               may
               write
               the
               first
               words
               of
               every
               rule
               ,
               and
               exception
               ;
               and
               let
               them
               have
               as
               many
               familiar
               examples
               (
               some
               in
               English
               onely
               ,
               and
               some
               in
               Latine
               onely
               )
               as
               may
               suffice
               to
               illustrate
               the
               rule
               more
               clearly
               to
               them
               ,
               and
               do
               you
               help
               them
               extempore
               ,
               to
               turn
               their
               English
               ones
               into
               Latine
               ,
               and
               their
               Latine
               ones
               into
               English
               ;
               and
               having
               a
               space
               left
               under
               every
               head
               ,
               let
               them
               fill
               it
               up
               with
               praegnant
               Examples
               ,
               which
               they
               meet
               with
               as
               they
               read
               their
               Latine
               Authors
               ,
               or
               as
               they
               Translate
               English
               Sentences
               into
               Latine
               .
            
             
               I
               observe
               Melancthon
               and
               Whittington
               of
               old
               ,
               and
               Mr.
               Clarke
               ,
               Mr.
               Comenius
               and
               others
               of
               late
               ,
               to
               have
               made
               subsidiaries
               of
               this
               nuture
               ,
               which
               because
               
               they
               seem
               some
               what
               to
               overshoot
               the
               capacities
               of
               children
               ,
               who
               (
               as
               Mr.
               Ascham
               observes
               )
               are
               ignorant
               what
               to
               say
               properly
               and
               fitly
               to
               the
               matter
               ,
               (
               as
               some
               Masters
               are
               also
               many
               times
               )
               I
               have
               taken
               the
               paines
               to
               make
               
                 a
                 praxis
                 of
                 all
                 the
                 English
                 and
                 Latine
                 Rules
                 of
                 Construction
                 and
                 Syntaxis
                 ,
              
               as
               they
               lie
               in
               order
               ,
               and
               to
               adde
               
                 two
                 Indexes
                 ▪
              
               The
               first
               of
               English
               words
               ,
               and
               the
               Latine
               for
               them
               ;
               The
               second
               ,
               Of
               Latine
               words
               and
               the
               English
               for
               them
               ,
               with
               figures
               directing
               to
               the
               examples
               wherein
               they
               are
               to
               be
               used
               .
            
             
               And
               for
               more
               perspicuity
               sake
               ,
               I
               take
               care
               that
               no
               example
               may
               touch
               upon
               any
               rule
               ,
               that
               is
               not
               already
               learned
               ,
               for
               fear
               of
               pussing
               young
               beginners
               in
               this
               necessary
               and
               easie
               way
               of
               translating
               with
               the
               rule
               in
               their
               eye
               ,
               which
               doth
               best
               direct
               the
               weakest
               understandings
               .
            
             
               Now
               forasmuch
               as
               
                 the
                 daily
                 reading
                 of
                 Latine
                 into
                 English
                 is
                 an
                 especiall
                 means
                 to
                 increase
                 the
                 knowledge
                 of
                 the
                 Tongues
                 ,
                 and
                 to
                 cause
                 more
                 heed
                 to
                 be
                 taken
                 to
                 the
                 Grammar
                 Rules
                 ,
                 as
                 they
                 are
                 gotten
                 by
                 heart
              
               ;
               I
               would
               have
               those
               in
               this
               form
               to
               read
               every
               morning
               after
               prayers
               ,
               four
               or
               six
               verses
               out
               of
               the
               
                 Latine
                 Testament
              
               ,
               which
               
               they
               will
               easily
               do
               ,
               having
               beforehand
               learned
               to
               construe
               them
               word
               by
               word
               ,
               with
               the
               help
               of
               their
               
                 English
                 Bible
              
               .
               In
               this
               exercise
               ,
               let
               them
               be
               all
               well
               provided
               ,
               and
               do
               you
               pick
               out
               onely
               one
               boy
               to
               construe
               ,
               and
               then
               ask
               any
               of
               the
               others
               the
               Analysis
               of
               a
               Noune
               ,
               or
               Verb
               here
               or
               there
               ,
               or
               some
               rule
               of
               construction
               ,
               which
               you
               think
               they
               have
               not
               so
               well
               taken
               notice
               of
               as
               to
               understand
               it
               fully
               .
               Hereby
               you
               may
               also
               acquaint
               them
               with
               the
               rule
               and
               way
               of
               construing
               ,
               as
               it
               is
               more
               largely
               touched
               in
               the
               following
               part
               of
               this
               chapter
               .
            
             
               N.
               B.
               Those
               Children
               that
               are
               more
               industriously
               willing
               to
               thrive
               ,
               may
               advantage
               themselves
               very
               much
               by
               perusal
               of
               
                 Gerards
                 Meditations
                 ,
                 Thomas
                 de
                 Kempis
                 ,
              
               St.
               
                 Augustins
                 Soliloquies
              
               ,
               or
               his
               Meditations
               ,
               or
               the
               like
               pious
               and
               profiting
               Books
               ,
               which
               they
               may
               buy
               both
               in
               English
               and
               Latine
               ,
               and
               continually
               bear
               about
               in
               their
               pockets
               ,
               to
               read
               on
               at
               spare
               times
               .
            
             
               Their
               forenoone
               lessons
               may
               be
               in
               
                 Aesopes
                 Fables
              
               ,
               which
               is
               indeed
               a
               book
               of
               great
               antiquity
               and
               of
               more
               solid
               learning
               then
               most
               men
               think
               .
               For
               in
               it
               many
               good
               lectures
               of
               morality
               ,
               which
               
               would
               not
               (
               perhaps
               )
               have
               been
               listened
               to
               ,
               if
               they
               had
               been
               delivered
               in
               a
               plain
               and
               naked
               manner
               ,
               being
               handsomly
               made
               up
               and
               vented
               in
               an
               Apologue
               ,
               do
               insinuate
               themselves
               into
               every
               mans
               minde
               .
            
             
               And
               for
               this
               reason
               perhaps
               it
               is
               that
               I
               finde
               it
               ,
               and
               
                 Gesta
                 Romanorum
              
               which
               is
               so
               generally
               pleasing
               to
               our
               Countrey
               people
               )
               to
               have
               been
               printed
               and
               bound
               up
               both
               together
               in
               Latine
               ,
               even
               when
               the
               Latine
               was
               yet
               in
               its
               drosse
               .
               And
               to
               let
               you
               see
               what
               Latine
               Aesop
               was
               there
               translated
               into
               out
               of
               Greek
               by
               one
               Romulus
               ,
               I
               will
               give
               you
               the
               first
               Fable
               ,
               in
               his
               words
               ;
            
             
               
                 
                   
                     
                       De
                       Gallo
                       &
                       Jaspide
                       .
                    
                     
                       IN
                       sterquilinio
                       quidam
                       pullus
                       gallinatius
                       ,
                       dum
                       quaereret
                       escam
                       ,
                       invenit
                       margaritam
                       in
                       loco
                       indigno
                       jacentem
                       ,
                       quam
                       cum
                       videret
                       jacentem
                       ,
                       sic
                       ait
                       ;
                       O
                       bona
                       res
                       ,
                       in
                       stercore
                       hic
                       jaces
                       .
                       Si
                       te
                       cupidus
                       invenisset
                       ,
                       cum
                       quo
                       gaudio
                       rap●isset
                       ,
                       ac
                       in
                       pristinum
                       decoris
                       tui
                       fratum
                       redisses
                       ?
                       Ego
                       frustra
                       te
                       in
                       hoc
                       loco
                       invenio
                       jacentem
                       .
                       Vbi
                       potius
                       mihi
                       escam
                       quaero
                       ;
                       &
                       nec
                       ego
                       tibi
                       prosum
                       ,
                       nec
                       tu
                       mihi
                       .
                    
                     
                       Haec
                       Aesopus
                       illis
                       narrat
                       ,
                       qui
                       ipsum
                       legunt
                       &
                       non
                       intelligunt
                       .
                    
                  
                
              
            
             
             
               No
               sooner
               did
               the
               Latine
               Tongue
               endeavour
               to
               recover
               its
               pristine
               purity
               ,
               by
               the
               help
               of
               Erasmus
               and
               other
               eminent
               men
               of
               learning
               in
               his
               time
               ,
               but
               the
               Greek
               Coppy
               of
               Aesop
               is
               translated
               by
               him
               and
               his
               Contemporaries
               ,
               every
               one
               striving
               to
               outstrip
               another
               in
               rendering
               it
               into
               good
               Latine
               ;
               and
               it
               is
               observable
               ,
               that
               
                 the
                 Stationers
                 Coppy
              
               (
               which
               is
               generally
               used
               in
               Schooles
               )
               
                 is
                 a
                 meere
                 Rapsodie
                 of
                 some
                 fragments
                 of
                 these
                 several
                 mens
                 Translations
              
               ;
               whence
               it
               is
               that
               one
               and
               the
               same
               Fable
               is
               sometimes
               repeated
               thrice
               over
               in
               several
               words
               ,
               and
               that
               the
               stile
               of
               the
               Book
               is
               generally
               too
               lofty
               in
               it self
               for
               Children
               to
               apprehend
               on
               a
               suddain
               ;
               I
               have
               for
               their
               sakes
               therefore
               turned
               the
               whole
               Book
               ,
               such
               as
               I
               found
               it
               ,
               into
               proper
               English
               ,
               answerable
               to
               the
               Latine
               ,
               and
               divided
               both
               into
               just
               periods
               ,
               marked
               with
               figures
               ,
               that
               they
               may
               more
               distinctly
               appear
               ,
               and
               be
               more
               easily
               found
               out
               for
               use
               or
               imitation
               ;
               and
               though
               I
               observed
               some
               words
               and
               phrases
               scarce
               allowable
               in
               many
               places
               of
               the
               book
               ,
               yet
               I
               was
               loath
               to
               make
               any
               alteration
               ,
               except
               in
               a
               few
               grosse
               errors
               ,
               and
               especially
               one
               that
               quite
               perverted
               the
               sense
               of
               the
               Fable
               ,
               and
               appeareth
               
               to
               be
               a
               mistake
               in
               the
               Translator
               from
               the
               Greek
               Coppy
               ,
               which
               is
               thus
               ;
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               which
               is
               well
               latinized
               by
               one
               thus
               ,
               
                 Aper
                 &
                 Vulpes
                 .
                 Aper
                 quum
                 cuidam
                 adstaret
                 arbori
                 ,
                 dentes
                 accuebat
                 .
              
               But
               the
               unknown
               Translator
               of
               this
               Fable
               (
               and
               the
               rest
               that
               yet
               passe
               
                 sub
                 incerto
                 interprete
              
               )
               reading
               perhaps
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               in
               stead
               of
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               or
               finding
               that
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               doth
               sometimes
               signifie
               like
               an
               adjective
               ,
               
                 solitarius
                 ,
                 solitudines
                 captans
                 ,
                 &c.
              
               renders
               it
               into
               pure
               non-sence
               ,
               and
               in
               other
               words
               also
               differing
               from
               the
               Greek
               ,
               thus
               ;
               
                 Singularis
                 animal
                 ,
                 &
                 vulpes
                 .
                 Singularis
                 agrestis
                 ,
                 super
                 quadam
                 sedens
                 arbore
                 ,
                 dentes
                 acuebat
                 .
              
               Which
               one
               having
               lately
               translated
               into
               English
               verse
               ,
               with
               the
               Picture
               before
               it
               ,
               hath
               prettily
               devised
               a
               Rhinocerate
               to
               stand
               by
               a
               tree
               ,
               and
               to
               whet
               his
               teeth
               against
               it
               ;
               whereas
               the
               Latine
               hath
               it
               ,
               
                 super
                 quadam
                 sedens
                 arbore
              
               ,
               which
               is
               impossible
               for
               such
               an
               huge
               beast
               to
               do
               .
               I
               have
               therefore
               put
               out
               the
               word
               Singularis
               ,
               and
               made
               it
               
                 Aper
                 agrestis
              
               ,
               according
               to
               an
               ancient
               Greek
               Coppy
               which
               I
               have
               ,
               and
               I
               English
               the
               clause
               thus
               ;
               
                 Lib
                 2.
                 
                 Fab.
                 ●3
                 .
                 A
                 wilde
                 Boar
                 standing
                 by
                 a
                 tree
                 whetted
                 his
                 tushes
                 .
              
               This
               I
               have
               noted
               obiter
               ,
               to
               acquaint
               
               the
               more
               judicious
               with
               my
               reason
               of
               altering
               those
               words
               ,
               and
               to
               save
               the
               lesse
               experienced
               ,
               some
               labour
               in
               searching
               out
               the
               meaning
               of
               them
               ,
               seeing
               they
               passe
               yet
               uncorrected
               in
               the
               Latine
               Booke
               .
            
             
               Let
               them
               procure
               
                 Aesops
                 Fables
              
               then
               in
               English
               and
               Latine
               ,
               and
               the
               rather
               because
               they
               will
               take
               delight
               in
               reading
               the
               Tales
               ,
               and
               the
               moral
               in
               a
               Language
               which
               they
               already
               understand
               ,
               and
               will
               be
               helped
               thereby
               to
               construe
               the
               Latine
               of
               themselves
               .
               And
               herein
               I
               would
               have
               them
               to
               take
               a
               whole
               Fable
               and
               its
               moral
               at
               one
               Lesson
               (
               so
               that
               it
               do
               not
               exceed
               six
               periods
               )
               which
               they
               should
               first
               read
               distinctly
               ;
               secondly
               ,
               construe
               Grammatically
               ,
               and
               then
               render
               the
               proper
               phrases
               ;
               thirdly
               ,
               parse
               according
               to
               the
               Grammatical
               order
               as
               they
               construed
               ,
               and
               not
               as
               the
               words
               stand
               .
               And
               then
               be
               sure
               they
               can
               decline
               all
               the
               Nounes
               ,
               and
               conjugate
               the
               Verbs
               ,
               and
               give
               the
               Rules
               for
               the
               Genders
               of
               the
               one
               ,
               and
               the
               Preterperfect
               tenses
               and
               Supines
               of
               the
               other
               ;
               as
               also
               for
               the
               concordance
               and
               construction
               ,
               either
               out
               of
               the
               English
               Rules
               ,
               or
               Latine
               Syntaxe
               ,
               or
               both
               ,
               as
               they
               come
               to
               have
               learned
               them
               .
            
             
             
               Let
               them
               sometimes
               write
               a
               Fable
               fair
               and
               truly
               over
               ,
               according
               to
               the
               printed
               Book
               ,
               both
               in
               English
               and
               Latine
               ,
               and
               sometimes
               translate
               one
               ,
               word
               by
               word
               in
               that
               order
               ,
               in
               which
               they
               construed
               it
               ;
               and
               this
               will
               inure
               them
               to
               Orthography
               .
            
             
               That
               they
               may
               learn
               to
               observe
               and
               get
               the
               true
               Latine
               order
               of
               placing
               words
               ,
               and
               the
               purity
               of
               expression
               either
               in
               English
               or
               Latine
               style
               ,
               let
               them
               imitate
               a
               period
               or
               more
               in
               a
               lesson
               ,
               turning
               it
               out
               of
               English
               into
               Latine
               ,
               or
               out
               of
               Latine
               into
               English
               ,
               thus
               ;
               whereas
               they
               read
               in
               English
               .
               
                 A
                 Cock
                 ,
                 as
                 he
                 turned
                 over
                 a
                 dung-hill
                 found
                 a
                 pearl
                 ,
                 saying
                 ;
                 why
                 do
                 I
                 finde
                 a
                 thing
                 so
                 bright
                 ?
              
               and
               in
               Latine
               ,
               
                 Gallus
                 gallinaceus
                 ,
                 dum
                 vertit
                 stercorarium
                 offendit
                 gemmam
                 ;
                 Quid
                 ,
                 inquiens
                 ,
                 rem
                 sic
                 nitidam
                 reperio
                 ?
              
               they
               may
               imitate
               it
               by
               this
               or
               the
               like
               expression
               ;
               
                 As
                 a
                 beggar
                 raked
                 in
                 a
                 dunghill
                 ,
                 he
                 found
                 a
                 purse
                 ,
                 saying
                 ;
                 why
                 do
                 I
                 finde
                 so
                 much
                 money
                 here
                 ?
                 Mendicus
                 ,
                 dum
                 vertit
                 stercorarium
                 ,
                 offendit
                 crumenam
                 ;
                 quid
                 inquiens
                 ,
                 tantum
                 argenti
                 hic
                 reperio
                 ?
              
               By
               thus
               doing
               ,
               they
               may
               learn
               
                 to
                 joyne
                 Examples
                 out
                 of
                 their
                 lessons
                 to
                 their
                 Grammar
                 Rules
              
               (
               which
               
                 is
                 the
                 most
                 lively
                 and
                 perfect
                 way
                 of
                 teaching
                 them
                 )
              
               and
               to
               fetch
               a
               Rule
               
               out
               of
               their
               Grammar
               for
               every
               Example
               ,
               using
               the
               Grammar
               to
               finde
               Rules
               ,
               as
               they
               do
               the
               Dictionary
               for
               words
               ,
               till
               they
               be
               very
               perfect
               in
               them
               .
            
             
               Their
               Afternoons
               Parts
               may
               be
               to
               construe
               a
               Chapter
               in
               
                 Janua
                 linguarum
              
               ,
               which
               will
               instruct
               them
               in
               the
               Nature
               ,
               as
               well
               as
               in
               the
               Names
               of
               things
               ;
               and
               after
               they
               have
               construed
               ,
               let
               them
               try
               who
               can
               tell
               you
               the
               most
               words
               ,
               especially
               of
               those
               ,
               that
               they
               have
               not
               met
               with
               ,
               or
               well
               observed
               in
               reading
               elsewhere
               .
               For
               Afternoon
               lessons
               on
               Mondayes
               ,
               and
               Wednesdayes
               ,
               let
               them
               make
               use
               of
               Mantuanus
               ,
               which
               is
               a
               Poet
               both
               for
               style
               and
               matter
               ,
               very
               familiar
               and
               gratefull
               to
               children
               ,
               and
               therefore
               read
               in
               most
               Schooles
               .
               They
               may
               read
               over
               some
               of
               the
               Eclogues
               ,
               that
               are
               less
               offensive
               then
               the
               rest
               ,
               takeing
               six
               lines
               at
               a
               lesson
               ,
               which
               they
               should
               first
               commit
               to
               memory
               ,
               as
               they
               are
               able
               .
               Secondly
               ,
               Construe
               .
               Thirdly
               ,
               Parse
               .
               Then
               help
               them
               to
               pick
               out
               the
               Phrases
               and
               Sentences
               ,
               which
               they
               may
               commit
               to
               a
               paper-book
               ;
               and
               afterwards
               resolve
               the
               matter
               of
               their
               lessons
               into
               an
               English
               period
               or
               two
               ,
               which
               they
               may
               turn
               into
               proper
               and
               elegant
               Latine
               ,
               observing
               the
               placing
               
               of
               words
               ,
               according
               to
               prose
               .
               Thus
               out
               of
               the
               five
               first
               verses
               in
               the
               first
               Eclogue
               ,
               
                 
                   Fauste
                   ,
                   precor
                   ,
                   gelida
                   quando
                   pecus
                   omne
                   sub
                   umbra
                
                 
                   Ruminat
                   ,
                   antiquos
                   paulum
                   recitemus
                   amores
                   .
                
                 
                   Ne
                   si
                   forte
                   sopor
                   nos
                   occupet
                   ●lla
                   ferarum
                   ,
                
                 
                   Quae
                   modo
                   per
                   segetes
                   tacite
                   insidiantur
                   adultas
                   .
                
                 
                   Saeviat
                   in
                   pecudes
                   .
                   Melior
                   vigilantia
                   somno
                   .
                
              
            
             
               
                 One
                 may
                 make
                 such
                 a
                 period
                 as
                 this
              
               ;
               Shepherds
               are
               wont
               sometimes
               to
               talke
               of
               their
               old
               loves
               ,
               whilest
               the
               cattel
               chew
               the
               cud
               under
               the
               shade
               ;
               for
               fear
               ,
               if
               they
               should
               fall
               asleep
               ,
               some
               Fox
               ,
               or
               Wolf
               ,
               or
               such
               like
               beast
               of
               prey
               ,
               which
               either
               lurk
               in
               the
               thick
               woods
               ,
               or
               lay
               wait
               in
               the
               grown
               corn
               ,
               should
               fall
               upon
               the
               cattel
               .
               And
               indeed
               ,
               watching
               is
               farre
               more
               commendable
               for
               a
               Prince
               ,
               or
               Magistrate
               ,
               then
               immoderate
               ,
               or
               unseasonable
               sleep
               .
            
             
               Pastores
               aliquando
               ,
               dum
               pecus
               sub
               umbra
               ruminat
               ,
               antiquos
               suos
               amores
               recitare
               solent
               ;
               ne
               ,
               si
               sopor
               ipsos
               occupet
               ,
               vulpes
               ,
               aut
               lupus
               ,
               aut
               aliqua
               ejus
               generis
               fera
               praedabunda
               ,
               quae
               vel
               in
               densis
               sylvis
               latitant
               ,
               vel
               per
               adultas
               
               segetes
               insidiatur
               ,
               in
               pecudes
               saeviat
               ;
               Imo
               enimvero
               ,
               Principi
               vel
               Magistratui
               vigilantia
               somno
               immodico
               ac
               intempestivo
               multo
               laudabilior
               est
               .
               
                 And
                 this
                 will
                 help
                 to
              
               prepare
               their
               invention
               for
               future
               exercises
               ,
               by
               teaching
               them
               to
               suck
               the
               marrow
               both
               of
               words
               and
               matter
               out
               of
               all
               their
               Authours
               .
            
             
               The
               reason
               why
               I
               desire
               children
               (
               especially
               those
               )
               of
               more
               prompt
               wits
               ,
               and
               better
               memories
               ,
               may
               repeat
               what
               they
               read
               in
               Poets
               by
               heart
               (
               as
               I
               would
               have
               them
               translate
               into
               English
               what
               they
               read
               in
               Prose
               )
               is
               ,
               partly
               because
               the
               memory
               thrives
               best
               by
               being
               often
               exercised
               ,
               so
               it
               be
               not
               overcharged
               ;
               and
               partly
               because
               the
               roundnesse
               of
               the
               verses
               helpeth
               much
               to
               the
               remembrance
               of
               them
               ,
               wherein
               boyes
               at
               once
               gain
               the
               quantity
               of
               syllables
               ,
               and
               abundance
               of
               matter
               for
               phansie
               ,
               and
               the
               best
               choyce
               of
               words
               and
               phrases
               ,
               for
               expression
               of
               their
               minde
               .
            
             
               On
               Tuesdayes
               and
               Thursdayes
               in
               the
               after-noon
               (
               after
               they
               have
               done
               with
               Corderius
               )
               they
               may
               read
               
                 Helvici
                 Colloquia
              
               (
               which
               are
               selected
               out
               of
               those
               of
               
                 Erasmus
                 ,
                 Ludovicus
                 Vives
              
               ,
               and
               Schottenius
               )
               and
               after
               they
               have
               construed
               a
               Colloquie
               ,
               and
               examined
               some
               of
               the
               hardest
               
               Grammar-passages
               in
               it
               ,
               let
               them
               all
               lay
               aside
               their
               books
               ,
               save
               one
               ,
               and
               let
               him
               read
               the
               Colloquie
               out
               of
               Latine
               into
               English
               ,
               clause
               by
               clause
               ,
               and
               let
               the
               rest
               give
               it
               him
               again
               into
               Latine
               ,
               every
               man
               saying
               round
               as
               it
               comes
               to
               his
               turn
               .
               And
               this
               will
               make
               them
               to
               mind
               the
               words
               and
               phrases
               before
               hand
               ,
               and
               fasten
               many
               of
               them
               in
               their
               memories
               .
               Help
               them
               afterwards
               to
               pick
               out
               the
               phrases
               ,
               and
               let
               them
               write
               them
               (
               as
               they
               did
               others
               )
               in
               a
               pocket
               paper-book
               .
               Cause
               them
               sometimes
               to
               imitate
               a
               whole
               Colloquie
               ,
               or
               a
               piece
               of
               one
               ;
               and
               let
               them
               often
               strive
               to
               make
               Colloquies
               amongst
               themselves
               ,
               talking
               two
               ,
               three
               ,
               or
               more
               together
               about
               things
               familiar
               to
               them
               ,
               and
               inserting
               as
               many
               words
               and
               phrases
               as
               they
               can
               well
               remember
               to
               be
               proper
               for
               the
               present
               ,
               out
               of
               any
               of
               their
               Authours
               ;
               and
               these
               they
               should
               shew
               you
               fair
               written
               ,
               with
               a
               note
               of
               the
               page
               and
               line
               ,
               where
               they
               borrowed
               any
               expression
               not
               used
               before
               ,
               set
               down
               in
               the
               Margent
               of
               their
               exercise
               .
               And
               this
               will
               make
               them
               industriously
               to
               labour
               every
               day
               for
               variety
               of
               expressions
               ,
               and
               encourage
               them
               much
               to
               discourse
               ,
               when
               they
               know
               themselves
               to
               be
               certain
               in
               what
               
               they
               say
               ,
               aud
               that
               they
               can
               so
               easily
               come
               by
               Latine
               ,
               to
               speak
               their
               mindes
               upon
               any
               occasion
               .
            
             
               But
               if
               instead
               of
               Mantuan
               ,
               you
               think
               good
               sometimes
               to
               make
               use
               of
               
                 Castalions
                 Dialogues
              
               ,
               you
               may
               first
               make
               them
               read
               the
               history
               in
               the
               Bible
               by
               themselves
               apart
               ,
               &
               then
               hear
               them
               construe
               it
               Dialogue-wise
               ,
               pronouncing
               every
               sentence
               as
               pathetically
               as
               may
               be
               Afterwards
               .
               One
               may
               read
               it
               in
               English
               ,
               and
               the
               rest
               answer
               him
               in
               Latine
               ,
               clause
               by
               clause
               ,
               as
               is
               already
               mentioned
               concerning
               the
               Colloquies
               .
            
             
               And
               to
               help
               them
               somewhat
               the
               better
               to
               construe
               of
               themselves
               ,
               you
               may
               direct
               them
               (
               according
               to
               the
               golden
               Rule
               of
               construing
               ,
               commended
               ,
               and
               set
               down
               at
               large
               by
               industrious
               Mr.
               Brinsley
               ,
               in
               the
               93.
               and
               94.
               pages
               of
               his
               
                 Grammar
                 Schoole
              
               )
               to
               take
            
             
               1.
               
               The
               Vocative
               case
               ,
               and
               that
               which
               dependeth
               upon
               it
               .
            
             
               2.
               
               The
               Nominative
               case
               of
               the
               principal
               verb
               ,
               and
               that
               which
               dependeth
               upon
               it
               .
            
             
               3.
               
               The
               Principal
               verb
               ,
               and
               that
               which
               serveth
               to
               explain
               it
               .
            
             
               4.
               
               The
               Accusative
               case
               ,
               and
               the
               rest
               of
               the
               cases
               after
               it
               .
               And
               herein
               ,
               cause
               
               them
               to
               observe
               ,
               that
               Interrogatives
               ,
               Relatives
               ,
               and
               Conjunctions
               ,
               use
               to
               go
               before
               all
               other
               words
               in
               construing
               ;
               and
               that
               the
               Adjective
               ,
               and
               the
               Substantive
               ,
               the
               Adverb
               ,
               and
               the
               Verb
               ,
               the
               Preposition
               ,
               and
               its
               casual
               word
               ,
               go
               for
               the
               most
               part
               together
               .
               But
               be
               sure
               to
               teach
               them
               often
               ,
               to
               cast
               the
               words
               of
               a
               period
               into
               their
               natural
               or
               Grammatical
               order
               ;
               according
               to
               which
               ,
               they
               must
               construe
               ;
               and
               to
               know
               the
               signification
               of
               every
               word
               and
               phrase
               proper
               for
               its
               place
               ;
               and
               withall
               ,
               let
               them
               have
               in
               mind
               the
               chief
               matter
               ,
               drift
               ,
               and
               circumstances
               of
               a
               place
               ,
               according
               to
               the
               verse
               .
            
             
               Quis
               ,
               cui
               ,
               causa
               ,
               locus
               ,
               quo
               tempore
               ,
               prima
               ,
               sequela
               .
            
             
               Which
               biddeth
               one
               to
               heed
               ,
               who
               speaks
               ,
               what
               is
               spoken
               ,
               to
               whom
               he
               speaks
               ,
               upon
               what
               occasion
               ,
               or
               to
               what
               end
               he
               speaks
               ;
               at
               what
               time
               a
               thing
               was
               done
               or
               spoken
               ,
               what
               went
               immediately
               before
               ,
               and
               what
               followeth
               next
               after
               .
               And
               if
               either
               the
               construing
               be
               against
               sense
               ,
               or
               Grammar
               Rule
               ,
               let
               them
               try
               again
               another
               way
               .
            
             
             
               To
               exercise
               them
               in
               something
               (
               besides
               the
               getting
               of
               Grammar
               parts
               )
               at
               home
               ,
               let
               them
               every
               night
               turn
               two
               verses
               out
               of
               the
               Proverbs
               of
               Solomon
               into
               Latine
               ,
               and
               write
               out
               two
               verses
               of
               the
               New
               Testament
               Grammatically
               construed
               ;
               and
               let
               them
               evermore
               take
               heed
               to
               spell
               every
               word
               aright
               ,
               and
               to
               marke
               the
               Pauses
               ,
               or
               notes
               of
               distinction
               in
               their
               due
               places
               ,
               for
               by
               this
               meanes
               they
               will
               profit
               more
               in
               Orthography
               ,
               then
               by
               all
               the
               Rules
               that
               can
               be
               given
               them
               ;
               and
               they
               will
               mind
               Etymologie
               ,
               and
               Syntaxis
               ,
               more
               by
               their
               own
               daily
               practice
               ,
               then
               by
               ten
               times
               repetition
               without
               it
               .
            
             
               On
               Saturdayes
               ,
               after
               they
               can
               say
               
                 the
                 Assemblies
                 Catechisme
              
               in
               English
               &
               Latine
               ,
               you
               may
               let
               them
               proceed
               with
               
                 Perkins
                 six
                 Principles
              
               ,
               and
               when
               they
               have
               repeated
               as
               much
               as
               they
               can
               well
               by
               heart
               ,
               you
               may
               cause
               them
               to
               read
               it
               out
               of
               English
               into
               Latine
               ,
               your self
               ever
               &
               anon
               suggesting
               to
               them
               the
               propriety
               of
               words
               and
               phrases
               ,
               where
               they
               are
               at
               a
               losse
               ,
               and
               directing
               them
               ,
               after
               they
               have
               once
               made
               it
               Grammatically
               ,
               to
               cast
               it
               into
               the
               artificiall
               order
               of
               Latine
               style
               .
               And
               then
               let
               them
               go
               to
               their
               places
               ,
               and
               write
               it
               fair
               and
               truly
               in
               a
               little
               Paper
               book
               for
               the
               purpose
               .
            
             
             
               If
               out
               of
               every
               Lesson
               as
               they
               passe
               this
               little
               Catechisme
               ,
               you
               extract
               the
               Doctrinall
               points
               ,
               by
               way
               of
               Propositions
               ,
               and
               annex
               the
               Proofs
               of
               Scriptures
               to
               them
               ,
               which
               are
               quoted
               in
               the
               Margent
               ,
               as
               you
               see
               Mr.
               Perkins
               hath
               done
               in
               the
               beginning
               of
               the
               book
               ,
               and
               cause
               your
               Scholars
               to
               write
               them
               out
               all
               fair
               and
               at
               large
               ,
               as
               they
               finde
               them
               in
               their
               Bibles
               ;
               it
               will
               be
               a
               profitable
               way
               of
               exercising
               them
               on
               the
               Lords
               day
               ,
               and
               a
               good
               means
               to
               improve
               them
               in
               the
               reall
               knowledge
               of
               Christianity
               .
            
             
               Now
               forasmuch
               as
               I
               have
               observed
               ,
               that
               children
               about
               nine
               years
               of
               age
               ,
               and
               few
               till
               then
               ,
               begin
               to
               relish
               Grammar
               ,
               so
               as
               of
               themselves
               to
               seek
               into
               the
               meaning
               of
               Rules
               ,
               thereby
               to
               conceive
               the
               reason
               of
               Speech
               ;
               I
               now
               judge
               it
               requisite
               for
               this
               form
               to
               be
               made
               throughly
               acquainted
               with
               the
               whole
               body
               of
               it
               .
               Therefore
               ,
               after
               they
               have
               gone
               over
               the
               plain
               Syntaxis
               ,
               two
               or
               three
               times
               by
               morning
               parts
               ,
               as
               is
               shewed
               ,
               and
               have
               got
               it
               pretty
               well
               by
               heart
               ,
               (
               for
               which
               I
               judge
               three
               quarters
               of
               a
               year
               will
               be
               time
               sufficient
               )
               you
               may
               let
               them
               divide
               the
               whole
               Syntax
               into
               12
               parts
               ;
               reckoning
               them
               according
               to
               the
               severall
               Heads
               of
               it
               ;
               thus
               :
               The
               first
               ,
               
                 De
                 Concordantia
                 Nominativi
                 &
                 verbi
                 ,
                 
                 Substantivi
                 &
                 Adjectivi
                 ,
                 Relativi
                 ,
                 &
                 Antecedentis
                 .
              
               The
               second
               ,
               
                 de
                 Constructione
                 Substantivorum
                 ,
                 &
                 Adjectivorum
                 cum
                 Genitivo
                 .
              
               The
               third
               ,
               
                 de
                 constructione
                 Adjectivorum
                 cum
                 Dativo
                 ,
                 Accusativo
                 ,
                 &
                 Ablative
                 .
              
               The
               fourth
               ,
               
                 de
                 constructione
                 Pronominum
              
               .
               The
               fifth
               ,
               
                 de
                 constructione
                 verborum
                 cum
                 Nominativo
                 &
                 Genitivo
                 .
              
               The
               sixth
               
                 de
                 constructione
                 verborum
                 cum
                 Dativo
                 ,
                 &
                 Accusativo
                 .
              
               The
               seventh
               ,
               
                 de
                 constructione
                 verborum
                 cum
                 Ablativo
              
               .
               The
               eighth
               ,
               
                 de
                 Gerundiis
                 &
                 Supinis
                 ,
                 &
                 de
                 Tempore
                 &
                 Loco
                 .
              
               The
               ninth
               ,
               
                 de
                 constructione
                 Impersonalium
                 &
                 Participiorum
              
               .
               The
               tenth
               ,
               
                 de
                 constructione
                 Adverbiorum
              
               .
               The
               eleventh
               ,
               
                 de
                 constructione
                 Conjunctionum
              
               .
               The
               twelfth
               ,
               
                 de
                 constructione
                 Praepositionum
                 ,
                 &
                 Interjectionum
                 .
              
               All
               which
               twelve
               you
               may
               adde
               to
               the
               thirty
               parts
               in
               the
               Accidents
               ,
               and
               
                 Propria
                 quae
                 maribus
              
               ,
               &c.
               and
               let
               your
               Scholars
               bestow
               a
               moneths
               time
               together
               in
               repeating
               ,
               and
               examining
               the
               Accidents
               ,
               and
               thus
               farre
               of
               the
               Grammar
               ,
               (
               both
               for
               Parts
               and
               Lessons
               )
               till
               they
               have
               thorowly
               made
               it
               their
               own
               ;
               and
               that
               they
               may
               the
               better
               conceive
               how
               it
               hangeth
               together
               ,
               and
               what
               use
               they
               are
               to
               make
               of
               its
               severall
               parts
               ,
               you
               should
               often
               make
               them
               run
               over
               the
               Heads
               of
               it
               ,
               and
               give
               them
               an
               Analysis
               of
               their
               dependency
               one
               upon
               another
               .
            
             
             
               After
               this
               ,
               they
               may
               more
               understandingly
               proceed
               to
               
                 the
                 Figures
                 of
                 words
                 and
                 construction
              
               ;
               the
               definitions
               whereof
               ,
               and
               their
               Examples
               they
               need
               onely
               get
               by
               heart
               ;
               and
               for
               that
               purpose
               do
               you
               note
               them
               out
               with
               a
               pen
               ,
               and
               in
               explaining
               of
               them
               ,
               give
               as
               many
               examples
               as
               may
               make
               them
               fully
               to
               apprehend
               their
               meaning
               .
               But
               when
               they
               have
               said
               the
               Definition
               of
               one
               or
               more
               Figures
               at
               a
               part
               by
               heart
               ,
               you
               may
               cause
               them
               to
               construe
               all
               they
               finde
               concerning
               it
               ;
               and
               to
               help
               them
               in
               so
               doing
               ,
               (
               they
               that
               are
               otherwise
               lesse
               able
               )
               may
               make
               use
               of
               Mr.
               Stockwoods
               little
               book
               of
               
                 Figura
                 construed
              
               .
               Then
               let
               them
               go
               on
               to
               Prosodia
               ;
               for
               their
               more
               easie
               understanding
               of
               which
               ,
               as
               they
               proceed
               in
               it
               :
               you
               may
               tell
               them
               the
               
                 meaning
                 of
                 it
                 in
                 brief
                 ,
                 thus
              
               ;
            
             
               Prosodia
               ,
               being
               the
               last
               part
               of
               Grammar
               ,
               teacheth
               the
               right
               pronunciation
               of
               words
               ,
               or
               the
               tuning
               of
               Syllables
               in
               words
               ,
               as
               they
               are
               pronounced
               ;
               and
               therefore
               it
               is
               divided
               into
               
                 a
                 Tone
              
               ,
               or
               Accent
               ,
               
                 a
                 Spirit
              
               ,
               and
               
                 a
                 Time
              
               ,
               whereof
               
                 a
                 Tone
              
               ordereth
               the
               tune
               of
               the
               voyce
               ,
               shewing
               in
               what
               syllables
               it
               is
               to
               be
               lifted
               up
               ,
               and
               what
               to
               be
               let
               down
               ,
               &
               in
               what
               both
               to
               be
               lifted
               up
               ,
               and
               let
               down
               ;
               So
               that
               there
               are
               three
               
                 Tones
                 ,
                 a
                 Grave
              
               ,
               which
               is
               seldome
               or
               never
               made
               ,
               but
               in
               the
               last
               syllable
               of
               such
               words
               
               as
               ought
               to
               have
               had
               an
               Acute
               in
               the
               last
               syllable
               ,
               &
               that
               in
               the
               contexture
               of
               words
               in
               this
               manner
               ;
               
                 Nè
                 si
                 forte
                 sopor
                 nos
                 occupet
                 .
                 an
                 Acute
                 ,
              
               which
               is
               often
               used
               to
               difference
               some
               words
               from
               others
               ,
               as
               uná
               ,
               together
               ,
               seduló
               ,
               diligently
               ,
               remain
               acuted
               at
               the
               end
               of
               a
               Speech
               ,
               and
               in
               continuation
               of
               speech
               have
               their
               acute
               accents
               turned
               into
               a
               Grave
               ,
               to
               make
               them
               differ
               from
               una
               ,
               one
               ,
               and
               sedulo
               ,
               diligent
               .
               
                 A
                 Circumflex
              
               which
               is
               often
               marked
               to
               denote
               a
               lost
               syllable
               ,
               as
               amârunt
               ,
               for
               amaverunt
               .
               
                 A
                 spirit
              
               ordereth
               the
               breath
               in
               uttering
               syllables
               ,
               shewing
               where
               it
               is
               to
               be
               let
               out
               softly
               ,
               and
               where
               sharply
               ;
               as
               ,
               in
               ara
               an
               Altar
               ,
               and
               hara
               a
               swine
               coate
               .
               The
               milde
               Spirit
               is
               not
               marked
               ,
               but
               the
               weak
               letter
               n
               being
               used
               as
               a
               note
               of
               aspiration
               only
               ,
               and
               not
               reckoned
               as
               a
               Consonant
               ,
               serveth
               to
               expresse
               the
               sharp
               Spirit
               .
               There
               are
               three
               Rules
               of
               Accents
               ,
               which
               are
               changed
               by
               
                 Difference
                 ,
                 Transposition
                 ,
                 Attraction
                 ,
                 Concision
                 ,
              
               and
               
                 Idiome
                 .
                 Time
              
               sheweth
               the
               measure
               ,
               how
               long
               while
               a
               syllable
               is
               to
               be
               in
               pronouncing
               ,
               not
               at
               all
               regarding
               the
               Tone
               .
               A
               long
               syllable
               is
               to
               be
               a
               longer
               while
               ,
               and
               a
               short
               ,
               a
               shorter
               while
               in
               pronouncing
               .
               Of
               long
               and
               short
               syllables
               ,
               put
               together
               orderly
               ,
               feet
               are
               made
               ,
               and
               of
               feet
               ,
               verses
               .
            
             
             
               4.
               
               Now
               to
               know
               when
               a
               syllable
               is
               long
               or
               short
               ,
               there
               are
               Rules
               concerning
               the
               first
               ,
               the
               middle
               and
               last
               syllables
               ,
               so
               that
               if
               one
               minde
               in
               what
               part
               of
               a
               word
               the
               syllable
               stands
               ,
               he
               may
               easily
               finde
               the
               Rule
               of
               its
               quantity
               .
            
             
               The
               summe
               of
               Prosodia
               being
               thus
               hinted
               to
               them
               ,
               they
               may
               get
               it
               by
               heart
               at
               morning
               Parts
               ;
               &
               if
               they
               cannot
               construe
               it
               well
               by
               themselves
               ,
               they
               may
               be
               helped
               by
               a
               little
               book
               made
               by
               
                 Barnaby
                 Hampton
              
               ,
               called
               
                 Prosodia
                 construed
              
               .
               But
               be
               sure
               that
               they
               can
               read
               you
               every
               part
               into
               English
               ,
               and
               tell
               you
               the
               true
               meaning
               of
               it
               .
               Your
               own
               frequent
               examination
               will
               be
               the
               best
               way
               to
               know
               whether
               they
               understand
               it
               or
               not
               .
               And
               to
               prepare
               them
               for
               the
               practice
               of
               it
               in
               making
               verses
               ,
               I
               would
               first
               let
               them
               use
               it
               in
               learning
               to
               scan
               and
               prove
               Hexamiter
               verses
               onely
               ,
               out
               of
               Cato
               ,
               or
               Mantuan
               ,
               or
               such
               Authours
               as
               they
               have
               read
               ,
               thus
               ;
            
             
               1.
               
               Let
               them
               write
               a
               verse
               out
               ,
               and
               divide
               into
               its
               just
               feet
               ,
               giving
               a
               dash
               or
               stroke
               betwixt
               every
               one
               ;
               and
               let
               them
               tell
               you
               what
               feet
               they
               are
               ,
               and
               of
               what
               syllables
               they
               consist
               ;
               and
               why
               they
               stand
               in
               such
               or
               such
               a
               place
               ;
               as
               ,
               
                 
                   Si
                   Deus-est
                   ani-mus
                   no-bis
                   ut-carmina-dicunt
                   .
                
                 
                   Hic
                   tibi-praecipu-è
                   sit-pura-mente
                   co-lendus
                   .
                
              
            
             
             
               2.
               
               Let
               them
               set
               the
               mark
               of
               the
               Time
               or
               Quantity
               over
               every
               syllable
               in
               every
               foot
               ,
               and
               give
               you
               the
               reason
               (
               according
               to
               the
               Rules
               )
               why
               it
               is
               there
               noted
               long
               ,
               or
               short
               ;
               as
               ,
               
                 
                   Sī
                   Dĕŭs
                   ēst
                   ănĭ-mūs
                   nō
                   bī
                   ,
                   ūt-cārmĭnă-dī
                   cūnt
                   .
                
                 
                   Hīc
                   tĭbĭ-praēcĭipŭ-ē
                   sīt-pūi-mēntĕ
                   cŏ-lēndŭs
                   .
                
              
            
             
               Let
               them
               now
               divide
               Figura
               and
               Prosodia
               into
               six
               parts
               ;
               The
               first
               ,
               
                 de
                 Figuris
                 Dictionis
                 ,
                 &
                 Constructionis
                 .
              
               The
               second
               ,
               
                 de
                 Tonis
                 &
                 Spiritibus
              
               .
               The
               third
               ,
               
                 de
                 Carm
                 num
                 ratioue
                 ▪
                 &
                 generibus
                 .
              
               The
               fourth
               ,
               
                 de
                 quantitate
                 primarum
                 syllabarum
              
               .
               The
               fifth
               ,
               
                 de
                 mediis
                 syllabis
              
               .
               And
               the
               sixth
               ,
               
                 de
                 ultimis
                 syllabis
              
               ;
               which
               they
               may
               adde
               to
               the
               forty
               two
               parts
               afore
               mentioned
               ,
               and
               keep
               by
               constant
               repetition
               of
               one
               of
               them
               every
               day
               ,
               till
               they
               can
               say
               them
               all
               very
               well
               by
               heart
               ,
               and
               give
               a
               perfect
               account
               of
               any
               thing
               in
               them
               .
            
             
               Then
               let
               them
               begin
               
                 the
                 Accidents
              
               ,
               and
               go
               thorow
               it
               ,
               and
               
                 the
                 whole
                 Latine
                 Grammar
              
               at
               twelve
               parts
               ,
               onely
               construing
               and
               giving
               an
               account
               of
               the
               by-Rules
               ,
               but
               saying
               all
               the
               rest
               by
               heart
               ;
               so
               that
               the
               first
               part
               may
               be
               
                 The
                 Introduction
              
               .
               The
               second
               ,
               
                 The
                 Construction
                 of
                 the
                 eight
                 parts
                 of
                 Speech
                 .
              
               The
               third
               Orthographia
               .
               The
               fourth
               ,
               Etymologia
               ,
               so
               farre
               as
               concerns
               
               the
               
                 Species
                 ,
                 Figure
                 ,
                 Number
                 ,
                 Case
                 ,
                 and
                 Gender
                 of
                 Nounes
                 .
              
               The
               fifth
               ,
               concerning
               
                 the
                 Declensions
              
               (
               including
               
                 Quae
                 genus
              
               )
               and
               
                 the
                 comparison
                 of
                 Nounes
              
               .
               The
               sixth
               ,
               concerning
               
                 a
                 Pronoun
                 and
                 a
                 Verb.
              
               The
               seventh
               ,
               concerning
               
                 a
                 Participle
                 ,
                 an
                 Adverb
                 ,
                 a
                 Conjunction
                 ,
                 a
                 Praeposition
                 ,
                 and
                 an
                 Interjection
                 .
              
               The
               eighth
               ,
               Syntaxis
               ,
               so
               far
               as
               concerns
               
                 the
                 Concords
                 ,
                 and
                 the
                 Construction
                 of
                 Nounes
                 .
              
               The
               ninth
               ,
               concerning
               
                 the
                 construction
                 of
                 Verbs
              
               .
               The
               tenth
               ,
               concerning
               
                 the
                 Construction
                 of
                 Participles
                 ,
                 Adverbs
                 ,
                 Conjunctions
                 ,
                 Praepositions
                 and
                 Interjections
                 .
              
               The
               eleventh
               concerning
               
                 Figures
                 ,
                 Tones
                 ,
                 and
                 Spirits
                 .
              
               The
               twelfth
               ,
               concerning
               
                 the
                 manner
                 of
                 Verses
              
               ,
               and
               
                 the
                 quantity
                 of
                 Syllables
              
               .
            
             
               Now
               in
               repeating
               these
               parts
               ,
               I
               do
               not
               enjoyn
               that
               onely
               one
               boy
               should
               say
               all
               ,
               though
               I
               would
               have
               every
               one
               well
               prepared
               to
               do
               so
               ;
               but
               that
               one
               should
               say
               one
               piece
               ,
               and
               another
               another
               ,
               as
               you
               please
               to
               appoint
               either
               orderly
               throughout
               the
               Form
               ,
               or
               picking
               out
               here
               and
               there
               a
               boy
               at
               your
               own
               discretion
               .
               According
               to
               this
               division
               ,
               the
               whole
               Accidents
               and
               Grammar
               may
               be
               run
               over
               once
               in
               a
               moneths
               space
               ,
               and
               continued
               in
               the
               upper
               Formes
               ,
               by
               repeating
               one
               part
               onely
               ,
               and
               constantly
               in
               a
               week
               ,
               so
               as
               
               it
               may
               never
               be
               forgotten
               at
               the
               Schoole
               .
            
             
               This
               Form
               in
               short
               ,
               is
               to
               be
               employed
               about
               three
               quarters
               of
               a
               year
               .
            
             
               1.
               
               In
               reading
               four
               or
               six
               verses
               out
               of
               
                 the
                 Latine
                 Testament
              
               every
               morning
               ,
               immediately
               after
               Prayers
               .
            
             
               2.
               
               In
               repeating
               Syntaxis
               on
               Mondayes
               ,
               Tuesdayes
               ,
               and
               Wednesdayes
               ,
               and
               the
               Accidents
               ,
               and
               
                 Propria
                 quae
                 maribus
              
               ,
               &c.
               on
               Thursdayes
               for
               morning
               parts
               .
            
             
               3.
               
               In
               
                 Aesops
                 Fables
              
               for
               fore-noone
               Lessons
               .
            
             
               4.
               
               In
               
                 Janua
                 Linguarum
              
               for
               After-noone
               Parts
               .
            
             
               5.
               
               In
               Mantuan
               for
               Afternoons
               Lessons
               on
               Mondayes
               and
               Wednesdayes
               ;
               and
               in
               
                 Helvicus's
                 Colloquies
              
               on
               Tuesdayes
               ,
               and
               Thursdayes
               .
            
             
               6.
               
               In
               
                 the
                 Assemblies
                 Latine
                 Catechisme
              
               ,
               on
               Saturdayes
               for
               Lessons
               .
            
             
               7.
               
               In
               translating
               every
               night
               two
               verses
               out
               of
               
                 the
                 Proverbs
              
               into
               Latine
               ,
               and
               two
               out
               of
               the
               
                 Latine
                 Testament
              
               into
               English
               ,
               which
               (
               with
               other
               dictated
               Exercises
               )
               are
               to
               be
               corrected
               on
               Fridayes
               ,
               after
               repetitions
               ended
               ,
               and
               shewed
               fair
               written
               on
               Saturday
               mornings
               ;
               but
               ,
               because
               their
               wits
               are
               now
               ripened
               for
               the
               better
               understanding
               of
               Grammar
               ,
               and
               it
               is
               necessary
               
               for
               them
               to
               be
               made
               wholly
               acquainted
               with
               it
               ,
               before
               they
               proceed
               to
               the
               exact
               reading
               of
               Authors
               ,
               and
               making
               Schoole-exercises
               ,
               I
               would
               have
               them
               spend
               one
               quarter
               of
               a
               yeare
               ,
               chiefly
               in
               getting
               
                 Figura
                 ,
                 and
                 Prosodia
              
               ,
               and
               making
               daily
               repetition
               of
               the
               whole
               
                 Accidents
                 and
                 Common-Grammar
              
               .
               So
               that
               this
               third
               year
               will
               be
               well
               bestowed
               in
               teaching
               children
               of
               betwixt
               nine
               and
               ten
               yeares
               of
               age
               the
               whole
               Grammar
               ,
               and
               the
               right
               use
               of
               it
               in
               a
               method
               answerable
               to
               their
               capacities
               ,
               and
               not
               much
               differing
               from
               the
               common
               rode
               of
               teaching
               .
            
          
           
             
               
               
                 CHAP.
                 V.
                 
              
               
                 How
                 to
                 try
                 children
                 to
                 the
                 utmost
                 ,
                 whether
                 they
                 be
                 well
                 grounded
                 in
                 the
                 Grammar
                 ;
                 and
                 how
                 to
                 go
                 more
                 expeditiously
                 to
                 work
                 in
                 Teaching
                 the
                 Latine
                 Tongue
                 ,
                 to
                 those
                 that
                 are
                 at
                 years
                 of
                 discretion
                 .
              
               
                 
                   IT
                   is
                   an
                   ordinary
                   course
                   in
                   most
                   of
                   our
                   Grammar-Schooles
                   ,
                   for
                   the
                   Vsher
                   to
                   turn
                   over
                   his
                   Scholars
                   to
                   the
                   higher
                   Master
                   ,
                   after
                   they
                   have
                   gone
                   through
                   the
                   Grammar
                   ,
                   and
                
                 (
                 with
                 some
                 )
                 
                   been
                   exercised
                   in
                   construing
                   and
                   parsing
                   here
                   and
                   there
                   a
                   piece
                   of
                   the
                   forementioned
                   lower
                   Authours
                   ,
                   and
                   in
                   turning
                   English
                   Sentences
                   or
                   dictates
                   into
                   Latine
                
                 ;
                 but
                 oft-times
                 it
                 cometh
                 to
                 passe
                 ,
                 that
                 partly
                 through
                 the
                 Ushers
                 want
                 of
                 skill
                 or
                 care
                 to
                 insist
                 upon
                 those
                 things
                 chiefly
                 ,
                 and
                 most
                 frequently
                 ,
                 which
                 are
                 the
                 most
                 necessary
                 to
                 be
                 kept
                 in
                 minde
                 ,
                 and
                 partly
                 through
                 childrens
                 want
                 of
                 heed
                 ,
                 who
                 are
                 apt
                 to
                 huddle
                 over
                 all
                 Parts
                 and
                 Lessons
                 alike
                 ,
                 not
                 observing
                 what
                 use
                 they
                 are
                 to
                 make
                 of
                 any
                 one
                 in
                 particular
                 ,
                 more
                 then
                 other
                 ;
                 there
                 is
                 no
                 sure
                 foundation
                 laid
                 for
                 the
                 Master
                 to
                 build
                 safely
                 upon
                 ,
                 which
                 causeth
                 him
                 (
                 if
                 he
                 be
                 not
                 very
                 discreet
                 )
                 
                 to
                 cast
                 off
                 many
                 boyes
                 as
                 unfit
                 by
                 him
                 to
                 be
                 further
                 wrought
                 upon
                 ,
                 or
                 continually
                 to
                 fret
                 ,
                 and
                 grieve
                 himself
                 to
                 see
                 his
                 Scholars
                 so
                 often
                 mistake
                 themselves
                 in
                 any
                 Taske
                 or
                 Exercise
                 that
                 he
                 setteth
                 them
                 about
                 .
                 And
                 the
                 poor
                 children
                 ,
                 being
                 all
                 this
                 while
                 sensible
                 of
                 their
                 own
                 imperfectness
                 in
                 the
                 first
                 Grounds
                 ,
                 are
                 daunted
                 to
                 see
                 their
                 Master
                 so
                 often
                 angry
                 with
                 them
                 ,
                 and
                 that
                 they
                 are
                 no
                 better
                 able
                 to
                 perform
                 their
                 work
                 to
                 his
                 better
                 satisfaction
                 ,
                 which
                 they
                 would
                 gladly
                 do
                 ,
                 if
                 they
                 did
                 but
                 a
                 little
                 understand
                 how
                 to
                 go
                 about
                 it
                 .
                 Some
                 also
                 preconceiting
                 a
                 greater
                 difficulty
                 to
                 be
                 in
                 learning
                 ,
                 then
                 they
                 have
                 hitherto
                 met
                 withall
                 ,
                 and
                 not
                 knowing
                 how
                 to
                 encounter
                 it
                 ,
                 become
                 utterly
                 discouraged
                 with
                 the
                 thoughts
                 of
                 a
                 new
                 change
                 ,
                 and
                 chuse
                 rather
                 to
                 sorsake
                 the
                 School
                 ,
                 then
                 proceed
                 to
                 obtain
                 the
                 Crown
                 of
                 their
                 by-past
                 labours
                 ;
                 I
                 mean
                 the
                 sweetness
                 of
                 learning
                 ,
                 which
                 they
                 are
                 now
                 to
                 gain
                 under
                 the
                 Master
                 ;
                 For
                 
                   after
                   children
                   are
                   once
                   well
                   grounded
                   by
                   the
                   Vsher
                   ,
                   they
                   will
                   go
                   on
                   with
                   ease
                   &
                   cheerfulness
                   under
                   the
                   Master
                   ,
                   delighting
                   to
                   read
                   pure
                   Language
                   ,
                   and
                   variety
                   of
                   matter
                   in
                   choyce
                   Authours
                   ,
                   and
                   to
                   excercise
                   their
                   wits
                   in
                   curious
                   phansies
                   :
                
                 and
                 it
                 will
                 be
                 an
                 extraordinary
                 comfort
                 to
                 the
                 Master
                 ,
                 to
                 see
                 his
                 Scholars
                 
                 able
                 to
                 run
                 on
                 of
                 themselves
                 ,
                 if
                 he
                 but
                 once
                 show
                 them
                 the
                 way
                 to
                 perform
                 any
                 Task
                 that
                 he
                 propoundeth
                 to
                 them
                 .
                 
                   It
                   is
                   necessary
                
                 therefore
                 
                   for
                   the
                   Master
                   ,
                   before
                   he
                   take
                   Scholars
                   to
                   his
                
                 onely
                 
                   charge
                   ,
                   to
                   see
                
                 first
                 ,
                 that
                 
                   they
                   understand
                   the
                   Rudiments
                   ,
                   or
                   Grounds
                   of
                   Grammar
                   ,
                   and
                   then
                   the
                   whole
                   Grammar
                   it self
                   ,
                   and
                   that
                   they
                   can
                   thorowly
                   practise
                   them
                
                 ;
                 but
                 especially
                 ,
                 to
                 help
                 those
                 in
                 the
                 understanding
                 and
                 exercise
                 thereof
                 ,
                 that
                 by
                 reason
                 of
                 sickness
                 ,
                 or
                 the
                 like
                 accident
                 have
                 bin
                 oftner
                 absent
                 ,
                 or
                 that
                 have
                 not
                 been
                 so
                 long
                 at
                 the
                 School
                 as
                 their
                 fellowes
                 ,
                 or
                 who
                 by
                 reason
                 of
                 their
                 age
                 or
                 stature
                 ,
                 will
                 quickly
                 think
                 it
                 a
                 shame
                 to
                 be
                 left
                 under
                 the
                 Usher
                 behinde
                 the
                 rest
                 .
                 Now
                 to
                 try
                 whether
                 a
                 childe
                 be
                 well
                 grounded
                 or
                 not
                 ,
                 this
                 course
                 may
                 be
                 taken
                 ;
              
               
                 1.
                 
                 Let
                 him
                 take
                 some
                 easie
                 Fable
                 in
                 Aesop
                 ,
                 or
                 any
                 other
                 piece
                 of
                 familiar
                 Latine
                 ,
                 and
                 let
                 him
                 construe
                 it
                 of
                 himself
                 according
                 to
                 the
                 directions
                 given
                 in
                 my
                 
                   Grounds
                   of
                   Grammar
                
                 ,
                 l.
                 2.
                 c.
                 13.
                 
              
               
                 2.
                 
                 Then
                 let
                 him
                 write
                 down
                 the
                 English
                 alone
                 ,
                 leaving
                 a
                 large
                 space
                 betwixt
                 every
                 line
                 ,
                 wherein
                 he
                 should
                 afterwards
                 write
                 the
                 Latine
                 words
                 answerable
                 to
                 the
                 English
                 ;
                 
                   ex
                   gr
                
                 .
              
               
                 
                   De
                   sene
                   vocante
                   mortem
                
                 .
              
               
                 Of
                 an
                 old
                 man
                 calling
                 Death
                 .
              
               
               
                 An
                 
                 old-man
                 ,
                 
                 carrying
                 
                 a
                 bundle
                 
                 of
                 sticks
                 
                 upon
                 
                 his
                 shoulders
                 ,
                 
                 out
                 of
                 
                 a
                 Forest
                 ,
                 
                 when
                 
                 he
                 was
                 weary
                 
                 with
                 the
                 long
                 way
                 ,
                 
                 called
                 
                 death
                 ,
                 
                 the
                 bundle
                 
                 being
                 laid
                 down
                 
                 on
                 the
                 ground
                 .
                 
                 Behold
                 !
                 
                 death
                 
                 cometh
                 ,
                 
                 and
                 
                 asketh
                 
                 the
                 cause
                 
                 why
                 
                 he
                 had
                 called
                 
                 him
                 ;
                 
                 Thē
                 
                 the
                 old
                 mā
                 
                 saith
                 ,
                 
                 that
                 
                 thou
                 mightest
                 lay
                 
                 this
                 
                 bundle
                 
                 of
                 sticks
                 
                 upon
                 
                 my
                 shoulders
                 .
                 
              
               
                 3.
                 
                 Let
                 him
                 next
                 tell
                 you
                 what
                 part
                 of
                 speech
                 every
                 word
                 is
                 as
                 well
                 English
                 as
                 Latine
                 ,
                 and
                 write
                 them
                 down
                 (
                 as
                 I
                 have
                 also
                 shewed
                 formerly
                 )
                 under
                 so
                 many
                 figures
                 ,
                 joyning
                 the
                 English
                 signes
                 to
                 the
                 words
                 to
                 which
                 they
                 belong
                 ;
                 beginning
                 to
                 reckon
                 ,
                 and
                 pick
                 up
                 first
                 all
                 the
                 Nouns
                 ,
                 and
                 then
                 the
                 rest
                 orderly
                 ,
                 after
                 this
                 manner
                 .
              
               
                 
                 
                   1.
                   
                
                 
                   
                     Senex
                  
                   an
                   old
                   man.
                   
                
                 
                   
                     Fascem
                  
                   a
                   bundle
                   .
                
                 
                   
                     Lignorum
                  
                   of
                   sticks
                   .
                
                 
                   
                     Humeros
                  
                   shoulders
                   .
                
                 
                   
                     Nemore
                  
                   a
                   forest
                   .
                
                 
                   
                     Longa
                  
                   long
                   .
                
                 
                   
                     Via
                  
                   a
                   way
                   .
                
                 
                   
                     Mortem
                  
                   death
                   :
                
                 
                   
                     Fasce
                  
                   the
                   bundle
                   .
                
                 
                   
                     Humi
                  
                   on
                   the
                   ground
                   .
                
                 
                   
                     Mors
                  
                   death
                   .
                
                 
                   
                     Causam
                  
                   
                     the
                     cause
                  
                   .
                
              
               
                 
                   2.
                   
                
                 
                   
                     Quidam
                  
                   an
                   or
                   one
                   :
                
                 
                   
                     Se
                  
                   him
                
                 
                   
                     Hunc
                  
                   this
                   .
                
              
               
                 
                   3.
                   
                
                 
                   
                     Defessus
                     esset
                     ,
                  
                   was
                   weary
                   .
                
                 
                   
                     Vocavit
                     ,
                  
                   called
                   .
                
                 
                   
                     Advenit
                  
                   cometh
                   .
                
                 
                   
                     Vocaverat
                     ,
                  
                   had
                   called
                   .
                
                 
                   
                     Rogat
                     ,
                  
                   asketh
                   .
                
                 
                   
                     Imponeres
                  
                   thou
                   mightest
                   lay
                   .
                
                 
                   
                     Ait
                  
                   saith
                   .
                
              
               
                 
                   4.
                   
                
                 
                   
                     Portans
                  
                   carrying
                   .
                
                 
                   
                     Deposito
                  
                   being
                   laid
                   .
                
              
               
                 
                 
                   5.
                   
                
                 
                   
                     Cùm
                  
                   when
                   .
                
                 
                   
                     Ecce
                  
                   behold
                   .
                
                 
                   
                     Tunc
                  
                   then
                
              
               
                 
                   6.
                   
                
                 
                   
                     Que
                  
                   and.
                   
                
                 
                   
                     Quamobrem
                  
                   wherefore
                   .
                
                 
                   
                     Vt
                  
                   that
                   .
                
              
               
                 
                   7.
                   
                
                 
                   
                     Super
                  
                   upon
                   .
                
                 
                   
                     Ex
                  
                   out
                   of
                   .
                
              
               
                 4.
                 
                 Let
                 him
                 decline
                 any
                 one
                 or
                 more
                 Nounes
                 ,
                 and
                 Conjugate
                 any
                 one
                 or
                 all
                 the
                 Verbs
                 throughout
                 ;
                 and
                 then
                 write
                 them
                 down
                 at
                 large
                 ,
                 according
                 to
                 what
                 I
                 have
                 formerly
                 directed
                 ,
                 and
                 is
                 practised
                 in
                 part
                 in
                 Merchant-Tailors
                 Schoole
                 ,
                 as
                 is
                 to
                 be
                 seen
                 in
                 the
                 
                   Probation
                   Book
                
                 lately
                 printed
                 by
                 my
                 noble
                 friend
                 ,
                 and
                 most
                 actively
                 able
                 Schoole-master
                 ,
                 Mr.
                 
                   W.
                   Dugard
                
                 ;
                 onely
                 I
                 would
                 have
                 him
                 joyne
                 the
                 English
                 together
                 with
                 the
                 Latine
                 .
              
               
                 5.
                 
                 Let
                 him
                 give
                 the
                 Analysis
                 of
                 any
                 word
                 first
                 at
                 large
                 by
                 way
                 of
                 question
                 and
                 answer
                 ,
                 and
                 then
                 summe
                 it
                 up
                 in
                 short
                 ,
                 as
                 to
                 say
                 ,
                 or
                 write
                 it
                 down
                 thus
                 ;
              
               
                 
                   
                     
                       
                       
                         The
                         Analysis
                         of
                         a
                         Noun
                         Substantive
                         .
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         Lignorum
                         of
                         sticks
                         .
                      
                       
                         Lignorum
                         of
                         sticks
                         ,
                         is
                         a
                         Noun
                         .
                      
                       
                         Why
                         is
                         lignorum
                         a
                         Noun
                         ?
                      
                       
                         Because
                         lignum
                         a
                         stick
                         is
                         the
                         name
                         of
                         a
                         thing
                         that
                         may
                         be
                         seen
                         .
                      
                       
                         Whether
                         is
                         lignorum
                         a
                         noun
                         Substantive
                         ,
                         or
                         a
                         noun
                         Adjective
                         ?
                      
                       
                         Lignorum
                         is
                         a
                         noun
                         Substantive
                         ,
                         because
                         it
                         can
                         stand
                         by
                         it self
                         in
                         signification
                         ,
                         and
                         requireth
                         not
                         another
                         word
                         to
                         be
                         joyned
                         with
                         it
                         ,
                         to
                         shew
                         its
                         signification
                         .
                      
                       
                         Whether
                         is
                         lignorum
                         a
                         noun
                         Substantive
                         proper
                         ,
                         or
                         a
                         noun
                         Substantive
                         common
                         .
                      
                       
                         Lignorum
                         is
                         a
                         noun
                         Substantive
                         common
                         ,
                         because
                         it
                         is
                         common
                         to
                         more
                         sticks
                         then
                         one
                         .
                      
                       
                         Of
                         what
                         number
                         is
                         lignorum
                         ?
                      
                       
                         Lignorum
                         is
                         of
                         the
                         plurall
                         number
                         ,
                         because
                         it
                         speaketh
                         of
                         more
                         then
                         one
                         .
                      
                       
                         Of
                         what
                         case
                         is
                         lignorum
                         ?
                      
                       
                         Lignorum
                         of
                         sticks
                         ,
                         is
                         of
                         the
                         Genitive
                         case
                         ,
                         because
                         it
                         hath
                         the
                         token
                         of
                         ,
                         and
                         answereth
                         to
                         the
                         question
                         whereof
                         ,
                         or
                         
                           of
                           what
                        
                         ?
                      
                       
                         Of
                         what
                         Gender
                         is
                         lignorum
                         ?
                      
                       
                         Lignorum
                         is
                         of
                         the
                         Neuter
                         Gender
                         ,
                         because
                         it
                         is
                         declined
                         with
                         this
                         Article
                         Hoc
                         .
                      
                       
                       
                         Why
                         is
                         lignorum
                         declined
                         with
                         this
                         Article
                         Hoc
                         ?
                      
                       
                         
                           Because
                           all
                           nounes
                           in
                        
                         um
                         ,
                         
                           are
                           Neuters
                           ,
                           according
                           to
                           the
                           Rule
                           in
                        
                         Propria
                         quae
                         maribus
                         ,
                         Omne
                         quod
                         exit
                         in
                         um
                         ,
                         
                           &c.
                           or
                        
                         Et
                         quod
                         in
                         on
                         vel
                         in
                         um
                         fiunt
                         .
                         &c.
                         
                      
                       
                         Of
                         what
                         Declension
                         is
                         lignorum
                         ?
                      
                       
                         Lignorum
                         is
                         of
                         the
                         second
                         Declension
                         ,
                         because
                         its
                         Genitive
                         case
                         singular
                         endeth
                         in
                         i.
                         
                      
                       
                         How
                         is
                         lignorum
                         declined
                         ?
                      
                       
                         Lignorum
                         is
                         declined
                         like
                         regnorum
                         ;
                         thus
                         .
                      
                       
                         Sing
                         Nom.
                         Hoc
                         lignum
                         ,
                         Gen.
                         hujus
                         ligni
                         ,
                         &c.
                         
                      
                       
                         Lignorum
                         is
                         a
                         noun
                         Substantive
                         common
                         ,
                         of
                         the
                         Plurall
                         number
                         ,
                         Genitive
                         case
                         ,
                         Neuter
                         Gender
                         ,
                         and
                         second
                         Declension
                         ,
                         like
                         Regnorum
                         .
                      
                    
                     
                       
                         The
                         Analysis
                         of
                         a
                         Noun
                         Adjective
                         .
                      
                       
                         What
                         Part
                         of
                         Speech
                         is
                         Longâ
                         long
                         ?
                      
                       
                         Longâ
                         is
                         a
                         Noun
                         .
                      
                       
                         Why
                         is
                         longâ
                         a
                         Noun
                         ?
                      
                       
                         Because
                         it
                         is
                         the
                         name
                         of
                         a
                         thing
                         that
                         may
                         be
                         understood
                         .
                      
                       
                         Whether
                         is
                         longâ
                         a
                         noun
                         Substantive
                         ,
                         or
                         a
                         noun
                         Adjective
                         ?
                      
                       
                         Longâ
                         is
                         a
                         noun
                         Adjective
                         ,
                         because
                         it
                         
                         cannot
                         stand
                         by
                         it self
                         in
                         signification
                         ,
                         but
                         requireth
                         to
                         be
                         joyned
                         with
                         another
                         word
                         ,
                         as
                         ,
                         
                           longâ
                           viâ
                        
                         ,
                         with
                         the
                         long
                         way
                         .
                      
                       
                         Of
                         what
                         number
                         is
                         longâ
                         ?
                      
                       
                         Longâ
                         is
                         of
                         the
                         singular
                         number
                         ,
                         because
                         its
                         Substantive
                         vià
                         is
                         of
                         the
                         singular
                         number
                         .
                      
                       
                         Of
                         what
                         case
                         is
                         longâ
                         ?
                      
                       
                         Longâ
                         is
                         of
                         the
                         Ablative
                         case
                         ,
                         because
                         its
                         Substantive
                         viâ
                         is
                         of
                         the
                         Ablative
                         case
                         .
                      
                       
                         Of
                         what
                         Gender
                         is
                         longâ
                         ?
                      
                       
                         Longâ
                         is
                         of
                         the
                         Feminine
                         Gender
                         ,
                         because
                         its
                         Substantive
                         viâ
                         is
                         of
                         the
                         Feminine
                         Gender
                         .
                      
                       
                         Of
                         what
                         Declension
                         is
                         Longâ
                         ?
                      
                       
                         Longâ
                         is
                         of
                         the
                         first
                         Declension
                         .
                         How
                         is
                         longâ
                         declined
                         ?
                      
                       
                         Longâ
                         is
                         declined
                         like
                         Bonâ
                         .
                         Sing
                         .
                         Nom.
                         
                           Longus
                           ,
                           a
                           ,
                           um
                        
                         .
                      
                       
                         By
                         what
                         Rule
                         can
                         you
                         tell
                         that
                         longâ
                         is
                         of
                         the
                         Feminine
                         Gender
                         ?
                      
                       
                         By
                         the
                         Rule
                         of
                         the
                         Genders
                         of
                         Adjectives
                         ,
                         
                           At
                           si
                           tres
                           variant
                           voces
                        
                         ,
                         &c.
                         
                      
                       
                         Longâ
                         is
                         a
                         noun
                         Ajective
                         ,
                         of
                         the
                         singular
                         number
                         ,
                         Ablative
                         case
                         ,
                         and
                         Feminine
                         Gender
                         ,
                         declined
                         like
                         Bonâ
                         .
                      
                    
                     
                       
                       
                         The
                         Analysis
                         of
                         a
                         Pronoun
                         .
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         Se
                         him
                         .
                      
                       
                         Se
                         is
                         a
                         Pronoun
                         ,
                         because
                         it
                         is
                         like
                         to
                         a
                         noun
                         ,
                         or
                         put
                         insted
                         of
                         the
                         noun
                         mortem
                         ,
                         death
                         .
                      
                       
                         What
                         kinde
                         of
                         Pronoun
                         is
                         
                           se
                           ;
                           ▪
                        
                      
                       
                         Se
                         is
                         a
                         Pronoun
                         Primitive
                         ,
                         because
                         it
                         is
                         not
                         derived
                         of
                         another
                         .
                      
                       
                         Of
                         what
                         number
                         is
                         se
                         ?
                      
                       
                         Se
                         it
                         of
                         the
                         singular
                         number
                         ,
                         because
                         it
                         speaketh
                         but
                         of
                         one
                         .
                      
                       
                         Of
                         what
                         case
                         is
                         se
                         .
                      
                       
                         Se
                         is
                         of
                         the
                         Accusative
                         case
                         ,
                         because
                         it
                         followeth
                         a
                         verb
                         ,
                         and
                         answereth
                         to
                         the
                         Question
                         whom
                         ?
                      
                       
                         Of
                         what
                         Gender
                         is
                         se
                         ?
                      
                       
                         Se
                         is
                         of
                         the
                         Feminine
                         Gender
                         ,
                         because
                         the
                         noun
                         mortem
                         ,
                         that
                         it
                         is
                         put
                         for
                         ,
                         is
                         of
                         the
                         Feminine
                         Gender
                         .
                      
                       
                         Of
                         what
                         Declension
                         is
                         se
                         ?
                      
                       
                         Se
                         is
                         of
                         the
                         first
                         declension
                         of
                         Pronounces
                         ,
                         and
                         it
                         is
                         thus
                         declined
                         .
                         Sing
                         .
                         &
                         Plur.
                         Nom
                         caret
                         .
                         Gen.
                         sui
                         ,
                         &c.
                         
                      
                       
                         Of
                         what
                         person
                         is
                         se
                         ?
                      
                       
                         Se
                         is
                         of
                         the
                         third
                         person
                         ,
                         because
                         it
                         s
                         spoken
                         of
                         :
                      
                       
                         Se
                         is
                         a
                         Pronoun
                         Primitive
                         ,
                         of
                         the
                         Singlur
                         number
                         ,
                         the
                         Accusative
                         case
                         ,
                         Feminine
                         
                         Gender
                         ,
                         first
                         declension
                         ,
                         and
                         third
                         person
                         .
                      
                    
                     
                       
                         The
                         Analysts
                         of
                         a
                         Verb.
                         
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         imponeres
                         ,
                         thou
                         mightest
                         lay
                         upon
                         ?
                      
                       
                         Imponeres
                         is
                         a
                         verb
                         ,
                         because
                         it
                         signifyeth
                         to
                         do
                         .
                      
                       
                         What
                         kinde
                         of
                         verb
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         is
                         a
                         verb
                         Personal
                         ,
                         because
                         it
                         hath
                         three
                         persons
                         .
                      
                       
                         What
                         kinde
                         of
                         verb
                         Personal
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         is
                         a
                         verb
                         Personal
                         Active
                         ,
                         because
                         it
                         endeth
                         in
                         o
                         ,
                         and
                         betokeneth
                         to
                         do
                         ,
                         and
                         by
                         putting
                         to
                         r
                         it
                         may
                         be
                         a
                         Passive
                         .
                      
                       
                         Of
                         what
                         Mood
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         is
                         of
                         the
                         Subjunctive
                         Mood
                         ,
                         because
                         it
                         hath
                         a
                         Conjunction
                         joyned
                         with
                         it
                         ,
                         and
                         dependeth
                         upon
                         another
                         verb
                         going
                         before
                         it
                         .
                      
                       
                         Of
                         what
                         tense
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         ,
                         is
                         of
                         the
                         Preterimperfect
                         tense
                         ,
                         because
                         it
                         speaketh
                         of
                         the
                         time
                         not
                         perfectly
                         past
                         .
                      
                       
                         Of
                         what
                         number
                         ▪
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         ,
                         is
                         of
                         the
                         singular
                         number
                         because
                         its
                         nominative
                         case
                         is
                         of
                         the
                         singular
                         number
                         .
                      
                       
                         Of
                         what
                         person
                         is
                         imponeres
                         ?
                      
                       
                       
                         Impnoeres
                         is
                         of
                         the
                         second
                         person
                         ,
                         because
                         its
                         nominative
                         case
                         is
                         of
                         the
                         second
                         person
                         .
                      
                       
                         Of
                         what
                         Conjugation
                         is
                         imponeres
                         ?
                      
                       
                         Imponeres
                         is
                         of
                         the
                         third
                         Conjugation
                         ,
                         like
                         legeres
                         ,
                         because
                         it
                         hath
                         e
                         short
                         before
                         re
                         and
                         ris
                         .
                      
                       
                         How
                         do
                         you
                         conjugate
                         imponeres
                         ?
                      
                       
                         Impono
                         ,
                         imponis
                         ,
                         imposui
                         ,
                         imponere
                         ;
                         imponendi
                         ,
                         imponendo
                         ,
                         imponendum
                         ;
                         impostum
                         ,
                         impositu
                         ;
                         imponens
                         ,
                         impositurus
                         .
                      
                       
                         Why
                         doth
                         impono
                         make
                         imposui
                         ?
                         Because
                         
                           Praeteritum
                           dat
                           idem
                        
                         ,
                         &c.
                         Why
                         doth
                         imposui
                         make
                         impositum
                         ?
                      
                       
                         Because
                         Compositum
                         ut
                         simplex
                         formatur
                         ,
                         &c.
                         
                      
                       
                         Imponeres
                         is
                         a
                         verb
                         Personal
                         Active
                         ,
                         of
                         the
                         Subjunctive
                         Mood
                         ,
                         Preterimperfect
                         tense
                         ,
                         Singular
                         number
                         ,
                         Second
                         Person
                         ,
                         and
                         third
                         Conjugation
                         ,
                         like
                         legeres
                         .
                      
                    
                     
                       
                         The
                         Analysis
                         of
                         a
                         Participle
                         .
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         Deposito
                         ,
                         being
                         laid
                         down
                         ?
                      
                       
                         Deposito
                         is
                         a
                         Participle
                         ,
                         derived
                         of
                         the
                         verb
                         Depono
                         to
                         lay
                         down
                         .
                      
                       
                         Of
                         what
                         number
                         is
                         deposito
                         ?
                      
                       
                         Deposito
                         ,
                         is
                         of
                         the
                         Singular
                         number
                         ,
                         because
                         its
                         Substantive
                         fasce
                         is
                         of
                         the
                         Singular
                         number
                         .
                      
                       
                       
                         Of
                         what
                         Gender
                         is
                         deposito
                         ?
                      
                       
                         Deposito
                         is
                         of
                         the
                         Masculine
                         Gender
                         ,
                         because
                         its
                         Substantive
                         fasce
                         is
                         of
                         the
                         Mascuculine
                         Gender
                         .
                      
                       
                         By
                         what
                         Rule
                         can
                         you
                         tell
                         that
                         deposito
                         is
                         of
                         the
                         Masculine
                         Gender
                         ?
                      
                       
                         At
                         si
                         tres
                         variant
                         voces
                         ,
                         &c.
                         
                      
                       
                         Of
                         what
                         case
                         is
                         deposito
                         ?
                      
                       
                         Deposito
                         is
                         of
                         the
                         Ablative
                         case
                         ,
                         because
                         its
                         Substantive
                         fasce
                         is
                         of
                         the
                         Ablative
                         case
                         .
                      
                       
                         How
                         is
                         deposito
                         declined
                         ?
                      
                       
                         Like
                         Bonus
                         a
                         Noun
                         Adjective
                         ,
                         of
                         three
                         diverse
                         endings
                         ;
                         Sing
                         .
                         Nom.
                         
                           Depositus
                           ,
                           deposita
                           ,
                           depositum
                        
                         .
                      
                       
                         Of
                         what
                         Tense
                         is
                         Deposito
                         ?
                      
                       
                         Of
                         the
                         Preter
                         tense
                         ,
                         because
                         it
                         hath
                         its
                         English
                         ,
                         ending
                         in
                         d
                         ,
                         and
                         its
                         Latine
                         in
                         tus
                         .
                      
                       
                         How
                         is
                         depositus
                         formed
                         ?
                      
                       
                         Of
                         the
                         latter
                         Supine
                         Depositu
                         ,
                         by
                         putting
                         to
                         s.
                         
                      
                       
                         Deposito
                         is
                         a
                         Participle
                         ,
                         of
                         the
                         Singular
                         number
                         ,
                         Masculine
                         Gender
                         ,
                         Ablative
                         case
                         ,
                         and
                         is
                         declined
                         like
                         Bonus
                         ,
                         being
                         of
                         the
                         Preter
                         tense
                         ,
                         and
                         formed
                         of
                         the
                         Later
                         Supine
                         ,
                         of
                         the
                         verb
                         Depone
                         .
                      
                    
                     
                       
                       
                         The
                         Analysis
                         of
                         an
                         Adverb
                         .
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         Cùm
                         when
                         ?
                         Cùm
                         is
                         an
                         Adverb
                         ,
                         because
                         it
                         is
                         joyned
                         to
                         the
                         verb
                         
                           defessus
                           esset
                        
                         ,
                         to
                         declare
                         its
                         signification
                         .
                         What
                         siginification
                         hath
                         Cùm
                         ?
                      
                       
                         Cùm
                         hath
                         the
                         signification
                         of
                         Time.
                         
                      
                       
                         But
                         why
                         is
                         not
                         Cùm
                         a
                         Preposition
                         in
                         this
                         place
                         ?
                      
                       
                         Because
                         it
                         hath
                         not
                         a
                         casuall
                         word
                         to
                         serve
                         unto
                         .
                      
                       
                         Cùm
                         is
                         an
                         Adverb
                         of
                         time
                         .
                      
                    
                     
                       
                         The
                         Analysis
                         of
                         a
                         Conjunction
                         .
                      
                       
                         What
                         part
                         of
                         Speech
                         is
                         que
                         and
                         ?
                         Que
                         is
                         a
                         Conjugation
                         ,
                         because
                         it
                         joyneth
                         words
                         together
                         .
                      
                       
                         What
                         kinde
                         of
                         Conjunction
                         is
                         que
                         ?
                      
                       
                         Que
                         is
                         a
                         Conjunction
                         Copulative
                         ,
                         because
                         it
                         coupleth
                         both
                         the
                         words
                         and
                         sense
                         .
                      
                       
                         Que
                         is
                         a
                         Conjunction
                         Copulative
                         .
                      
                    
                     
                       
                         The
                         Analysis
                         of
                         a
                         Praeposition
                         .
                      
                       
                         What
                         Part
                         of
                         Speech
                         is
                         ex
                         out
                         of
                         ?
                         Ex
                         is
                         a
                         Praeposition
                         ,
                         because
                         it
                         is
                         set
                         before
                         
                         another
                         part
                         of
                         Speech
                         in
                         Apposition
                         ,
                         as
                         
                           ex
                           nemore
                        
                         out
                         of
                         a
                         Forest
                         .
                      
                       
                         What
                         case
                         doth
                         ex
                         serve
                         to
                         ?
                         Ex
                         serveth
                         to
                         the
                         Ablative
                         case
                         .
                      
                       
                         Ex
                         is
                         a
                         Preposition
                         serving
                         to
                         the
                         Ablative
                         case
                         .
                      
                    
                  
                
              
               
                 6.
                 
                 Having
                 thus
                 tried
                 your
                 young
                 Scholar
                 ,
                 how
                 he
                 understandeth
                 
                   the
                   Introduction
                   or
                   first
                   part
                   of
                   his
                   Accidents
                   ,
                
                 (
                 for
                 whom
                 ,
                 if
                 you
                 finde
                 him
                 expert
                 therein
                 ,
                 one
                 example
                 may
                 serve
                 ,
                 but
                 if
                 not
                 ,
                 you
                 may
                 yet
                 make
                 use
                 of
                 more
                 ,
                 untill
                 he
                 can
                 perfectly
                 and
                 readily
                 give
                 you
                 an
                 account
                 of
                 any
                 word
                 )
                 you
                 may
                 further
                 make
                 triall
                 ,
                 how
                 he
                 understandeth
                 
                   the
                   Rules
                   of
                   Concordance
                   ,
                   and
                   construction
                   in
                   the
                   second
                   part
                   of
                   the
                   Accidents
                   ,
                
                 by
                 causing
                 him
                 to
                 apply
                 the
                 Rules
                 to
                 every
                 word
                 ,
                 as
                 he
                 meeteth
                 with
                 it
                 in
                 the
                 Grammatical
                 order
                 ,
                 thus
                 ;
              
               
                 Quidam
                 is
                 of
                 the
                 Nominative
                 case
                 ,
                 Singular
                 number
                 ,
                 and
                 Masculine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 Senex
                 ,
                 because
                 the
                 Adjective
                 ,
                 whether
                 it
                 be
                 a
                 Noun
                 ,
                 Pronoun
                 ,
                 or
                 Participle
                 ,
                 agreeth
                 with
                 its
                 Substantive
                 ,
                 &c.
                 
              
               
                 Senex
                 is
                 the
                 Nominative
                 case
                 coming
                 before
                 vocavit
                 ,
                 (
                 which
                 is
                 the
                 Principal
                 verb
                 )
                 because
                 the
                 word
                 that
                 answereth
                 to
                 the
                 question
                 who
                 ,
                 or
                 what
                 ?
                 shall
                 be
                 the
                 Nominative
                 case
                 to
                 the
                 verb
                 ,
                 and
                 shall
                 be
                 set
                 before
                 the
                 verb.
                 
              
               
               
                 Portans
                 is
                 of
                 the
                 Nominative
                 case
                 ,
                 Singular
                 number
                 ,
                 and
                 Masculine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substanlive
                 senex
                 ,
                 because
                 the
                 Adjective
                 ,
                 whether
                 it
                 be
                 a
                 Noun
                 ,
                 &c.
                 
              
               
                 Fascem
                 is
                 of
                 the
                 Accusative
                 case
                 governed
                 of
                 Portans
                 ,
                 because
                 Participles
                 govern
                 such
                 cases
                 ,
                 &c.
                 
              
               
                 Lignorum
                 is
                 of
                 the
                 Genitive
                 case
                 ,
                 governed
                 of
                 fascem
                 ,
                 because
                 when
                 two
                 Substantives
                 come
                 together
                 ,
                 &c.
                 
              
               
                 Super
                 is
                 a
                 Preposition
                 ,
                 which
                 serveth
                 to
                 both
                 the
                 Accusative
                 and
                 the
                 Ablative
                 case
                 ;
                 but
                 here
                 it
                 serveth
                 to
                 the
                 Accusative
                 .
              
               
                 Humeros
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 governed
                 of
                 the
                 Preposition
                 super
                 .
              
               
                 Ex
                 is
                 a
                 Preposition
                 ,
                 which
                 serveth
                 to
                 an
                 Ablative
                 case
                 .
              
               
                 Nemore
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 governed
                 of
                 the
                 Preposition
                 ex
                 .
              
               
                 Cùm
                 is
                 an
                 Adverb
                 of
                 Time.
                 
                   Defessus
                   esset
                
                 is
                 of
                 the
                 Singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 ill●
                 understood
                 ,
                 because
                 ,
                 
                   A
                   verb
                   Personal
                   agreeth
                   with
                
                 ,
                 &c.
                 
              
               
                 Longâ
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 Singular
                 number
                 ,
                 and
                 Feminine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 viâ
                 ,
                 because
                 
                   the
                   Adjective
                   whether
                   it
                   be
                
                 ,
                 &c.
                 
              
               
                 Viâ
                 
                   is
                   of
                   the
                   Ablative
                   case
                   governed
                   of
                   
                   defessus
                   esset
                   ,
                   because
                   All
                   verbs
                   require
                   an
                   Ablative
                   case
                   of
                   the
                   instrument
                   ,
                
                 &c.
                 
              
               
                 Vocavit
                 is
                 of
                 the
                 singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 senex
                 ,
                 because
                 
                   A
                   verb
                   Personal
                
                 ,
                 &c.
                 
              
               
                 Mortem
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 and
                 followeth
                 the
                 verb
                 vocavit
                 ,
                 because
                 
                   verbs
                   transitives
                   are
                   all
                   such
                
                 ,
                 &c.
                 
              
               
                 Fasce
                 
                   is
                   of
                   the
                   Ablative
                   case
                   absolute
                   ,
                   because
                   a
                
                 Noun
                 or
                 Pronoun
                 Substantive
                 joyned
                 with
                 a
                 Participle
                 ,
                 &c.
                 
              
               
                 Deposito
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 Singular
                 number
                 ,
                 and
                 Masculine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 fasce
                 ,
                 because
                 
                   The
                   Adjective
                   whether
                   it
                   be
                
                 ,
                 &c.
                 
              
               
                 Humi
                 is
                 of
                 the
                 Genitive
                 case
                 ,
                 because
                 
                   These
                   Nouns
                   Humi
                   ,
                   domi
                
                 ,
                 &c.
                 
              
               
                 Ecce
                 is
                 an
                 Adverb
                 of
                 shewing
                 .
              
               
                 Mors
                 
                   is
                   the
                   Nominative
                   case
                   coming
                   before
                   the
                   verb
                
                 advent
                 ,
                 because
                 The
                 word
                 that
                 answereth
                 to
                 the
                 question
                 who
                 or
                 what
                 ?
                 &c.
                 
              
               
                 Advenit
                 is
                 of
                 the
                 singular
                 number
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 mors
                 ,
                 because
                 
                   A
                   verb
                   Personal
                
                 ,
                 &c.
                 
              
               
                 Que
                 is
                 a
                 Conjunction
                 Copulative
                 .
              
               
                 Rogat
                 is
                 of
                 the
                 Indicative
                 Mood
                 ,
                 and
                 Present
                 tense
                 ,
                 because
                 
                   Conjunctions
                   Copulatives
                   
                   and
                   Disjunctives
                   most
                   commonly
                   ,
                
                 &c.
                 
              
               
                 Causam
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 and
                 followeth
                 the
                 verb
                 rogat
                 ,
                 because
                 
                   verbs
                   Transitives
                   are
                   all
                   such
                
                 ,
                 &c.
                 
              
               
                 Quamobrem
                 is
                 an
                 Adverb
                 of
                 asking
                 .
              
               
                 Vocaverat
                 is
                 of
                 the
                 singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 ille
                 understood
                 ,
                 because
                 
                   A
                   verb
                   Personal
                   agreeth
                
                 ,
                 &c.
                 
              
               
                 Se
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 and
                 followeth
                 the
                 verb
                 vocaverat
                 ,
                 because
                 
                   verbs
                   Transitives
                   are
                   all
                   such
                
                 ,
                 &c.
                 
              
               
                 Tunc
                 is
                 an
                 Adverb
                 of
                 Time.
                 
              
               
                 Senex
                 
                   is
                   the
                   Nominative
                   case
                   coming
                   before
                   the
                   verb
                
                 ait
                 ,
                 because
                 the
                 word
                 that
                 answereth
                 to
                 the
                 question
                 who
                 or
                 what
                 ?
                 &c
              
               
                 Ait
                 is
                 of
                 the
                 singular
                 number
                 ,
                 and
                 the
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 senex
                 ,
                 because
                 a
                 Verb
                 Personal
                 ,
                 &c.
                 
              
               
                 Vt
                 is
                 a
                 Conjunction
                 causal
              
               
                 Imponeres
                 is
                 of
                 the
                 Singular
                 number
                 ,
                 and
                 second
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 tu
                 understood
                 ,
                 because
                 
                   A
                   verb
                   Personal
                
                 ,
                 &c.
                 
              
               
                 Hunc
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 Singular
                 number
                 ,
                 and
                 Masculine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 fascem
                 ,
                 because
                 
                 
                   the
                   Adjective
                   whether
                   it
                   be
                
                 ,
                 &c.
                 
              
               
                 Fascem
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 and
                 followeth
                 the
                 verb
                 imponeres
                 ,
                 because
                 
                   verbs
                   Transitives
                
                 ,
                 &c.
                 
              
               
                 Lignorum
                 is
                 of
                 the
                 Genitive
                 case
                 governed
                 of
                 fascem
                 ,
                 because
                 
                   When
                   two
                   Substantives
                
                 ,
                 &c.
                 
              
               
                 Super
                 is
                 a
                 Preposition
                 ,
                 which
                 here
                 serveth
                 to
                 an
                 Accusative
                 case
                 .
              
               
                 Humeros
                 is
                 of
                 the
                 Accusative
                 case
                 ,
                 because
                 super
                 is
                 a
                 Preposition
                 serving
                 to
                 an
                 Accusative
                 case
                 .
              
               
                 7.
                 
                 Try
                 him
                 yet
                 a
                 little
                 further
                 ,
                 by
                 causing
                 him
                 to
                 turn
                 an
                 English
                 into
                 Latin
                 in
                 imitation
                 of
                 this
                 Fable
                 ,
                 and
                 to
                 observe
                 the
                 Artificial
                 order
                 in
                 placing
                 all
                 the
                 words
                 ,
                 
                   ex
                   .
                   gr
                
                 .
              
               
                 A
                 woman
                 bearing
                 a
                 basket
                 of
                 plums
                 upon
                 her
                 head
                 out
                 of
                 a
                 garden
                 ,
                 when
                 she
                 was
                 weary
                 with
                 the
                 heavie
                 burden
                 ,
                 sate
                 down
                 ,
                 having
                 set
                 her
                 basket
                 upon
                 a
                 bulke
                 .
                 Behold
                 !
                 a
                 boy
                 came
                 to
                 her
                 ,
                 and
                 asked
                 her
                 ,
                 if
                 she
                 would
                 give
                 him
                 any
                 plums
                 .
                 Then
                 the
                 woman
                 said
                 ;
                 I
                 will
                 give
                 thee
                 a
                 few
                 ,
                 if
                 thou
                 wilt
                 help
                 me
                 to
                 set
                 this
                 basket
                 upon
                 my
                 head
                 .
              
               
                 Quaedam
                 mulier
                 prunorum
                 calathum
                 super
                 caput
                 ex
                 horto
                 portans
                 ,
                 cum
                 gravi
                 onere
                 defessa
                 esset
                 ,
                 calatho
                 super
                 scamnum
                 posito
                 ,
                 desedit
                 .
                 Ecce
                 !
                 Puer
                 advenit
                 ,
                 numque
                 daret
                 sibi
                 pruna
                 rogavit
                 .
                 Tunc
                 mulier
                 pauca
                 tibi
                 dabo
                 ,
                 
                 siquidem
                 opem
                 mihi
                 feres
                 ,
                 ut
                 hunc
                 calathum
                 super
                 caput
                 meum
                 imponam
                 ,
                 ait
                 .
              
               
                 When
                 you
                 have
                 found
                 a
                 childe
                 sufficiently
                 expert
                 in
                 the
                 Rudiments
                 ,
                 go
                 on
                 also
                 to
                 try
                 how
                 far
                 he
                 understandeth
                 the
                 whole
                 Art
                 of
                 Grammar
                 by
                 this
                 or
                 the
                 like
                 Praxis
                 .
              
               
                 1.
                 
                 Let
                 him
                 take
                 a
                 piece
                 of
                 one
                 of
                 
                   Castalions
                   Dialogues
                
                 ,
                 or
                 the
                 like
                 easie
                 piece
                 of
                 Latine
                 ,
                 and
                 write
                 it
                 down
                 according
                 to
                 his
                 book
                 ,
                 but
                 as
                 he
                 writeth
                 it
                 ,
                 let
                 him
                 divide
                 every
                 word
                 of
                 more
                 syllables
                 ,
                 according
                 to
                 the
                 Rules
                 of
                 right
                 spelling
                 ,
                 and
                 give
                 you
                 an
                 account
                 of
                 every
                 letter
                 ,
                 and
                 syllable
                 ,
                 and
                 note
                 of
                 distinction
                 ,
                 according
                 to
                 the
                 Rules
                 of
                 Orthography
                 ,
                 and
                 of
                 every
                 Accent
                 that
                 he
                 meeteth
                 withall
                 ,
                 as
                 also
                 of
                 the
                 Spirits
                 and
                 Quantities
                 of
                 Syllables
                 ,
                 according
                 to
                 the
                 Rules
                 in
                 Prosodia
                 ,
                 ex
                 .
                 gr
                 .
              
               
                 
                   
                     
                       
                         Serpens
                         .
                         Eva.
                         
                      
                       
                         S.
                         Cur
                         ve-tu-it
                         vos
                         De-us
                         ve-sci
                         ex
                         o-mni-bus
                         ar-bo-ribus
                         po-ma-ri-i
                         ?
                         E.
                         Li-cet
                         no-bis
                         ve-sci
                         fru-cti-bus
                         ar-bo-rum
                         po-ma-ri-i
                         ;
                         tan-tum
                         De-us
                         no-bis
                         in-ter-di-xit
                         e-a
                         ar-bo-re
                         ,
                         quae
                         est
                         in
                         me-di-o
                         po-ma-ri-o
                         ,
                         ne
                         ve-sce-re-mur
                         fru-ctu
                         e-jus
                         ,
                         ne-ve
                         e-ti-am
                         at-tin-ge-re-mus
                         ,
                         ni-si
                         vel-le-mus
                         
                         mo-ri
                         .
                         S.
                         Ne-qua-quam
                         mo-ri-e-mi-ni
                         pro-pte-re-a
                         ,
                         sed
                         scit
                         De-us
                         ,
                         si
                         com-e-de-ri-tis
                         de
                         e-o
                         ,
                         tum
                         o-cu-los
                         vo-bis
                         a-per-tum
                         i-ri
                         ,
                         at-que
                         i-ta
                         vos
                         fo-re
                         tan-quam
                         De-os
                         ,
                         sci-en-tes
                         boni
                         ,
                         at-que
                         ma-li
                         .
                         I-ta
                         pla-ne
                         vi-de-tur
                         ,
                         &
                         fru-ctus
                         i-pse
                         est
                         pul-cer
                         sa-nè
                         vi-su
                         :
                         ne-sci-o
                         an
                         sit
                         i-ta
                         dul-cis
                         gu-sta-tu
                         ;
                         ve-run-ta-men
                         ex-pe-ri-ar
                         .
                      
                    
                  
                
              
               
                 
                   Now
                   if
                   you
                   ask
                   him
                   ,
                   why
                   he
                   writeth
                
                 Serpens
                 ,
                 Eva
                 ,
                 Cur
                 ,
                 Deus
                 Nequaquam
                 ,
                 and
                 Ita
                 
                   with
                   great
                   letters
                   ,
                   and
                   all
                   the
                   other
                   words
                   with
                   little
                   letters
                   ;
                   he
                   can
                   tell
                   you
                   (
                   if
                   he
                   ever
                   learned
                   or
                   minded
                   his
                   Rules
                   )
                   that
                
                 Proper
                 names
                 ,
                 beginnings
                 of
                 Sentences
                 ,
                 and
                 words
                 more
                 eminent
                 then
                 others
                 ,
                 are
                 to
                 begin
                 with
                 a
                 great
                 letter
                 ,
                 and
                 in
                 other
                 places
                 small
                 letters
                 are
                 to
                 be
                 used
                 .
                 
                   If
                   you
                   ask
                   him
                   ,
                   why
                   he
                   spelleth
                
                 ve-tu-it
                 
                   and
                   not
                
                 vet-u-it
                 ,
                 
                   he
                   will
                   say
                   ,
                   because
                
                 a
                 consonant
                 set
                 betwixt
                 two
                 vowels
                 ,
                 belongeth
                 to
                 the
                 latter
                 .
              
               
                 If
                 you
                 ask
                 him
                 why
                 he
                 spelleth
                 ve-sci
                 ,
                 and
                 not
                 ▪
                 ves-ci
                 ;
                 he
                 will
                 answer
                 you
                 ,
                 because
                 consonants
                 which
                 can
                 be
                 joyned
                 in
                 the
                 beginning
                 of
                 a
                 word
                 must
                 not
                 be
                 parted
                 in
                 the
                 middle
                 of
                 it
                 .
              
               
                 
                   If
                   you
                   ask
                   him
                   why
                   he
                   spelleth
                
                 ar-bo-ri-bus
                 ,
                 
                   and
                   not
                
                 a-rbo-ri-bus
                 ,
                 
                   he
                   will
                   tell
                   you
                   ,
                   because
                
                 consonants
                 which
                 cannot
                 be
                 
                 joyned
                 in
                 the
                 beginning
                 of
                 a
                 word
                 ,
                 must
                 be
                 parted
                 in
                 the
                 middle
                 of
                 it
                 .
              
               
                 
                   If
                   you
                   ask
                   him
                   why
                   he
                   spelleth
                
                 vel-le-mus
                 ,
                 
                   and
                   not
                
                 ve-llemus
                 ,
                 nor
                 vell-emus
                 ,
                 
                   he
                   will
                   tell
                   you
                   ,
                   because
                
                 if
                 a
                 consonant
                 be
                 doubled
                 ,
                 the
                 first
                 belongeth
                 to
                 the
                 fore-going
                 ,
                 and
                 the
                 latter
                 to
                 the
                 following
                 syllable
                 .
              
               
                 If
                 you
                 ask
                 him
                 why
                 he
                 spelleth
                 com-e-de-ri-tis
                 ,
                 and
                 not
                 co-me-de-ri-tis
                 ,
                 he
                 will
                 tell
                 you
                 because
                 
                   in
                   words
                   compounded
                   ,
                   every
                   part
                   must
                   be
                   separated
                   from
                   another
                
                 ;
                 and
                 if
                 you
                 again
                 ask
                 him
                 concerning
                 the
                 same
                 syllable
                 ,
                 why
                 it
                 is
                 com
                 and
                 not
                 con
                 ,
                 seeing
                 the
                 verb
                 is
                 compounded
                 of
                 con
                 and
                 edo
                 ;
                 he
                 will
                 answer
                 you
                 ,
                 because
                 
                   in
                   words
                   compounded
                   with
                   a
                   Preposition
                   ,
                   we
                   must
                   respect
                   the
                   ear
                   ,
                   and
                   good
                   sound
                   .
                
              
               
                 
                   Likewise
                   if
                   you
                   proceed
                   to
                   examine
                   him
                   touching
                   the
                   notes
                   of
                   distinction
                   ,
                   why
                   one
                   is
                   made
                   ,
                   and
                   not
                   another
                   ;
                   he
                   will
                   tell
                   you
                   ,
                   that
                   a
                
                 Comma
                 (
                 ,
                 )
                 distinguisheth
                 the
                 shorter
                 parts
                 of
                 a
                 sentence
                 ,
                 and
                 stayeth
                 the
                 breath
                 but
                 a
                 little
                 while
                 in
                 reading
                 ;
                 that
                 a
                 Colon
                 (
                 :
                 )
                 divideth
                 a
                 Period
                 in
                 the
                 middle
                 ,
                 and
                 holdeth
                 the
                 breath
                 somewhat
                 long
                 ;
                 that
                 a
                 Semicolon
                 (
                 ;
                 )
                 stayeth
                 the
                 breath
                 longer
                 then
                 a
                 comma
                 ,
                 but
                 not
                 so
                 long
                 as
                 a
                 Colon
                 ;
                 that
                 a
                 Period
                 (
                 .
                 )
                 is
                 made
                 at
                 the
                 end
                 of
                 a
                 perfect
                 sentence
                 ,
                 where
                 one
                 
                   may
                   give
                   over
                   
                   reading
                   ,
                   if
                   he
                   will
                   ;
                   and
                   that
                   an
                
                 Interrogation
                 (
                 ?
                 )
                 denoteth
                 that
                 there
                 is
                 a
                 question
                 to
                 be
                 asked
                 .
              
               
                 If
                 you
                 examine
                 him
                 touching
                 the
                 Accents
                 ,
                 why
                 there
                 is
                 a
                 grave
                 Accent
                 in
                 tantùm
                 ,
                 he
                 will
                 tell
                 you
                 ,
                 it
                 is
                 to
                 make
                 it
                 being
                 an
                 adverb
                 ,
                 to
                 differ
                 from
                 a
                 noun
                 ;
                 and
                 that
                 because
                 of
                 contexture
                 of
                 words
                 ,
                 the
                 accent
                 which
                 ought
                 to
                 have
                 been
                 an
                 acute
                 ,
                 is
                 turned
                 into
                 a
                 grave
                 .
              
               
                 If
                 you
                 ask
                 him
                 ,
                 why
                 there
                 is
                 a
                 circumflex
                 accent
                 in
                 eâ
                 ,
                 he
                 will
                 tell
                 you
                 ,
                 it
                 is
                 to
                 denote
                 that
                 eâ
                 ,
                 is
                 of
                 the
                 Ablative
                 case
                 singular
                 ,
                 which
                 hath
                 â
                 long
                 .
              
               
                 And
                 if
                 you
                 ask
                 him
                 why
                 ne've
                 hath
                 an
                 acute
                 accent
                 ;
                 he
                 will
                 tell
                 you
                 that
                 
                   ne
                   '
                
                 hath
                 changed
                 its
                 grave
                 accent
                 into
                 an
                 accute
                 ,
                 because
                 the
                 Participle
                 ve
                 hath
                 inclined
                 its
                 own
                 accent
                 into
                 it
                 .
              
               
                 If
                 you
                 ask
                 him
                 why
                 
                   omnibus
                   arboribus
                
                 are
                 not
                 sharply
                 uttered
                 ;
                 he
                 will
                 tell
                 you
                 ,
                 because
                 they
                 do
                 not
                 begin
                 with
                 h
                 ,
                 which
                 is
                 the
                 note
                 or
                 letter
                 of
                 Asperation
                 .
              
               
                 He
                 will
                 quickly
                 shew
                 you
                 whether
                 he
                 understandeth
                 his
                 Rules
                 touching
                 the
                 Quantities
                 of
                 Syllables
                 ,
                 or
                 not
                 ,
                 by
                 writing
                 out
                 a
                 sentence
                 or
                 two
                 ,
                 and
                 marking
                 the
                 syllables
                 of
                 every
                 word
                 ,
                 in
                 this
                 manner
                 ;
              
               
               
                 Cūr
                 vĕŭuit
                 vōs
                 Dĕūus
                 vēscī
                 ēx
                 ōmnĭbŭs
                 ārbŏrĭbūs
                 pōmāĭī
                 ?
                 lĭcēt
                 nōbīs
                 vēscī
                 frūctĭbŭs
                 ārbŏrūm
                 pōmārĭī
                 tāntūm
                 Dĕūs
                 nōbī
                 ,
                 ĭintērdīxĭt
                 ĕā
                 ā
                 bō●ĕ
                 ,
                 qūae
                 ēst
                 īn
                 mĕdĭō
                 pōmārĭō
                 ,
                 nē
                 vescĕ
                 ēmūr
                 f●ūctu
                 ēūs
                 ,
                 nēvĕ
                 ĕtĭam
                 ātrīngĕ
                 ēmūs
                 ,
                 nĭ●ĭ
                 vēllēmus
                 mŏri
                 .
              
               
                 2.
                 
                 Let
                 him
                 cast
                 the
                 words
                 of
                 his
                 Authour
                 into
                 the
                 Grammatical
                 order
                 ,
                 and
                 analyse
                 every
                 one
                 of
                 them
                 exactly
                 according
                 to
                 Etymology
                 ,
                 and
                 Syntaxis
                 which
                 is
                 the
                 usuall
                 way
                 of
                 parsing
                 )
                 after
                 this
                 manner
                 .
              
               
                 Cur
                 Deus
                 vetuit
                 vos
                 vesci
                 ex
                 omnibus
                 arboribus
                 pomarii
                 ?
                 licet
                 nobis
                 vesci
                 fructibus
                 arborum
                 pomarii
                 ;
                 tantùm
                 Deus
                 interdixit
                 nobis
                 eâ
                 arbore
                 ,
                 quae
                 est
                 in
                 medio
                 pomario
                 ,
                 ne
                 vesceremur
                 fructu
                 ejus
                 ,
                 ne've
                 etiam
                 attingeremus
                 ,
                 nisi
                 vellemus
                 mori
                 .
              
               
                 Cur
                 is
                 an
                 Adverb
                 of
                 asking
                 .
              
               
                 Deus
                 is
                 a
                 Noun
                 Substantive
                 Common
                 ,
                 of
                 the
                 Singular
                 number
                 ,
                 Nominative
                 case
                 ,
                 Masculine
                 Gender
                 (
                 because
                 
                   Mascula
                   in
                   er
                
                 ,
                 &c.
                 )
                 of
                 the
                 second
                 Declension
                 ,
                 Sing
                 .
                 Nom.
                 hic
                 Deus
                 ,
                 Gen.
                 hujus
                 Dei.
                 &c.
                 
              
               
                 It
                 maketh
                 its
                 Vocative
                 case
                 
                   o
                   Deus
                
                 ,
                 and
                 wa●teth
                 the
                 Plural
                 number
                 ,
                 because
                 
                   Deus
                   verus
                   caret
                   plurali
                
                 .
                 It
                 cometh
                 before
                 the
                 verb
                 vetuit
                 .
              
               
                 Vetuit
                 is
                 a
                 verb
                 personal
                 neuter
                 ,
                 of
                 the
                 
                 Indicative
                 mood
                 ,
                 Preterperfect
                 tense
                 ,
                 singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 because
                 it
                 agreeth
                 with
                 its
                 Nominave
                 case
                 Deus
                 ,
                 by
                 the
                 Rule
                 
                   Verbum
                   Personale
                   cohaeret
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 first
                 Conjugation
                 ,
                 
                   Veto
                   ,
                   vetas
                   ,
                   vetui
                   ;
                   (
                   veto
                   quod
                   vetui
                   dat
                   )
                   vetare
                   ;
                   vetandi
                   ,
                   vetando
                   ,
                   vetandum
                   ,
                   vetitum
                   ,
                   vetitu
                   ;
                   (
                   Quod
                   dat
                   ui
                   dat
                   itum
                   )
                   vetans
                   vetiturus
                   .
                
              
               
                 Vos
                 is
                 a
                 Pronoun
                 Primitive
                 ,
                 of
                 the
                 Plurall
                 number
                 ,
                 the
                 Accusative
                 case
                 ,
                 the
                 Masculine
                 Gender
                 ,
                 and
                 the
                 first
                 Declension
                 .
                 Sing
                 .
                 Nom
                 Tu
                 ,
                 Gen.
                 tui
                 ,
                 &c.
                 It
                 hath
                 the
                 Vocative
                 case
                 ,
                 
                   Et
                   Praenomina
                   praeter
                   &c.
                
                 
                 It
                 is
                 the
                 Accusative
                 case
                 after
                 vetuit
                 ,
                 because
                 
                   verba
                   Transitiva
                
                 ,
                 &c.
                 
              
               
                 Vesci
                 is
                 a
                 verb
                 Deponent
                 like
                 
                   legi
                   .
                   Vescor
                   ,
                   vesceris
                   ,
                   vel
                   vescere
                   ,
                   pastus
                   sum
                   vel
                   fui
                   ,
                   vesci
                   pastus
                   vescendus
                
                 ;
                 because
                 
                   Sic
                   Poscunt
                   vescor
                   ,
                   medeor
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Infinitive
                 mood
                 ,
                 and
                 Present
                 Tense
                 ,
                 without
                 number
                 and
                 Person
                 ,
                 and
                 is
                 governed
                 of
                 v●tuit
                 ,
                 because
                 
                   Q●ibusdam
                   tum
                   verbis
                
                 ,
                 &c.
                 
              
               
                 Ex
                 is
                 a
                 Preposition
                 serving
                 to
                 the
                 Ablative
                 case
                 .
              
               
                 Omnibus
                 
                   is
                   a
                   Noun
                   Adjective
                   of
                   three
                   Articles
                   ,
                   like
                
                 Tristibus
                 Hic
                 ,
                 &
                 haec
                 omnis
                 ,
                 &
                 hoc
                 omne
                 ,
                 because
                 sub
                 geminâ
                 ,
                 &c.
                 
              
               
                 It
                 is
                 of
                 the
                 plural
                 number
                 ,
                 the
                 Ablagive
                 
                 case
                 ,
                 and
                 Feminine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 Arboribus
                 ,
                 because
                 
                   Adjectivum
                   cum
                   Substantivo
                
                 ,
                 &c.
                 
              
               
                 Arboribus
                 is
                 a
                 Noun
                 Substantive
                 Common
                 ,
                 like
                 Lapidibus
                 ,
                 Sing
                 .
                 Nom.
                 
                   haec
                   Arbor
                
                 ,
                 Gen.
                 
                   hujus
                   arboris
                
                 ,
                 &c.
                 
                   Grando
                   ,
                   fides
                
                 ,
                 &c.
                 It
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 Singular
                 number
                 ,
                 Feminine
                 Gender
                 ,
                 and
                 third
                 Declension
                 ,
                 governed
                 of
                 ex
                 the
                 Preposition
                 ,
                 which
                 requireth
                 an
                 Ablative
                 case
                 .
              
               
                 Pomarii
                 is
                 a
                 Noun
                 Substantive
                 Common
                 ,
                 like
                 Regni
                 .
                 Sing
                 .
                 Nom.
                 
                   hoc
                   Pomarium
                
                 ,
                 Gen.
                 
                   hujus
                   pomarii
                
                 ,
                 &c.
                 
                   Omne
                   quod
                   exit
                   in
                   um
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Singular
                 number
                 ,
                 the
                 Genitive
                 case
                 ,
                 the
                 Neuter
                 Gender
                 ,
                 and
                 second
                 Declension
                 ,
                 and
                 is
                 governed
                 of
                 the
                 Substantive
                 Arboribus
                 ,
                 because
                 
                   Quum
                   duo
                   Substantiva
                
                 ,
                 &c.
                 
              
               
                 Licet
                 is
                 a
                 verb
                 Impersonal
                 declined
                 in
                 the
                 third
                 person
                 singular
                 only
                 ,
                 
                   Licet
                   ,
                   licebat
                   ,
                   licuit
                   &
                   licitum
                   est
                   ,
                
                 &c.
                 
                 
                   Et
                   licet
                   adde
                   ,
                   Quod
                   licuit
                   ,
                   licitum
                   .
                
                 It
                 is
                 of
                 the
                 Indicative
                 mood
                 ,
                 Present
                 tense
                 ,
                 singular
                 number
                 ,
                 and
                 third
                 Person
                 ,
                 and
                 hath
                 no
                 Nominative
                 case
                 ,
                 because
                 
                   Impersonalia
                   praecedentem
                
                 ,
                 &c.
                 
              
               
                 Nobis
                 is
                 a
                 Pronoun
                 Primitive
                 ,
                 of
                 the
                 Plural
                 number
                 ,
                 Dative
                 case
                 ,
                 Masculine
                 Gender
                 ,
                 and
                 first
                 Declension
                 .
                 Sing
                 .
                 Nom.
                 Ego
                 ,
                 Gen.
                 mei
                 ,
                 It
                 wants
                 the
                 Vocative
                 
                 case
                 ,
                 because
                 
                   Et
                   Pronomina
                
                 ,
                 &c.
                 and
                 is
                 governed
                 of
                 licet
                 ,
                 because
                 
                   In
                   Dativum
                   feruntur
                
                 ,
                 &c.
                 
              
               
                 Vesci
                 ,
                 ut
                 supra
                 .
              
               
                 Fructibus
                 is
                 a
                 Noun
                 Substantive
                 Common
                 ,
                 like
                 manibus
                 .
                 Sing
                 .
                 Nom.
                 
                   hic
                   Fructus
                
                 ,
                 Gen.
                 
                   hujus
                   Fructus
                
                 ,
                 &c.
                 
                   Mascul●
                   in
                   er
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 Plural
                 number
                 ,
                 Masculine
                 Gender
                 ,
                 and
                 fourth
                 Declension
                 ,
                 governed
                 of
                 vesci
                 ,
                 because
                 
                   Fungor
                   ,
                   fruor
                   ,
                   utor
                
                 ,
                 &c.
                 
              
               
                 Arborum
                 ut
                 supra
                 in
                 Arboribus
                 ,
                 
                   It
                   is
                   of
                   the
                   Genitive
                   case
                   plural
                   ,
                   governed
                   of
                
                 fructibus
                 ,
                 because
                 Quum
                 duo
                 Substantiva
                 ,
                 &c.
                 
              
               
                 Pomarii
                 ut
                 suprá
                 .
              
               
                 Tantùm
                 is
                 an
                 Adverb
                 of
                 quantity
                 ,
                 made
                 of
                 an
                 Adjective
                 of
                 the
                 Neuter
                 Gender
                 ,
                 because
                 
                   Aliquando
                   neutra
                   Adjectiva
                
                 ,
                 &c
                 ▪
              
               
                 
                   Deus
                   ut
                   suprá
                
                 ,
                 but
                 here
                 it
                 cometh
                 before
                 the
                 verb
                 interdixit
                 .
              
               
                 Interdixit
                 is
                 a
                 verb
                 Personal
                 Active
                 ,
                 compounded
                 of
                 inter
                 and
                 dico
                 ,
                 conjugated
                 like
                 
                   legit
                   ,
                   Interdico
                   ,
                   is
                   ,
                   xi
                   ,
                
                 because
                 
                   Pr●teritum
                   dat
                   idem
                   ,
                   &c.
                   interdixi
                   ,
                   interdictum
                   ,
                
                 because
                 
                   Compositum
                   ut
                   simplex
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Indicative
                 mood
                 ,
                 Preterperfect
                 tense
                 ,
                 Singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 
                 case
                 ,
                 Deus
                 ,
                 because
                 
                   Verbum
                   Personale
                
                 ,
                 &c.
                 
              
               
                 
                   Nobis
                   ,
                   ut
                   suprá
                
                 ,
                 but
                 here
                 it
                 is
                 the
                 Dative
                 case
                 governed
                 of
                 interdixit
                 ,
                 because
                 
                   Dativum
                   postulant
                
                 ,
                 &c.
                 
              
               
                 Eâ
                 is
                 a
                 Pronoun
                 Primitive
                 of
                 the
                 second
                 Declension
                 ,
                 Sing
                 .
                 Nom
                 
                   is
                   ,
                   ea
                   ,
                   id
                
                 .
                 Gen
                 ,
                 ejus
                 ,
                 &c.
                 It
                 is
                 of
                 the
                 Singular
                 number
                 ,
                 Ablative
                 case
                 ,
                 and
                 Feminine
                 Gender
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 arbore
                 ,
                 because
                 
                   Ad
                   eundem
                   modum
                
                 ,
                 &c.
                 
              
               
                 
                   Arbore
                   ut
                   suprá
                
                 ,
                 but
                 here
                 it
                 is
                 the
                 Ablative
                 case
                 singular
                 governed
                 of
                 interdixit
                 ,
                 which
                 verb
                 doth
                 often
                 govern
                 a
                 Dative
                 case
                 with
                 an
                 Ablative
                 ,
                 though
                 we
                 have
                 no
                 expresse
                 Rule
                 for
                 it
                 in
                 our
                 Grammar
                 .
              
               
                 Quae
                 is
                 a
                 Pronoun
                 Relative
                 ,
                 of
                 the
                 second
                 Declension
                 .
                 Sing
                 .
                 Nom.
                 
                   Qui
                   ,
                   quae
                   ,
                   quod
                
                 .
                 Gen.
                 cujus
                 ,
                 &c.
                 It
                 is
                 of
                 the
                 singular
                 number
                 ,
                 Femine
                 Gender
                 ,
                 and
                 third
                 Person
                 ,
                 and
                 agreeth
                 therein
                 with
                 its
                 Antecedent
                 arbore
                 ,
                 because
                 
                   Relativum
                   cum
                   Antecedente
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Nominative
                 case
                 ,
                 and
                 cometh
                 before
                 the
                 verb
                 est
                 ,
                 because
                 
                   Q●oties
                   nullus
                   Nominativus
                
                 ,
                 &c.
                 
              
               
                 Est
                 is
                 a
                 verb
                 Personal
                 neuter
                 Substantive
                 ,
                 having
                 a
                 proper
                 manner
                 of
                 declining
                 ,
                 
                   Sum
                   ,
                   es
                   ,
                   fui
                
                 ,
                 &c.
                 because
                 ,
                 
                   Et
                   à
                   
                   fuo
                   sum
                   fui
                   .
                
                 It
                 is
                 of
                 the
                 Indicative
                 mood
                 Present
                 tense
                 ,
                 singular
                 number
                 ,
                 and
                 third
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 Quae
                 ,
                 because
                 
                   Verbum
                   Personale
                
                 ,
                 &c.
                 
              
               
                 In
                 is
                 a
                 Praeposition
                 serving
                 to
                 the
                 Ablative
                 case
                 .
              
               
                 Medio
                 is
                 a
                 Noun
                 Adjective
                 of
                 three
                 terminations
                 ,
                 like
                 Bono
                 ;
                 Sing
                 .
                 Nom
                 
                   Medius
                   ,
                   media
                   ,
                   medium
                
                 ,
                 &c.
                 
              
               
                 
                   At
                   si
                   tres
                   variant
                   voces
                
                 ,
                 &c.
                 It
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 Neuter
                 Gender
                 ,
                 and
                 Singular
                 number
                 ,
                 and
                 agreeth
                 with
                 its
                 Substantive
                 ,
                 Pomario
                 because
                 
                   Adjectivum
                   cum
                   Substantivo
                   .
                   Pomario
                   ut
                   suprá
                   ,
                
                 but
                 here
                 it
                 is
                 of
                 the
                 Ablative
                 case
                 ,
                 because
                 in
                 is
                 a
                 Preposition
                 serving
                 to
                 the
                 Ablative
                 case
                 .
              
               
                 Ne
                 is
                 an
                 Adverb
                 of
                 forbidding
                 ,
                 and
                 governeth
                 a
                 Subjunctive
                 mood
                 .
                 
                   Ne
                   prohibendi
                
                 ,
                 &c
                 ▪
              
               
                 
                   Vesceremur
                   ,
                   ●t
                   suprá
                   in
                   vesci
                
                 ;
                 but
                 here
                 it
                 is
                 of
                 the
                 Subjunctive
                 mood
                 ,
                 preterimperfect
                 tense
                 ,
                 plural
                 number
                 ,
                 and
                 first
                 person
                 ,
                 like
                 legeremur
                 ,
                 and
                 agreeth
                 with
                 its
                 nominative
                 case
                 nos
                 ,
                 which
                 is
                 not
                 expressed
                 ,
                 because
                 
                   Nontinativus
                   primae
                   vel
                   secundae
                   personae
                
                 ,
                 &c.
                 
              
               
                 
                   Fructu
                   ,
                   ut
                   suprá
                
                 ;
                 but
                 here
                 it
                 is
                 of
                 the
                 Ablative
                 case
                 singular
                 ,
                 governed
                 of
                 
                   vesce
                   rem●r
                
                 ,
                 because
                 
                   Fungor
                   ,
                   fruor
                
                 ,
                 &c.
                 
              
               
               
                 
                   Ejus
                   ,
                   ut
                   suprà
                   in
                   eâ
                
                 ;
                 but
                 here
                 it
                 is
                 of
                 the
                 Genitive
                 case
                 singular
                 ,
                 and
                 Feminine
                 Gender
                 ,
                 governed
                 of
                 fructu
                 ,
                 because
                 
                   Quum
                   duo
                   Substantiva
                
                 ,
                 &c.
                 
                 Here
                 note
                 that
                 ejus
                 is
                 a
                 Relative
                 ,
                 and
                 agreeeth
                 with
                 its
                 Antecedent
                 Arboris
                 ,
                 understood
                 .
              
               
                 Ne've
                 consisteth
                 of
                 two
                 words
                 ,
                 whereof
                 ne
                 is
                 an
                 Adverb
                 of
                 forbidding
                 ,
                 and
                 ve
                 is
                 an
                 inclinative
                 conjunction
                 .
              
               
                 Etiam
                 is
                 a
                 Conjunction
                 copulative
                 .
              
               
                 Attingeremus
                 is
                 a
                 verb
                 Personal
                 Active
                 ,
                 like
                 legeremus
                 It
                 is
                 compounded
                 of
                 Ad
                 and
                 tango
                 ,
                 and
                 maketh
                 at
                 for
                 ad
                 for
                 better
                 sound
                 sake
                 ,
                 and
                 tingo
                 for
                 tango
                 ,
                 because
                 
                   Haec
                   habeo
                   ,
                   lateo
                
                 ,
                 &c.
                 
                 It
                 maketh
                 the
                 Preterperfect
                 tense
                 attigi
                 and
                 not
                 attetigi
                 because
                 
                   Sed
                   syllaba
                   semper
                
                 &c.
                 and
                 the
                 Supines
                 
                   attactum
                   ,
                   attactu
                
                 ,
                 because
                 
                   Compopositum
                   ut
                   simplex
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Subjunctive
                 mood
                 ,
                 Preterimperfect
                 tense
                 ,
                 plural
                 number
                 ,
                 and
                 first
                 person
                 ,
                 and
                 agreeeth
                 with
                 its
                 Nominative
                 case
                 nos
                 ,
                 which
                 is
                 understood
                 ,
                 because
                 
                   Nominativus
                   primae
                   vel
                   secundae
                   person●●
                
                 ,
                 &c.
                 
              
               
                 Nisi
                 is
                 a
                 Conjunction
                 exceptive
                 ,
                 and
                 serveth
                 to
                 a
                 Subjunctive
                 mood
                 ,
                 
                   Ni
                   ,
                   nisi
                   ,
                   si
                   ,
                   siquidem
                   ,
                
                 &c.
                 
              
               
                 Vell●mus
                 is
                 a
                 verb
                 Personal
                 neuter
                 irregular
                 ,
                 
                   Volo
                   ,
                   vis
                   ,
                   volui
                
                 ,
                 because
                 
                   lo
                   fit
                   ,
                   
                   ui
                
                 ,
                 &c.
                 
                 
                   Supinis
                   care●
                
                 ,
                 because
                 ,
                 
                   Psallo
                   ,
                   volo
                   ,
                   nolo
                
                 ,
                 &c.
                 
                 It
                 is
                 of
                 the
                 Subjunctive
                 mood
                 ,
                 Preterimperfect
                 tense
                 ,
                 plural
                 number
                 ,
                 and
                 first
                 person
                 ,
                 and
                 agreeth
                 with
                 its
                 Nominative
                 case
                 nos
                 ,
                 which
                 is
                 understood
                 ,
                 because
                 
                   Nominativus
                   primae
                
                 ,
                 &c.
                 
              
               
                 Mori
                 is
                 a
                 verb
                 Personal
                 Deponent
                 of
                 the
                 third
                 Conjugation
                 ,
                 like
                 
                   legi
                   .
                   Morior
                   ,
                   moreris
                   vel
                   morere
                   ,
                   mortuus
                   sum
                   vel
                   fui
                   ,
                   (
                   moriórque
                   mortuus
                   )
                   mori
                   ,
                   moriens
                   ,
                   mortuus
                   ,
                   moriturus
                   .
                
                 It
                 is
                 of
                 the
                 Infinitive
                 mood
                 ,
                 having
                 neither
                 number
                 ,
                 nor
                 person
                 ,
                 nor
                 nominative
                 case
                 ,
                 and
                 is
                 governed
                 of
                 Vellemus
                 ,
                 because
                 
                   Quibusdam
                   tum
                   verbis
                
                 ,
                 &c.
                 
              
               
                 Thus
                 let
                 every
                 particular
                 boy
                 in
                 a
                 form
                 ,
                 practise
                 a
                 while
                 by
                 himself
                 upon
                 a
                 several
                 piece
                 of
                 Latine
                 ,
                 and
                 it
                 will
                 shew
                 you
                 plainly
                 what
                 he
                 is
                 able
                 to
                 do
                 ,
                 and
                 make
                 that
                 the
                 most
                 negligent
                 and
                 heedlesse
                 amongst
                 them
                 ,
                 shall
                 know
                 how
                 to
                 make
                 perfect
                 use
                 of
                 his
                 whole
                 Grammar
                 ,
                 though
                 (
                 perhaps
                 )
                 for
                 all
                 you
                 could
                 do
                 to
                 him
                 ,
                 he
                 never
                 heeded
                 it
                 before
                 .
              
               
                 What
                 I
                 have
                 hitherto
                 mentioned
                 touching
                 the
                 well
                 gounding
                 of
                 children
                 ,
                 hath
                 chiefly
                 respect
                 unto
                 
                   Lilies
                   Grammar
                
                 ,
                 which
                 is
                 yet
                 constantly
                 made
                 use
                 of
                 in
                 most
                 Schools
                 in
                 England
                 ;
                 and
                 from
                 which
                 I
                 think
                 it
                 not
                 good
                 for
                 
                 any
                 Master
                 to
                 decline
                 ,
                 either
                 in
                 a
                 private
                 or
                 publique
                 course
                 of
                 Teaching
                 ,
                 for
                 these
                 reasons
                 following
                 .
              
               
                 1
                 ▪
                 Because
                 no
                 man
                 can
                 be
                 assured
                 ,
                 that
                 either
                 his
                 Scholars
                 will
                 stick
                 to
                 him
                 ,
                 or
                 that
                 he
                 shall
                 continue
                 with
                 them
                 ,
                 till
                 he
                 have
                 perfectly
                 trained
                 them
                 up
                 by
                 another
                 Grammar
                 .
              
               
                 2
                 Because
                 ,
                 if
                 children
                 be
                 made
                 to
                 change
                 their
                 Grammars
                 ,
                 as
                 often
                 as
                 they
                 use
                 to
                 change
                 their
                 Masters
                 (
                 especially
                 in
                 a
                 place
                 where
                 many
                 Schooles
                 are
                 )
                 they
                 will
                 be
                 like
                 those
                 that
                 runne
                 from
                 room
                 to
                 room
                 in
                 a
                 Labyrinth
                 ,
                 who
                 know
                 not
                 whether
                 they
                 go
                 backward
                 or
                 forward
                 ,
                 nor
                 which
                 way
                 to
                 take
                 towards
                 the
                 door
                 ;
                 I
                 mean
                 ,
                 they
                 may
                 be
                 long
                 conversant
                 in
                 Grammar
                 books
                 ,
                 and
                 never
                 understand
                 the
                 Art
                 it self
                 .
              
               
                 3.
                 
                 Because
                 I
                 have
                 known
                 many
                 ,
                 and
                 those
                 men
                 of
                 excellent
                 abilities
                 for
                 Grammar-learning
                 ,
                 who
                 having
                 endeavored
                 to
                 proceed
                 by
                 an
                 easier
                 way
                 ,
                 then
                 Lilies
                 is
                 ,
                 have
                 been
                 quite
                 decried
                 by
                 the
                 generality
                 of
                 them
                 that
                 hold
                 to
                 the
                 Common-Grammar
                 ,
                 and
                 have
                 had
                 much
                 adoe
                 to
                 bear
                 up
                 the
                 credit
                 of
                 their
                 School
                 ,
                 though
                 their
                 Scholars
                 have
                 been
                 found
                 to
                 make
                 very
                 good
                 Proficiency
                 ,
                 and
                 more
                 then
                 others
                 .
              
               
               
                 4.
                 
                 Because
                 ,
                 when
                 a
                 Master
                 hath
                 grounded
                 a
                 Scholar
                 never
                 so
                 well
                 ,
                 if
                 he
                 (
                 in
                 hopes
                 of
                 an
                 exhibition
                 or
                 Scholarship
                 ,
                 or
                 other
                 preferment
                 to
                 be
                 had
                 )
                 be
                 removed
                 from
                 him
                 to
                 one
                 of
                 our
                 greater
                 Schooles
                 ,
                 he
                 shall
                 be
                 made
                 
                   pro
                   formâ
                
                 ,
                 to
                 get
                 Lilies
                 Grammar
                 by
                 heart
                 ,
                 and
                 to
                 neglect
                 what
                 he
                 hath
                 formerly
                 learned
                 ,
                 as
                 unnecessary
                 and
                 uselesse
                 .
              
               
                 5.
                 
                 Because
                 children
                 in
                 their
                 tender
                 age
                 are
                 generally
                 like
                 leaking
                 vessels
                 ,
                 and
                 no
                 sooner
                 do
                 they
                 receive
                 any
                 instructions
                 of
                 Grammar
                 ,
                 but
                 they
                 forget
                 them
                 as
                 quickly
                 ,
                 till
                 by
                 frequent
                 repetitions
                 and
                 examinations
                 ,
                 they
                 be
                 rev●ted
                 into
                 them
                 ,
                 and
                 by
                 assiduity
                 of
                 long
                 practice
                 brought
                 to
                 an
                 habit
                 ,
                 which
                 cannot
                 be
                 bred
                 in
                 them
                 under
                 two
                 or
                 three
                 yeares
                 time
                 ;
                 in
                 which
                 space
                 they
                 may
                 be
                 as
                 well
                 habituated
                 and
                 perfected
                 by
                 Lilies
                 Grammar
                 as
                 any
                 other
                 ,
                 according
                 to
                 the
                 Plat-form
                 of
                 teaching
                 it
                 ,
                 which
                 I
                 have
                 already
                 shewed
                 ,
                 and
                 by
                 means
                 of
                 those
                 helps
                 which
                 I
                 have
                 published
                 for
                 the
                 better
                 explication
                 of
                 some
                 parts
                 of
                 it
                 .
              
               
                 Yet
                 I
                 do
                 not
                 deny
                 ,
                 but
                 a
                 far
                 easier
                 way
                 may
                 be
                 taken
                 to
                 teach
                 children
                 ;
                 First
                 the
                 grounds
                 and
                 Rudiments
                 ,
                 and
                 afterwards
                 the
                 whole
                 Systeme
                 of
                 Grammar
                 ,
                 
                 then
                 that
                 which
                 is
                 generally
                 now
                 in
                 use
                 according
                 to
                 Lilie
                 ,
                 whom
                 after
                 I
                 had
                 observed
                 many
                 eminent
                 School-masters
                 (
                 who
                 have
                 published
                 Grammars
                 of
                 their
                 own
                 )
                 to
                 condemn
                 of
                 many
                 Tautologies
                 ,
                 defects
                 ,
                 and
                 errours
                 ;
                 and
                 withall
                 ,
                 to
                 endevour
                 to
                 retain
                 the
                 substance
                 of
                 his
                 Grammar
                 ,
                 I
                 essayed
                 my self
                 to
                 see
                 what
                 might
                 be
                 done
                 in
                 that
                 kinde
                 ,
                 with
                 an
                 especiall
                 eye
                 upon
                 the
                 slender
                 capacities
                 of
                 children
                 ,
                 with
                 whom
                 I
                 had
                 to
                 do
                 .
                 And
                 after
                 triall
                 made
                 ,
                 that
                 such
                 instruments
                 would
                 forward
                 my
                 work
                 ,
                 I
                 was
                 bold
                 to
                 publish
                 first
                 
                   An
                   easie
                   entrance
                   to
                   the
                   Latine
                   tongue
                   ,
                
                 and
                 then
                 
                   The
                   Latine
                   Grammar
                   fitted
                   for
                   the
                   use
                   of
                   Schooles
                   ,
                
                 which
                 ,
                 how
                 I
                 have
                 for
                 sundry
                 yeares
                 taught
                 ,
                 together
                 with
                 
                   Lilies
                   Grammar
                
                 ,
                 I
                 shall
                 now
                 briefly
                 declare
                 .
              
               
                 1.
                 
                 As
                 children
                 are
                 going
                 over
                 the
                 Accidents
                 ,
                 and
                 that
                 part
                 of
                 the
                 Grammar
                 ,
                 which
                 concerneth
                 the
                 Genders
                 of
                 nouns
                 ,
                 and
                 the
                 Preterperfect
                 tense
                 ,
                 and
                 Supines
                 of
                 verbs
                 ,
                 I
                 make
                 them
                 one
                 day
                 to
                 peruse
                 that
                 part
                 of
                 the
                 Grounds
                 of
                 Grammar
                 ,
                 which
                 concerneth
                 the
                 eight
                 parts
                 of
                 Speech
                 severally
                 handled
                 ,
                 and
                 another
                 day
                 to
                 read
                 that
                 which
                 concerneth
                 their
                 construction
                 ,
                 and
                 every
                 
                 Saturday
                 morning
                 to
                 run
                 over
                 their
                 examination
                 ,
                 which
                 being
                 but
                 a
                 Task
                 of
                 about
                 half
                 an
                 hour
                 ,
                 doth
                 exceedingly
                 help
                 their
                 understanding
                 and
                 memory
                 in
                 getting
                 their
                 every
                 dayes
                 parts
                 ,
                 and
                 keeping
                 them
                 in
                 minde
                 ;
                 especially
                 if
                 they
                 be
                 made
                 sometimes
                 to
                 look
                 upon
                 their
                 Synopsis's
                 ,
                 and
                 thereby
                 to
                 take
                 notice
                 how
                 handsomely
                 and
                 orderly
                 the
                 Rules
                 hang
                 together
                 .
              
               
                 2.
                 
                 Likewise
                 ,
                 as
                 children
                 proceed
                 in
                 
                   Lilies
                   Grammar
                
                 (
                 which
                 commonly
                 is
                 but
                 very
                 slowly
                 ,
                 because
                 it
                 being
                 all
                 in
                 Latine
                 is
                 hard
                 to
                 be
                 understood
                 ,
                 and
                 being
                 somewhat
                 long
                 in
                 learning
                 ,
                 boyes
                 are
                 apt
                 to
                 forget
                 one
                 end
                 of
                 it
                 ,
                 before
                 they
                 can
                 come
                 to
                 another
                 )
                 I
                 cause
                 them
                 to
                 make
                 use
                 of
                 the
                 
                   Latine
                   Grammar
                
                 ,
                 which
                 I
                 
                   fitted
                   to
                   the
                   use
                   of
                   Schooles
                
                 together
                 with
                 it
                 .
                 This
                 I
                 usually
                 divide
                 into
                 twelve
                 or
                 sixteen
                 parts
                 ,
                 (
                 letting
                 the
                 Appendix
                 alone
                 till
                 they
                 understand
                 all
                 the
                 rest
                 )
                 in
                 reading
                 of
                 which
                 I
                 cause
                 them
                 to
                 spend
                 half
                 an
                 hour
                 for
                 the
                 most
                 part
                 every
                 day
                 ,
                 and
                 by
                 comparing
                 what
                 they
                 read
                 with
                 that
                 in
                 
                   Lilies
                   Grammar
                
                 ,
                 I
                 make
                 them
                 to
                 observe
                 how
                 what
                 they
                 learn
                 in
                 Lily
                 ,
                 ought
                 rightly
                 to
                 be
                 placed
                 ,
                 according
                 to
                 the
                 true
                 method
                 of
                 Grammar
                 Art
                 ,
                 which
                 they
                 see
                 analysed
                 in
                 the
                 Synopsis
                 .
                 They
                 may
                 first
                 
                 read
                 it
                 over
                 in
                 English
                 only
                 ,
                 and
                 then
                 in
                 Latine
                 and
                 English
                 together
                 ,
                 and
                 afterwards
                 only
                 in
                 Latine
                 .
                 And
                 because
                 
                   frequent
                   examination
                   is
                   a
                   main
                   expedient
                   to
                   fasten
                   what
                   is
                   taught
                   ,
                
                 I
                 cause
                 them
                 every
                 Saturday
                 morning
                 ,
                 to
                 make
                 use
                 of
                 
                   Examinatio
                   Latinae
                   Grammaticae
                
                 ,
                 (
                 which
                 is
                 now
                 lately
                 printed
                 )
                 and
                 let
                 one
                 boy
                 ask
                 the
                 questions
                 out
                 of
                 the
                 Book
                 ,
                 and
                 the
                 rest
                 answer
                 him
                 orderly
                 out
                 of
                 the
                 Grammars
                 in
                 their
                 hands
                 .
                 And
                 this
                 I
                 finde
                 ,
                 that
                 
                   a
                   natural
                   and
                   clear
                   method
                   of
                   teaching
                   Grammar
                   ,
                   is
                   the
                   best
                   means
                   that
                   can
                   be
                   devised
                   to
                   open
                   the
                   understanding
                   for
                   the
                   receiving
                   ,
                   or
                   to
                   strengthen
                   the
                   memory
                   for
                   the
                   retaining
                   of
                   any
                   instructions
                   that
                   can
                   be
                   given
                   concerning
                   it
                   .
                
                 And
                 I
                 judge
                 that
                 method
                 to
                 be
                 most
                 natural
                 and
                 easie
                 ,
                 which
                 doth
                 at
                 once
                 lay
                 open
                 the
                 subject
                 that
                 it
                 treateth
                 of
                 ,
                 and
                 enlighten
                 a
                 mean
                 capacity
                 to
                 apprehend
                 it
                 on
                 a
                 suddain
                 ;
                 and
                 which
                 hath
                 withall
                 a
                 power
                 in
                 it self
                 ,
                 that
                 whether
                 the
                 discourse
                 upon
                 the
                 matter
                 be
                 more
                 contracted
                 or
                 enlarged
                 ,
                 it
                 can
                 bring
                 all
                 that
                 can
                 be
                 said
                 of
                 it
                 under
                 a
                 few
                 certain
                 and
                 general
                 Heads
                 ,
                 by
                 way
                 of
                 Common-place
                 ;
                 which
                 being
                 surely
                 kept
                 in
                 minde
                 ,
                 all
                 other
                 documents
                 depending
                 on
                 them
                 ,
                 as
                 particulars
                 ,
                 will
                 easily
                 be
                 remembred
                 .
              
               
               
                 Thus
                 have
                 I
                 freely
                 imparted
                 my
                 thoughts
                 touching
                 the
                 most
                 familiar
                 way
                 that
                 I
                 have
                 hitherto
                 known
                 (
                 either
                 by
                 my
                 Masters
                 ,
                 or
                 my
                 own
                 practice
                 ,
                 or
                 any
                 thing
                 that
                 I
                 have
                 observed
                 by
                 reading
                 ,
                 or
                 converse
                 with
                 experienced
                 School-masters
                 )
                 of
                 teaching
                 the
                 Common
                 Grammar
                 ,
                 and
                 making
                 use
                 of
                 these
                 ordinary
                 School-books
                 in
                 every
                 form
                 ,
                 which
                 are
                 taught
                 in
                 most
                 Schooles
                 in
                 England
                 .
                 And
                 because
                 
                   it
                   belongs
                   chiefly
                   to
                   the
                   Vsher
                   in
                   most
                   of
                   our
                   Grammar-Schools
                   ,
                   to
                   teach
                   children
                   to
                   understand
                   and
                   make
                   use
                   of
                   their
                   Grammar
                   ,
                   and
                   by
                   degrees
                   to
                   furnish
                   them
                   with
                   proper
                   words
                   or
                   good
                   phrase
                   ,
                
                 that
                 they
                 may
                 be
                 able
                 of
                 themselves
                 to
                 write
                 or
                 speak
                 true
                 Latine
                 ,
                 or
                 translate
                 either
                 way
                 pretty
                 elegantly
                 ,
                 before
                 they
                 come
                 under
                 the
                 Master
                 ;
                 I
                 call
                 this
                 part
                 of
                 my
                 
                   discovery
                   The
                   Vshers
                   duty
                   ,
                   wherein
                   he
                   may
                
                 plainly
                 see
                 how
                 he
                 ought
                 to
                 respect
                 
                   the
                   end
                   ,
                   the
                   means
                   ,
                   and
                   the
                   manner
                   how
                
                 to
                 use
                 every
                 help
                 or
                 mean
                 
                   for
                   the
                   better
                
                 dispatch
                 of
                 that
                 which
                 he
                 is
                 continually
                 imployed
                 about
                 ;
                 viz.
                 the
                 well
                 
                   grounding
                   of
                   Children
                   in
                   Grammar
                   learning
                   :
                
                 which
                 may
                 be
                 done
                 in
                 three
                 yeares
                 ,
                 with
                 the
                 ordinary
                 sort
                 of
                 boyes
                 ,
                 even
                 those
                 of
                 the
                 meanest
                 capacity
                 ,
                 if
                 Discretion
                 in
                 every
                 particular
                 be
                 used
                 ,
                 which
                 is
                 
                   beyond
                   any
                   directions
                   that
                   
                   can
                   be
                   given
                   .
                
                 So
                 that
                 under
                 the
                 Usher
                 I
                 admit
                 of
                 three
                 forms
                 ;
                 The
                 first
                 of
                 Enterers
                 ,
                 The
                 second
                 of
                 Practitioners
                 ,
                 The
                 third
                 of
                 Proficients
                 in
                 the
                 knowledge
                 of
                 Grammar
                 .
              
               
                 Having
                 done
                 therefore
                 with
                 grounding
                 children
                 ,
                 (
                 whose
                 inanimadvertency
                 is
                 the
                 Teachers
                 daily
                 trouble
                 (
                 and
                 not
                 to
                 mention
                 their
                 other
                 infirmities
                 )
                 requireth
                 ,
                 that
                 they
                 be
                 held
                 long
                 in
                 one
                 and
                 the
                 same
                 work
                 ,
                 and
                 be
                 made
                 ever
                 and
                 anone
                 to
                 repeat
                 again
                 what
                 they
                 formerly
                 learned
                 )
                 I
                 shall
                 next
                 adde
                 somewhat
                 concerning
                 teaching
                 men
                 at
                 spare
                 hours
                 in
                 private
                 ,
                 with
                 whom
                 (
                 by
                 reason
                 of
                 their
                 stronger
                 capacities
                 ,
                 and
                 more
                 use
                 of
                 reason
                 )
                 a
                 far
                 speedier
                 course
                 may
                 be
                 taken
                 ,
                 and
                 greater
                 Proficiency
                 may
                 be
                 made
                 in
                 half
                 a
                 year
                 ,
                 then
                 can
                 be
                 expected
                 from
                 children
                 in
                 three
                 years
                 space
                 .
                 And
                 what
                 I
                 shall
                 here
                 deliver
                 is
                 confirmed
                 by
                 that
                 experiment
                 which
                 I
                 have
                 made
                 with
                 many
                 young
                 Gentlemen
                 ,
                 for
                 these
                 eleven
                 or
                 twelve
                 years
                 together
                 last
                 past
                 ,
                 in
                 London
                 ;
                 who
                 being
                 very
                 sensible
                 of
                 their
                 own
                 want
                 of
                 the
                 Latine
                 tongue
                 ,
                 and
                 desirous
                 (
                 if
                 possibly
                 )
                 to
                 attain
                 it
                 ,
                 have
                 thought
                 no
                 cost
                 nor
                 pains
                 too
                 little
                 to
                 be
                 employed
                 for
                 gaining
                 of
                 it
                 ,
                 and
                 yet
                 in
                 few
                 moneths
                 ,
                 they
                 have
                 
                 either
                 been
                 so
                 grounded
                 ,
                 as
                 to
                 be
                 able
                 to
                 help
                 themselves
                 in
                 a
                 plain
                 Authour
                 ,
                 in
                 case
                 they
                 knew
                 nothing
                 before
                 ;
                 or
                 so
                 perfected
                 ,
                 as
                 to
                 grapple
                 with
                 the
                 most
                 difficult
                 and
                 exactest
                 Authours
                 ,
                 in
                 case
                 they
                 had
                 formerly
                 but
                 a
                 smattering
                 of
                 the
                 Language
                 ;
                 and
                 this
                 they
                 have
                 obtained
                 at
                 leisure
                 time
                 ,
                 and
                 at
                 far
                 lesse
                 expense
                 ,
                 then
                 they
                 now
                 prize
                 the
                 jewel
                 at
                 ,
                 which
                 they
                 hav
                 .
                 In
                 teaching
                 of
                 a
                 man
                 then
                 ,
                 I
                 require
                 none
                 of
                 those
                 helps
                 ,
                 which
                 I
                 have
                 provided
                 for
                 childrens
                 uses
                 ,
                 (
                 though
                 perhaps
                 he
                 may
                 find
                 benefit
                 to
                 himself
                 by
                 perusing
                 them
                 in
                 private
                 )
                 only
                 I
                 desire
                 him
                 at
                 the
                 first
                 to
                 get
                 
                   an
                   easie
                   entrance
                   to
                   the
                   Latine
                   tongue
                   ,
                
                 and
                 by
                 it
                 I
                 shew
                 him
                 as
                 briefly
                 ,
                 orderly
                 and
                 plainly
                 as
                 I
                 can
                 ,
              
               
                 1.
                 
                 How
                 he
                 ought
                 to
                 distinguish
                 words
                 ,
                 so
                 as
                 to
                 know
                 what
                 part
                 of
                 Speech
                 any
                 word
                 is
                 .
              
               
                 2.
                 
                 To
                 tell
                 what
                 belongeth
                 to
                 every
                 several
                 Part
                 of
                 Speech
                 .
              
               
                 3.
                 
                 To
                 get
                 the
                 Examples
                 of
                 the
                 Declensions
                 &
                 Conjugations
                 very
                 exactly
                 ,
                 so
                 as
                 to
                 know
                 what
                 any
                 Noun
                 or
                 Verb
                 signifieth
                 ,
                 according
                 to
                 its
                 Termination
                 :
                 and
                 to
                 store
                 him
                 with
                 words
                 ,
                 I
                 advise
                 him
                 to
                 peruse
                 a
                 Chapter
                 in
                 the
                 Vocabulary
                 (
                 at
                 least
                 )
                 once
                 every
                 day
                 ,
                 and
                 to
                 observe
                 the
                 
                 Latine
                 names
                 of
                 such
                 things
                 as
                 are
                 common
                 in
                 use
                 ,
                 and
                 better
                 known
                 to
                 him
                 .
              
               
                 4.
                 
                 Then
                 I
                 acquaint
                 him
                 with
                 the
                 most
                 general
                 Rules
                 of
                 Concordance
                 and
                 Construction
                 ,
                 and
                 help
                 him
                 to
                 understand
                 them
                 by
                 
                   sundry
                   short
                   examples
                   appliable
                   thereunto
                
                 .
              
               
                 5.
                 
                 Last
                 of
                 all
                 ,
                 I
                 cause
                 him
                 to
                 take
                 some
                 of
                 the
                 Collectanea
                 ,
                 and
                 help
                 him
                 to
                 construe
                 ,
                 parse
                 ,
                 imitate
                 ,
                 and
                 alter
                 them
                 ,
                 untill
                 he
                 be
                 able
                 to
                 adventure
                 upon
                 some
                 easy
                 Authour
                 .
              
               
                 After
                 he
                 be
                 thus
                 made
                 well
                 acquainted
                 with
                 
                   the
                   Grounds
                   of
                   Grammar
                
                 ,
                 I
                 bid
                 him
                 to
                 procure
                 the
                 
                   Latine
                   Grammar
                   fitted
                
                 for
                 his
                 use
                 ,
                 as
                 well
                 as
                 
                   for
                   Schooles
                
                 ;
                 and
                 together
                 with
                 it
                 a
                 Latine
                 Testament
                 ,
                 or
                 Bible
                 ,
                 and
                 then
                 I
                 cause
                 him
                 to
                 read
                 over
                 his
                 Grammar
                 (
                 by
                 as
                 much
                 at
                 once
                 as
                 he
                 can
                 well
                 peruse
                 in
                 halfe
                 an
                 houre
                 )
                 and
                 be
                 sure
                 that
                 he
                 thorowly
                 understand
                 it
                 ;
                 and
                 after
                 every
                 one
                 of
                 the
                 foure
                 Parts
                 of
                 Grammar
                 ,
                 I
                 give
                 him
                 a
                 Praxis
                 of
                 it
                 ;
                 by
                 exercising
                 whereof
                 ,
                 he
                 may
                 easily
                 know
                 how
                 to
                 use
                 his
                 Rules
                 ,
                 and
                 where
                 to
                 find
                 them
                 .
              
               
                 When
                 by
                 this
                 meanes
                 he
                 can
                 tell
                 what
                 to
                 do
                 with
                 his
                 Grammar
                 ,
                 I
                 turn
                 him
                 to
                 
                   the
                   Latine
                   Testament
                
                 ,
                 (
                 beginning
                 with
                 the
                 first
                 Chapter
                 of
                 Saint
                 Johns
                 Gospel
                 ,
                 because
                 it
                 is
                 most
                 easy
                 )
                 and
                 there
                 I
                 make
                 him
                 (
                 by
                 giving
                 him
                 some
                 few
                 directions
                 ,
                 which
                 he
                 
                 hath
                 ,
                 together
                 with
                 his
                 
                   Grounds
                   of
                   Grammar
                
                 )
                 to
                 learn
                 to
                 construe
                 of
                 himselfe
                 six
                 ,
                 eight
                 ,
                 or
                 ten
                 verses
                 ,
                 with
                 the
                 help
                 of
                 his
                 
                   English
                   Bible
                
                 ;
                 and
                 to
                 parse
                 them
                 exactly
                 according
                 to
                 his
                 Grammar
                 ,
                 and
                 by
                 going
                 over
                 three
                 or
                 four
                 Chapters
                 ,
                 he
                 will
                 be
                 able
                 to
                 proceed
                 understandingly
                 in
                 his
                 
                   Latine
                   Bible
                
                 without
                 help
                 .
              
               
                 Which
                 when
                 he
                 can
                 do
                 ,
                 I
                 advise
                 him
                 to
                 get
                 
                   Corderius
                   English
                   and
                   Latine
                
                 ,
                 where
                 he
                 is
                 chiefly
                 to
                 take
                 notice
                 of
                 the
                 phrases
                 ,
                 how
                 they
                 differ
                 ,
                 in
                 both
                 languages
                 ,
                 and
                 to
                 imitate
                 here
                 and
                 there
                 a
                 Colloquie
                 ,
                 to
                 try
                 what
                 good
                 Latine
                 he
                 can
                 write
                 or
                 speak
                 of
                 himself
                 .
                 And
                 now
                 I
                 commend
                 to
                 his
                 own
                 private
                 reading
                 ,
                 
                   Dialogi
                   Gallico
                   Anglo-Latini
                
                 ,
                 by
                 D●gres
                 ,
                 
                   Dictionarium
                   octo-lingue
                
                 ,
                 or
                 
                   the
                   Schoolmaster
                
                 ,
                 Printed
                 formerly
                 by
                 
                   Michael
                   Sparks
                
                 ,
                 and
                 
                   Janua
                   Linguarum
                
                 ,
                 or
                 rather
                 
                   Janua
                   Latinae
                   linguae
                
                 ,
                 and
                 the
                 like
                 ;
                 by
                 perusal
                 of
                 which
                 ,
                 together
                 with
                 Corderius
                 ,
                 he
                 may
                 be
                 furnished
                 with
                 copy
                 of
                 words
                 and
                 phrases
                 ,
                 for
                 common
                 discourse
                 in
                 Latine
                 .
                 Afterwards
                 I
                 help
                 him
                 in
                 reading
                 
                   Aesop's
                   Fables
                
                 ,
                 to
                 consture
                 and
                 parse
                 ,
                 and
                 imitate
                 a
                 Period
                 ,
                 or
                 more
                 in
                 〈◊〉
                 of
                 them
                 ,
                 thereby
                 to
                 acquaint
                 himself
                 〈◊〉
                 the
                 artificial
                 manner
                 of
                 placing
                 words
                 .
                 And
                 when
                 I
                 see
                 he
                 dare
                 adventure
                 upon
                 the
                 Latine
                 alone
                 ,
                 I
                 make
                 him
                 
                 read
                 Terence
                 over
                 and
                 over
                 ,
                 and
                 to
                 observe
                 all
                 the
                 difficulties
                 of
                 Grammar
                 that
                 he
                 meets
                 in
                 him
                 ,
                 and
                 after
                 he
                 is
                 once
                 Master
                 of
                 his
                 stile
                 ,
                 he
                 will
                 be
                 pretty
                 well
                 able
                 for
                 any
                 Latine
                 Book
                 ,
                 of
                 which
                 I
                 allow
                 him
                 to
                 take
                 his
                 choice
                 .
              
               
                 VVhether
                 he
                 will
                 read
                 
                   Tully
                   ,
                   Pliny
                   ,
                   Seneca
                
                 ,
                 or
                 Lipsius
                 for
                 Epistles
                 .
                 
                   Justin
                   ,
                   Salust
                   ,
                   Lucius
                   Florus
                   ,
                
                 or
                 Caesar
                 for
                 History
                 .
                 
                   Virgil
                   ,
                   Ovid
                   ,
                   Lucan
                
                 ,
                 or
                 Horace
                 for
                 Poetry
                 .
              
               
                 And
                 when
                 I
                 see
                 he
                 can
                 read
                 these
                 understandingly
                 ,
                 I
                 judge
                 him
                 able
                 to
                 peruse
                 any
                 Latine
                 Authour
                 of
                 himself
                 ,
                 by
                 the
                 help
                 of
                 Coopers
                 Dictionary
                 ,
                 and
                 good
                 Commentators
                 ,
                 or
                 Scholiasts
                 .
              
               
                 These
                 Authors
                 which
                 I
                 have
                 mentioned
                 ▪
                 are
                 most
                 of
                 them
                 in
                 English
                 ;
                 as
                 also
                 
                   Livie
                   Plinies
                   natural
                   History
                   ,
                   Tacitus
                   ,
                
                 and
                 othe●
                 excellent
                 Books
                 ,
                 which
                 he
                 may
                 peruse
                 together
                 with
                 the
                 Latine
                 ,
                 and
                 by
                 comparing
                 both
                 Languages
                 together
                 ,
                 he
                 may
                 become
                 very
                 expert
                 in
                 both
                 .
                 Yet
                 I
                 would
                 advis●
                 him
                 to
                 translate
                 some
                 little
                 Books
                 of
                 himself
                 ;
                 First
                 out
                 of
                 Latine
                 into
                 English
                 ,
                 and
                 then
                 out
                 of
                 English
                 into
                 Latine
                 ,
                 which
                 will
                 at
                 once
                 furnish
                 him
                 with
                 all
                 points
                 o●
                 Grammar
                 ,
                 and
                 the
                 right
                 use
                 and
                 orderi●●
                 of
                 words
                 ,
                 and
                 in
                 a
                 short
                 time
                 bring
                 〈◊〉
                 to
                 the
                 like
                 eloquence
                 .
              
               
                 Mr.
                 Ascham
                 commendeth
                 
                   Tully
                   de
                   senctute
                
                 ,
                 
                 and
                 his
                 Epistles
                 .
                 
                   Ad
                   Quintum
                   Fratrem
                   ,
                   &
                   ad
                   Lentulum
                   ,
                
                 for
                 this
                 purpose
                 .
              
               
                 If
                 he
                 would
                 exercise
                 himself
                 in
                 Oratory
                 or
                 Poetry
                 ,
                 I
                 suppose
                 his
                 best
                 way
                 is
                 to
                 imitate
                 the
                 most
                 excellent
                 pieces
                 of
                 either
                 ,
                 that
                 he
                 findes
                 in
                 the
                 best
                 and
                 purest
                 Authors
                 ,
                 (
                 especially
                 Tully
                 and
                 Virgil
                 )
                 till
                 he
                 can
                 do
                 well
                 of
                 himself
                 Horace
                 and
                 
                   Buchanan's
                   Psalms
                
                 will
                 sufficiently
                 store
                 him
                 with
                 variety
                 of
                 Verses
                 .
              
               
                 And
                 now
                 if
                 one
                 should
                 ask
                 me
                 before
                 I
                 conclude
                 this
                 Book
                 ,
                 and
                 begin
                 with
                 the
                 next
                 ,
                 whether
                 it
                 be
                 not
                 possible
                 for
                 men
                 or
                 children
                 to
                 learn
                 Latine
                 ,
                 as
                 well
                 as
                 English
                 ,
                 without
                 Grammar-Rules
                 .
              
               
                 I
                 answer
                 .
                 First
                 ,
                 that
                 it
                 is
                 hardly
                 possible
                 ,
                 because
                 the
                 Latine
                 tongue
                 is
                 not
                 so
                 familiarly
                 spoken
                 ,
                 as
                 English
                 ;
                 which
                 is
                 gotten
                 only
                 by
                 hearing
                 and
                 imitation
                 .
              
               
                 2.
                 
                 That
                 it
                 is
                 not
                 the
                 better
                 way
                 ,
                 partly
                 because
                 they
                 that
                 are
                 well
                 acquainted
                 with
                 Grammar
                 ,
                 know
                 when
                 they
                 or
                 others
                 speak
                 well
                 ,
                 and
                 when
                 they
                 speak
                 ill
                 ;
                 whereas
                 they
                 that
                 are
                 ignorant
                 of
                 the
                 Rules
                 ,
                 take
                 any
                 Latine
                 for
                 good
                 ,
                 be
                 it
                 never
                 so
                 barbarous
                 ,
                 or
                 full
                 of
                 Solaecismes
                 ,
                 and
                 partly
                 ,
                 because
                 they
                 that
                 are
                 skilful
                 in
                 Grammar
                 ,
                 are
                 able
                 to
                 doe
                 something
                 in
                 reading
                 Authours
                 ,
                 or
                 translating
                 ,
                 or
                 writing
                 Epistles
                 ,
                 
                 or
                 the
                 like
                 ,
                 by
                 themselves
                 ;
                 whereas
                 they
                 that
                 learne
                 Latine
                 without
                 any
                 Rule
                 ,
                 are
                 able
                 to
                 do
                 nothing
                 surely
                 if
                 their
                 Teacher
                 be
                 away
                 .
                 Besides
                 ,
                 if
                 the
                 Latine
                 be
                 once
                 well
                 gotten
                 by
                 Rule
                 ,
                 it
                 is
                 not
                 so
                 apt
                 to
                 be
                 forgotten
                 ;
                 as
                 if
                 it
                 be
                 learned
                 only
                 by
                 rote
                 ,
                 because
                 the
                 learner
                 is
                 at
                 any
                 time
                 able
                 to
                 recover
                 what
                 he
                 hath
                 lost
                 by
                 the
                 help
                 of
                 his
                 own
                 intellect
                 ,
                 having
                 the
                 habit
                 of
                 Grammar
                 in
                 his
                 mind
                 .
                 Yet
                 (
                 I
                 conceive
                 )
                 it
                 is
                 the
                 readiest
                 way
                 to
                 the
                 gaining
                 of
                 this
                 Language
                 ;
                 to
                 joyn
                 assiduity
                 of
                 speaking
                 and
                 reading
                 ,
                 and
                 writing
                 ,
                 and
                 especially
                 double
                 translating
                 to
                 the
                 Rules
                 ;
                 for
                 as
                 the
                 one
                 affordeth
                 us
                 words
                 and
                 phrase
                 ,
                 and
                 the
                 other
                 directs
                 us
                 how
                 to
                 order
                 them
                 for
                 a
                 right
                 speech
                 ;
                 so
                 the
                 exercise
                 of
                 both
                 will
                 at
                 last
                 beget
                 such
                 an
                 Habit
                 in
                 us
                 ,
                 that
                 we
                 may
                 increase
                 our
                 ability
                 to
                 speak
                 and
                 understand
                 pure
                 Latine
                 ,
                 though
                 (
                 perhaps
                 )
                 the
                 Rules
                 of
                 Grammer
                 ,
                 be
                 forgotten
                 by
                 us
                 .
              
               
                 Having
                 here
                 done
                 with
                 the
                 
                   Vshers
                   Duty
                
                 ,
                 I
                 shall
                 (
                 God
                 willing
                 )
                 go
                 on
                 to
                 discover
                 
                   the
                   Masters
                   Method
                
                 in
                 every
                 particular
                 ,
                 according
                 to
                 what
                 I
                 have
                 either
                 practised
                 my self
                 ,
                 or
                 observed
                 from
                 others
                 of
                 my
                 profession
                 .
                 And
                 I
                 hope
                 this
                 my
                 slender
                 discovery
                 will
                 excite
                 some
                 of
                 greater
                 practise
                 and
                 experience
                 ,
                 to
                 commit
                 also
                 to
                 
                 publick
                 their
                 own
                 observations
                 ;
                 by
                 whom
                 if
                 I
                 may
                 be
                 convinced
                 ,
                 that
                 I
                 have
                 any
                 where
                 gone
                 in
                 an
                 erroneous
                 way
                 ,
                 I
                 shall
                 willingly
                 retract
                 my
                 course
                 ,
                 and
                 endevour
                 to
                 stere
                 by
                 any
                 mans
                 Chart
                 ,
                 that
                 I
                 finde
                 more
                 caste
                 and
                 sure
                 ,
                 to
                 direct
                 me
                 .
                 In
                 the
                 mean
                 time
                 ,
                 I
                 commit
                 my
                 little
                 vessel
                 to
                 the
                 waters
                 all
                 alone
                 ,
                 and
                 desire
                 God
                 ,
                 that
                 whatever
                 Dangers
                 attend
                 it
                 ,
                 he
                 would
                 so
                 protect
                 and
                 prosper
                 it
                 ,
                 that
                 it
                 may
                 safely
                 arrive
                 to
                 the
                 Port
                 which
                 I
                 chiefly
                 aim
                 at
                 ;
                 viz.
                 the
                 honour
                 and
                 service
                 of
                 his
                 divine
                 Majesty
                 ,
                 and
                 the
                 benefitting
                 of
                 both
                 Church
                 and
                 Common
                 wealth
                 ,
                 in
                 the
                 good
                 education
                 of
                 children
                 .
              
            
          
        
      
       
         
           
             
             
             
               THE
               MASTERS
               METHOD
               ,
               OR
               THE
               Exercising
               of
               Scholars
               In
               
                 GRAMMARS
                 ,
                 Authours
              
               ,
               and
               
                 Exercises
                 ;
                 GREEK
                 ,
                 LATINE
              
               ,
               and
               
                 HEBREW
                 .
                 By
              
               C.
               H.
               
            
             
               LONDON
               ,
               Printed
               by
               
                 J.
                 T.
              
               for
               
                 Andrew
                 Crook
              
               ,
               at
               the
               
                 Green
                 Dragon
              
               in
               Pauls
               Church-yard
               ;
               1659.
               
            
          
        
         
           
             
             
             
               CHAP.
               1.
               
            
             
               
                 How
                 to
                 make
                 the
                 Scholars
                 of
                 the
                 fourth
                 Form
                 very
                 perfect
                 in
                 the
                 Art
                 of
                 Grammar
                 ,
                 and
                 Elements
                 of
                 Rhetorick
                 ;
                 &
                 how
                 to
                 enter
                 them
                 upon
                 Greek
                 in
                 an
                 easy
                 way
                 .
                 How
                 to
                 practise
                 them
                 (
                 as
                 they
                 read
                 Terence
                 ,
                 and
                 Ovid
                 de
                 Tristibus
                 ,
                 and
                 his
                 Metamorphosis
                 ,
                 and
                 Janua
                 Latinae
                 linguae
                 ,
                 and
                 Sturmius
                 ,
                 and
                 Textor's
                 Epistles
                 )
                 in
                 getting
                 Copy
                 of
                 words
                 ,
                 and
                 learning
                 their
                 Derivations
                 and
                 Differences
                 ,
                 and
                 in
                 varying
                 phrases
                 .
                 How
                 to
                 shew
                 them
                 the
                 right
                 way
                 of
                 double
                 translating
                 ,
                 and
                 writing
                 a
                 most
                 pure
                 Latine
                 style
                 .
                 How
                 to
                 acquaint
                 them
                 with
                 all
                 sorts
                 of
                 English
                 and
                 Latine
                 verses
                 ,
                 and
                 to
                 enable
                 them
                 to
                 write
                 faimiliar
                 and
                 elegant
                 Epistles
                 either
                 in
                 English
                 or
                 Latine
                 ,
                 upon
                 all
                 occasions
                 .
              
            
             
               THe
               Vsher
               
                 having
                 throughly
                 performed
                 his
                 Duty
                 ,
                 so
                 as
              
               to
               lay
               a
               sure
               foundation
               by
               teaching
               Grammar
               ,
               and
               lower
               Authours
               and
               using
               other
               helps
               
                 for
                 mentioned
              
               ,
               to
               acquaint
               his
               Scholars
               with
               the
               words
               ,
               and
               order
               of
               the
               Latine
               tongue
               ,
               as
               well
               for
               speaking
               ,
               as
               writing
               
               it
               :
               The
               Master
               
                 may
                 more
                 cheerfully
                 proceed
                 to
                 build
                 further
                 ,
                 and
                 in
                 so
                 doing
                 ,
              
               he
               should
               be
               as
               carefull
               to
               keep
               what
               is
               well
               gotten
               ,
               as
               diligent
               to
               adde
               thereunto
               .
               
                 I
                 would
                 advise
                 therefore
                 ,
                 that
                 the
                 Scholars
                 of
                 this
                 fourth
                 form
                 may
                 ,
              
            
             
               1.
               
               Every
               morning
               read
               six
               or
               ten
               verses
               (
               as
               formerly
               )
               out
               of
               the
               
                 Latine
                 Testament
              
               into
               English
               ,
               that
               thus
               they
               may
               be
               become
               well
               acquainted
               with
               the
               matter
               ,
               and
               words
               of
               that
               most
               holy
               Book
               ;
               and
               after
               they
               are
               acquainted
               with
               the
               
                 Greek
                 Testament
              
               ,
               they
               may
               proceed
               with
               it
               in
               like
               manner
               .
            
             
               2.
               
               Every
               Thursday
               morning
               repeat
               a
               part
               out
               of
               the
               
                 Latine
                 Grammar
              
               ,
               according
               as
               it
               is
               last
               divided
               ,
               that
               by
               that
               meanes
               they
               may
               constantly
               say
               it
               over
               once
               every
               quarter
               .
               And
               because
               their
               wits
               are
               now
               ripe
               for
               understanding
               Grammar
               notions
               ,
               where
               ever
               they
               meet
               with
               them
               ,
               I
               would
               have
               them
               every
               one
               to
               provide
               
                 a
                 Paper-book
                 of
                 two
                 quires
              
               in
               Quarto
               ,
               in
               the
               beginning
               whereof
               ,
               they
               should
               write
               the
               Heads
               of
               Grammar
               by
               way
               of
               common
               place
               ,
               as
               they
               see
               it
               in
               my
               
                 Latine
                 Grammar
              
               ,
               and
               having
               noted
               the
               pages
               ,
               they
               should
               again
               write
               over
               the
               same
               Heads
               ,
               (
               leaving
               a
               larger
               or
               lesse
               distance
               betwixt
               them
               ,
               as
               they
               conceive
               they
               may
               finde
               more
               or
               lesse
               
               matter
               to
               fill
               them
               withall
               )
               in
               the
               leaves
               of
               their
               Book
               ,
               and
               insert
               all
               niceties
               of
               Grammar
               that
               they
               finde
               ,
               either
               in
               their
               daily
               lessons
               ,
               or
               in
               perusing
               other
               Books
               at
               spare
               houres
               ,
               especially
               such
               as
               either
               methodically
               ,
               or
               critically
               treat
               of
               Grammar
               ;
               amongst
               which
               I
               commend
               
                 Mr.
                 Brinsley's
                 posing
                 of
                 the
                 Accidents
                 .
                 The
                 Animadversions
                 upon
                 Lilies
                 Grammar
                 ,
                 Stockwoods
                 disputations
                 ,
                 Mr.
                 Pooles
                 English
                 Accidents
                 ,
                 Hermes
                 Anglo-Latinus
                 ,
                 Phalerii
                 Supplementa
                 ad
                 Grammaticam
                 ,
                 Mr.
                 Birds
                 ,
                 Mr.
                 Shirleyes
                 ,
                 Mr.
                 Burleyes
                 ,
                 Mr.
                 Hawkins
                 ,
                 Mr.
                 Gregories
                 ,
                 Mr.
                 Haynes
                 ,
                 Mr.
                 Danes
                 ,
                 Mr.
                 Farnabies
                 ,
              
               and
               other
               late
               printed
               
                 new
                 Grammars
              
               ,
               (
               which
               they
               may
               read
               in
               private
               one
               after
               another
               )
               will
               afford
               them
               several
               observations
               .
               As
               for
               
                 Authores
                 Grammaticae
                 Antiqui
              
               ,
               which
               are
               commonly
               printed
               together
               ;
               
                 Dispauterius
                 ,
                 Linacer
                 ,
                 Melancthon
                 ,
                 Valerius
                 ,
                 Alvarez
                 ,
                 Rhemus
                 ,
                 Sulpitius
                 ,
                 Vossius
                 ,
              
               and
               the
               like
               ,
               either
               ancient
               or
               modern
               ,
               they
               may
               take
               the
               opportunity
               to
               read
               them
               ,
               after
               they
               come
               to
               higher
               Forms
               ,
               and
               pick
               out
               of
               them
               such
               pretty
               notes
               ,
               as
               they
               have
               not
               formerly
               met
               withall
               ,
               and
               write
               them
               in
               their
               Common-place-booke
               .
               And
               because
               it
               may
               seem
               a
               needlesse
               labour
               for
               every
               Scholar
               to
               be
               thus
               imployed
               ,
               and
               it
               is
               (
               almost
               )
               impossible
               for
               one
               alone
               to
               procure
               so
               many
               
               Grammars
               ,
               
                 it
                 were
                 to
                 be
                 wished
                 ,
                 that
                 in
                 every
                 Schoole
                 of
                 note
                 ,
                 there
                 might
                 be
                 a
                 Library
                 ,
                 wherein
                 all
                 the
                 best
                 Grammars
                 that
                 can
                 be
                 gotten
                 ,
                 might
                 be
                 kept
                 ,
                 and
                 lent
                 to
                 those
                 boyes
                 ,
                 that
                 are
                 more
                 industriously
                 addicted
                 to
                 Grammar
                 Art
                 ,
                 and
                 which
                 intend
                 to
                 be
                 Scholars
                 ,
                 that
                 they
                 may
                 read
                 them
                 over
                 ,
                 and
                 refer
                 what
                 they
                 like
                 in
                 them
                 to
                 its
                 proper
                 Head.
              
               And
               to
               encourage
               them
               in
               so
               doing
               ,
               the
               Master
               may
               do
               well
               at
               the
               first
               to
               direct
               them
               ,
               and
               afterwards
               at
               leisure
               times
               to
               cast
               an
               eye
               upon
               their
               Books
               ,
               and
               see
               what
               they
               have
               collected
               of
               themselves
               .
               But
               be
               sure
               that
               they
               keep
               their
               Paper-book
               fair
               ,
               and
               that
               they
               write
               constantly
               in
               it
               ,
               with
               a
               legible
               and
               even
               hand
               .
            
             
               3.
               
               Thus
               they
               may
               have
               liberty
               to
               learn
               Rhetorick
               on
               Mondayes
               ,
               Tuesdayes
               ,
               and
               Wednesdayes
               ,
               for
               morning
               Parts
               .
               And
               to
               enter
               them
               in
               that
               Art
               of
               fine
               speaking
               ,
               they
               may
               make
               use
               of
               
                 Elementa
                 Rhetorices
              
               ,
               lately
               printed
               by
               
                 Mr.
                 Dugard
              
               ,
               and
               out
               of
               it
               learn
               the
               Tropes
               and
               Figures
               ,
               according
               to
               the
               definitions
               given
               by
               Talaeus
               ,
               and
               afterwards
               more
               illustrated
               by
               
                 Mr.
                 Butler
              
               .
               Out
               of
               either
               of
               which
               books
               ,
               they
               may
               be
               helped
               with
               store
               of
               examples
               ,
               to
               explain
               the
               Definitions
               ,
               so
               as
               they
               may
               know
               any
               Trope
               or
               Figure
               that
               they
               meet
               with
               in
               their
               own
               Authours
               .
               When
               they
               have
               throughly
               
               learnt
               that
               little
               book
               ,
               they
               may
               make
               a
               Synopsis
               of
               it
               ,
               whereby
               to
               see
               its
               order
               ,
               and
               how
               every
               thing
               hangs
               together
               ,
               and
               then
               write
               the
               Common
               place
               heads
               in
               a
               Paper-book
               (
               as
               I
               have
               mentioned
               before
               touching
               Grammar
               )
               unto
               which
               they
               may
               referre
               ;
               whatever
               they
               like
               in
               the
               late
               
                 English
                 Rhetorick
                 ,
                 Mr.
                 Farnabies
                 Index
                 Rhetoricus
                 ,
                 Susenbrotus
                 ,
                 Mr.
                 Hornes
                 Compendium
                 Rhetorices
                 ,
              
               or
               the
               like
               ,
               till
               they
               be
               better
               able
               to
               peruse
               other
               Authours
               ,
               that
               more
               fully
               treat
               of
               the
               Art
               ;
               as
               ,
               
                 Vossius's
                 Partitiones
                 Oratoriae
                 .
                 Orator
                 extemporaneus
                 ,
                 Tesmari
                 exercitationes
                 Rhetoricae
                 ,
                 Nic.
                 Caussinus
                 .
                 Paiot
                 de
                 elequentiâ
                 ,
              
               and
               many
               others
               ;
               with
               which
               a
               School-Library
               should
               be
               very
               well
               furnished
               for
               the
               Scholars
               to
               make
               use
               on
               ,
               accordingly
               as
               they
               increase
               in
               ability
               of
               learning
               .
            
             
               These
               
                 Elementa
                 Rhetorices
              
               in
               their
               first
               going
               over
               ,
               should
               be
               explained
               by
               the
               Master
               ,
               and
               construed
               by
               the
               Scholars
               ,
               and
               every
               example
               compared
               with
               its
               Definition
               .
               And
               the
               Scholars
               should
               now
               be
               diligent
               of
               themselves
               to
               observe
               every
               Trop
               and
               Figure
               ,
               that
               occurre
               in
               their
               present
               Authours
               ,
               and
               when
               they
               say
               ,
               to
               render
               it
               with
               its
               full
               definition
               ,
               and
               if
               any
               be
               more
               eminent
               and
               worthy
               observation
               then
               others
               ,
               to
               write
               it
               down
               in
               their
               Common-place-book
               ,
               
               and
               by
               this
               means
               they
               will
               come
               to
               the
               perfect
               understanding
               of
               them
               in
               a
               quarter
               of
               a
               yeares
               time
               ,
               and
               with
               more
               ease
               commit
               it
               all
               to
               memory
               by
               constant
               parts
               ,
               saying
               a
               whole
               Chapter
               together
               at
               once
               ;
               which
               afterwards
               they
               may
               keep
               by
               constant
               Repetitions
               ,
               as
               they
               do
               their
               Grammar
               .
            
             
               4.
               
               When
               they
               have
               passed
               their
               Rhetorick
               ,
               you
               may
               let
               them
               bestow
               those
               hours
               ,
               which
               they
               spent
               about
               it
               ,
               in
               getting
               the
               Greek
               Grammar
               for
               morning
               parts
               .
               And
               because
               in
               learning
               this
               Language
               ,
               as
               well
               as
               the
               Latine
               ,
               
                 we
                 are
                 to
                 proceed
                 by
                 one
                 Rule
                 ,
                 which
                 is
                 most
                 common
                 and
                 certain
              
               ;
               I
               preferre
               
                 Camdens
                 Greek
                 Grammar
              
               before
               any
               that
               I
               have
               yet
               seen
               ,
               (
               though
               perhaps
               it
               be
               not
               so
               facill
               ,
               or
               so
               compleat
               as
               some
               latelier
               printed
               ,
               especially
               those
               that
               are
               set
               out
               by
               my
               worthy
               friends
               ,
               
                 Mr.
                 Busbie
              
               of
               Westminster
               ,
               and
               
                 Mr.
                 Dugard
              
               of
               Merchant
               Taylors
               Schoole
               )
               in
               the
               first
               going
               over
               of
               which
               ,
               I
               would
               have
               them
               to
               repeat
               onely
               the
               Greek
               letters
               ,
               and
               their
               divisions
               ,
               the
               Accents
               ,
               and
               eight
               Parts
               of
               Speech
               ,
               the
               Articles
               ,
               Declensions
               ,
               and
               Conjugations
               ,
               the
               Adverbs
               ,
               Conjunctions
               ,
               and
               Prepositions
               by
               several
               parts
               ,
               as
               they
               are
               best
               able
               to
               get
               them
               ,
               and
               to
               write
               down
               so
               much
               as
               they
               say
               at
               once
               in
               a
               fair
               Paper-book
               ,
               
               very
               exactly
               observing
               and
               marking
               every
               Accent
               ,
               and
               note
               of
               distinction
               .
               And
               this
               will
               quickly
               enable
               them
               to
               write
               or
               read
               Greek
               very
               truly
               ,
               especially
               if
               they
               minde
               the
               abbreviated
               characters
               ,
               which
               are
               now
               lately
               printed
               at
               the
               end
               of
               most
               of
               these
               Grammars
               .
               This
               work
               will
               take
               up
               
                 about
                 a
                 quarter
                 of
                 a
                 years
                 time
                 .
              
            
             
               In
               the
               next
               half
               year
               ,
               they
               may
               get
               over
               the
               whole
               Grammar
               in
               that
               order
               ,
               as
               it
               is
               printed
               .
               And
               in
               the
               interim
               thereof
               ,
               they
               may
               make
               use
               of
               their
               
                 Greek
                 Testament
              
               every
               morning
               after
               prayers
               ,
               in
               like
               manner
               as
               they
               formerly
               used
               their
               Latine
               one
               .
               They
               may
               begin
               with
               the
               Gospel
               of
               
                 S.
                 John
              
               ,
               which
               at
               the
               first
               you
               may
               help
               them
               to
               construe
               and
               parse
               verbatim
               ,
               but
               after
               a
               while
               when
               they
               have
               gathered
               strength
               to
               do
               somewhat
               of
               themselves
               ,
               you
               may
               let
               them
               make
               use
               of
               
                 Pasors
                 Lexicon
              
               ,
               which
               they
               will
               better
               do
               ,
               by
               help
               of
               the
               Themes
               ,
               which
               I
               caused
               to
               be
               printed
               
                 in
                 the
                 Margent
                 of
                 the
                 Greek
                 Testament
                 ,
              
               which
               will
               lead
               them
               to
               Pasor
               ,
               to
               see
               the
               Analysis
               of
               any
               word
               in
               the
               Testament
               .
               
                 Mr.
                 Dugard
              
               hath
               lately
               compleated
               
                 his
                 Lexicon
                 Graeci
                 Testamenti
                 Alphabeticum
                 ,
                 unâ
                 cum
                 explicatione
                 Grammaticâ
                 vocum
                 singularum
                 in
                 usum
                 Tironum
                 ;
                 nec
                 non
                 concordantia
                 singulis
                 vocibus
                 apposita
                 ,
                 in
                 usum
                 Theologiae
                 
                 canditatorum
              
               ;
               which
               were
               it
               once
               committed
               to
               the
               presse
               ,
               as
               it
               now
               lyeth
               ready
               in
               his
               hand
               ,
               would
               be
               
                 a
                 most
                 excellent
                 help
                 to
                 young
                 Scholars
                 ,
                 to
                 proceed
                 in
                 the
                 Greek
                 Testament
                 of
                 themselves
                 ,
                 in
                 an
                 understanding
                 and
                 Grammatical
                 way
                 .
              
               And
               I
               hope
               it
               will
               not
               be
               long
               ere
               he
               publish
               it
               for
               common
               use
               .
               When
               they
               have
               gone
               over
               the
               Declensions
               and
               Conjugations
               ,
               and
               are
               able
               to
               write
               Greek
               in
               a
               very
               fair
               and
               legible
               character
               ,
               let
               them
               write
               out
               the
               Paradigmes
               of
               every
               Declension
               and
               Conjugation
               ,
               and
               divide
               the
               moveable
               part
               of
               the
               words
               ,
               from
               the
               Terminatious
               ,
               as
               you
               may
               see
               it
               done
               in
               Mr.
               
                 Dugards
                 Rudimenta
                 Grammaticae
                 Graecae
              
               .
               After
               they
               are
               thus
               acquainted
               with
               every
               particular
               example
               ,
               they
               may
               write
               out
               all
               the
               Declensions
               one
               by
               another
               ,
               and
               the
               three
               voyces
               of
               the
               Verbs
               throughout
               all
               moods
               and
               tenses
               in
               all
               Conjugations
               ,
               that
               so
               they
               may
               more
               readily
               compare
               them
               one
               by
               another
               ,
               and
               see
               what
               Tenses
               are
               alike
               ,
               or
               which
               are
               wanting
               in
               every
               voyce
               .
               If
               these
               things
               were
               drawn
               into
               Tables
               ,
               to
               be
               hanged
               up
               in
               the
               Schoole
               ,
               they
               would
               help
               the
               weaker
               boyes
               .
            
             
               And
               to
               supply
               them
               with
               store
               of
               Nouns
               &
               Verbs
               ,
               you
               may
               let
               them
               repeat
               as
               many
               nouns
               as
               they
               can
               wel
               get
               at
               once
               ,
               out
               of
               Mr.
               
               
                 Gregories
                 Nomenclatura
              
               ;
               and
               afterwards
               as
               many
               Sentences
               as
               they
               can
               wel
               say
               at
               once
               ,
               out
               of
               Seidelius
               ,
               or
               the
               latter
               end
               of
               
                 Clavis
                 Graecae
                 linguae
              
               ,
               by
               the
               repeating
               ,
               construing
               and
               parsing
               ,
               whereof
               they
               will
               learn
               all
               the
               Primitive
               words
               of
               the
               Greek
               Tongue
               ,
               and
               be
               able
               to
               decline
               them
               .
               And
               thus
               they
               will
               be
               very
               well
               fitted
               to
               fall
               upon
               any
               approved
               Greek
               Authour
               ,
               when
               they
               come
               into
               the
               next
               Form.
               But
               if
               you
               would
               have
               them
               learne
               
                 to
                 speak
                 Greeke
              
               ,
               let
               them
               
                 make
                 use
                 of
                 Posselius's
                 Dialogues
              
               ,
               or
               
                 Mr.
                 Shirleyes
                 Introductorium
              
               ,
               in
               English
               ,
               Latine
               ,
               and
               Greek
               .
               I
               commonly
               appointed
               Tuesdayes
               and
               Thursdayes
               afternoones
               for
               this
               employment
               ,
               before
               or
               af-after
               my
               Scholars
               had
               performed
               their
               other
               Tasks
               .
            
             
               5.
               
               Terence
               ,
               of
               all
               the
               School-Authours
               that
               we
               read
               ,
               doth
               deservedly
               challenge
               the
               first
               place
               ,
               not
               onely
               because
               Tully
               himself
               hath
               seemed
               to
               derive
               his
               eloquence
               from
               him
               ,
               and
               many
               noble
               Romans
               are
               reported
               to
               have
               assisted
               him
               in
               making
               his
               Comedies
               ;
               but
               also
               because
               that
               Book
               
                 is
                 the
                 very
                 quintessence
                 of
                 familiar
                 Latine
                 ,
                 and
                 very
                 apt
                 to
                 expresse
                 the
                 most
                 of
                 our
                 Anglicismes
                 withall
                 .
              
               The
               matter
               of
               it
               is
               full
               of
               morality
               ,
               and
               the
               several
               Actors
               therein
               ,
               most
               lively
               seem
               to
               personate
               the
               
               behaviour
               and
               properties
               of
               sundry
               of
               the
               like
               sort
               of
               people
               ,
               even
               in
               this
               age
               of
               ours
               .
               I
               would
               have
               the
               Scholars
               ,
               therefore
               of
               this
               form
               to
               read
               him
               so
               thorowly
               ,
               as
               to
               make
               him
               wholly
               their
               own
               .
               To
               help
               them
               in
               so
               doing
               ,
               I
               have
               rendred
               a
               good
               part
               of
               it
               into
               English
               ,
               answerable
               to
               the
               Latine
               line
               by
               line
               ,
               in
               the
               adverse
               page
               ,
               and
               I
               intend
               (
               God
               willing
               )
               ere
               long
               to
               compleat
               the
               whole
               ,
               according
               to
               what
               I
               have
               formerly
               undertaken
               ,
               and
               promised
               .
            
             
               This
               Authour
               I
               would
               have
               the
               Scholars
               to
               read
               constantly
               every
               Monday
               ,
               Tuesday
               ,
               Wednesday
               ,
               and
               Thursday
               ,
               for
               fore-noon
               Lessons
               ,
               taking
               about
               half
               a
               page
               at
               once
               ,
               till
               they
               begin
               to
               relish
               him
               ,
               and
               then
               they
               will
               easily
               take
               more
               ,
               and
               delight
               to
               be
               exercised
               in
               him
               in
               this
               manner
               .
            
             
               1.
               
               Let
               them
               write
               out
               every
               Lesson
               very
               fair
               and
               exactly
               ,
               as
               they
               see
               it
               printed
               before
               them
               both
               in
               English
               and
               Latine
               .
               And
               this
               will
               be
               a
               means
               to
               perfect
               them
               in
               Orthography
               ,
               and
               to
               imprint
               what
               they
               learn
               in
               that
               Authour
               in
               their
               mindes
               .
               They
               should
               have
               a
               Quarto
               Paper-book
               for
               this
               purpose
               ,
               wherein
               nothing
               else
               should
               be
               written
               .
            
             
               2.
               
               Let
               them
               translate
               about
               four
               or
               six
               lines
               Grammatically
               in
               a
               loose
               paper
               ,
               that
               
               by
               this
               means
               they
               may
               better
               take
               notice
               of
               the
               way
               of
               construing
               .
            
             
               3.
               
               Let
               them
               construe
               the
               whole
               Lesson
               both
               Grammatically
               ,
               and
               according
               to
               the
               phrase
               ,
               and
               this
               will
               acquaint
               them
               with
               the
               proprieties
               of
               both
               Tongues
               .
            
             
               4.
               
               Let
               them
               parse
               it
               according
               to
               the
               Grammatical
               order
               ,
               examining
               every
               word
               to
               the
               utmost
               of
               what
               Grammar
               teacheth
               concerning
               it
               ,
               and
               this
               will
               make
               them
               thorowly
               to
               understand
               Lilie
               ,
               and
               sometimes
               to
               consult
               other
               Grammars
               ,
               where
               he
               comes
               short
               in
               a
               Rule
               .
            
             
               5.
               
               Let
               them
               cull
               out
               the
               most
               significant
               words
               ,
               and
               phrases
               ,
               and
               write
               them
               in
               a
               Pocket-book
               ,
               with
               figures
               referring
               where
               to
               finde
               them
               in
               their
               Authour
               ;
               and
               set
               them
               ever
               and
               anon
               be
               conning
               these
               by
               heart
               ,
               because
               these
               (
               of
               all
               others
               )
               will
               stand
               them
               in
               most
               stead
               for
               speaking
               Latine
               ,
               or
               writing
               Colloquies
               and
               Epistles
               .
            
             
               In
               reading
               of
               this
               book
               ,
               it
               is
               not
               amisse
               for
               the
               Master
               to
               minde
               his
               Scholars
               of
               the
               true
               decorum
               of
               both
               things
               and
               words
               ,
               and
               how
               fitting
               they
               are
               for
               such
               persons
               to
               do
               or
               speak
               ,
               as
               are
               there
               represented
               ,
               and
               
               upon
               such
               occasions
               as
               they
               did
               ,
               and
               spake
               them
               .
               As
               in
               Andria
               ,
               they
               may
               observe
               not
               onely
               in
               generall
               ,
               how
               apt
               young
               men
               are
               to
               be
               enticed
               ,
               old
               men
               to
               chide
               ,
               servants
               to
               deceive
               ,
               &c.
               but
               more
               particularly
               they
               may
               see
               how
               some
               men
               are
               more
               apt
               to
               be
               carried
               away
               by
               passion
               then
               others
               are
               ,
               and
               how
               different
               their
               natures
               are
               sometimes
               ,
               though
               their
               age
               and
               breeding
               may
               be
               the
               same
               .
               Thus
               they
               shall
               finde
               Simo
               and
               Chremes
               ,
               two
               old
               Citizens
               ,
               the
               one
               pettish
               and
               apt
               to
               overshoot
               himself
               in
               many
               things
               ,
               the
               other
               more
               cal
               me
               and
               circumspect
               ,
               and
               therefore
               better
               able
               to
               pacify
               and
               advise
               others
               .
               Likewise
               ,
               they
               shall
               meet
               with
               two
               young
               Gentlemen
               ,
               Pamphilus
               and
               Charinus
               ,
               the
               one
               whereof
               ,
               being
               very
               towardly
               and
               hopefull
               ,
               was
               drawn
               away
               by
               ill
               company
               ,
               and
               thereby
               brought
               into
               much
               trouble
               of
               mind
               ,
               betwixt
               a
               fear
               to
               offend
               his
               Father
               ,
               and
               a
               care
               to
               make
               amends
               for
               his
               fault
               committed
               ;
               but
               the
               other
               being
               rash
               and
               childishly
               disposed
               ,
               is
               set
               upon
               what
               he
               desireth
               with
               such
               eagernesse
               ,
               that
               he
               will
               have
               it
               ,
               though
               it
               be
               impossible
               for
               him
               to
               obtain
               it
               ,
               and
               he
               be
               utterly
               ignorant
               of
               using
               any
               meanes
               to
               come
               by
               it
               .
               But
               
               above
               all
               ,
               they
               will
               laugh
               at
               the
               knave
               Davus
               ,
               to
               read
               how
               he
               presuming
               upon
               his
               own
               cunning
               wit
               ,
               displeaseth
               Sim●●
               ,
               &
               ensnareth
               Pamphilus
               ,
               and
               at
               last
               brings
               himself
               within
               the
               compasse
               of
               the
               lash
               .
               And
               ,
               in
               this
               and
               other
               comedies
               ,
               they
               may
               observe
               many
               remarkable
               sayings
               and
               actions
               ,
               which
               will
               hint
               much
               to
               abundant
               matter
               of
               invention
               for
               future
               exercises
               .
               As
               when
               they
               hear
               Davus
               cry
               
                 Hem
                 astutias
                 !
                 Fie
                 upon
                 craft
                 !
              
               they
               may
               take
               an
               occasion
               to
               enlarge
               upon
               the
               matter
               ,
               as
               to
               say
               ;
               
                 One
                 may
                 quickly
                 ,
                 perceive
                 by
              
               Davus
               in
               Terence
               ,
               
                 what
                 a
                 mischievous
                 wit
                 will
                 come
                 to
                 ,
                 that
                 doth
                 alwayes
                 busie
                 it self
                 to
                 circumvent
                 and
                 entrap
                 others
                 ;
                 for
                 this
                 fellow
                 ,
                 after
                 he
                 had
                 cozened
                 his
                 old
                 Master
                 ,
                 and
                 unhappily
                 taught
                 his
                 Masters
                 son
                 to
                 tell
                 his
                 father
                 a
                 lie
                 ,
                 and
                 intangle
                 himself
                 in
                 a
                 double
                 marriage
                 ,
                 and
                 saw
                 his
                 knavery
                 could
                 not
                 help
                 him
                 to
                 escape
                 his
                 own
                 danger
                 ,
                 was
                 ready
                 at
                 last
                 to
                 hang
                 himself
                 ;
                 and
                 though
                 he
                 came
                 off
                 pretty
                 well
                 with
                 his
                 young
                 Master
                 ,
                 by
                 condemning
                 himself
                 ,
                 and
                 asking
                 forgivenesse
                 ,
                 and
                 promising
                 to
                 amend
                 the
                 matter
                 he
                 had
                 utterly
                 spoyled
                 ;
                 yet
                 in
                 the
                 height
                 of
                 his
                 jollity
                 ,
                 the
                 old
                 man
                 catcheth
                 him
                 at
                 unawares
                 ,
                 and
                 without
                 hearing
                 him
                 to
                 speak
                 a
                 word
                 for
                 himself
                 ,
                 calleth
                 for
              
               Dromo
               ,
               
                 and
                 makes
                 him
                 hoise
                 him
                 up
                 ,
                 and
                 carry
                 him
                 away
                 
                 to
                 the
                 house
                 of
                 correction
                 ,
                 and
                 there
                 to
                 tye
                 him
                 neck
                 and
                 heels
                 together
                 ,
                 and
                 whip
                 him
                 smartly
                 for
                 the
                 roguery
                 he
                 had
                 done
                 .
              
               Such
               Dictates
               as
               these
               ,
               the
               Master
               may
               give
               his
               Scholars
               sometimes
               to
               turn
               into
               pure
               Latine
               ,
               till
               they
               be
               able
               to
               make
               the
               like
               of
               themselves
               .
               And
               this
               is
               indeed
               to
               make
               a
               true
               use
               of
               this
               excellent
               Authour
               ,
               according
               to
               what
               
                 Erasmus
                 directs
              
               in
               his
               golden
               little
               book
               ,
               
                 de
                 Ratione
                 instituendi
                 Discipulos
              
               ,
               which
               is
               worth
               ones
               perusal
               ,
               that
               is
               exercised
               in
               teaching
               youth
               .
            
             
               When
               you
               meet
               with
               an
               Act
               or
               Scene
               that
               is
               full
               of
               affection
               ,
               and
               action
               ,
               you
               may
               cause
               some
               of
               your
               Scholars
               ,
               after
               they
               have
               learned
               it
               to
               act
               it
               ,
               first
               in
               private
               amongst
               themselves
               ,
               and
               afterwards
               in
               the
               open
               Schoole
               before
               their
               fellowes
               ;
               and
               herein
               you
               must
               have
               a
               main
               care
               of
               their
               pronunciation
               ,
               and
               acting
               every
               gesture
               to
               the
               very
               life
               .
               This
               acting
               of
               a
               piece
               of
               a
               Comedy
               ,
               or
               a
               Colloquy
               sometimes
               ,
               will
               be
               an
               excellent
               means
               to
               prepare
               them
               to
               pronounce
               Orations
               with
               a
               Grace
               ,
               and
               I
               have
               found
               it
               an
               especiall
               remedy
               to
               expell
               that
               subrustick
               bashfulnesse
               ,
               and
               unresistable
               timorousnesse
               ,
               which
               some
               children
               are
               naturally
               possessed
               withall
               ,
               
               and
               which
               is
               apt
               in
               riper
               yeares
               to
               drown
               many
               good
               parts
               in
               men
               of
               singular
               endowments
               .
            
             
               6.
               
               Their
               after-noon
               parts
               ,
               on
               Mondays
               and
               Wednesdays
               ,
               may
               be
               in
               
                 Janua
                 Latinae
                 linguae
              
               ;
               which
               book
               should
               be
               often
               read
               over
               ,
               because
               it
               will
               at
               once
               furnish
               them
               with
               the
               knowledge
               of
               words
               and
               things
               ,
               into
               the
               reasons
               of
               which
               ,
               they
               will
               now
               be
               more
               industriously
               inquisitive
               ,
               then
               furmerly
               ;
               because
               their
               present
               years
               do
               teach
               them
               to
               be
               more
               discursive
               in
               their
               understanding
               ,
               as
               growing
               more
               towards
               men
               .
               And
               therefore
               in
               this
               book
               they
               should
               not
               onely
               first
               minde
               the
               signification
               ,
               and
               Grammatical
               construction
               of
               words
               ,
               but
               Secondly
               ,
               endeavour
               to
               gain
               a
               Copy
               of
               good
               and
               proper
               words
               for
               expression
               of
               one
               and
               the
               same
               thing
               ,
               as
               that
               they
               may
               not
               only
               tell
               you
               that
               domus
               but
               also
               aedes
               is
               Latine
               for
               a
               house
               ,
               &
               that
               decor
               ,
               and
               pulchritudo
               are
               Latine
               for
               beavty
               as
               well
               as
               forma
               ;
               and
               in
               finding
               such
               Synonyma's
               as
               these
               ,
               they
               may
               be
               helped
               as
               well
               by
               Dictionaries
               ,
               as
               by
               frequent
               reading
               .
               Thirdly
               ,
               They
               may
               with
               every
               part
               bring
               a
               piece
               of
               the
               Index
               tran●●ated
               
                 into
                 English
              
               .
               Fourthly
               ,
               Because
               ●hey
               must
               now
               begin
               to
               use
               their
               judgement
               
               in
               the
               right
               choyce
               of
               words
               ,
               (
               when
               they
               finde
               many
               heaped
               together
               )
               it
               were
               not
               amisse
               to
               let
               them
               enquire
               the
               Original
               out
               of
               Rider's
               Latine
               Dictionary
               ,
               or
               
                 Beckman
                 do
                 Originibus
                 Latinae
                 linguae
              
               ;
               and
               to
               consider
               the
               differences
               that
               are
               betwixt
               words
               of
               the
               same
               signification
               ;
               which
               they
               may
               learn
               out
               of
               
                 Ausonius
                 Popma
                 ,
                 Laurentius
                 Valla
                 ,
                 Cornelius
                 Fronto
                 ,
                 Varro
                 de
                 linguâ
                 Latinâ
                 ,
              
               and
               the
               like
               books
               fit
               to
               be
               kept
               in
               the
               Schoole
               Library
               .
            
             
               7.
               
               On
               Tuesdaies
               and
               Thursdaies
               in
               the
               after-noons
               ,
               I
               would
               have
               this
               Form
               employed
               in
               some
               of
               
                 Tullies
                 Epistles
              
               ,
               (
               either
               those
               collected
               formerly
               by
               Sturmius
               ,
               or
               those
               of
               late
               made
               use
               of
               in
               
                 Westminster
                 Schoole
              
               )
               but
               Sturmius's
               I
               rather
               prefer
               as
               more
               easie
               to
               begin
               withall
               ,
               the
               others
               may
               be
               used
               afterwards
               ,
               together
               with
               
                 Textors
                 Epistles
              
               .
               And
               ▪
            
             
               1.
               
               I
               would
               have
               them
               be
               exercised
               in
               double
               translating
               these
               Epistles
               ,
               so
               as
               to
               render
               many
               of
               them
               into
               good
               English
               ,
               and
               after
               a
               while
               to
               turn
               the
               same
               again
               into
               Latine
               ,
               and
               to
               try
               how
               near
               they
               can
               come
               to
               their
               Authour
               in
               the
               right
               choice
               ,
               and
               orderly
               placing
               of
               words
               in
               every
               distinct
               Period
               .
               And
               because
               the
               Authours
               style
               and
               expression
               
               will
               in
               many
               particulars
               seem
               hard
               to
               those
               that
               have
               not
               formerly
               read
               some
               of
               his
               Epistles
               ,
               I
               have
               thought
               good
               at
               first
               to
               give
               my
               Scholars
               a
               taste
               of
               an
               Epistolary
               style
               ,
               by
               translating
               
                 a
                 Century
                 of
                 select
                 Epistles
              
               ,
               out
               of
               Tully
               and
               other
               choice
               Authours
               ,
               making
               the
               English
               answer
               to
               the
               Latine
               ,
               Period
               ,
               by
               Period
               .
               And
               these
               I
               cause
               them
               to
               write
               over
               ,
               and
               in
               so
               doing
               ,
               to
               take
               notice
               of
               the
               placing
               of
               every
               word
               ,
               and
               its
               manner
               of
               signification
               .
               By
               this
               means
               they
               both
               better
               themselves
               in
               Orthography
               ,
               and
               easily
               become
               so
               acquainted
               with
               Tullies
               expressions
               ,
               that
               they
               can
               adventure
               to
               construe
               any
               of
               his
               Epistles
               of
               themselves
               ,
               and
               turn
               them
               into
               English
               ,
               as
               they
               see
               I
               have
               done
               the
               like
               before
               them
               .
            
             
               2.
               
               Then
               do
               I
               cause
               them
               (
               as
               I
               said
               )
               to
               make
               double
               translations
               of
               themselves
               ;
               one
               while
               writing
               down
               both
               the
               English
               and
               Latine
               together
               ,
               as
               they
               construe
               it
               ,
               (
               which
               some
               call
               Metaphrasis
               ,
               an
               example
               or
               two
               whereof
               you
               may
               see
               in
               Merchant
               Taylors
               School
               Probation
               )
               and
               another
               while
               ,
               and
               most
               frequently
               ,
               writing
               the
               English
               out
               of
               the
               Latine
               by
               it self
               ,
               which
               within
               ten
               dayes
               after
               ,
               they
               try
               how
               to
               turn
               into
               the
               like
               good
               Latine
               again
               .
               And
               
               this
               is
               the
               way
               that
               
                 Mr
                 Brinsley
              
               so
               much
               commendeth
               ,
               and
               
                 Mr.
                 Aseham
              
               was
               moved
               to
               think
               to
               be
               onely
               ,
               or
               chiefly
               the
               fittest
               ,
               for
               the
               speedy
               and
               perfect
               attaining
               of
               any
               Tongue
               .
            
             
               3.
               
               After
               they
               are
               grown
               pretty
               quick
               in
               translating
               both
               wayes
               ,
               you
               may
               write
               them
               down
               a
               little
               English
               Epistle
               of
               like
               matter
               &
               words
               to
               that
               in
               their
               book
               ,
               directed
               to
               some
               of
               their
               own
               acquaintance
               ,
               which
               they
               may
               turn
               into
               Latine
               ,
               Period
               after
               Period
               ,
               by
               themselves
               .
               To
               begin
               therefore
               with
               the
               first
               Epistle
               in
               Sturmius
               ,
               which
               may
               be
               writ
               down
               translated
               thus
               .
            
             
               
                 M.
                 T.
                 C.
                 Terentiae
                 ,
                 Salutem
                 plurimam
                 dicit
                 .
              
            
             
               Mark
               Tully
               Cicero
               ,
               sendeth
               hearty
               commendations
               to
               (
               his
               wife
               )
               Terentia
               .
            
             
               
                 SI
                 vales
                 ,
                 bene
                 est
                 ,
                 ego
                 val●o
                 .
              
            
             
               If
               you
               be
               in
               good
               health
               ,
               it
               is
               well
               :
               I
               am
               in
               good
               health
               .
            
             
               
                 Nos
                 quotidie
                 tabellarios
                 vestros
                 expectamus
                 ,
                 qui
                 si
                 venerint
                 ,
                 fortasse
                 erimus
                 certiores
                 ,
                 quid
                 nobis
                 faciendum
                 sit
                 ,
                 faciemusque
                 te
                 statim
                 certiorem
                 .
              
            
             
               We
               everyday
               expect
               your
               Letter-posts
               :
               
               who
               if
               they
               come
               ,
               we
               shall
               be
               perhaps
               more
               certain
               ,
               what
               we
               are
               to
               do
               ,
               and
               we
               will
               certifie
               you
               forthwith
               .
            
             
               
                 Valetudinem
                 tuam
                 cura
                 diligenter
                 ,
                 vale
                 .
              
            
             
               Look
               diligently
               to
               your
               health
               ,
               farewell
               .
            
             
               
                 Calendis
                 Septembris
              
               .
            
             
               The
               first
               day
               of
               September
               .
            
             
               And
               you
               may
               shew
               them
               how
               to
               imitate
               it
               ,
               (
               observing
               our
               English
               manner
               of
               writing
               Letters
               )
               thus
               ;
            
             
               
                 
                   To
                   his
                   very
                   loving
                   Friend
                   Mr.
                   Stephen
                   Primato
                   at
                   the
                   Seven
                   Stars
                   neer
                   Newgate
                   ,
                   LONDON
                   ,
                   these
                   .
                
                 
                   
                     Amantissimo
                     suo
                     amico
                     Domino
                     Stephano
                     Primatae
                     ad
                     insigne
                     Septentrionum
                     juxta
                     novam
                     Portam
                  
                   Londinensem
                   ,
                   
                     hasce
                     dabis
                  
                   .
                
                 
                   
                     Most
                     sweet
                     Stephen
                     ,
                  
                
                 
                   IF
                   you
                   be
                   all
                   in
                   good
                   health
                   at
                   London
                   ,
                   it
                   is
                   very
                   well
                   ;
                   we
                   are
                   all
                   very
                   well
                   at
                   Barnet
                   :
                   The
                   Lord
                   God
                   be
                   praised
                   .
                
                 
                   
                     Stephane
                     mellitissime
                  
                   ,
                
                 
                   
                     Si
                     vos
                     omnes
                  
                   Londini
                   
                     valetis
                     ,
                     optime
                     est
                     :
                     
                     nos
                     quidem
                     omnes
                  
                   Barnetae
                   
                     valemus
                     :
                     Laudetur
                     Dominus
                     Deus
                  
                   .
                
                 
                   I
                   have
                   every
                   day
                   expected
                   a
                   Letter
                   from
                   you
                   ,
                   for
                   this
                   whole
                   week
                   together
                   ,
                   which
                   if
                   it
                   come
                   ,
                   is
                   like
                   to
                   be
                   very
                   welcome
                   to
                   me
                   ,
                   I
                   pray
                   you
                   therefore
                   write
                   to
                   me
                   ,
                   and
                   let
                   me
                   know
                   what
                   you
                   do
                   ,
                   and
                   I
                   will
                   write
                   back
                   again
                   to
                   you
                   forthwith
                   .
                
                 
                   
                     Ego
                     quotidie
                     literas
                     tuas
                     ,
                     per
                     hanc
                     totam
                     hebdomadem
                     expectavi
                     ;
                     quae
                     si
                     venerint
                     gratissimae
                     mihi
                     futurae
                     sunt
                     ;
                     oro
                     igitur
                     ut
                     ad
                     me
                     scribas
                     ,
                     &
                     certiorem
                     me
                     facias
                     ,
                     quid
                     agis
                     ,
                     &
                     ego
                     statim
                     ad
                     te
                     rescribam
                     .
                  
                
                 
                   Give
                   your
                   minde
                   diligently
                   to
                   learning
                   :
                   Farewell
                   heartily
                   .
                
                 
                   
                     Studio
                     literarum
                     diligenter
                     incumbe
                     .
                     Vale
                     feliciter
                     .
                  
                
                 
                   
                     
                       Your
                       most
                       loving
                       friend
                    
                     Robert
                     Burrows
                     .
                  
                   
                     Barnetae
                     .
                     
                       Octob.
                       4.
                       1659.
                       
                    
                  
                   
                     
                       Amantissimus
                       tuus
                       amicus
                       Robertus
                       Burrowes
                    
                     .
                  
                
              
            
             
             
               They
               may
               imitate
               the
               same
               Epistle
               again
               in
               framing
               an
               answer
               to
               the
               particulars
               of
               the
               foregoing
               letter
               after
               this
               manner
               ;
               observing
               the
               form
               of
               composition
               ,
               rather
               then
               the
               words
               .
            
             
               
                 
                   To
                   his
                   very
                   much
                   respected
                   friend
                   Mr.
                   Robert
                   Burrows
                   neere
                   the
                   Mitre
                   at
                   Barnet
                   ,
                   these
                   deliver
                   .
                
                 
                   
                     Observantissimo
                     suo
                     amico
                  
                   Roberto
                   Burrows
                   
                     haud
                     ita
                     procul
                     a
                  
                   Mitrâ
                   Barnetae
                   ,
                   
                     hasce
                     dabis
                  
                   .
                
                 
                   
                     Deare
                     Robert
                     ,
                  
                
                 
                   I
                   Am
                   very
                   glad
                   ,
                   I
                   am
                   certified
                   by
                   your
                   Letter
                   ,
                   that
                   you
                   and
                   all
                   our
                   friends
                   are
                   in
                   good
                   health
                   .
                   Lo
                   ,
                   I
                   have
                   now
                   at
                   last
                   sent
                   you
                   my
                   letter
                   ,
                   which
                   I
                   am
                   sorry
                   ,
                   that
                   I
                   have
                   made
                   you
                   so
                   long
                   to
                   look
                   for
                   ,
                   before
                   it
                   came
                   to
                   your
                   hand
                   .
                   And
                   forasmuch
                   as
                   you
                   desire
                   to
                   know
                   what
                   I
                   do
                   ,
                   I
                   thought
                   good
                   to
                   certify
                   you
                   ,
                   that
                   I
                   am
                   wholly
                   busied
                   at
                   my
                   book
                   ,
                   insomuch
                   as
                   I
                   could
                   willingly
                   finde
                   in
                   my
                   heart
                   to
                   die
                   at
                   my
                   studies
                   :
                   
                   so
                   true
                   is
                   that
                   which
                   we
                   sometimes
                   learned
                   in
                   our
                   Accidents
                   ,
                   
                     To
                     know
                     much
                     is
                     the
                     most
                     pleasant
                     and
                     sweetest
                     life
                     of
                     all
                     .
                  
                   You
                   need
                   not
                   therefore
                   truly
                   (
                   to
                   speak
                   plainly
                   )
                   perswade
                   me
                   further
                   to
                   give
                   my
                   mind
                   to
                   learning
                   ,
                   which
                   I
                   had
                   much
                   rather
                   havee
                   then
                   all
                   ,
                   even
                   the
                   most
                   precious
                   jewels
                   in
                   the
                   world
                   .
                   Farewell
                   ,
                   and
                   write
                   as
                   often
                   as
                   you
                   can
                   to
                
                 
                   
                     Your
                     very
                     loving
                     friend
                     Stephen
                     Primate
                     .
                  
                
              
            
             
               
                 
                   
                     Charissime
                     Roberte
                     ,
                  
                
                 
                   
                     QVòd
                     ex
                     tuis
                     literis
                     certior
                     fiam
                     ,
                     te
                     ,
                     &
                     omnes
                     nostros
                     bene
                     valere
                     ,
                     magnopere
                     gaudeo
                     .
                     Ecce
                     ,
                     nostras
                     ,
                     jam
                     tandem
                     ad
                     te
                     misi
                     .
                     Quas
                     ,
                     quoniam
                     in
                     causâ
                     fui
                     ,
                     ut
                     diutiùs
                     expectes
                     ,
                     priusquam
                     ad
                     vos
                     venerint
                     ,
                     vehementer
                     doleo
                     .
                     Cùm
                     autem
                     quid
                     ego
                     agam
                     ,
                     scire
                     cupias
                     ;
                     certiorem
                     te
                     facere
                     velim
                     ,
                     me
                     totum
                     in
                     libris
                     esse
                     occupatum
                     ;
                     usque
                     adeò
                     ,
                     ut
                     vel
                     emori
                     studiis
                     mihi
                     dulce
                     erit
                     :
                     Ita
                     verum
                     est
                     ,
                     quod
                     è
                     Rudimentis
                     Grammatices
                     olim
                     ebibimus
                  
                   ;
                   Multum
                   scire
                   est
                   vita
                   jucundissima
                   .
                   
                     Non
                     igitur
                     opus
                     est
                     ,
                     ut
                     ulteriùs
                     mihi
                     
                     suadeas
                     ,
                     studio
                     literarum
                     &
                     doctrinae
                     incumbere
                     ,
                     quae
                     quidem
                     (
                     ut
                     planè
                     loquar
                     )
                     omnibus
                     gemmis
                     ,
                     vel
                     pretiosissimis
                     cupidissimè
                     malim
                     .
                     Vale
                     ,
                     &
                     literas
                     quam
                     sepissime
                     mitte
                     ad
                  
                
                 
                   
                     Amantissimum
                     tui
                     Robertum
                     Burrows
                     .
                  
                
              
            
             
               THus
               you
               may
               help
               them
               to
               take
               so
               much
               as
               is
               needfull
               and
               fit
               for
               their
               purpose
               out
               of
               any
               Epistle
               ,
               and
               to
               alter
               and
               apply
               it
               fitly
               to
               their
               several
               occasions
               of
               writing
               to
               their
               friends
               ;
               and
               where
               Tully's
               expressions
               will
               not
               serve
               them
               ,
               let
               them
               borrow
               words
               and
               phrases
               out
               of
               the
               books
               that
               they
               have
               learn't
               ,
               (
               but
               especially
               out
               of
               Terence
               )
               and
               take
               care
               to
               place
               them
               so
               ,
               that
               they
               may
               continually
               seem
               to
               imitate
               Tullie's
               form
               in
               writing
               Epistles
               ,
               though
               they
               be
               not
               altogether
               tyed
               to
               his
               very
               words
               .
               And
               this
               I
               give
               as
               a
               Caution
               both
               in
               speaking
               and
               writing
               Latine
               ,
               that
               they
               never
               utter
               or
               write
               any
               words
               or
               phrases
               ,
               which
               they
               are
               not
               sure
               they
               have
               read
               or
               heard
               used
               in
               the
               same
               sense
               ,
               that
               they
               there
               intend
               them
               .
            
             
             
               It
               were
               necessary
               for
               them
               ,
               as
               they
               proceed
               in
               reading
               Epistles
               ,
               to
               pick
               out
               all
               such
               familiar
               expressions
               ,
               as
               are
               incident
               to
               be
               used
               in
               writing
               letters
               ,
               and
               to
               note
               them
               in
               a
               paper
               book
               ,
               kept
               for
               the
               purpose
               ,
               digested
               into
               certain
               places
               ,
               that
               they
               may
               help
               themselves
               with
               them
               as
               they
               have
               occasion
               ,
               you
               may
               see
               a
               President
               hereof
               in
               
                 Fabritius's
                 Elegantiae
                 Pueriles
              
               .
               And
               because
               the
               same
               phrase
               ,
               is
               not
               often
               to
               be
               repeated
               in
               the
               same
               words
               ,
               they
               should
               now
               strive
               to
               get
               more
               liberty
               of
               expressing
               their
               mindes
               by
               learning
               to
               vary
               one
               and
               the
               same
               phrase
               both
               in
               English
               and
               Latine
               ,
               sometimes
               
                 ex
                 tempore
              
               ,
               before
               the
               Master
               ,
               and
               sometimes
               amongst
               themselves
               by
               writing
               them
               down
               ,
               &
               then
               appealing
               to
               the
               Master
               to
               judge
               ,
               who
               hath
               done
               the
               best
               .
               To
               enter
               them
               upon
               this
               work
               ,
               you
               may
               first
               begin
               with
               Mr.
               
                 Clarks
                 Dux
                 oratorius
              
               ,
               and
               then
               make
               use
               of
               that
               excellent
               book
               of
               
                 Erasmus
                 de
                 cop
                 â
                 verborum
              
               ,
               which
               was
               purposely
               by
               him
               intended
               ,
               and
               contrived
               for
               the
               benefit
               of
               Pauls
               Schoole
               ,
               and
               I
               am
               sorry
               to
               see
               it
               so
               little
               made
               use
               of
               in
               most
               of
               our
               Grammar
               Schooles
               in
               England
               .
            
             
               To
               encourage
               them
               to
               begin
               to
               write
               of
               themselves
               ,
               and
               to
               help
               their
               invention
               
               somewhat
               for
               inditing
               Epistles
               ,
               you
               may
               take
               this
               course
               at
               once
               with
               a
               whole
               form
               together
               ,
               which
               I
               have
               experienced
               to
               be
               very
               easie
               ,
               and
               generally
               pleasing
               to
               young
               Scholars
               .
            
             
               1.
               
               Ask
               one
               of
               your
               boyes
               ,
               to
               whom
               ,
               and
               for
               what
               ,
               he
               is
               minded
               to
               write
               a
               letter
               ;
               and
               ,
               according
               as
               he
               shall
               return
               you
               an
               answer
               ,
               give
               him
               some
               general
               instructions
               how
               to
               do
               it
               .
            
             
               2.
               
               Then
               bid
               him
               and
               all
               his
               fellows
               let
               you
               see
               which
               of
               them
               can
               best
               indite
               an
               English
               letter
               upon
               that
               occasion
               ,
               and
               in
               how
               short
               a
               time
               .
            
             
               3.
               
               Let
               them
               every
               one
               bring
               his
               own
               letter
               fairly
               written
               ,
               that
               you
               may
               shew
               them
               how
               to
               amend
               the
               imperfections
               you
               finde
               in
               it
            
             
               4.
               
               Take
               his
               ,
               that
               hath
               done
               the
               best
               ,
               and
               let
               every
               one
               give
               you
               an
               expression
               of
               his
               own
               gathering
               ,
               for
               every
               word
               and
               phrase
               that
               is
               in
               it
               ,
               and
               let
               it
               be
               different
               (
               if
               it
               may
               be
               )
               from
               that
               which
               another
               hath
               given
               already
               before
               him
               .
            
             
               5.
               
               As
               they
               give
               in
               their
               expressions
               ,
               do
               you
               ,
               or
               an
               able
               Scholar
               for
               you
               ,
               write
               them
               all
               down
               in
               a
               paper
               ,
               making
               a
               note
               that
               directeth
               to
               the
               place
               to
               which
               they
               belong
               .
            
             
             
               6.
               
               Then
               deliver
               them
               the
               paper
               ,
               and
               let
               every
               one
               take
               such
               words
               or
               phrase
               ,
               as
               is
               most
               agreeable
               to
               the
               composition
               of
               an
               Epistolary
               style
               (
               so
               that
               he
               take
               not
               the
               same
               that
               another
               useth
               )
               and
               bring
               the
               letter
               writ
               fair
               ,
               and
               turned
               out
               of
               English
               into
               Latine
               .
               And
               thus
               you
               shall
               finde
               the
               same
               Epistle
               varied
               so
               many
               several
               wayes
               ,
               that
               every
               boy
               will
               seem
               to
               have
               an
               Epistle
               of
               his
               own
               ,
               and
               quite
               differing
               in
               words
               from
               all
               those
               of
               his
               fellowes
               ,
               though
               the
               matter
               be
               one
               and
               the
               same
               .
            
             
               To
               help
               the
               young
               beginners
               to
               avoid
               Barbarismes
               ,
               and
               Anglicismes
               ,
               (
               to
               which
               they
               will
               be
               very
               subject
               ,
               if
               not
               timely
               prevented
               )
               you
               may
               make
               use
               
                 of
                 a
                 little
                 Dictionary
                 English
                 and
                 Latine
                 in
                 Octavo
                 ,
              
               which
               resolve's
               the
               difficulties
               of
               Translating
               either
               way
               and
               
                 Mr.
                 Walkers
              
               useful
               
                 Book
                 of
                 Particles
              
               ,
               which
               is
               lately
               printed
               ;
               As
               a
               so
               Mr.
               
                 Willis
                 Anglicismes
              
               Latinized
               ,
               ●nd
               Mr.
               
                 Clerks
                 Phraseologia
                 Puerilis
              
               ;
               not
               mention
               to
               Turselinus
               ,
               or
               
                 Doctor
                 Hawkins
                 particulae
                 Latinae
                 orationis
              
               ,
               which
               may
               be
               afterwards
               made
               use
               of
               ,
               when
               Scholars
               grow
               towards
               more
               perfection
               in
               the
               Latine
               Tongue
               ,
               and
               can
               read
               them
               without
               your
               help
               .
               But
               for
               their
               further
               assistance
               in
               this
               most
               p●ofitable
               
               and
               commendable
               kinde
               of
               exercise
               ;
               I
               commend
               unto
               you
               Mr.
               
                 Clerks
                 Epistolographia
              
               ,
               and
               
                 Erasmus
                 de
                 conscribendis
                 Epistolis
              
               ;
               to
               which
               you
               may
               adde
               
                 Buchleri
                 Thesaurus
                 conscribendarum
                 Epistolarum
                 ,
                 Verepaeus
                 de
                 conscribendis
                 Epistolis
                 ,
              
               and
               others
               ,
               fitting
               to
               be
               reserved
               in
               the
               School-Library
               ,
               for
               your
               Scholars
               to
               peruse
               ,
               and
               collect
               notes
               out
               of
               ,
               at
               their
               leasure
               hours
               .
               He
               that
               will
               be
               excellent
               in
               any
               Art
               ,
               must
               not
               onely
               content
               himself
               with
               the
               best
               Presidents
               ,
               which
               in
               many
               particulars
               may
               (
               perhaps
               )
               exceed
               a●l
               others
               ;
               but
               also
               now
               and
               then
               take
               notice
               what
               others
               have
               attempted
               in
               that
               kinde
               ,
               and
               sometimes
               he
               shall
               finde
               the
               meanest
               to
               afford
               him
               matter
               of
               good
               use
               .
               And
               therefore
               I
               would
               advise
               that
               the
               Scholars
               in
               the
               upper
               Forms
               may
               often
               imploy
               themselves
               in
               perusal
               of
               all
               Tullies
               Epistles
               ,
               and
               sometimes
               in
               those
               of
               
                 Pliny
                 ,
                 Seneca
                 ,
                 Erasmus
                 ,
                 Lipsius
                 ,
                 Manutius
                 ,
                 Ascham
                 ,
                 Politianus
                 ,
              
               and
               whatever
               they
               finde
               in
               the
               Schoole
               Library
               ,
               (
               which
               should
               indeed
               be
               very
               well
               furnished
               with
               Epistolary
               books
               )
               that
               out
               of
               them
               they
               may
               learn
               to
               expresse
               their
               mindes
               to
               the
               full
               ,
               upon
               any
               subject
               or
               occasion
               ,
               to
               whomsoever
               they
               write
               ,
               and
               to
               use
               a
               style
               befitting
               both
               the
               
               mat●er
               and
               persons
               ,
               be
               they
               never
               so
               lofty
               and
               mean.
               
            
             
               After
               this
               Form
               is
               once
               well
               entered
               to
               write
               Epistles
               of
               themselves
               ,
               they
               may
               make
               two
               Epistles
               every
               week
               ,
               (
               one
               in
               answer
               to
               the
               other
               )
               to
               be
               shewed
               fair
               on
               Saturdaies
               ,
               so
               they
               do
               not
               exceed
               a
               quarter
               of
               a
               sheet
               on
               one
               side
               ,
               because
               great
               heed
               should
               be
               taken
               in
               the
               composing
               of
               them
               .
            
             
               And
               let
               this
               Rule
               be
               observed
               in
               performing
               these
               and
               all
               manner
               of
               exercises
               ;
               that
               they
               never
               go
               about
               a
               new
               one
               ,
               till
               they
               have
               finished
               that
               they
               began
               .
               It
               were
               better
               for
               Scholars
               sometimes
               to
               do
               one
               and
               the
               same
               exercise
               twice
               or
               thrice
               over
               again
               ,
               that
               in
               it
               they
               may
               see
               and
               correct
               their
               own
               errours
               ,
               and
               strive
               to
               outdoe
               themselves
               ;
               then
               by
               slipping
               from
               one
               work
               to
               another
               ,
               and
               leaving
               that
               in
               their
               hands
               incompleat
               ,
               to
               get
               an
               ill
               habit
               of
               posting
               over
               businesse
               to
               little
               or
               no
               purpose
               
                 Non
                 quàm
                 multùm
                 sed
                 quàm
                 bene
                 ,
              
               should
               be
               remembred
               in
               Scholars
               exercises
               .
            
             
               8.
               
               Their
               afternoon
               Lessons
               on
               Mondayes
               and
               Wednesdayes
               ,
               for
               the
               first
               halfe
               year
               (
               at
               least
               )
               may
               be
               in
               Ovids
               little
               book
               
                 de
                 tristibus
              
               ,
               wherein
               they
               may
               proceed
               by
               six
               or
               eight
               verses
               at
               a
               Lesson
               ;
               
               which
               they
               should
               first
               repeat
               memoriter
               as
               perfectly
               as
               they
               can
               possibly
               ,
               because
               the
               very
               repetition
               of
               the
               verses
               ,
               and
               much
               more
               the
               having
               of
               them
               by
               heart
               ,
               will
               imprint
               a
               lively
               pattern
               of
               Hexameters
               and
               Pentameters
               in
               their
               minds
               ,
               and
               furnish
               them
               with
               many
               good
               Authorities
               .
            
             
               2.
               
               Let
               them
               construe
               verbatim
               ,
               and
               if
               their
               Lesson
               be
               harder
               then
               ordinary
               ,
               let
               them
               write
               it
               down
               construed
               .
            
             
               3.
               
               Let
               them
               parse
               every
               word
               most
               accurately
               ,
               according
               to
               the
               Gramatical
               order
               .
            
             
               4.
               
               Let
               them
               tell
               you
               what
               Tropes
               and
               figures
               they
               finde
               in
               it
               ,
               and
               give
               you
               their
               Definitions
               .
            
             
               5.
               
               Let
               them
               scan
               every
               verse
               ,
               and
               after
               they
               have
               told
               you
               what
               feet
               it
               hath
               in
               it
               ,
               and
               of
               what
               syllables
               they
               consist
               ,
               let
               them
               give
               the
               Rule
               of
               the
               quantity
               of
               each
               syllable
               ,
               why
               it
               is
               long
               or
               short
               ;
               the
               scanning
               and
               proving
               verses
               ,
               being
               the
               main
               end
               of
               reading
               this
               Authour
               ,
               should
               more
               then
               any
               thing
               be
               insisted
               upon
               ,
               whilst
               they
               read
               it
               .
               And
               now
               it
               will
               be
               requisite
               to
               try
               what
               inclination
               your
               young
               Scholars
               have
               towards
               Poetry
               :
               you
               may
               therefore
               let
               them
               learn
               to
               compose
               English
               verses
               ,
               
               and
               to
               inure
               them
               so
               to
               do
               ,
               you
               should
               1.
               
               Let
               them
               procure
               some
               pretty
               delightful
               and
               honest
               English
               Poems
               ,
               by
               perusal
               whereof
               they
               may
               become
               acquainted
               with
               the
               Harmony
               of
               English
               Poesie
               .
               
                 M.
                 Hardwicks
              
               late
               Translation
               of
               Mantuan
               ,
               Mr
               Sandys
               of
               Ovid
               ,
               Mr.
               Ogleby's
               of
               Virgil
               ,
               will
               abundantly
               supply
               them
               with
               Heroick
               Verses
               ;
               which
               after
               they
               can
               truly
               and
               readily
               make
               ,
               they
               may
               converse
               with
               others
               ,
               that
               take
               liberty
               to
               sport
               it
               in
               Lyrick
               verses
               .
               Amongst
               all
               which
               ,
               Mr.
               Herberts
               Poems
               are
               most
               worthy
               to
               be
               mentioned
               in
               the
               first
               place
               ,
               and
               next
               to
               them
               (
               I
               conceive
               Mr.
               
                 Quarles
                 divine
                 Poems
                 ,
                 and
                 his
                 divine
                 Fansies
              
               ;
               besides
               which
               ,
               you
               may
               allow
               many
               others
               full
               of
               wit
               and
               elegancie
               ;
               but
               be
               sure
               you
               admit
               of
               none
               which
               are
               stuff't
               with
               drollary
               or
               ribauldry
               ,
               which
               are
               fitter
               to
               be
               burnt
               ,
               then
               to
               be
               sent
               abroad
               to
               corrupt
               good
               manners
               in
               youth
            
             
               2.
               
               After
               they
               are
               thus
               become
               acquainted
               with
               variety
               of
               meeter
               ,
               you
               may
               cause
               them
               to
               turn
               a
               Fable
               of
               Aesop
               into
               what
               kinde
               of
               verse
               you
               please
               to
               appoint
               them
               ;
               and
               sometimes
               you
               may
               let
               them
               translate
               some
               select
               .
               Epigrams
               out
               of
               Owen
               ,
               or
               those
               collected
               
               by
               Mr.
               Farnaby
               or
               some
               Emblemes
               out
               of
               Alciat
               ,
               or
               the
               like
               Flourishes
               of
               wit
               ,
               which
               you
               think
               will
               more
               delight
               them
               and
               help
               their
               fansies
               .
               And
               when
               you
               see
               that
               they
               begin
               to
               exercise
               their
               own
               wits
               for
               enlargement
               ,
               and
               invention
               ,
               you
               may
               leave
               them
               to
               themselves
               ,
               to
               make
               verses
               upon
               any
               occasion
               or
               subject
               ;
               yet
               to
               furnish
               them
               with
               Rhymes
               ,
               Epithites
               ,
               &
               varietie
               of
               elegant
               expressions
               ,
               you
               may
               let
               them
               make
               use
               of
               the
               pleasant
               
                 English
                 Parnassus
              
               ,
               composed
               by
               the
               true
               lover
               of
               the
               Muses
               ,
               Mr.
               
                 Josuah
                 Poole
              
               ,
               my
               quandam
               School-fellow
               at
               Wakefield
               ,
               who
               like
               another
               Daphnis
               ,
               may
               truly
               be
               said
               (
               what
               I
               now
               sigh
               to
               write
               )
               to
               have
               been
               at
               the
               
                 Blew
                 house
                 in
                 Hadley
              
               Parish
               ,
               now
               daily
               in
               my
               sight
               ,
               
                 Formosi
                 pecoris
                 custos
                 ,
                 formosior
                 ipse
                 .
              
            
             
               When
               you
               have
               taugt
               them
               truly
               to
               scan
               and
               prove
               any
               kinde
               of
               Latine
               verse
               ,
               and
               made
               them
               to
               taste
               the
               sweetnesse
               of
               poetizing
               in
               English
               ;
               you
               may
               prepare
               them
               them
               further
               for
               making
               Latine
               verses
               out
               of
               their
               present
               Authours
               thus
               ;
            
             
               1.
               
               Take
               a
               Distick
               or
               two
               ,
               which
               they
               know
               not
               where
               to
               finde
               ,
               and
               transpose
               
               the
               words
               ,
               as
               different
               as
               may
               be
               from
               a
               verse
               ,
               and
               when
               you
               have
               made
               one
               to
               construe
               them
               ,
               dismisse
               them
               all
               to
               their
               seates
               ,
               to
               try
               who
               can
               return
               them
               first
               into
               true
               verses
               ,
               without
               one
               anothers
               suggesting
               .
               When
               they
               have
               all
               dispatched
               ,
               cause
               him
               whom
               you
               conceive
               to
               be
               the
               weakest
               ,
               to
               compare
               what
               he
               hath
               done
               with
               his
               Authour
               ,
               and
               to
               prove
               his
               verses
               by
               the
               Rules
               of
               Prosodia
               .
            
             
               2.
               
               You
               may
               sometimes
               set
               them
               to
               varie
               one
               and
               the
               same
               verse
               ,
               by
               transposing
               the
               same
               words
               ,
               as
               many
               several
               wayes
               as
               they
               can
               .
               Thus
               this
               verse
               may
               be
               turned
               104.
               waies
               .
            
             
               Est
               mea
               spes
               Christus
               solus
               qui
               de
               cruce
               pendet
               .
            
             
               And
               sometimes
               you
               may
               cause
               them
               to
               keep
               the
               same
               sense
               ,
               and
               alter
               the
               words
               .
               Thus
               this
               Distick
               is
               found
               in
               Mr.
               
                 Stockwoods
                 Progymnasma
                 Scholasticum
              
               to
               be
               varied
               450.
               waies
               .
            
             
               Linque
               cupido
               jecur
               ,
               cordi
               quoque
               parcito
               ,
               si
               via
               Figere
               ,
               fige
               alio
               ,
               tela
               cruenta
               loco
               .
            
             
               To
               direct
               and
               encourage
               your
               young
               Scholars
               in
               turning
               verses
               ,
               you
               may
               make
               use
               of
               the
               book
               last
               mentioned
               ,
               
               and
               for
               further
               instructions
               concerning
               making
               verses
               ,
               I
               refer
               you
               
                 to
                 Mr.
                 Clerks
                 Dux
                 Poeticus
              
               .
            
             
               9.
               
               To
               enable
               your
               Scholars
               yet
               more
               to
               write
               good
               Latine
               in
               prose
               ,
               and
               to
               prepare
               them
               further
               for
               verses
               by
               reading
               Poetical
               books
               ,
               which
               abound
               with
               rich
               expressions
               of
               fansie
               ,
               I
               would
               have
               them
               spend
               the
               next
               halfe
               year
               in
               
                 Ovids
                 Metamorphosis
              
               ;
               out
               of
               which
               Authour
               you
               may
               make
               choice
               of
               the
               most
               pleasing
               and
               profitable
               Arguments
               ,
               which
               it
               is
               best
               for
               you
               your self
               to
               construe
               and
               explain
               unto
               them
               ,
               that
               they
               may
               dispatch
               the
               more
               at
               a
               Lesson
               ,
               and
               with
               more
               ease
               .
               When
               they
               come
               to
               say
               ,
            
             
               1.
               
               Let
               them
               repeat
               four
               or
               six
               verses
               ,
               (
               which
               you
               judge
               most
               worthy
               to
               be
               committed
               to
               memory
               )
               by
               heart
               .
            
             
               2.
               
               Let
               them
               construe
               the
               whole
               lesson
               venbatim
               ,
               minding
               the
               proprietie
               of
               the
               words
               ,
               and
               the
               elegancie
               of
               every
               phrase
               .
            
             
               3.
               
               Let
               them
               parse
               every
               word
               Grammatically
               ,
               as
               they
               have
               used
               to
               do
               in
               other
               Authours
               .
            
             
               4.
               
               Let
               them
               give
               you
               the
               Tropes
               and
               Figures
               ,
               the
               Derivations
               and
               Differences
               of
               some
               words
               ,
               and
               relate
               such
               Histories
               as
               the
               proper
               names
               will
               hint
               at
               ,
               
               which
               they
               may
               peruse
               before
               hand
               in
               their
               Dictionarie
               .
               And
               let
               them
               not
               forget
               to
               scan
               and
               prove
               every
               verse
               ,
               and
               to
               note
               more
               difficult
               quantities
               of
               some
               syllables
               .
            
             
               5.
               
               Let
               them
               strive
               (
               who
               can
               best
               )
               to
               turn
               the
               Fable
               into
               English
               prose
               ,
               and
               to
               adoru
               and
               amplifie
               it
               with
               fit
               Epithetes
               ,
               choice
               Phrases
               ,
               acute
               Sentences
               ,
               wittie
               Apophthegmes
               ,
               livelie
               similitudes
               ,
               pat
               examples
               ,
               and
               Proverbial
               Speeches
               ;
               all
               agreeing
               to
               the
               matter
               of
               moralitie
               therein
               couched
               ;
               all
               which
               they
               should
               divide
               into
               several
               Periods
               ,
               and
               return
               into
               proper
               Latine
               ,
               rightlie
               placed
               according
               to
               the
               Rules
               of
               Rhetorical
               composition
               .
            
             
               6.
               
               Let
               them
               exercise
               their
               wits
               a
               little
               in
               trying
               who
               can
               turn
               the
               same
               into
               most
               varietie
               of
               English
               verses
               .
            
             
               Mr.
               Sandy's
               Translation
               of
               this
               book
               ,
               in
               Folio
               ,
               and
               Mr.
               
                 Rosse's
                 English
                 Mythologist
              
               ,
               will
               be
               very
               delightfull
               helps
               to
               your
               Scholars
               for
               the
               better
               understanding
               thereof
               ;
               and
               if
               to
               these
               you
               adde
               
                 Sir
                 Francis
                 Bacon's
                 little
              
               book
               
                 de
                 Sapientiâ
                 veterum
                 ,
                 Natales
                 comes
                 ,
              
               and
               
                 Verderius's
                 Imagines
                 Deorum
                 ,
                 Lexicon
                 Geographicum
                 ,
                 Poeticum
                 ,
                 &
                 Historicum
              
               ;
               and
               the
               like
               fitting
               to
               be
               reserved
               for
               your
               Scholars
               
               use
               in
               the
               Schoole-librarie
               )
               it
               will
               invite
               them
               like
               so
               many
               bees
               to
               busie
               themselves
               sucking
               up
               matter
               and
               words
               to
               quicken
               their
               invention
               and
               expression
               ;
               And
               if
               you
               would
               have
               those
               in
               this
               form
               acquainted
               with
               variety
               of
               Latine
               verses
               ,
               and
               how
               to
               change
               them
               one
               into
               another
               ,
               you
               may
               sometimes
               exercise
               them
               in
               
                 Buchan's
                 Psalms
              
               ,
               and
               partlie
               out
               of
               Vossius's
               ,
               partlie
               out
               of
               Mr.
               
                 I
                 loyd's
                 Grammar
              
               latelie
               printed
               ,
               you
               shall
               find
               sufficient
               store
               ,
               and
               several
               kinds
               of
               verses
               to
               delight
               and
               profit
               them
               withall
               .
            
             
               Whereas
               
                 Wits
                 Common-Wealth
              
               is
               generally
               imposed
               upon
               young
               Scholars
               to
               tranaslte
               out
               of
               English
               into
               Latine
               ,
               and
               I
               observe
               it
               very
               difficult
               to
               be
               done
               by
               reason
               of
               the
               many
               uncouth
               words
               and
               meere
               Anglicismes
               that
               are
               in
               it
               ,
               concerning
               which
               they
               cannot
               any
               way
               help
               themselves
               by
               common
               Dictionaries
               or
               phrase-books
               ;
               I
               have
               thought
               good
               to
               frame
               
                 an
                 Alphabetical
                 Index
              
               of
               every
               English
               word
               and
               phrase
               therein
               contained
               ,
               with
               figures
               pointing
               to
               the
               Chapter
               and
               verse
               where
               it
               is
               used
               ,
               and
               shewing
               what
               Latine
               or
               Greek
               expression
               is
               most
               proper
               to
               be
               made
               in
               that
               place
               .
            
             
             
               And
               this
               I
               would
               have
               annexed
               to
               that
               useful
               book
               ,
               that
               by
               help
               thereof
               the
               Scholars
               may
               of
               themselves
               be
               able
               to
               translate
               those
               pretty
               Sentences
               out
               of
               English
               into
               Latine
               orderly
               composed
               ,
               and
               afterwards
               with
               the
               same
               ease
               out
               of
               Latine
               into
               Greek
               .
               If
               the
               Stationers
               do
               not
               accord
               ,
               that
               they
               may
               be
               printed
               together
               ,
               know
               ,
               that
               the
               Index
               may
               be
               had
               single
               by
               it self
               ,
               as
               well
               as
               the
               book
               ,
               and
               he
               that
               buyeth
               one
               cannot
               well
               be
               without
               the
               other
               ;
               they
               are
               both
               so
               necessary
               and
               neerly
               related
               to
               one
               another
               .
            
             
               They
               in
               this
               Forme
               may
               learn
               the
               
                 Assemblies
                 lesser
                 Catechisme
                 in
                 Latine
                 and
                 Greek
                 ,
              
               which
               is
               elegantly
               translated
               into
               those
               Languages
               ,
               by
               Doctor
               Harmar
               .
            
             
               Thus
               then
               in
               short
               ,
               I
               would
               have
               them
               employed
               .
               1.
               
               In
               reading
               out
               of
               the
               
                 Latine
                 Testament
              
               every
               morning
               ,
               till
               they
               be
               able
               to
               go
               on
               with
               the
               Greek
               which
               may
               then
               take
               place
               .
               2.
               
               In
               repeating
               a
               Grammar
               part
               every
               Thursday
               morning
               .
               3.
               
               In
               Learning
               the
               Rhetorick
               when
               they
               have
               done
               that
               .
               4
               
                 Camdens
                 Greek
                 Grammer
              
               on
               Mondaies
               ,
               Tuesdaies
               ,
               and
               Wednesdaies
               for
               morning
               parts
               .
               5.
               
               In
               using
               Terence
               on
               Mondaies
               ,
               
               Tuesdaies
               ,
               Wednesdaies
               and
               Thursdaies
               for
               fore-noon
               lessons
               .
               6.
               
               In
               
                 Janua
                 Latinae
                 Linguae
              
               for
               after-noon
               parts
               on
               Mondaies
               and
               Wednesdaies
               .
               7.
               
               In
               some
               of
               Sturmius
               ,
               or
               
                 Textor's
                 Epistles
              
               ,
               on
               Tuesdaies
               and
               Thursdaies
               after-noons
               ,
               and
               
                 Shirley's
                 Introductorium
              
               after
               taxes
               ended
               .
               8.
               
               In
               
                 Ovid
                 de
                 Tristibus
              
               on
               Mondaies
               and
               Wednesdaies
               in
               the
               after-noons
               for
               the
               first
               ,
               and
               in
               
                 Ovids
                 Metamorphosis
              
               for
               the
               second
               half
               Year
               ;
               They
               may
               translate
               four
               Verses
               every
               night
               out
               of
               
                 Wits
                 Common-wealth
              
               ,
               and
               say
               lessons
               on
               Saturdaies
               in
               the
               
                 Assemblies
                 Catechisme
              
               ;
               and
               by
               the
               diligent
               improvement
               of
               these
               books
               to
               their
               several
               uses
               ,
               they
               may
               first
               become
               perfectly
               readie
               in
               the
               Latine
               and
               Greek
               Grammar
               ,
               and
               the
               Elements
               of
               Rhetorick
               .
               2.
               
               They
               may
               get
               Coppy
               of
               words
               and
               learn
               to
               know
               their
               derivations
               and
               differences
               ,
               as
               also
               how
               to
               varie
               phrases
               .
               3.
               
               They
               may
               gain
               the
               right
               way
               of
               double
               translating
               and
               writing
               a
               pure
               Latine
               stile
               .
               4.
               
               They
               may
               be
               helped
               in
               their
               invention
               ,
               and
               easily
               taught
               to
               make
               all
               sorts
               of
               English
               and
               Latine
               Verses
               ,
               and
               to
               write
               familiar
               and
               elegant
               Epistles
               upon
               all
               occasions
               ;
               for
               the
               performance
               of
               all
               which
               works
               
               though
               more
               then
               ordinary
               care
               and
               pains
               may
               seem
               to
               be
               required
               in
               the
               Master
               ,
               and
               a
               great
               deal
               of
               studie
               and
               diligence
               may
               be
               thought
               to
               be
               exacted
               of
               the
               Scholars
               ,
               above
               what
               is
               usual
               in
               many
               Schools
               ;
               Yet
               a
               little
               experience
               will
               evidence
               that
               all
               things
               being
               orderly
               and
               seasonably
               done
               ,
               will
               become
               easie
               and
               pleasing
               to
               both
               after
               a
               very
               little
               while
               .
               And
               if
               the
               master
               do
               but
               consider
               with
               himself
               ,
               and
               inform
               his
               Scholars
               ,
               that
               they
               shall
               all
               ere
               long
               reap
               the
               sweet
               of
               their
               present
               labours
               ,
               by
               a
               delightful
               and
               profitable
               perusal
               of
               the
               choisest
               Authors
               both
               Greek
               and
               Latine
               ,
               whom
               as
               they
               must
               strive
               to
               imitate
               ,
               so
               they
               may
               hope
               to
               aequalize
               in
               the
               most
               noble
               stile
               and
               lofty
               strains
               of
               Oratorie
               ,
               and
               Poesie
               ;
               it
               will
               encourage
               them
               to
               proceed
               so
               chearfully
               ,
               that
               they
               will
               not
               be
               sensible
               of
               any
               toil
               or
               difficultie
               ,
               whilest
               in
               a
               profiting
               way
               they
               pass
               ,
               this
               form
               ,
               and
               endeavour
               to
               come
               to
               the
               next
               ,
               which
               we
               intend
               to
               treat
               of
               in
               the
               following
               Chapter
               .
            
          
           
             
             
               CHAP.
               II.
               
            
             
               
                 How
                 to
                 teach
                 Scholars
                 in
                 the
                 fifth
                 form
                 to
                 keep
                 and
                 improve
                 the
                 Latine
                 and
                 Greek
                 Grammars
                 ,
                 and
                 Rhetorick
                 .
                 How
                 to
                 acquaint
                 them
                 with
                 an
                 Oratory
                 ,
                 stile
                 and
                 pronunciation
                 .
                 How
                 to
                 help
                 them
                 to
                 translate
                 Latine
                 into
                 Greek
                 ,
                 and
                 to
                 make
                 Greek
                 verses
                 ,
                 as
                 they
                 read
                 Isocrates
                 and
                 Theognis
                 .
                 How
                 they
                 may
                 profit
                 well
                 in
                 reading
                 Virgil
                 ,
                 and
                 easily
                 learn
                 to
                 make
                 good
                 Theams
                 and
                 elegant
                 Verses
                 with
                 delight
                 and
                 certainty
                 .
                 And
                 what
                 Catechismes
                 they
                 may
                 learn
                 in
                 Greek
                 .
              
            
             
               THough
               it
               may
               seem
               a
               needlesse
               labour
               to
               prescribe
               directions
               for
               the
               Teaching
               of
               the
               two
               upper
               forms
               ,
               partly
               ,
               because
               I
               finde
               more
               written
               concerning
               them
               then
               the
               rest
               ,
               and
               partly
               because
               many
               very
               eminent
               and
               able
               Schoole-masters
               ●mploy
               most
               of
               their
               pains
               in
               perfecting
               ●hem
               ,
               every
               one
               making
               use
               of
               such
               Au●hors
               ,
               and
               such
               a
               Method
               as
               in
               his
               own
               ●iscretion
               he
               judgeth
               meetest
               to
               make
               ●hem
               Scholars
               ;
               not
               to
               say
               ,
               that
               the
               Scho●●rs
               themselves
               (
               being
               now
               well
               acquainted
               
               with
               the
               Latine
               and
               Greek
               Grammar
               ,
               and
               having
               gotten
               a
               good
               understanding
               (
               at
               least
               )
               of
               the
               Latine
               Tongue
               ,
               by
               the
               frequent
               exercise
               of
               translating
               and
               speaking
               Latine
               ,
               and
               writing
               Colloquies
               ,
               Epistles
               ,
               Historical
               and
               Fabulous
               narrations
               and
               the
               like
               ,
               besides
               reading
               some
               Schoole
               Authors
               ,
               and
               other
               helpful
               and
               profitable
               books
               ,
               will
               be
               able
               in
               many
               things
               to
               proceed
               without
               a
               guide
               ,
               addicting
               their
               mindes
               chiefly
               to
               those
               studies
               ,
               which
               their
               natural
               Genius
               doth
               most
               prompt
               them
               to
               ,
               either
               concerning
               Oratory
               or
               Poetry
               :
               Yet
               I
               think
               it
               requisite
               for
               me
               to
               go
               on
               as
               I
               have
               begun
               ,
               and
               to
               shew
               what
               course
               I
               have
               constantly
               kept
               with
               these
               two
               forms
               ,
               to
               make
               them
               exactly
               compleat
               in
               the
               Greek
               &
               Latine
               Tongues
               ,
               and
               as
               perfect
               Orators
               ,
               and
               Poets
               in
               both
               as
               their
               young
               years
               and
               capacities
               will
               suffer
               ;
               and
               to
               enter
               them
               so
               in
               the
               Hebrew
               ,
               as
               that
               they
               may
               be
               able
               to
               proceed
               of
               themselves
               in
               that
               holy
               Language
               ,
               whether
               they
               go
               to
               the
               University
               ,
               or
               are
               otherwise
               disposed
               on
               to
               some
               necessary
               calling
               ,
               which
               their
               Parents
               or
               Friends
               think
               fitting
               for
               them
               .
            
             
               And
               first
               ,
               I
               most
               heartily
               intreat
               those
               (
               especially
               that
               are
               my
               loving
               Friends
               and
               acquaintance
               )
               of
               my
               profession
               ,
               
               whose
               years
               and
               experience
               are
               far
               beyond
               mine
               ,
               that
               they
               would
               candidly
               peruse
               and
               kindely
               interpret
               what
               I
               have
               written
               ,
               seeing
               I
               desire
               not
               by
               any
               means
               to
               impose
               any
               thing
               too
               magisterially
               upon
               them
               or
               others
               ,
               but
               freely
               to
               communicate
               to
               all
               men
               what
               I
               have
               for
               many
               years
               kept
               private
               to
               my self
               ,
               and
               hath
               by
               some
               (
               whose
               single
               judgement
               may
               sufficiently
               satisfie
               me
               )
               been
               importunately
               thus
               haled
               to
               the
               Press
               ;
               and
               if
               in
               any
               particular
               I
               seem
               to
               them
               to
               deviate
               from
               ,
               or
               fall
               short
               of
               what
               
                 I
                 aime
              
               at
               ,
               viz.
               
                 a
                 facilitating
                 the
                 good
                 old
                 way
                 of
                 teaching
                 by
                 Grammar
                 ,
                 Authors
                 ,
                 and
                 exercises
              
               ;
               I
               shall
               take
               it
               as
               a
               singular
               token
               of
               love
               ,
               that
               they
               acquaint
               me
               with
               it
               ,
               and
               if
               by
               this
               rush-candle
               of
               mine
               ,
               they
               please
               to
               set
               up
               their
               own
               Tapers
               ,
               I
               shall
               rejoyce
               to
               receive
               greater
               light
               by
               them
               ,
               and
               be
               ready
               to
               walk
               in
               it
               more
               vigorously
               .
               In
               the
               interim
               ,
               I
               go
               on
               with
               my
               discovery
               ,
               touching
               the
               fifth
               Forme
               ,
               which
               I
               would
               have
               employed
               in
               this
               manner
               ;
            
             
               1.
               
               Let
               them
               and
               the
               forme
               above
               them
               read
               daily
               a
               dozen
               verses
               out
               of
               the
               
                 Greek
                 Testament
              
               before
               the
               saying
               of
               parts
               .
            
             
               2.
               
               Let
               them
               reserve
               
                 the
                 Latine
                 and
                 Greek
                 Grammars
                 and
                 Elementa
                 Rhetorices
              
               for
               weekly
               parts
               ,
               to
               be
               said
               only
               on
               Thursday
               mornings
               ,
               and
               so
               divided
               that
               they
               
               may
               be
               sure
               to
               go
               over
               them
               all
               once
               every
               quarter
               .
               By
               this
               means
               they
               will
               keep
               them
               in
               constant
               memory
               ,
               and
               have
               more
               time
               allotted
               them
               for
               perusing
               Authors
               and
               dispatch
               of
               exercises
               .
               You
               must
               not
               forget
               at
               every
               part
               to
               let
               them
               have
               your
               help
               of
               explication
               of
               the
               most
               obscure
               and
               difficult
               places
               before
               they
               say
               ,
               and
               after
               they
               have
               said
               to
               make
               such
               diligent
               examination
               ,
               as
               that
               you
               may
               be
               sure
               they
               understand
               what
               they
               learn.
               
            
             
               And
               to
               make
               them
               more
               fully
               acquainted
               with
               the
               Accents
               and
               Dialects
               of
               the
               Greek
               Tongue
               ,
               you
               may
               (
               besides
               those
               few
               Rules
               in
               their
               Grammar
               )
               let
               them
               daily
               peruse
               a
               Chapter
               in
               Mr.
               Franklin's
               little
               book
               De
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               which
               is
               excellently
               helpful
               to
               young
               Graecians
               ,
               and
               when
               they
               grow
               stronger
               ,
               that
               
                 Appendix
                 de
                 Dialectis
              
               at
               the
               end
               of
               Scapula
               ,
               will
               be
               worth
               their
               reading
               and
               observing
               .
               It
               would
               be
               good
               sometimes
               to
               make
               them
               compare
               the
               Latine
               and
               
                 Greek
                 Grammar
              
               together
               ,
               and
               to
               see
               wherein
               they
               agree
               ,
               &
               wherein
               they
               differ
               ,
               but
               especially
               in
               the
               Rules
               of
               Syntaxis
               ,
               and
               for
               this
               purpose
               
                 Vechneri
                 Hellonexia
              
               wil
               be
               of
               excellent
               use
               .
            
             
               And
               as
               I
               have
               directed
               before
               ,
               how
               Scholars
               should
               have
               a
               Common-place-book
               for
               the
               Latine
               Grammar
               ,
               so
               I
               do
               here
               
               also
               for
               the
               Greek
               ,
               desire
               ,
               that
               after
               it
               is
               learnt
               ,
               it
               may
               be
               drawne
               into
               a
               Synopsis
               ,
               and
               that
               digested
               into
               Common-place
               heads
               ,
               to
               which
               they
               may
               easily
               refer
               what
               ever
               they
               read
               worth
               noting
               ,
               out
               of
               any
               Greek
               Grammar
               they
               peruse
               .
               And
               that
               they
               may
               more
               freely
               expatiate
               in
               such
               Books
               ,
               it
               were
               good
               if
               they
               had
               
                 Mr.
                 Busbie's
                 Grammar
                 ,
                 Cleonard
                 ,
                 Scotus
                 ,
                 Chrysolora
                 ,
                 Ceporinus
                 ,
                 Gaza
                 ,
                 Vrbanius
                 ,
                 Caninius
                 ,
                 Gretserus
                 ,
                 Posselii
                 Syntaxis
                 ,
              
               &
               as
               many
               as
               can
               be
               gotten
               both
               ancient
               and
               modern
               ,
               laid
               up
               in
               the
               Schoole
               Librarie
               ,
               to
               collect
               Annotations
               out
               of
               ,
               as
               their
               leisure
               will
               best
               permits
               ,
               &
               you
               will
               scarce
               imagine
               to
               what
               exactnesse
               a
               boy
               will
               attain
               ,
               and
               what
               a
               treasure
               of
               good
               notes
               he
               will
               have
               heaped
               up
               in
               these
               two
               years
               time
               ,
               if
               he
               be
               moderately
               industrious
               ,
               and
               now
               and
               then
               imploy
               himself
               in
               collecting
               of
               his
               own
               accord
               ;
               and
               I
               may
               adde
               ,
               that
               Scholars
               of
               any
               ordinarie
               ingenuitie
               ,
               will
               delight
               more
               to
               be
               doing
               something
               at
               their
               book
               ,
               which
               they
               well
               understand
               ,
               then
               to
               be
               trifling
               and
               rambling
               up
               and
               down
               about
               idle
               occasions
               .
            
             
               3.
               
               Forasmuch
               as
               it
               is
               usual
               &
               commendable
               to
               bring
               on
               children
               towards
               perfection
               in
               the
               Greek
               Tongue
               ,
               as
               they
               proceed
               in
               Oratorie
               and
               Poetrie
               in
               the
               Latine
               ,
               
               I
               think
               it
               not
               amisse
               to
               exercise
               these
               two
               Forms
               in
               such
               Authours
               as
               are
               commonly
               received
               ,
               and
               may
               prove
               most
               advantagious
               to
               them
               in
               all
               these
               ;
               yet
               herein
               I
               may
               seem
               to
               differ
               from
               some
               others
               ,
               that
               in
               stead
               of
               Grammar
               parts
               ,
               (
               which
               I
               reserve
               to
               be
               constantly
               repeated
               every
               Thursday
               )
               I
               would
               have
               this
               Form
               to
               learn
               some
               lively
               patterns
               of
               Oratory
               ,
               by
               the
               frequent
               and
               familiar
               use
               whereof
               ,
               and
               the
               knowledge
               of
               the
               Histories
               themselves
               ,
               to
               which
               they
               relate
               ;
               they
               may
               at
               last
               obtain
               the
               Artifice
               of
               gallant
               expression
               ,
               &
               some
               skil
               to
               mannage
               future
               affairs
               ,
               It
               being
               requisite
               
                 for
                 a
                 Scholar
              
               ,
               more
               then
               any
               man
               ,
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               ,
               to
               be
               expert
               in
               speaking
               ,
               and
               doing
               .
            
             
               At
               first
               therefore
               for
               morning
               parts
               on
               Mondaies
               ,
               Tuesdaies
               ,
               and
               Wednesdaies
               ,
               I
               would
               have
               them
               exercised
               in
               Apththonius
               (
               if
               it
               can
               be
               gotten
               ,
               as
               I
               desire
               it
               may
               be
               reprinted
               )
               both
               in
               
                 Greek
                 and
                 Latine
              
               .
               Out
               of
               which
               book
               ,
               I
               would
               have
               them
               translate
               the
               Fables
               and
               Themes
               (
               so
               as
               to
               finish
               at
               least
               every
               week
               one
               )
               into
               pure
               English
               ,
               and
               to
               repeat
               them
               (
               being
               translated
               )
               in
               both
               Languages
               ,
               that
               by
               that
               means
               they
               may
               gain
               the
               Method
               of
               these
               kinde
               of
               exercises
               ,
               and
               inure
               themselves
               to
               Pronunciation
               .
               When
               they
               have
               gone
               
               over
               them
               ,
               they
               may
               next
               translate
               Tullies
               six
               Paradoxes
               ,
               and
               pronounce
               them
               also
               in
               English
               and
               Latine
               ,
               as
               if
               they
               were
               their
               own-And
               afterwards
               they
               may
               proceed
               in
               those
               pithy
               Orations
               which
               are
               purposely
               collected
               out
               of
               
                 Salust
                 ,
                 Livy
                 ,
                 Tacitus
              
               ,
               &
               
                 Quintus
                 Curtius
              
               ,
               having
               the
               Histories
               of
               their
               occasions
               summarily
               set
               down
               before
               them
               .
               And
               of
               these
               I
               would
               have
               them
               constantly
               to
               translate
               one
               every
               day
               into
               English
               ,
               beginning
               with
               those
               that
               are
               the
               shortest
               ,
               and
               once
               a
               week
               to
               strive
               amongst
               themselves
               ,
               who
               can
               best
               pronounce
               them
               both
               in
               English
               and
               Latine
               .
               I
               know
               not
               what
               others
               may
               think
               of
               this
               Task
               ,
               but
               I
               have
               experienced
               it
               to
               be
               a
               most
               effectual
               mean
               to
               draw
               on
               my
               Scholars
               to
               emulate
               one-another
               ,
               who
               could
               make
               the
               best
               exercises
               of
               their
               own
               in
               the
               most
               Rhetorical
               style
               ,
               and
               have
               often
               seen
               the
               most
               bashfull
               ,
               and
               least-promising
               boyes
               ,
               to
               out-strip
               their
               fellowes
               in
               pronouncing
               with
               a
               courage
               ,
               and
               comely
               gesture
               ;
               and
               for
               bringing
               up
               this
               use
               first
               in
               my
               School
               ,
               I
               must
               here
               thank
               that
               modest
               and
               ingenious
               Gentleman
               
                 Mr.
                 Edward
                 Perkins
              
               ,
               who
               was
               then
               my
               Usher
               ,
               for
               advising
               me
               to
               set
               upon
               it
               .
               For
               I
               found
               nothing
               that
               I
               did
               formerly
               to
               put
               such
               a
               spirit
               into
               my
               Scholars
               ,
               and
               make
               them
               ,
               like
               so
               many
               Nightingales
               ,
               to
               contend
               ,
               who
               could
               
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               most
               melodiously
               tune
               his
               voyce
               and
               frame
               style
               ,
               to
               pronounce
               and
               imitate
               the
               forementioned
               Orations
               .
            
             
               4.
               
               Their
               forenoon
               Lessons
               on
               Mondays
               and
               Wednesdays
               ,
               may
               be
               in
               Isocrates
               ,
               and
               to
               make
               them
               more
               attend
               the
               Greek
               ,
            
             
               1.
               
               Let
               them
               (
               at
               first
               especially
               )
               translate
               every
               Lesson
               by
               way
               of
               interlineary
               writing
               according
               to
               the
               Grammaticall
               order
               .
            
             
               2.
               
               Let
               them
               parse
               the
               whole
               Lesson
               in
               that
               order
               ,
               and
               give
               you
               the
               Variation
               and
               derivation
               of
               the
               most
               difficult
               Nouns
               and
               Verbs
               throughout
               ,
               and
               the
               Rules
               of
               Syntaxe
               ,
               and
               of
               the
               Accents
               .
            
             
               3.
               
               Let
               them
               pick
               out
               the
               phrases
               ,
               and
               more
               elegant
               words
               as
               they
               go
               along
               ,
               and
               write
               them
               in
               a
               Paparbook
               ;
               and
               transcribe
               what
               Sentences
               they
               meet
               withall
               into
               their
               Common-place-book
               .
               After
               they
               are
               well
               entered
               ,
               you
               may
               cause
               them
               to
               translate
               the
               Greek
               into
               elegant
               Latine
               ,
               and
               on
               Fridayes
               ,
               when
               they
               come
               to
               repeat
               ,
               to
               render
               their
               own
               Latine
               into
               Greek
               ,
               which
               they
               should
               endeavour
               to
               write
               down
               very
               true
               and
               fair
               without
               any
               help
               of
               their
               Authour
               ,
               who
               is
               then
               to
               be
               thrown
               aside
               ,
               but
               afterwards
               compared
               with
               what
               they
               have
               done
               .
            
             
               Three
               quarters
               of
               a
               year
               (
               I
               conceive
               )
               
               will
               be
               sufficient
               to
               exercise
               them
               in
               Isocrates
               ,
               till
               they
               get
               a
               perfect
               knowledge
               of
               Etymologie
               and
               Syntaxe
               in
               Greek
               ;
               which
               they
               will
               more
               easily
               attain
               to
               ,
               if
               out
               of
               this
               Authour
               (
               especially
               )
               you
               teach
               them
               to
               translate
               such
               examples
               most
               frequently
               ,
               as
               may
               serve
               to
               explicate
               those
               Rules
               ,
               which
               are
               not
               to
               be
               found
               in
               their
               Latine
               Grammar
               ,
               and
               very
               seldom
               occurre
               in
               the
               Greek
               one
               ,
               which
               they
               commonly
               read
               .
               And
               then
               you
               may
               let
               them
               translate
               a
               Psalme
               out
               of
               English
               into
               Latine
               ,
               and
               out
               of
               Latine
               into
               Greek
               ,
               and
               compare
               them
               with
               the
               Septuagint
               Psalter
               .
               Afterwards
               you
               may
               give
               them
               some
               of
               
                 Demosthenes's
                 Sentences
              
               or
               Similies
               (
               collected
               by
               Loinus
               )
               or
               of
               
                 Posselius
                 Apophthegmes
              
               in
               Latine
               only
               ;
               and
               let
               them
               turn
               them
               into
               Greek
               ,
               which
               when
               they
               have
               done
               ,
               you
               may
               let
               them
               see
               the
               Authours
               ,
               that
               by
               them
               they
               may
               discover
               their
               own
               failings
               ,
               and
               endeavour
               to
               amend
               them
               .
            
             
               Their
               Lessons
               then
               for
               the
               fourth
               quarter
               on
               Mondaies
               and
               Wednesdaies
               should
               be
               in
               Theognis
               ,
               in
               which
               most
               pleasing
               Poet
               ,
               they
               may
               be
               taught
               not
               onely
               to
               construe
               and
               parse
               ,
               as
               formerly
               ,
               but
               also
               to
               minde
               the
               Dialects
               ,
               and
               to
               prove
               and
               scan
               ,
               and
               to
               trie
               how
               to
               make
               Hex●meter
               ,
               and
               Pentameter
               Greek
               verses
               ,
               as
               they
               formerly
               did
               
               Latine
               ones
               ,
               out
               of
               
                 Ovid
                 de
                 Tristibus
              
               .
               And
               here
               I
               must
               not
               forget
               to
               give
               notice
               to
               all
               that
               are
               taken
               with
               this
               Authour
               ,
               that
               Mr.
               Castilion's
               Praelectiones
               (
               which
               he
               sometimes
               read
               at
               Oxford
               ,
               in
               Magdalene
               Colledge
               ;
               and
               Mr.
               Langley
               late
               School-Master
               of
               Pauls
               transcribed
               ,
               when
               he
               was
               Student
               there
               )
               are
               desirous
               to
               see
               the
               light
               ,
               were
               they
               but
               helped
               forward
               by
               some
               Stationer
               ,
               or
               Printer
               ,
               that
               would
               a
               little
               consider
               the
               Authours
               paines
               .
               I
               need
               give
               the
               work
               no
               more
               commendations
               then
               to
               say
               ,
               that
               (
               besides
               
                 Mr.
                 Langley
              
               that
               writ
               it
               long
               agoe
               )
               Mr.
               Busbie
               ,
               Mr.
               Dugard
               ,
               Mr.
               Singleton
               ,
               and
               some
               others
               of
               note
               ,
               have
               seen
               the
               Book
               ,
               and
               judged
               it
               a
               most
               excellent
               piece
               ,
               not
               onely
               to
               help
               young
               Scholars
               in
               the
               understanding
               of
               Theognis
               ,
               but
               also
               to
               furnish
               them
               with
               abundant
               matter
               of
               invention
               ,
               and
               to
               be
               a
               President
               to
               Students
               in
               the
               Universities
               ,
               whereby
               they
               may
               learne
               to
               compose
               such
               kind
               of
               Lectures
               upon
               other
               Poets
               ,
               either
               for
               their
               own
               private
               recreation
               ,
               or
               more
               publick
               reading
               .
               
                 Screvelii
                 Lexicon
                 Manuale
              
               ,
               will
               be
               very
               usefull
               to
               this
               Form
               for
               parsing
               their
               Lessones
               and
               
                 Garthii
                 Lexicon
              
               (
               which
               is
               annexed
               to
               it
               )
               
                 Rulandi
                 Synonymia
                 ,
                 Morelii
                 Dictionarium
                 ,
                 Billii
                 Locutiones
                 ,
                 Devarius
                 de
                 Graecis
                 particulis
                 ,
                 Posselii
                 Calligraphia
                 ,
              
               for
               translating
               
               Latine
               into
               Greek
               ,
               but
               nothing
               is
               more
               availeable
               to
               gain
               a
               good
               style
               ,
               then
               frequent
               imitation
               of
               select
               pieces
               out
               of
               Isocrates
               and
               Demostenes
               ,
               and
               translating
               one
               while
               out
               of
               the
               Greek
               into
               Latine
               ,
               and
               another
               while
               out
               of
               Latine
               into
               Greek
               .
            
             
               5.
               
               For
               forenoon
               Lessons
               on
               Tuesdayes
               and
               Thursdayes
               ,
               I
               make
               choyce
               of
               Justin
               as
               a
               plain
               History
               ,
               and
               full
               of
               excellent
               examples
               ,
               and
               morall
               observations
               ,
               which
               for
               the
               easiness
               of
               the
               style
               the
               Scholars
               of
               this
               Form
               may
               now
               construe
               of
               themselves
               ,
               and
               as
               you
               meet
               with
               an
               Historical
               Passage
               that
               is
               more
               observable
               then
               the
               rest
               ,
               you
               may
               cause
               every
               one
               of
               them
               to
               write
               it
               down
               in
               English
               ,
               as
               well
               as
               he
               can
               possibly
               relate
               it
               without
               his
               book
               ,
               and
               to
               return
               it
               again
               into
               good
               Latine
               .
               By
               this
               meanes
               they
               will
               not
               onely
               well
               heed
               the
               matter
               ,
               but
               also
               the
               words
               ,
               and
               phrases
               of
               this
               smooth
               Historian
               .
               And
               after
               halfe
               ,
               or
               three
               quarters
               of
               a
               yeare
               ,
               you
               may
               make
               use
               of
               
                 Caesars
                 Commentaries
              
               ,
               or
               
                 Lucius
                 Florus
              
               ,
               in
               this
               manner
               ;
               intermixing
               some
               of
               
                 Erasmus
                 Colloquies
              
               now
               and
               then
               ,
               for
               varieties
               sake
               .
            
             
               6.
               
               Their
               afternoones
               Parts
               on
               Mondayes
               and
               Wednesday●s
               ,
               may
               be
               in
               
                 Janua
                 Linguarum
                 Graeca
              
               ,
               translated
               out
               
               of
               Latine
               by
               
                 Theodorus
                 Simonius
              
               ,
               which
               they
               may
               use
               as
               they
               formerly
               did
               the
               
                 Janua
                 Latinae
                 Linguae
                 ;
                 viz.
              
               after
               they
               have
               construed
               a
               Chapter
               ,
               and
               analysed
               some
               harder
               Nounes
               and
               Verbes
               ,
               you
               may
               let
               them
               try
               who
               can
               recite
               the
               most
               Greek
               names
               of
               things
               ,
               and
               tell
               you
               the
               most
               Greek
               words
               for
               one
               Latine
               word
               ,
               and
               shew
               their
               Derivations
               and
               differences
               ,
               and
               the
               Rules
               of
               their
               severall
               Accents
               .
               And
               to
               acquaint
               them
               the
               better
               with
               all
               the
               Greek
               and
               Latine
               words
               ,
               comprized
               in
               that
               book
               ,
               you
               may
               cause
               them
               at
               every
               part
               to
               write
               out
               some
               of
               the
               
                 Latine
                 Index
              
               into
               Greek
               ,
               and
               some
               of
               
                 the
                 Greek
                 Index
              
               into
               Latine
               ,
               and
               to
               note
               the
               manner
               of
               declining
               Nouns
               and
               Verbes
               ,
               as
               the
               Dictionaries
               ,
               and
               Lexicons
               will
               shew
               them
               .
            
             
               7.
               
               Virgil
               the
               Prince
               and
               purest
               of
               all
               Latine
               Poets
               doth
               justly
               challenge
               a
               place
               in
               Schoole-teaching
               ,
               and
               therefore
               I
               would
               have
               him
               to
               be
               constantly
               and
               throughly
               read
               by
               this
               form
               on
               Mondaies
               and
               Tuesdaies
               for
               after-noon
               lessons
               .
               They
               may
               begin
               with
               ten
               or
               twelve
               verses
               at
               a
               lesson
               in
               the
               Eclogues
               ,
               which
               they
               may
               first
               repeat
               memoriter
               ,
               as
               well
               as
               they
               can
               possibly
               .
            
             
             
               2.
               
               Construe
               and
               parse
               ,
               and
               scan
               and
               prove
               exactly
               .
            
             
               3.
               
               Give
               the
               Tropes
               and
               Figures
               with
               their
               definitions
               .
            
             
               4.
               
               Note
               out
               of
               the
               Phrases
               and
               Epithites
               ,
               and
               other
               Elegancies
               .
            
             
               5.
               
               Give
               the
               Histories
               or
               descriptions
               belonging
               to
               the
               proper
               Names
               ,
               and
               their
               Etymologies
               .
            
             
               But
               after
               they
               are
               well
               acquainted
               with
               this
               excellent
               Poet
               ,
               let
               them
               take
               the
               quantity
               of
               an
               Eclogue
               at
               once
               ,
               not
               minding
               so
               much
               to
               con
               their
               lessons
               by
               heart
               ,
               as
               to
               understand
               and
               examine
               them
               well
               and
               often
               over
               ,
               according
               to
               the
               directions
               which
               Erasmus
               gives
               
                 de
                 modo
                 repetendae
                 lectionis
              
               ,
               which
               
                 Mr.
                 Langley
              
               caused
               to
               be
               Printed
               at
               the
               end
               of
               
                 Lillies
                 Grammar
              
               by
               him
               corrected
               ,
               and
               
                 Mr.
                 Clark
              
               hath
               worthily
               inserted
               in
               his
               
                 Dux
                 Grammaticus
              
               .
               There
               are
               several
               
                 Translations
                 of
                 Virgil
              
               into
               English
               verse
               ,
               by
               the
               reading
               whereof
               young
               Scholars
               may
               be
               somewhat
               helped
               to
               understand
               the
               Latine
               better
               ,
               but
               of
               all
               the
               rest
               
                 Mr.
                 Ogilby
              
               hath
               done
               it
               most
               compleatly
               ,
               and
               if
               his
               larger
               book
               may
               be
               procured
               to
               the
               Schoole-Library
               ,
               the
               lively
               pictures
               will
               imprint
               the
               Histories
               in
               Scholars
               Memories
               ,
               and
               be
               a
               means
               to
               heighten
               their
               phansies
               with
               conceits
               answerable
               
               to
               the
               Authors
               gallant
               expressions
               .
               After
               they
               have
               passed
               the
               Georgicks
               by
               the
               Masters
               help
               ,
               he
               may
               leave
               them
               to
               read
               the
               Aenead's
               by
               themselves
               ,
               having
               Cerda
               ,
               or
               Servius
               at
               hand
               to
               resolve
               them
               in
               places
               more
               difficult
               for
               them
               to
               construe
               ;
               though
               
                 Mr.
                 Farnabies
                 notes
                 upon
                 Virgil
              
               will
               assist
               them
               ever
               and
               anon
               .
            
             
               As
               they
               read
               this
               Author
               ,
               you
               may
               cause
               them
               sometimes
               to
               relate
               a
               pleasing
               story
               in
               good
               English
               prose
               ,
               and
               to
               try
               who
               can
               soonest
               turn
               it
               into
               elegant
               Latine
               ,
               or
               into
               some
               other
               kinde
               of
               verses
               which
               you
               please
               for
               the
               present
               to
               appoint
               them
               ,
               either
               English
               or
               Latine
               ,
               or
               both
               .
            
             
               8.
               
               On
               Tuesdaies
               in
               the
               after-noones
               you
               may
               cause
               them
               sometimes
               to
               translate
               one
               of
               
                 Aesops
                 Fables
              
               ,
               and
               sometimes
               one
               of
               
                 Aelians
                 Histories
              
               ,
               or
               a
               Chapter
               in
               Epictetus
               out
               of
               Greek
               into
               English
               ,
               and
               then
               to
               turn
               its
               English
               into
               Latine
               ,
               and
               out
               of
               Latine
               into
               Greek
               .
               And
               on
               Thursdaies
               in
               the
               after-noons
               they
               may
               turn
               some
               of
               
                 Mr.
                 Farnabies
                 Epigrammata
                 selecta
              
               out
               of
               Greek
               into
               Latine
               and
               English
               verses
               ,
               and
               some
               of
               
                 Aesops
                 Fables
              
               or
               
                 Tullies
                 Sentences
              
               into
               Latine
               and
               afterwards
               into
               Greek
               verses
               .
            
             
               You
               need
               not
               alway
               let
               your
               Scholars
               have
               these
               Greek
               Books
               ,
               but
               sometimes
               
               dictate
               to
               them
               what
               you
               would
               have
               them
               write
               ,
               and
               afterwards
               let
               them
               compare
               their
               own
               doings
               with
               their
               author
               ,
               to
               espie
               their
               own
               failings
               ,
               and
               this
               will
               be
               a
               means
               to
               help
               them
               to
               write
               Greek
               truly
               of
               themselves
               ;
               you
               may
               sometimes
               dictate
               a
               Colloquie
               ,
               or
               Epistle
               ,
               or
               a
               Sentence
               ,
               or
               a
               short
               History
               in
               English
               ,
               and
               let
               them
               write
               it
               in
               Latine
               or
               Greek
               as
               you
               spake
               it
               ,
               and
               by
               this
               you
               may
               try
               their
               strength
               at
               any
               time
               ,
               and
               ready
               them
               for
               extemporary
               exercises
               .
            
             
               9.
               
               Now
               forasmuch
               as
               this
               form
               is
               to
               be
               employed
               weekly
               in
               making
               Theams
               and
               Verses
               ,
               which
               they
               can
               never
               well
               do
               ,
               except
               they
               be
               furnished
               with
               matter
               aforehand
               ;
               I
               would
               have
               them
               provide
               a
               large
               
                 Commox-place
                 book
              
               ,
               in
               which
               they
               should
               write
               at
               least
               those
               heads
               which
               Mr.
               Farnabie
               hath
               set
               down
               in
               his
               
                 Index
                 Rhetoricus
              
               ,
               and
               then
               busie
               themselves
               (
               especially
               )
               on
               Tuesdaies
               and
               Thursdaies
               in
               the
               after-noons
               ,
               after
               other
               tasks
               ended
               ,
               to
               collect
               ,
               1.
               
               Short
               Histories
               out
               of
               
                 Plutarch
                 .
                 Valerius
                 Maximus
                 .
                 Justin.
                 Caesar
                 Lucius
                 Florus
                 .
                 Livie
                 .
                 Plinie
                 .
                 Paraeus
                 Medulla
                 Historiae
                 ,
                 Aelianus
                 ,
                 &c.
                 
              
            
             
               2.
               
               Apologues
               
                 and
                 Fabies
                 out
                 of
              
               Aesop
               .
               Phaedrus
               .
               Ovid.
               Natales
               Comes
               ,
               &c.
               
            
             
               3.
               
               Adagies
               
                 out
                 of
              
               Adagia
               Selecta
               .
               Erasmi
               Adagia
               ,
               Drax's
               Bibliotheca
               Scholastica
               ,
               &c.
               
            
             
             
               4.
               
               Hieroglyphicks
               
                 out
                 of
              
               Pierius
               and
               Causinus
               ,
               &c.
               
            
             
               5.
               
               Emblems
               and
               Symbols
               out
               of
               
                 Alciat
                 .
                 Beza
                 .
                 Quarles
                 .
                 Reusenerus
                 .
                 Chartarius
                 ,
              
               &c.
               
            
             
               6.
               
               
                 Ancient
                 Laws
                 and
                 Customs
                 out
                 of
              
               Diodorus
               Siculus
               .
               Paulus
               Minutius
               ,
               Plutarch
               ,
               &c.
               
            
             
               7.
               
               
                 Witty
                 Sentences
                 out
                 of
              
               Golden
               Grove
               .
               Moral
               Philosophie
               .
               Sphinx
               Philosophica
               .
               Wits
               Common
               Wealth
               .
               Flores
               Doctorum
               .
               Tullies
               Sentences
               .
               Demosthenis
               Sententiae
               .
               Enchiridion
               Morale
               .
               Stobaeus
               .
               Ethica
               Cireroniana
               .
               Gruteri
               Florilegium
               ,
               &c.
               
            
             
               8.
               
               
                 Rhetorical
                 exornations
                 out
                 of
              
               Vossius
               ,
               Farnaby
               ,
               Butler
               ,
               &c.
               
            
             
               9.
               
               
                 Topical
                 places
                 ,
                 out
                 of
              
               Caussinus
               .
               Tresmarus
               .
               Orator
               Extemporaneus
               .
               &c.
               
            
             
               10.
               
               Descriptions
               of
               things
               natural
               and
               artificial
               ,
               out
               of
               
                 Orbis
                 Pictus
                 .
                 Caussinus
                 .
                 Plinius
                 ,
                 &c.
              
               that
               I
               may
               not
               forget
               
                 Textors
                 Officina
                 .
                 Lycosthenes
                 .
                 Erasmi
                 Apophthegmata
                 ,
                 Carolina
                 Apophthegmata
                 ,
              
               and
               Polyanthea
               ,
               which
               ,
               together
               with
               all
               that
               can
               be
               got
               of
               this
               nature
               ,
               should
               be
               laied
               up
               in
               the
               Schoole
               Library
               for
               Scholars
               to
               pick
               what
               they
               can
               out
               of
               ;
               besides
               what
               they
               read
               in
               their
               own
               Authours
               ,
            
             
               Now
               the
               manner
               I
               would
               have
               them
               use
               them
               ,
               is
               thus
               ;
            
             
             
               Having
               a
               Theme
               given
               then
               to
               treat
               of
               ,
               as
               suppose
               ,
               this
               ;
            
             
               Non
               aestas
               semper
               suerit
               ,
               componite
               nidos
               .
            
             
               Let
               them
               first
               consult
               what
               they
               have
               read
               in
               their
               own
               Authours
               ,
               concerning
               ,
               
                 Tempus
                 ,
                 Aetas
                 ,
                 occasio
              
               ,
               or
               opportunitas
               ,
               and
               then
               ,
            
             
               2.
               
               Let
               every
               one
               take
               one
               of
               those
               books
               forementioned
               ,
               and
               see
               what
               he
               can
               finde
               in
               it
               for
               his
               purpose
               ,
               and
               write
               it
               down
               under
               one
               of
               those
               heads
               in
               his
               Common-place
               book
               ;
               but
               first
               let
               the
               Master
               see
               whether
               it
               will
               suit
               with
               the
               Theme
               .
            
             
               3.
               
               Let
               them
               all
               read
               what
               they
               have
               written
               ,
               before
               the
               Master
               ,
               and
               every
               one
               transcribe
               what
               others
               have
               collected
               ,
               into
               his
               own
               book
               ;
               and
               thus
               they
               may
               alwayes
               have
               store
               of
               matter
               for
               invention
               ready
               at
               hand
               ,
               which
               is
               far
               beyond
               what
               their
               own
               wit
               is
               able
               to
               conceive
               .
               Now
               to
               furnish
               themselves
               also
               with
               copy
               of
               good
               words
               and
               phrases
               ,
               besides
               ,
               what
               they
               have
               collected
               weekly
               ,
               and
               what
               hath
               been
               already
               said
               of
               varying
               them
               ,
               they
               should
               have
               these
               and
               the
               like
               Books
               reserved
               in
               the
               Schoole-Library
               ;
               
                 viz.
                 Sylva
                 Synonymorum
                 ,
                 Calliepia
                 .
                 Huisse's
                 phrases
                 ,
                 Winchesters
                 phrases
                 ,
                 Lloyds
                 phrases
                 ,
                 Farnabies
                 phrases
                 ,
                 Enchiridion
                 Oratorium
                 ,
                 Clarkes
                 Phraseologia
                 ,
              
               and
               his
               
                 English
                 Adagies
                 ;
                 
                 Willis
                 Anglicismes
                 ,
                 Barrets
                 Dictionary
                 ,
                 Hulaet
                 ,
              
               or
               rather
               
                 Higgins
                 Dictionary
                 ;
                 Drax
                 Bibliotheca
                 ,
                 Parei
                 Calligraphia
                 ,
                 Manutii
                 phrases
                 ,
                 A
                 little
                 English
                 Dictionary
                 ,
              
               160.
               and
               
                 Walkers
                 Particles
              
               :
               and
               if
               at
               any
               time
               they
               can
               wittily
               and
               pithily
               invent
               any
               thing
               of
               their
               own
               brain
               ;
               you
               may
               help
               them
               to
               express
               it
               in
               good
               Latine
               ,
               by
               making
               use
               of
               
                 Cooper's
                 Dictionary
              
               ,
               either
               as
               himselfe
               directeth
               in
               his
               preface
               ,
               or
               Phalerius
               will
               more
               fully
               shew
               you
               ,
               in
               his
               
                 Supplementa
                 ad
                 Grammaticam
              
            
             
               And
               to
               draw
               their
               words
               and
               matter
               into
               the
               Form
               of
               a
               Theme
               with
               ease
               ,
               let
               them
               have
               sound
               Patterns
               to
               imitate
               ,
               because
               they
               in
               every
               thing
               prevaile
               to
               do
               it
               soonest
               ,
               and
               sureliest
               .
            
             
               First
               therefore
               let
               them
               peruse
               that
               in
               
                 Merchant
                 Taylors
                 School
                 Probation
                 book
              
               ,
               and
               then
               those
               at
               the
               end
               of
               
                 Winchesters
                 phrases
              
               ,
               and
               those
               in
               
                 Mr.
                 Clarks
                 Formulae
                 Oratoriae
              
               ;
               and
               afterwards
               they
               may
               proceed
               to
               those
               in
               
                 Aphthonius
                 ,
                 Rodulphus
                 Agricola
                 ,
                 Catineus
                 ,
                 Lorichius
                 ,
              
               and
               the
               like
               ;
               and
               learne
               how
               to
               prosecute
               the
               severall
               parts
               of
               a
               Theme
               more
               at
               large
               ,
               by
               intermixing
               som
               of
               those
               
                 Formulae
                 Oratoriae
              
               ,
               which
               
                 Mr.
                 Clark
              
               and
               
                 Mr.
                 Farnaby
              
               have
               collected
               ,
               which
               are
               proper
               to
               every
               part
               ;
               so
               as
               to
               bring
               their
               matter
               into
               handsome
               and
               
               plain
               order
               ,
               and
               to
               flourish
               and
               adorne
               it
               neatly
               with
               Rhetorical
               Tropes
               and
               Figures
               ,
               alwayes
               regarding
               the
               composure
               of
               words
               ;
               as
               to
               make
               them
               run
               in
               a
               pure
               and
               even
               style
               ,
               according
               to
               the
               best
               of
               their
               Authours
               ,
               which
               they
               must
               alwayes
               observe
               ,
               as
               Presidents
               .
            
             
               But
               the
               best
               way
               (
               as
               I
               conceive
               )
               to
               encourage
               children
               at
               the
               first
               ,
               against
               any
               seeming
               difficulty
               in
               this
               exercise
               of
               making
               Themes
               ,
               is
               this
               ;
               After
               you
               have
               shewed
               them
               how
               to
               finde
               matter
               ,
               and
               where
               to
               help
               themselves
               with
               words
               ,
               and
               phrases
               ,
               and
               in
               what
               order
               they
               are
               to
               dispose
               the
               Parts
               ,
               and
               what
               Formula's
               they
               are
               to
               use
               in
               passing
               from
               one
               to
               another
               ;
               propound
               a
               Theme
               to
               them
               in
               English
               and
               Latine
               ,
               and
               let
               them
               strive
               who
               can
               soonest
               return
               you
               the
               best
               Exordium
               in
               English
               ,
               and
               then
               who
               can
               render
               it
               into
               the
               best
               Latine
               ,
               and
               so
               you
               may
               proceed
               to
               the
               narration
               ,
               and
               quite
               thorow
               every
               part
               of
               a
               Theme
               ,
               not
               tying
               them
               to
               the
               words
               of
               any
               Authour
               ,
               but
               giving
               them
               liberty
               to
               contract
               ,
               or
               enlarge
               ,
               or
               alter
               them
               as
               they
               please
               ;
               so
               that
               they
               still
               contend
               to
               go
               beyond
               them
               in
               purity
               of
               expression
               .
               This
               being
               done
               ,
               you
               may
               dismisse
               them
               to
               adventure
               to
               make
               every
               one
               his
               own
               exercise
               in
               English
               and
               Latine
               ,
               and
               to
               bring
               
               it
               fair
               written
               ,
               and
               be
               able
               to
               pronounce
               it
               distinctly
               memoriter
               at
               a
               time
               appointed
               .
               And
               when
               once
               you
               see
               they
               have
               gained
               a
               perfect
               way
               of
               making
               Themes
               of
               themselves
               ,
               you
               may
               let
               them
               go
               on
               to
               attain
               the
               habit
               by
               their
               own
               constant
               practice
               ,
               ever
               and
               anon
               minding
               them
               what
               places
               in
               their
               Authours
               (
               as
               they
               read
               )
               are
               most
               worthy
               notice
               and
               imitation
               ,
               and
               for
               what
               purposes
               they
               may
               serve
               them
               .
            
             
               10.
               
               Touching
               learning
               to
               scan
               and
               prove
               ,
               and
               make
               all
               sorts
               of
               verses
               ,
               I
               have
               spoken
               in
               the
               former
               Chapter
               ;
               now
               for
               diligent
               practise
               in
               this
               kind
               of
               exercise
               ,
               they
               may
               constantly
               comprise
               the
               sum
               of
               their
               Themes
               in
               a
               Distich
               ,
               Tetrastich
               ,
               Hexastich
               ,
               or
               more
               verses
               ,
               as
               they
               grow
               in
               strength
               .
               For
               invention
               of
               further
               matter
               upon
               any
               occasion
               or
               subject
               they
               are
               to
               treat
               upon
               ,
               they
               may
               sometimes
               imitate
               places
               out
               of
               the
               purest
               Poets
               ,
               (
               which
               
                 Mr.
                 Farnabies
                 Index
                 Poeticus
              
               will
               point
               them
               to
               ,
               besides
               what
               they
               finde
               in
               
                 Flores
                 Poetarum
              
               ,
               &
               
                 Sabinusde
                 Carminibus
                 ad
                 veterum
                 imitationem
                 artificiose
                 componendis
                 ,
              
               at
               the
               beginning
               of
               
                 Textors
                 Epistles
              
               ,
               will
               further
               direct
               them
               )
               and
               sometime
               paraphrase
               ,
               or
               (
               as
               some
               term
               it
               )
               metaphrase
               upon
               a
               piece
               of
               an
               Historian
               or
               Oratour
               ,
               endeavouring
               more
               lively
               to
               express
               in
               verse
               what
               the
               Authour
               
               hath
               written
               in
               prose
               ,
               and
               for
               this
               
                 Mr.
                 Horne
              
               hath
               furnished
               you
               with
               two
               examples
               in
               his
               excellent
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               ,
               
                 de
                 usu
                 Authoris
              
               .
            
             
               For
               variety
               and
               copy
               of
               Poetical
               phrases
               ,
               there
               are
               many
               very
               good
               helps
               ;
               
                 viz
                 :
                 Phrases
                 Poeticae
              
               ,
               besides
               those
               of
               
                 Mr.
                 Farnabies
                 .
                 Aerarium
                 Poeticum
                 ,
                 Enchiridion
                 Poeticum
                 ,
                 Res
                 Virgiliana
                 ,
                 Artis
                 Poeticae
                 compendium
                 ,
                 Thesaurus
                 Poeticus
                 ,
              
               and
               others
               ,
               worthy
               to
               be
               laid
               up
               in
               the
               Schoole-Library
               .
               Textor
               will
               sufficiently
               supply
               choyce
               Epithites
               ,
               &
               
                 Smetii
                 Prosodia
              
               ,
               will
               afford
               Authorities
               ;
               (
               which
               is
               lately
               comprized
               ,
               and
               printed
               at
               the
               end
               of
               
                 Lilies
                 Grammar
              
               )
               But
               for
               gaining
               a
               smooth
               way
               of
               versifying
               ,
               and
               to
               be
               able
               to
               expresse
               much
               matter
               in
               few
               words
               ,
               and
               very
               fully
               to
               the
               life
               ,
               I
               conceive
               it
               very
               necessary
               for
               Scholars
               to
               be
               very
               frequent
               in
               perusing
               and
               rehearsing
               Ovid
               and
               Virgil
               ,
               and
               afterwards
               such
               kind
               of
               Poete
               ,
               as
               they
               are
               themselves
               delighted
               with
               all
               ,
               either
               for
               more
               variety
               of
               verse
               ,
               or
               the
               wittinesse
               of
               conceit
               sake
               .
               And
               the
               Master
               indeed
               should
               cause
               his
               Scholars
               to
               recite
               a
               piece
               of
               Ovid
               or
               Virgil
               ,
               in
               his
               hearing
               now
               and
               then
               ,
               that
               the
               very
               tune
               of
               these
               pleasant
               verses
               may
               be
               imprinted
               in
               their
               mindes
               ,
               so
               that
               when
               ever
               they
               are
               put
               to
               compose
               a
               verse
               ,
               they
               make
               it
               
               glide
               as
               even
               as
               those
               in
               their
               Authours
               ,
               
                 Mr.
                 Rosse
              
               his
               
                 Virgilius
                 Euangelizans
              
               will
               easily
               shew
               how
               a
               young
               Scholar
               may
               imitate
               Virgil
               to
               the
               life
               .
            
             
               From
               this
               little
               that
               hath
               been
               said
               ,
               they
               that
               have
               a
               natural
               aptness
               &
               delight
               in
               Poetry
               ,
               may
               proceed
               to
               more
               exquisite
               perfection
               in
               that
               Art
               ,
               then
               any
               rules
               of
               teaching
               can
               reach
               unto
               :
               &
               there
               are
               very
               few
               so
               meanly
               witted
               ,
               but
               by
               diligent
               use
               of
               the
               directions
               now
               given
               ,
               may
               attain
               to
               so
               much
               skill
               ,
               as
               to
               be
               able
               to
               judge
               of
               any
               verse
               ,
               and
               upon
               a
               fit
               occasion
               or
               subject
               ,
               to
               compose
               a
               handsome
               copy
               ;
               though
               not
               so
               fluently
               or
               neatly
               as
               they
               that
               have
               a
               natural
               sharpnesse
               and
               dexterity
               in
               the
               Art
               of
               Poetry
               .
            
             
               11.
               
               When
               they
               in
               this
               Form
               have
               gone
               thrice
               over
               the
               
                 Assemblies
                 Catechisme
                 in
                 Greek
                 and
                 Latine
                 ,
              
               they
               may
               proceed
               in
               
                 Nowels
                 Catechisme
              
               ,
               or
               
                 the
                 Palatinate
                 Catechisme
              
               in
               Greek
               .
            
             
               And
               now
               to
               summe
               up
               all
               concerning
               the
               fifth
               Form.
               
            
             
               1.
               
               Let
               them
               read
               constantly
               twelve
               verses
               at
               least
               in
               
                 the
                 Greek
                 Testament
              
               ,
               before
               parts
               .
            
             
               2.
               
               Let
               them
               repeat
               the
               
                 Latine
                 and
                 Greek
                 Grammars
                 ,
                 and
                 Elementa
                 Rhetorices
                 ,
              
               on
               Thursday
               Mornings
               .
            
             
             
               3.
               
               Let
               them
               pronounce
               Orations
               on
               Mondayes
               ,
               Tuesdayes
               ,
               and
               Wednesdayes
               ,
               in
               stead
               of
               parts
               ,
               
                 out
                 of
                 Livie
              
               ,
               &c.
               
            
             
               4.
               
               Let
               their
               fore-noons
               Lessons
               on
               Mondayes
               and
               Wednesdayes
               be
               in
               Isocrates
               ,
               for
               three
               quarters
               of
               a
               years
               space
               ,
               and
               for
               the
               fourth
               quarter
               in
               Theognis
               .
            
             
               5.
               
               Let
               their
               fore-noon
               Lessons
               on
               Tuesdaies
               and
               Thursdaies
               be
               in
               Justin's
               History
               ,
               and
               afterwards
               in
               
                 Caesars
                 Commentaries
                 ,
                 Lucius
                 Florus
              
               ,
               or
               
                 Erasmus
                 Colloquies
              
               .
            
             
               6.
               
               Let
               their
               after-noon
               parts
               on
               Mondayes
               and
               Tuesdaies
               be
               in
               
                 Januâ
                 linguarum
                 Graecâ
              
               ,
               and
            
             
               7.
               
               Their
               after-noons
               Lessons
               in
               Virgil.
               
            
             
               8.
               
               Let
               them
               on
               Tuesdaies
               in
               the
               afternoons
               translate
               out
               of
               
                 Greek
                 Aesops
                 Fables
                 ,
                 Aelian's
                 Histories
                 ,
                 Epictetus
                 ,
              
               or
               
                 Farnabies
                 Epigrammata
              
               .
            
             
               9.
               
               Let
               them
               be
               imployed
               weekly
               in
               making
               a
               Theme
               ,
               and
            
             
               10.
               
               In
               a
               Copy
               of
               verses
               .
            
             
               11.
               
               Let
               them
               say
               
                 Nowels
                 Catechisme
              
               ,
               or
               
                 ●he
                 Palatinate
                 Catechisme
              
               on
               Saturdaies
               .
               By
               this
               meanes
               they
               will
               become
               familiarly
               acquainted
               with
               the
               Latine
               and
               Greek
               Tongues
               ,
               and
               be
               able
               to
               peruse
               ●ny
               Orator
               or
               Poet
               in
               either
               Language
               ;
               and
               to
               imitate
               their
               expressions
               ,
               and
               apply
               
               what
               matter
               they
               finde
               in
               them
               to
               their
               own
               occasions
               .
               And
               then
               they
               may
               couragiously
               adventure
               to
               the
               sixth
               and
               highest
               Forme
               .
            
          
           
             
               CHAP.
               III.
               
            
             
               
                 How
                 to
                 enter
                 the
                 Scholars
                 of
                 the
                 sixth
                 Forme
                 into
                 Hebrew
                 ;
                 How
                 to
                 employ
                 them
                 in
                 reading
                 the
                 best
                 and
                 most
                 difficult
                 Authours
                 in
                 Latine
                 and
                 Greeke
                 ,
                 and
                 how
                 to
                 acquaint
                 them
                 with
                 all
                 manner
                 of
                 Schoole-Exercises
                 ,
                 Latine
                 ,
                 Greek
                 ,
                 or
                 Hebrew
                 .
              
            
             
               THis
               sixth
               Form
               is
               looked
               upon
               as
               the
               main
               credit
               of
               a
               Schoole
               ,
               &
               the
               Master
               commonly
               delighteth
               most
               in
               teaching
               it
               ,
               because
               therein
               he
               seems
               to
               reap
               the
               fruit
               of
               those
               labours
               ,
               which
               he
               hath
               bestowed
               formerly
               .
               His
               care
               therefore
               is
               to
               exercise
               them
               in
               every
               thing
               that
               may
               compleat
               a
               Scholar
               ,
               that
               whether
               they
               be
               privately
               examined
               ,
               or
               upon
               any
               publick
               solemnity
               required
               to
               shew
               their
               parts
               ,
               they
               may
               satisfy
               them
               that
               desire
               an
               account
               ,
               and
               gain
               to
               themselves
               applause
               .
               And
               whereas
               I
               observe
               more
               variety
               in
               teaching
               this
               Form
               then
               the
               rest
               ,
               because
               every
               Master
               
               almost
               observes
               a
               several
               Method
               in
               reading
               such
               Authours
               as
               himselfe
               best
               liketh
               ,
               I
               will
               not
               much
               trouble
               my self
               to
               declare
               what
               others
               do
               ,
               but
               as
               plainly
               as
               I
               can
               discover
               what
               course
               I
               have
               hitherto
               taken
               to
               enable
               these
               highest
               Scholars
               to
               shift
               for
               themselves
               .
            
             
               1.
               
               Make
               them
               read
               (
               at
               least
               )
               twelve
               verses
               out
               of
               the
               
                 Greek
                 Testament
              
               ,
               into
               Latine
               or
               English
               ;
               or
               out
               of
               the
               English
               ,
               or
               
                 Latine
                 Testament
              
               into
               Greek
               every
               morning
               ,
               before
               they
               say
               parts
               .
            
             
               2.
               
               Let
               them
               repeat
               Parts
               (
               as
               they
               did
               before
               )
               out
               of
               the
               Latine
               and
               
                 Greeke
                 Grammars
              
               ,
               and
               
                 Elementa
                 Rhetorices
              
               ,
               every
               Thursday
               morning
               ,
               and
               give
               account
               what
               Grammatical
               or
               Rhetorical
               notes
               ,
               they
               have
               collected
               and
               writ
               fair
               in
               their
               
                 Common
                 place
                 Bookes
              
               for
               those
               Arts.
               Besides
               the
               Bookes
               which
               I
               formerly
               mentioned
               ,
               I
               desire
               that
               
                 Goclenii
                 observationum
                 ling●ae
                 Latinae
                 Analecta
                 &
                 Problemata
                 Grammatica
                 ,
              
               may
               he
               made
               use
               of
               for
               this
               purpose
               .
            
             
               3.
               
               Their
               parts
               on
               Mondaies
               ,
               Tuesdayes
               ,
               and
               Wednesdaies
               ,
               may
               be
               to
               learn
               the
               Hebrew
               tongue
               ,
               which
               is
               very
               necessary
               for
               all
               such
               as
               would
               be
               acquainted
               with
               the
               Original
               of
               the
               Bible
               ,
               and
               is
               not
               very
               difficult
               to
               attain
               to
               ,
               
               because
               it
               goeth
               word
               for
               word
               with
               our
               English
               ,
               and
               is
               not
               so
               copious
               in
               words
               as
               the
               Greek
               and
               Latine
               .
               And
               whereas
               many
               defer
               the
               Hebrew
               to
               be
               learned
               at
               the
               University
               ,
               I
               may
               say
               it
               is
               rarely
               attained
               there
               by
               any
               that
               have
               not
               gotten
               (
               at
               least
               )
               the
               Rudiments
               of
               it
               before
               hand
               ,
               at
               a
               Grammar
               Schoole
               .
            
             
               Now
               for
               the
               entering
               of
               them
               upon
               this
               holy
               Language
               ,
               I
               conceive
               
                 Buxtorf's
                 Epitome
              
               is
               the
               best
               Introduction
               of
               Hebrew
               Grammar
               ;
               partly
               because
               it
               is
               the
               most
               used
               in
               Schooles
               ,
               and
               partly
               because
               most
               easie
               for
               young
               Scholars
               to
               apprehend
               .
               Though
               some
               prefer
               Martinius
               others
               Bellarmine
               ,
               others
               Amoma
               ,
               others
               Blebelius
               ,
               and
               others
               
                 Horologium
                 Hebreae
                 linguae
              
               ,
               before
               it
               .
               Now
               in
               teaching
               Buxtorfe
               ,
               you
               may
               read
               your
               Scholars
               a
               part
               of
               it
               ,
               and
               cause
               them
               againe
               to
               read
               it
               over
               perfectly
               in
               your
               hearing
               ,
               and
               then
               let
               them
               get
               it
               by
               heart
               ,
               as
               they
               did
               other
               parts
               ,
               and
               when
               they
               say
               ,
               be
               sure
               to
               examine
               how
               well
               they
               understand
               it
               .
               As
               they
               go
               over
               this
               Grammar
               ,
               they
               should
               write
               out
               the
               letters
               ,
               and
               chiefest
               Rules
               ;
               but
               especially
               the
               declining
               of
               Nouns
               and
               Pronounes
               ,
               and
               all
               the
               Paradigmes
               ,
               of
               the
               
               Conjugations
               both
               in
               Hebrew
               and
               Latine
               Characters
               ,
               with
               their
               proper
               significations
               ;
               and
               this
               will
               cause
               them
               to
               minde
               the
               different
               shape
               of
               the
               Consonants
               and
               Vowels
               ,
               and
               Accents
               ,
               and
               help
               to
               strengthen
               their
               memory
               in
               getting
               the
               Rules
               by
               heart
               .
               They
               may
               get
               every
               day
               a
               certain
               number
               of
               Hebrew
               roots
               ,
               together
               with
               their
               Grammar
               Parts
               out
               of
               some
               Nomenclator
               or
               Lexicon
               .
            
             
               After
               they
               have
               learnt
               the
               Grammar
               ,
               you
               may
               exercise
               them
               in
               those
               Texts
               of
               Scripture
               annexed
               as
               a
               Praxis
               at
               the
               end
               of
               it
               ,
               which
               they
               must
               exactly
               construe
               and
               parse
               ,
               and
               write
               faire
               ,
               by
               way
               of
               interlineary
               .
            
             
               As
               they
               go
               over
               the
               Psalter
               ,
               they
               may
               sometimes
               translate
               their
               lessons
               into
               Latine
               ,
               and
               read
               them
               out
               of
               Latine
               into
               Hebrew
               in
               a
               Paper-book
               .
               Then
               they
               may
               with
               facility
               run
               along
               the
               Psalter
               ,
               having
               
                 Tossani
                 syllabus
                 geminus
              
               ,
               to
               help
               them
               in
               every
               word
               .
               Afterwards
               they
               may
               proceed
               in
               the
               
                 Proverbs
                 ,
                 Ecclesiastes
                 ,
                 Job
              
               ,
               of
               themselves
               ;
               but
               be
               sure
               they
               be
               well
               acquainted
               with
               the
               Rules
               of
               finding
               a
               Radix
               in
               Buxtorfe
               ,
               or
               Pagnine
               ,
               or
               the
               like
               useful
               Lexicon
               ,
               which
               are
               fit
               to
               be
               reserved
               in
               the
               Schoole-Library
               .
               Though
               it
               be
               found
               a
               thing
               very
               rare
               ,
               
               and
               is
               by
               some
               adjudged
               to
               be
               of
               little
               use
               ,
               for
               School-boyes
               to
               make
               Exercises
               in
               Hebrew
               ;
               yet
               it
               is
               no
               small
               ornament
               ,
               and
               commendation
               to
               a
               Schoole
               ,
               (
               as
               Westminster-Schoole
               at
               ptesent
               can
               evidence
               )
               that
               Scholars
               are
               able
               to
               make
               Orations
               and
               Verses
               in
               Hebrew
               ,
               Arabick
               ,
               or
               other
               Oriental
               Tongues
               ,
               to
               the
               amazement
               of
               most
               of
               their
               hearers
               ,
               who
               are
               angry
               at
               their
               own
               ignorance
               ,
               because
               they
               know
               not
               well
               what
               is
               then
               said
               or
               written
               .
               As
               for
               Orations
               ,
               they
               may
               be
               translated
               out
               of
               Latine
               into
               Hebrew
               by
               help
               of
               
                 Schind
                 leri
                 Pentaglotton
                 ,
                 Buxtorsius
                 ,
                 Pagnine
                 Crinesius
                 ,
              
               or
               Trostius's
               Lexicon
               ;
               and
               for
               Verses
               Buxtorf's
               Thesaurus
               will
               afford
               some
               Rules
               and
               Presidents
               ,
               and
               
                 Aviani
                 Clavis
                 Poeseos
                 Sacrae
              
               ,
               all
               sorts
               or
               Rithmes
               .
            
             
               They
               that
               are
               more
               industriously
               studious
               in
               the
               Hebrew
               ,
               may
               profit
               themselves
               very
               much
               by
               translating
               
                 Janua
                 Linguarum
              
               ,
               into
               that
               language
               .
            
             
               This
               that
               I
               have
               said
               may
               seem
               enough
               to
               be
               learnt
               at
               Schoole
               ,
               but
               if
               one
               desire
               to
               learne
               those
               Oriental
               Tongues
               ,
               in
               which
               the
               great
               Bible
               is
               now
               happily
               printed
               ,
               (
               by
               the
               great
               vigilancie
               and
               industrie
               of
               Doctor
               Walton
               ,
               who
               hath
               carried
               on
               the
               Work
               to
               the
               
               honour
               of
               this
               Nation
               ,
               the
               comfort
               of
               the
               poor
               Church
               of
               England
               ,
               and
               the
               encouragement
               of
               good
               literature
               ,
               in
               the
               midst
               of
               distracting
               times
               )
               he
               may
               make
               use
               of
               
                 Introductio
                 ad
                 lectionem
                 Linguarum
                 Orientalium
              
               ,
               and
               of
               the
               Lexicon
               (
               which
               I
               conceive
               ere
               this
               time
               is
               well-nigh
               finished
               )
               made
               of
               purpose
               to
               explicate
               the
               words
               of
               the
               Bible
               according
               to
               their
               several
               Languages
               ;
               
                 viz.
                 Hebrew
                 Chaldi
                 ,
                 Samaritane
                 ,
                 Syriack
                 ,
                 Arabick
                 ,
                 Persian
                 ,
                 Aethiopick
                 ,
                 Armenian
                 ,
              
               and
               Coptick
               ,
               which
               is
               a
               kinde
               of
               Aegyptian
               Tongue
               .
            
             
               4.
               
               Their
               forenoons
               Lessons
               on
               Mondaies
               and
               Wednesdaies
               ,
               may
               be
               in
               Hesiods
               ,
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               ,
               which
               they
               may
               now
               construe
               and
               parse
               of
               themselves
               ,
               by
               help
               of
               the
               Latine
               translation
               ,
               and
               Pasor
               opon
               it
               ;
               or
               
                 Screvelii
                 Lexicon
              
               .
               Onely
               your self
               may
               now
               and
               then
               illustrate
               ,
               some
               harder
               places
               out
               of
               Cerapine
               &
               Melanctthon's
               Commentarie
               published
               by
               
                 Johannes
                 Frisius
                 Tigurinus
              
               .
               And
               cause
               them
               to
               paraphrase
               in
               Greek
               upon
               such
               Lessons
               as
               are
               full
               of
               excellent
               matter
               ,
               and
               which
               are
               worth
               getting
               by
               heart
               .
            
             
               When
               they
               have
               gone
               this
               over
               ,
               they
               may
               proceed
               in
               like
               manner
               to
               Homer
               ,
               in
               which
               they
               may
               help
               themselves
               out
               of
               
                 Clavis
                 Homerica
              
               ,
               or
               
                 Lexicon
                 Homericum
              
               ,
               
               or
               those
               
                 Quorundum
                 verborum
                 Themata
              
               ,
               at
               the
               end
               of
               
                 Scapulae
                 Lexicon
              
               .
               You
               may
               illustrate
               the
               difficult
               places
               in
               him
               out
               of
               Eustathius's
               his
               Commentary
               ,
               and
               let
               your
               Scholars
               write
               some
               of
               his
               narrations
               in
               good
               Latine
               and
               Greek
               phrase
               .
               Chapman's
               English
               translation
               of
               Homer
               will
               delight
               your
               Scholars
               to
               read
               in
               at
               leasure
               ,
               and
               cause
               them
               better
               to
               apprehend
               the
               series
               of
               his
               Poetical
               discourses
               .
               When
               they
               are
               well
               acquainted
               with
               this
               Father
               of
               Poetry
               ,
               (
               which
               will
               be
               after
               they
               have
               read
               two
               Books
               ,
               either
               of
               his
               Iliads
               ,
               or
               Odisseus
               )
               you
               may
               let
               them
               proceed
               to
               Pindar
               ,
               and
               after
               they
               have
               tested
               some
               of
               his
               Odes
               ,
               by
               the
               help
               of
               Benedictus
               his
               Commentary
               ;
               you
               may
               at
               last
               let
               them
               make
               use
               of
               Lycophron
               ,
               which
               they
               will
               better
               do
               ,
               having
               Canterus
               or
               Zetzius
               to
               unfold
               his
               dark
               meaning
               ;
               and
               
                 Longolii
                 Lexicon
              
               to
               interpret
               and
               analyse
               most
               of
               his
               uncouth
               words
               .
            
             
               5.
               
               Their
               forenoone
               Lessons
               on
               Tuesdaies
               and
               Thursdaies
               ,
               may
               be
               in
               Zenonophon
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               ,
               for
               the
               first
               quarter
               ,
               or
               somewhat
               longer
               ,
               and
               afterwards
               in
               some
               of
               Euripides
               ,
               and
               Sophocles
               Tragedies
               ,
               which
               you
               please
               to
               pick
               out
               ,
               to
               enable
               them
               for
               the
               rest
               ;
               
               and
               if
               to
               these
               you
               adde
               a
               few
               of
               
                 Aristophanes
                 Comedies
              
               which
               they
               may
               better
               understand
               by
               the
               help
               of
               Bisetus
               upon
               him
               ,
               I
               suppose
               ,
               you
               may
               turn
               them
               to
               any
               other
               Greek
               Authour
               ,
               and
               they
               will
               give
               you
               a
               reasonable
               account
               thereof
               ,
               having
               but
               a
               little
               time
               allowed
               them
               ,
               to
               deliberate
               upon
               it
               ,
               and
               necessary
               Subsidiaries
               at
               hand
               to
               help
               themselves
               withall
               ,
               in
               case
               they
               be
               put
               to
               a
               stand
               .
            
             
               6.
               
               Their
               afternoons
               parts
               on
               Mondayes
               and
               Wednesdayes
               ,
               may
               be
               in
               
                 Ant.
                 de
                 Laubegeois
                 Breviarium
                 Graecae
                 Linguae
                 ,
              
               partly
               because
               the
               perusal
               of
               that
               book
               will
               help
               them
               to
               retain
               all
               the
               Greek
               Vocabula's
               in
               minde
               ,
               and
               partly
               because
               those
               excellent
               Sentences
               being
               pickt
               out
               of
               many
               Authours
               ,
               will
               acquaint
               them
               with
               most
               of
               the
               hard
               words
               ,
               that
               they
               are
               like
               to
               find
               in
               them
               .
            
             
               7.
               
               Their
               afternoons
               Lessons
               may
               be
               in
               Horace
               ,
               wherein
               they
               should
               be
               emploied
               .
            
             
               1.
               
               In
               commiting
               their
               Lessons
               to
               memory
               ,
               as
               affording
               a
               rich
               mine
               of
               invention
               .
            
             
               2.
               
               In
               construing
               and
               parsing
               ,
               and
               giving
               the
               Tropes
               and
               Figures
               .
            
             
               3.
               
               In
               scanning
               and
               proving
               verses
               .
            
             
               4.
               
               Sometimes
               in
               turning
               an
               Ode
               ,
               or
               Epistle
               ,
               into
               other
               kind
               of
               verses
               ,
               English
               ,
               
               Latine
               ,
               or
               Greek
               ;
               sometimes
               in
               paraphrasing
               or
               enlarging
               the
               words
               in
               an
               Oratorial
               style
               ,
               as
               
                 Mr.
                 Horne
              
               doth
               give
               some
               Examples
               in
               his
               little
               golden
               book
               
                 De
                 usu
                 Authoris
              
               .
            
             
               
                 Mr.
                 Farnabie
              
               or
               
                 Mr.
                 Bonds
                 Notes
              
               upon
               this
               Poet
               will
               encourage
               your
               Scholars
               to
               proceed
               in
               him
               :
               And
               after
               they
               have
               read
               what
               you
               best
               approve
               (
               for
               he
               that
               feeds
               cleanly
               ,
               will
               pare
               his
               apple
               )
               in
               this
               Authour
               ,
               you
               may
               let
               them
               proceed
               to
               Juvenall
               ,
               and
               read
               some
               select
               Satyres
               ,
               by
               help
               of
               
                 Farnabies
                 notes
              
               ,
               or
               
                 Lubines
                 Commentarie
              
               ,
               and
               then
               let
               them
               read
               Persius
               quite
               through
               ,
               which
               besides
               the
               notes
               upon
               him
               ,
               
                 Mr.
                 Holydaies
              
               English
               Translation
               will
               help
               them
               well
               to
               understand
               .
               As
               for
               
                 Lucan
                 ,
                 Seneca's
                 Tragedies
                 ,
                 Martiall
                 ,
              
               and
               the
               rest
               of
               the
               finest
               Latine
               Poets
               ,
               you
               may
               do
               well
               to
               give
               them
               a
               taste
               of
               each
               ,
               and
               show
               them
               how
               and
               wherein
               they
               may
               imitate
               them
               ,
               or
               borrow
               something
               out
               of
               them
               .
               
                 Mr.
                 Farnabies
                 Notes
              
               upon
               them
               will
               be
               helpful
               to
               understand
               them
               ,
               and
               Pareus
               ,
               or
               Taubman
               upon
               Plautus
               ,
               will
               make
               that
               some
               merry
               Comedies
               of
               his
               ,
               may
               be
               easily
               read
               over
               .
            
             
               8.
               
               They
               may
               read
               some
               of
               
                 Luciani
                 selecti
                 mortuorum
                 dialogi
              
               ,
               on
               Tuesdaies
               in
               
               the
               afternoons
               ,
               and
               if
               those
               printed
               at
               Paris
               by
               
                 Sebastian
                 and
                 Gabriel
                 Cramoisy
                 ,
                 cum
                 interpretatione
                 Latinâ
                 &
                 Grammaticâ
                 singularum
                 vocum
                 explanatione
              
               were
               to
               be
               had
               ,
               they
               might
               easily
               run
               them
               over
               ,
               but
               (
               I
               suppose
               )
               they
               will
               now
               be
               able
               to
               go
               on
               of
               themselves
               in
               perusal
               of
               those
               lately
               printed
               by
               Mr.
               Dugard
               .
               After
               Lessons
               ended
               ,
               they
               may
               benefit
               themselves
               by
               reading
               
                 Jacobi
                 Pontani
                 Progymnasmata
                 Latinitatis
              
               ,
               which
               will
               furnish
               them
               with
               good
               expressions
               for
               speaking
               Latine
               ,
               and
               acquaint
               them
               with
               some
               patterns
               for
               exercises
               ,
               which
               are
               not
               elsew
               here
               usually
               found
               .
            
             
               9.
               
               On
               Thursdaies
               they
               may
               be
               imployed
               in
               reading
               some
               of
               
                 Tullies
                 Orations
              
               ,
               especially
               those
               
                 pro
                 Archia
                 contra
                 Catalinam
              
               ,
               and
               Philippicae
               ;
               and
               afterwards
               they
               may
               peruse
               
                 Pliny
                 Panegyrica
              
               ,
               and
               
                 Quintilian's
                 Declamationes
              
               .
               After
               Lessons
               ended
               ,
               they
               may
               busie
               themselves
               in
               perusing
               
                 Goodwin's
                 Antiquities
              
               ,
               or
               the
               like
               .
               And
               here
               I
               do
               heartily
               wish
               ,
               as
               Mr.
               Horne
               hath
               done
               formerly
               ,
               that
               some
               of
               better
               leisure
               and
               abilities
               ,
               would
               make
               an
               
                 Index
                 Oratorius
              
               ,
               like
               that
               
                 Index
                 Poeticus
              
               of
               Mr.
               Farnabies
               ,
               which
               may
               point
               at
               the
               marrow
               of
               matter
               &
               words
               ,
               in
               all
               the
               putest
               Orators
               that
               are
               extant
               ,
               either
               ancient
               
               or
               modern
               ,
               &
               that
               those
               Authours
               might
               be
               reserved
               in
               the
               Schoole
               Librarie
               ,
               whereunto
               Scholars
               may
               have
               recourse
               touching
               any
               subject
               ,
               whereof
               they
               have
               occasion
               to
               treat
               in
               their
               Schoole
               Exercises
               .
            
             
               10.
               
               In
               the
               meane
               time
               this
               Forme
               should
               continue
               to
               make
               Themes
               and
               Verses
               ,
               one
               week
               in
               Greek
               ,
               and
               another
               in
               Latine
               ;
               and
               ever
               and
               anon
               they
               may
               contend
               in
               making
               Orations
               &
               Declamaons
               ,
               for
               which
               exercise
               the
               may
               find
               Helps
               and
               Patterns
               in
               
                 Mr.
                 Clerks
                 Formule
                 Oratoriae
              
               ,
               and
               
                 Mr.
                 Horne
                 de
                 usu
                 Authoris
              
               .
               Likewise
               to
               bring
               themselves
               to
               an
               habituated
               perfection
               of
               a
               good
               style
               ,
               they
               should
               be
               frequent
               in
               perusing
               and
               excerpting
               passages
               that
               may
               serve
               for
               their
               occasions
               out
               of
               
                 Tully
                 ,
                 Quintilian
                 ,
                 Livie
                 ,
                 Salust
                 ,
                 Tacitus
                 ,
                 Quintus
                 Curtius
                 ,
              
               or
               the
               like
               ancient
               Orations
               ;
               and
               acquaint
               themselves
               with
               those
               moderne
               Orators
               ,
               whose
               eloquence
               we
               admire
               ;
               
                 viz.
                 Turnerus
                 ,
                 Baudius
                 ,
                 Muretus
                 ,
                 Heinsius
                 ,
                 Pureanus
                 ,
                 Rainoldus
                 ,
                 Lipsius
                 ,
                 Barclaius
                 ,
                 Salmatius
                 ,
              
               and
               others
               ,
               to
               be
               laid
               up
               in
               the
               Schoole
               Library
               .
               Tesmarus
               ,
               and
               
                 Orator
                 extemporaneus
              
               ,
               will
               shew
               them
               how
               to
               dispose
               their
               matter
               so
               ,
               as
               to
               make
               an
               Oration
               of
               any
               subject
               in
               Latine
               ,
               
                 ex
                 tempore
              
               ;
               
               and
               Aphthonius
               ,
               and
               
                 Libanius
                 Sophista
              
               ,
               will
               furnish
               them
               with
               patterns
               in
               Greek
               .
               For
               learning
               to
               write
               
                 Greek
                 Epistles
              
               ,
               they
               may
               consult
               Isocrate's
               Epistles
               ,
               and
               Symmachus
               .
            
             
               They
               should
               often
               also
               vie
               wits
               amongst
               themselves
               ,
               and
               strive
               who
               can
               make
               the
               best
               
                 Anagrams
                 ,
                 Epigrams
                 ,
                 Epitaphes
                 ,
                 Epithalamia
                 ,
                 Eclogues
                 ,
                 Acrosticks
                 ,
              
               and
               
                 golden
                 verses
              
               ,
               English
               ,
               Latine
               ,
               Greek
               ,
               and
               Hebrew
               ;
               which
               they
               will
               easily
               do
               ,
               after
               a
               while
               ,
               having
               good
               patterns
               before
               them
               to
               imitate
               ,
               which
               they
               may
               collect
               out
               of
               Authours
               ,
               as
               they
               fansie
               them
               ,
               for
               their
               owne
               use
               and
               delight
               .
            
             
               11.
               
               When
               they
               have
               done
               with
               Nowell
               ,
               they
               may
               proceed
               to
               
                 Birkets
                 Catechisme
              
               in
               Greek
               ,
               or
               our
               common
               Church-Catechisme
               in
               Hebrew
               ,
               which
               was
               printed
               for
               the
               company
               of
               Stationers
               in
               four
               Languages
               ,
               
                 A.
                 D.
              
               1638.
               
            
             
               Thus
               have
               I
               at
               last
               done
               with
               my
               School-Discovery
               ,
               in
               which
               I
               have
               proceeded
               so
               far
               as
               to
               make
               any
               Authour
               seem
               easie
               to
               young
               Scholars
               ,
               in
               their
               future
               progresse
               at
               the
               Universities
               ,
               where
               I
               would
               advise
               them
               (
               that
               have
               purses
               especially
               )
               to
               provide
               themselves
               of
               all
               the
               Latine
               and
               Greek
               Orators
               ,
               and
               Poets
               ,
               and
               
               what
               they
               cannot
               understand
               without
               a
               Commentary
               or
               Scholiast
               ,
               to
               procure
               those
               whereby
               they
               may
               best
               help
               themselves
               ,
               and
               to
               have
               
                 Stephani
                 Thesaurus
              
               ,
               Greek
               and
               Latine
               ;
               
                 Suidas
                 ,
                 Hesychius
                 ,
                 Budaeus
              
               Commentaries
               ,
               and
               the
               like
               ,
               ever
               at
               hand
               ;
               that
               they
               may
               be
               sure
               to
               improve
               themselves
               in
               the
               Latine
               and
               Greek
               Tongues
               ,
               as
               well
               as
               to
               minde
               the
               daily
               study
               of
               Arts
               and
               Sciences
               ,
               which
               are
               delivered
               in
               them
               .
            
             
               1.
               
               And
               would
               some
               able
               Tutour
               take
               the
               paines
               to
               describe
               
                 a
                 Right
                 method
                 of
                 study
              
               and
               in
               what
               Authours
               Students
               may
               best
               bestow
               their
               time
               for
               the
               first
               four
               years
               ;
               it
               would
               doubtlesse
               be
               a
               means
               to
               encourage
               them
               to
               go
               on
               to
               that
               height
               of
               perfection
               ,
               which
               we
               see
               few
               attain
               to
               ,
               and
               those
               not
               untill
               they
               he
               ready
               to
               drop
               into
               their
               graves
               ;
               and
               then
               they
               wish
               they
               could
               once
               run
               over
               again
               their
               former
               studies
               ,
               and
               tell
               how
               easily
               they
               could
               cope-gaine
               that
               little
               measure
               of
               knowledge
               ,
               which
               they
               have
               so
               industriously
               sought
               for
               all
               their
               life
               .
            
             
               The
               constant
               employment
               of
               this
               sixth
               Form
               is
               ,
            
             
               1.
               
               To
               read
               twelve
               verses
               out
               of
               the
               
                 Greek
                 Testament
              
               every
               morning
               before
               Parts
               .
            
             
             
               2.
               
               To
               repeat
               Latine
               and
               
                 Greek
                 Grammar
              
               Parts
               ,
               and
               
                 Elementa
                 Rhetorices
              
               every
               Thursday
               morning
               .
            
             
               3.
               
               To
               learn
               the
               Hebrew
               Tongue
               on
               Mondaies
               ,
               Tuesdaies
               ,
               and
               Wednesdaies
               ,
               for
               morning
               Parts
               .
            
             
               4.
               
               To
               read
               
                 Hesiod
                 ,
                 Homer
                 ,
                 Pindar
              
               ,
               and
               Lycophron
               ,
               for
               forenoon
               lessons
               on
               Mondaies
               ,
               and
               Wednesdaies
               .
            
             
               5.
               
               
                 Zenophon
                 ,
                 Sophocles
                 ,
                 Euripides
              
               ,
               and
               Aristophanes
               ,
               on
               Tuesdaies
               ,
               &
               Thursdaies
               .
            
             
               6.
               
               Laubegeois's
               
                 Breviarium
                 Graecae
                 linguae
              
               ,
               for
               afternoons
               Parts
               on
               Mondaies
               ,
               and
               Wednesdaies
               .
            
             
               7.
               
               Seneca's
               
                 Tragedies
                 ,
                 Martial
              
               and
               Plautus
               ,
               for
               afternoons
               lessons
               on
               Mondaies
               ,
               and
               Wednesdaies
               .
            
             
               8.
               
               Lucian's
               select
               Dialogues
               ,
               and
               
                 Pontani
                 Progymnasmata
                 Latinitatis
              
               ,
               on
               Tuesday
               afternoons
               ,
               and
            
             
               9.
               
               Tullies
               Orations
               ,
               Plinies
               Panegryicks
               ,
               Quintisians
               Declamations
               
                 on
                 Thursday
                 afternoons
                 ,
                 and
              
               Goodwins
               Antiquities
               
                 at
                 leisure
                 times
              
               .
            
             
               10.
               
               Their
               exercises
               for
               Oratory
               ,
               should
               be
               to
               make
               
                 Themes
                 Orations
              
               ,
               and
               Declamations
               ,
               Latine
               ,
               Greek
               ,
               and
               Hebrew
               ;
               and
               for
               Poetry
               ,
               to
               make
               Verses
               upon
               such
               Themes
               ,
               as
               are
               appointed
               them
               every
               week
               .
            
             
             
               11.
               
               And
               to
               exercise
               themselves
               in
               
                 Anagrauis
                 ,
                 Epigrams
                 ,
                 Epitaphs
                 ,
                 Epithalamia's
                 ,
                 Eclogues
                 ,
              
               and
               Acrosticks
               ,
               English
               ,
               Latine
               ,
               Greek
               ,
               and
               Hebrew
               .
            
             
               12.
               
               Their
               Catechismes
               are
               Nowell
               ,
               and
               Birket
               ,
               in
               Greek
               ,
               and
               the
               Church
               Catechisme
               in
               Hebrew
               .
               So
               that
               in
               six
               (
               or
               at
               the
               most
               seven
               )
               yeares
               time
               (
               which
               children
               commonly
               squander
               away
               ,
               if
               they
               be
               not
               continued
               at
               the
               Schoole
               ,
               after
               they
               can
               read
               English
               ,
               and
               write
               well
               )
               they
               may
               easily
               attain
               to
               such
               knowledge
               in
               the
               Latine
               ,
               Greek
               ,
               and
               Hebrew
               Tongues
               ,
               as
               is
               requisite
               to
               furnish
               them
               for
               future
               studies
               in
               the
               Universities
               ,
               or
               to
               enable
               them
               for
               any
               ingenuous
               profession
               or
               employment
               ,
               which
               their
               friends
               shall
               think
               fit
               to
               put
               them
               upon
               ,
               in
               other
               places
               .
            
             
               But
               having
               somewhat
               to
               say
               further
               ,
               touching
               
                 the
                 well-ordering
                 of
                 a
                 Grammar
                 Schoole
                 ,
              
               (
               for
               I
               have
               here
               insisted
               chiefly
               concerning
               Teaching
               )
               I
               shall
               endeavour
               to
               proceed
               in
               my
               next
               Treatise
               ,
               
                 with
                 Schoole-Discipline
              
               .
            
             
               In
               the
               mean
               time
               you
               may
               observe
               ,
               that
               
                 the
                 Method
              
               which
               I
               have
               here
               discovered
               ,
               is
               for
               the
               most
               part
               contrived
               
                 according
                 to
                 what
              
               is
               commonly
               practised
               in
               
               England
               and
               foreign
               countries
               ;
               and
               is
               in
               sundry
               particulars
               
                 proportioned
                 to
                 the
                 ordinary
                 capacities
                 of
                 children
              
               under
               fifteen
               yeares
               of
               age
               .
               The
               subject
               matter
               which
               is
               taught
               ,
               is
               the
               same
               with
               that
               which
               is
               generally
               used
               by
               
                 Grammars
                 ,
                 Authours
                 ,
                 and
                 Exercises
                 :
              
               Touching
               Grammars
               ,
               I
               prefer
               Lilies
               for
               Latine
               ,
               Camdens
               for
               Greek
               ,
               and
               
                 Buxtorf's
                 Epitome
              
               for
               Hebrew
               ,
               not
               excluding
               any
               other
               that
               may
               conduce
               to
               the
               compleating
               of
               Grammar
               Art.
               The
               Authours
               which
               I
               prescribe
               to
               be
               used
               ,
               are
               partly
               classical
               which
               every
               Scholar
               should
               provide
               for
               himselfe
               ;
               and
               because
               these
               are
               constantly
               learnt
               in
               most
               Grammar
               Schooles
               ,
               I
               appoint
               them
               to
               be
               read
               at
               such
               times
               as
               are
               usually
               spent
               in
               Lessons
               .
            
             
               The
               Subsidiary
               Books
               are
               those
               which
               are
               helpful
               to
               children
               in
               performing
               their
               tasks
               with
               more
               ease
               and
               benefit
               ;
               and
               ,
               because
               all
               the
               Scholars
               will
               not
               have
               like
               need
               of
               them
               ,
               and
               they
               are
               more
               then
               any
               one
               will
               desire
               to
               buy
               :
               these
               should
               be
               laid
               up
               in
               the
               Schoole
               Library
               ,
               for
               every
               Form
               to
               make
               use
               on
               ,
               as
               they
               shall
               have
               occasion
               .
               Some
               of
               these
               serve
               chiefly
               to
               the
               explication
               of
               Grammar
               ,
               and
               are
               applyed
               to
               it
               ;
               some
               are
               needful
               for
               the
               better
               understanding
               
               of
               classical
               Authours
               ,
               and
               are
               appropriated
               to
               them
               ;
               and
               others
               are
               very
               requisite
               for
               the
               gaining
               of
               words
               ,
               and
               phrases
               ,
               and
               an
               ability
               for
               speaking
               or
               writing
               elegantly
               ,
               and
               such
               times
               are
               set
               apart
               for
               perusing
               of
               them
               ,
               as
               are
               commonly
               truanted
               away
               in
               idlenesse
               ,
               or
               needlesse
               sport
               .
               Now
               by
               the
               joynt
               using
               of
               these
               together
               ,
               I
               endevaour
               that
               a
               Scholar
               may
               have
               a
               pretty
               knowledge
               of
               the
               Language
               which
               he
               learneth
               ,
               as
               well
               as
               of
               his
               bare
               Grammar
               Rules
               ,
               which
               without
               it
               signifie
               nothing
               .
               And
               therefore
               to
               help
               children
               more
               easily
               to
               gain
               the
               Latine
               ,
               I
               have
               translated
               such
               books
               as
               they
               learn
               whilest
               they
               get
               the
               Grammar
               ,
               into
               their
               own
               mother-tongue
               ,
               that
               by
               comparing
               ,
               and
               using
               both
               together
               ,
               they
               may
               be
               able
               after
               good
               acquaintance
               with
               the
               Latine
               ,
               to
               waine
               themselves
               quite
               from
               English
               .
               He
               that
               desires
               further
               satisfaction
               concerning
               the
               Translations
               which
               I
               have
               already
               made
               ,
               may
               peruse
               that
               Advertisement
               ,
               that
               I
               caused
               to
               be
               printed
               before
               
                 Cato's
                 Distichs
                 English
                 and
                 Latine
              
               .
            
             
               And
               if
               any
               man
               shall
               think
               to
               tell
               me
               ,
               that
               I
               seem
               to
               trouble
               my
               Scholars
               with
               too
               many
               books
               at
               once
               ,
               because
               a
               
               few
               ,
               if
               well
               learned
               ,
               will
               suffice
               to
               make
               a
               Grammarian
               ;
               I
               will
               give
               him
               here
               to
               consider
               ;
            
             
               1.
               
               That
               I
               have
               to
               deale
               with
               children
               who
               are
               delighted
               and
               refreshed
               with
               variety
               of
               books
               ,
               as
               well
               as
               of
               sports
               ,
               and
               meats
               .
            
             
               2.
               
               That
               a
               Schoolmasters
               aim
               being
               to
               teach
               them
               Languages
               ,
               and
               Oratory
               ,
               and
               Poetry
               ,
               as
               well
               as
               Grammar
               ,
               he
               must
               necessarily
               employ
               them
               in
               many
               Books
               which
               tend
               thereunto
               .
            
             
               3.
               
               That
               the
               classical
               Authours
               are
               the
               same
               with
               other
               Schooles
               ,
               and
               Subsidiaries
               may
               be
               provided
               at
               a
               common
               charge
               ,
               as
               I
               shall
               afterwards
               shew
               .
            
             
               The
               Scholars
               in
               a
               Grammar
               Schole
               may
               be
               fitly
               divided
               into
               six
               formes
               ,
               whereof
               the
               three
               lowest
               ,
               which
               are
               commonly
               under
               an
               Usher
               ,
               may
               be
               termed
               .
            
             
               1.
               
               Rudimentaries
               ,
               that
               learne
               the
               Grounds
               .
            
             
               2.
               
               Practitioners
               ,
               that
               exercise
               the
               Rules
               .
            
             
               3.
               
               Proficients
               ,
               that
               can
               speak
               and
               write
               true
               Latine
               .
               The
               three
               highest
               Formes
               ,
               are
               employed
               by
               the
               Master
               to
               learne
               the
               Greek
               and
               Hebrew
               Tongues
               ,
               together
               with
               the
               Latine
               ,
               and
               to
               gaine
               
               some
               skill
               in
               Oratory
               and
               Poetry
               ,
               and
               matters
               of
               humanity
               ;
               and
               of
               these
               I
               may
               name
               the
               lowest
               Tertiani
               ,
               the
               middlemost
               Secundani
               ,
               and
               the
               highest
               Primani
               ,
               because
               they
               seem
               to
               differ
               one
               from
               another
               in
               ability
               of
               learning
               ,
               as
               these
               Roman
               legionary
               souldiers
               did
               in
               strength
               and
               use
               of
               Armes
               .
            
             
               This
               division
               I
               have
               purposely
               made
               ,
               that
               whether
               one
               Master
               alone
               be
               put
               to
               teach
               the
               whole
               ,
               or
               have
               one
               ,
               two
               ,
               or
               more
               Ushers
               to
               assist
               him
               ,
               he
               may
               constantly
               train
               up
               his
               Scholars
               by
               one
               and
               the
               same
               Way
               of
               teaching
               ,
               (
               altering
               now
               and
               then
               onely
               some
               circumstances
               ,
               as
               his
               own
               Discretion
               shall
               better
               direct
               him
               ,
               )
               and
               ,
               that
               every
               Scholar
               may
               from
               his
               first
               entrance
               to
               the
               Schoole
               ,
               proceed
               with
               cheerfulnesse
               in
               learning
               when
               he
               seeth
               plainly
               what
               he
               is
               to
               do
               from
               year
               to
               year
               ,
               and
               how
               others
               before
               him
               in
               a
               playing
               manner
               ,
               overskip
               those
               seeming
               difficulties
               ,
               which
               he
               imagineth
               in
               his
               minde
               .
               And
               conceive
               it
               will
               be
               no
               small
               satisfaction
               to
               Parents
               ,
               and
               a
               mean
               to
               cease
               the
               indiscreet
               clamors
               of
               some
               against
               School-masters
               ,
               to
               see
               what
               method
               they
               observe
               in
               teaching
               ,
               and
               how
               their
               children
               profit
               by
               degrees
               ,
               according
               to
               
               their
               present
               apprehensions
               ,
               and
               growth
               in
               years
               .
            
             
               And
               now
               the
               God
               of
               heaven
               &
               earth
               ,
               in
               whose
               alone
               power
               it
               is
               to
               give
               increase
               ;
               vouchsafe
               to
               bestow
               such
               a
               blessing
               upon
               our
               planting
               and
               watering
               ,
               that
               our
               young
               plants
               may
               grow
               up
               in
               all
               godlinesse
               and
               good
               learning
               ,
               and
               abound
               in
               the
               knowledge
               of
               our
               Lord
               
                 Jesus
                 Christ
              
               ,
               whom
               onely
               to
               know
               ,
               is
               eternal
               life
               .
               Amen
               .
            
          
        
      
       
         
           
             
             
             
               SCHOLASTICK
               DISCIPLINE
               :
               OR
               ,
               The
               VVAY
               of
               ordering
               a
               Grammar-Schoole
               ,
               Directing
               the
               not
               experienced
               ,
               how
               he
               may
               profit
               every
               particular
               Scholar
               ,
               and
               avoyd
               Confusion
               amongst
               a
               multitude
               .
               By
               C.
               H.
               
            
             
               LONDON
               ,
               Printed
               by
               
                 J.
                 T.
              
               for
               
                 Andrew
                 Crook
              
               ,
               at
               the
               
                 Green
                 Dragon
              
               ,
               in
               Pauls
               Church-yard
               ,
               1659.
               
            
          
        
         
           
             
             
             
               CHAP.
               I.
               
            
             
               Of
               the
               Founding
               of
               a
               Grammar
               Schoole
               .
            
             
               THe
               most
               of
               the
               
                 Grammar
                 Schools
              
               which
               I
               have
               yet
               taken
               notice
               of
               in
               England
               ,
               are
               
                 of
                 two
                 sorts
              
               ;
               The
               first
               I
               may
               call
               
                 mixt
                 Schooles
              
               ,
               where
               a
               structure
               is
               made
               ,
               and
               an
               allowance
               given
               of
               ten
               ,
               twenty
               ,
               or
               thirty
               pounds
               
                 per
                 annum
              
               ,
               onely
               to
               one
               man
               to
               teach
               children
               freely
               ,
               that
               inhabit
               within
               the
               precincts
               of
               one
               Parish
               ,
               or
               of
               three
               or
               four
               neighbouring
               Hamlets
               ,
               adjoyning
               .
               And
               such
               Schooles
               as
               these
               very
               seldom
               or
               never
               improve
               Scholars
               further
               ,
               then
               to
               teach
               them
               to
               read
               and
               write
               ,
               and
               learne
               some
               little
               (
               they
               know
               not
               what
               it
               meaneth
               )
               in
               the
               common
               Grammar
               ;
               partly
               because
               the
               Master
               is
               overburdened
               with
               too
               many
               petty
               Scholars
               ,
               and
               partly
               because
               many
               parents
               will
               not
               spare
               their
               children
               to
               learne
               ,
               if
               they
               
               can
               but
               finde
               them
               any
               employment
               about
               their
               domestick
               or
               rureall
               affairs
               ,
               whereby
               they
               may
               save
               a
               penny
               .
               In
               some
               places
               more
               populous
               ,
               an
               allowance
               is
               made
               to
               a
               Master
               of
               about
               twenpounds
               
                 per
                 annum
              
               to
               attend
               Grammarians
               onely
               ,
               and
               ten
               pounds
               to
               an
               Usher
               ,
               whose
               work
               it
               is
               to
               teach
               the
               Petties
               :
               in
               such
               Schooles
               as
               these
               ,
               I
               have
               knowne
               some
               boyes
               more
               pregnant
               witted
               then
               the
               rest
               ,
               to
               have
               proved
               very
               good
               Grammarians
               ,
               and
               to
               have
               profited
               so
               in
               the
               Latine
               and
               Greek
               Tongues
               ,
               as
               to
               come
               to
               good
               maturity
               in
               University
               studies
               ,
               by
               a
               Tutors
               guidance
               .
               But
               the
               Masters
               of
               such
               Schooles
               for
               the
               most
               part
               ,
               either
               weaken
               their
               bodies
               by
               excessive
               toyle
               ,
               and
               so
               shorten
               their
               dayes
               ;
               or
               as
               (
               soon
               as
               they
               can
               fit
               themselves
               for
               a
               more
               easie
               profession
               ,
               or
               obtain
               a
               more
               profitable
               place
               )
               after
               a
               few
               years
               quit
               their
               Schoole
               ,
               and
               leave
               their
               Scholars
               to
               anothers
               charge
               ,
               that
               either
               hath
               his
               method
               to
               seek
               ,
               or
               else
               traines
               them
               up
               in
               another
               ,
               quite
               different
               from
               that
               which
               they
               had
               been
               used
               to
               .
               And
               thus
               thorow
               the
               change
               of
               Masters
               the
               Scholars
               are
               either
               dispersed
               ,
               or
               hindered
               from
               going
               on
               with
               that
               alacrity
               and
               profit
               ,
               which
               otherwise
               they
               might
               .
            
             
             
               The
               second
               sort
               of
               Schooles
               are
               those
               which
               are
               
                 purely
                 Grammatical
              
               ,
               being
               especially
               conversant
               in
               teaching
               the
               Art
               of
               Grammar
               .
               Now
               some
               of
               these
               have
               yearely
               salaries
               for
               a
               Master
               and
               one
               Usher
               ,
               where
               the
               Master
               is
               employed
               in
               perfecting
               those
               Scholars
               ,
               which
               the
               Usher
               hath
               already
               grounded
               .
               And
               many
               of
               these
               Schooles
               ,
               (
               especially
               if
               they
               be
               situate
               in
               places
               where
               accommodation
               is
               to
               be
               had
               for
               Tabling
               )
               do
               happily
               train
               up
               many
               Scholars
               ,
               which
               about
               sixteen
               or
               seventeen
               years
               of
               age
               ,
               are
               fit
               to
               besent
               to
               the
               University
               .
               But
               in
               regard
               there
               is
               no
               preferment
               attending
               these
               Schooles
               ,
               the
               most
               pregnant
               witted
               children
               are
               commonly
               taken
               thence
               ,
               after
               they
               are
               well
               grounded
               ,
               and
               disposed
               on
               to
               other
               places
               ,
               where
               they
               may
               gain
               it
               .
               So
               that
               of
               all
               others
               our
               
                 collegiate
                 Schooles
              
               or
               those
               that
               come
               nearest
               them
               ,
               have
               the
               greatest
               advantage
               of
               making
               most
               Scholars
               .
               For
               these
               having
               commonly
               large
               revenues
               belonging
               to
               them
               ,
               do
               not
               onely
               provide
               sufficiently
               for
               a
               Master
               and
               one
               Usher
               at
               lest
               ,
               but
               also
               for
               a
               certaine
               number
               of
               Scholars
               ,
               which
               being
               for
               the
               most
               part
               of
               the
               choycest
               wits
               ,
               pickt
               out
               of
               other
               Schooles
               ,
               and
               such
               as
               depend
               
               upon
               hopes
               of
               advancement
               ,
               do
               industriously
               bestirre
               themselves
               to
               attain
               what
               learning
               they
               can
               ,
               and
               submit
               themselves
               orderly
               to
               such
               Discipline
               as
               is
               there
               exercised
               .
               But
               forasmuch
               as
               these
               greater
               Schooles
               rather
               intend
               the
               forwarding
               of
               such
               children
               as
               are
               already
               grounded
               ,
               then
               busie
               themselves
               about
               meere
               Rudiments
               ;
               it
               ca●seth
               many
               parents
               to
               disperse
               their
               little
               ones
               abroad
               to
               Tabling-Schooles
               ,
               where
               (
               for
               the
               most
               part
               )
               there
               is
               but
               one
               man
               to
               teach
               a
               few
               promiscuously
               hand-over-head
               ,
               without
               any
               setled
               Method
               ,
               and
               these
               changing
               and
               removing
               ever
               and
               anon
               ,
               as
               cause
               is
               offered
               ,
               do
               seldome
               attain
               any
               stable
               proficiencie
               in
               Grammar-learning
               .
               Yet
               in
               some
               of
               these
               ,
               where
               an
               able
               Schoole-Master
               is
               well
               seated
               ,
               and
               provided
               with
               all
               fitting
               accommodations
               ,
               so
               as
               to
               entertain
               many
               Gentlemens
               sonnes
               of
               good
               quality
               ,
               and
               an
               able
               Usher
               to
               assist
               him
               in
               Teaching
               .
               I
               have
               observed
               children
               to
               make
               double
               profiting
               ,
               in
               respect
               of
               other
               Schooles
               ,
               because
               they
               have
               the
               advantage
               to
               spend
               much
               of
               that
               time
               at
               their
               bookes
               ,
               which
               others
               trisle
               away
               ,
               in
               running
               up
               and
               down
               about
               home
               ;
               not
               to
               say
               ,
               that
               the
               constant
               
               eye
               of
               the
               Master
               is
               an
               especiall
               means
               to
               regulate
               them
               in
               point
               of
               behaviour
               .
            
             
               Now
               comparing
               all
               the
               Schooles
               which
               we
               have
               in
               England
               ,
               with
               some
               that
               I
               read
               of
               in
               other
               countries
               ,
               (
               that
               I
               may
               speak
               freely
               ,
               and
               without
               offence
               to
               any
               man
               ,
               submitting
               my self
               herein
               also
               to
               the
               judgement
               of
               those
               of
               my
               Profession
               )
               I
               do
               not
               know
               one
               that
               is
               so
               compleated
               ,
               as
               (
               perhaps
               )
               many
               might
               easily
               be
               ,
               with
               all
               necessary
               accommodations
               ,
               and
               advantages
               to
               improve
               children
               to
               what
               they
               are
               capable
               of
               ,
               in
               their
               playing
               years
               ,
               and
               wherein
               we
               evidently
               see
               ,
               how
               many
               places
               of
               education
               beyond
               the
               Seas
               ,
               do
               quite
               outstrip
               us
               .
            
             
               And
               therefore
               from
               what
               I
               have
               heretofore
               read
               in
               
                 Mr.
                 M●leasters
                 Positions
                 concerning
                 the
                 training
                 up
                 of
                 children
                 ,
                 in
                 ch
                 .
                 40.
              
               (
               which
               he
               writ
               when
               he
               had
               been
               twenty
               years
               Schoole-master
               at
               
                 Merchant
                 Tailors
                 Schoole
              
               ,
               which
               was
               erected
               1561.
               being
               afterwards
               head
               Master
               of
               Pauls
               ,
               in
               1600.
               )
               and
               what
               I
               have
               been
               informed
               touching
               Mr.
               Farnabies
               improvement
               of
               a
               private
               Grammar
               Schoole
               in
               
                 Gold-Smiths
                 Alley
              
               ,
               now
               called
               
                 New
                 street
              
               ,
               also
               
                 Jew●n
                 Street
              
               ;
               and
               what
               I
               my self
               have
               
               experienced
               for
               about
               fourteen
               years
               together
               ,
               both
               in
               that
               place
               ,
               and
               in
               
                 Lothbury
                 Garden
              
               ,
               I
               am
               induced
               to
               think
               ,
               that
               it
               is
               a
               matter
               very
               feaseable
               to
               raise
               many
               of
               our
               Grammar-Schooles
               to
               a
               far
               higher
               pitch
               of
               learning
               ,
               then
               is
               ordinarily
               yet
               attained
               to
               in
               England
               .
               For
               whereas
               in
               most
               of
               our
               Grammar-Schooles
               (
               as
               I
               have
               noted
               )
               there
               is
               but
               one
               ,
               two
               ,
               or
               three
               Ushers
               besides
               a
               Master
               ,
               imployed
               in
               teaching
               the
               Latine
               and
               Greek
               Tongues
               ,
               and
               some
               smattering
               of
               the
               Hebrew
               ,
               together
               in
               one
               room
               ,
               to
               six
               or
               seven
               Forms
               of
               Scholars
               ,
               who
               by
               reason
               of
               the
               noise
               of
               one
               another
               ,
               (
               not
               to
               mention
               the
               clamour
               of
               children
               )
               and
               the
               multiplicity
               of
               their
               Work
               ,
               with
               several
               boyes
               in
               each
               Form
               ,
               do
               both
               over-tire
               themselves
               ,
               and
               many
               times
               leave
               things
               to
               the
               halves
               ;
               I
               conceive
               a
               course
               may
               be
               taken
               (
               especially
               )
               in
               Cities
               ,
               and
               Townes
               of
               greater
               concourse
               ,
               to
               teach
               a
               great
               multitude
               of
               Scholars
               (
               as
               Corderius
               professeth
               to
               have
               taught
               500.
               and
               I
               have
               been
               informed
               ,
               that
               in
               some
               places
               beyond
               Seas
               ,
               2500.
               are
               taught
               in
               one
               Schoole
               )
               without
               any
               noise
               ,
               in
               a
               pleasing
               &
               profiting
               manner
               ,
               &
               in
               their
               playing
               years
               ;
               not
               onely
               the
               English
               ,
               Latine
               ,
               and
               Greek
               Tongues
               ,
               (
               together
               with
               the
               Duties
               of
               Piety
               ,
               and
               civil
               behaviour
               )
               but
               also
               the
               Easterne
               ,
               
               and
               other
               needful
               forreign
               Languaguages
               ,
               besides
               fair
               writing
               ,
               Arithmetick
               ,
               Musick
               ,
               and
               other
               Preparatory
               Arts
               and
               Sciences
               ,
               which
               are
               most
               obvious
               to
               the
               Senses
               ;
               and
               whereof
               their
               younger
               yeares
               are
               very
               capable
               ;
               that
               thereby
               they
               may
               be
               throughly
               fitted
               for
               ingenuous
               Trades
               ,
               or
               to
               prosecute
               higher
               studies
               in
               the
               Universities
               ,
               and
               so
               be
               able
               (
               when
               they
               come
               to
               mans
               estate
               )
               to
               undertake
               the
               due
               management
               of
               private
               or
               publick
               Affaires
               ,
               either
               at
               home
               ,
               or
               in
               other
               countries
               .
            
             
               He
               that
               shall
               but
               consider
               the
               low
               ebbo
               that
               learning
               was
               brought
               to
               (
               by
               reason
               of
               the
               Danish
               barbarisme
               )
               in
               England
               ,
               in
               King
               Alfred's
               dayes
               ,
               who
               could
               not
               finde
               a
               Master
               in
               all
               his
               dominions
               ,
               to
               teach
               him
               the
               Latine
               Tongue
               ,
               (
               which
               he
               began
               to
               learn
               at
               thirty
               six
               years
               of
               age
               ,
               having
               begun
               to
               read
               English
               at
               twelve
               ,
               which
               his
               elder
               brethren
               ,
               because
               less
               studious
               ,
               could
               not
               attain
               to
               )
               and
               the
               paucity
               of
               them
               that
               understood
               Greek
               ,
               not
               much
               above
               threescore
               yeares
               agoe
               ,
               when
               a
               Scholar
               yet
               living
               of
               thirteen
               years
               old
               from
               the
               Schoole
               ,
               was
               owned
               as
               a
               better
               Grecian
               ,
               then
               most
               of
               the
               Fellowes
               of
               the
               Colledge
               to
               which
               he
               went
               ;
               he
               that
               ,
               I
               say
               ,
               shall
               consider
               the
               former
               rareness
               of
               
               the
               Latine
               and
               Greek
               Tongues
               in
               England
               ,
               and
               now
               see
               how
               common
               they
               are
               (
               especially
               since
               Queen
               Elizabeths
               dayes
               ,
               in
               whose
               time
               ,
               more
               Schooles
               were
               built
               ,
               then
               there
               were
               before
               in
               all
               her
               Realm
               )
               and
               withall
               ,
               take
               notice
               what
               an
               excellent
               improvement
               that
               noble-spirited
               Mr.
               Busbie
               hath
               of
               late
               made
               at
               Westminster
               Schoole
               ,
               where
               the
               Easterne
               Languages
               are
               now
               become
               familiar
               to
               the
               highest
               sort
               of
               Scholars
               ,
               will
               undoubtedly
               think
               (
               as
               I
               do
               )
               that
               our
               children
               may
               be
               brought
               on
               to
               far
               more
               knowledge
               of
               Language
               and
               things
               ,
               then
               hitherto
               they
               have
               been
               ,
               and
               that
               also
               in
               a
               more
               easie
               manner
               .
            
             
               And
               forasmuch
               as
               I
               observe
               it
               as
               a
               great
               Act
               of
               Gods
               mercy
               towards
               his
               Church
               ,
               that
               ,
               in
               this
               jangling
               age
               of
               ours
               ,
               wherein
               too
               many
               decry
               learning
               ,
               he
               hath
               raised
               up
               the
               Spirit
               of
               some
               ,
               that
               know
               better
               what
               it
               is
               ,
               to
               endeavour
               heartily
               to
               advance
               it
               ,
               I
               shall
               here
               addresse
               my
               words
               to
               such
               whosoever
               they
               are
               ,
               but
               more
               especially
               to
               the
               Honourable
               and
               Reverend
               Trustees
               for
               the
               maintenance
               of
               Students
               .
               And
               as
               before
               I
               have
               hinted
               somewhat
               touching
               the
               erecting
               of
               Petty-Schooles
               (
               whereof
               there
               is
               great
               need
               ,
               especially
               )
               in
               London
               ;
               so
               I
               will
               here
               presume
               (
               and
               I
               hope
               it
               will
               prove
               no
               offence
               )
               to
               publish
               what
               I
               
               have
               often
               seriously
               thought
               ,
               and
               sometimes
               spoken
               with
               some
               mens
               approbation
               ,
               touching
               the
               most
               convenient
               founding
               of
               a
               Grammar-Schoole
               ;
               that
               if
               it
               shall
               please
               God
               to
               stirre
               up
               any
               mans
               spirit
               to
               perform
               so
               pious
               a
               Work
               ,
               he
               may
               do
               it
               ,
               to
               the
               best
               advantage
               for
               the
               improvement
               of
               Piety
               and
               learning
               .
               For
               when
               I
               see
               in
               many
               places
               of
               this
               land
               ,
               what
               vast
               summes
               have
               been
               expended
               (
               even
               of
               late
               )
               in
               erecting
               stately
               houses
               ,
               and
               fencing
               large
               parcels
               of
               ground
               for
               Orchards
               and
               Gardens
               ,
               and
               the
               like
               ;
               and
               how
               destitute
               for
               the
               most
               part
               they
               stand
               ,
               and
               remain
               without
               inhabitants
               ;
               I
               am
               too
               too
               apt
               to
               think
               ,
               that
               those
               persons
               which
               have
               undergone
               so
               great
               a
               charge
               ,
               to
               so
               little
               purpose
               ,
               would
               willingly
               have
               disbursed
               as
               much
               money
               upon
               a
               publick
               good
               ,
               did
               they
               but
               rightly
               know
               how
               to
               do
               it
               ;
               since
               thereby
               their
               name
               and
               memory
               will
               be
               more
               preserved
               ;
               especially
               ,
               if
               they
               have
               no
               children
               or
               posterity
               of
               their
               own
               to
               provide
               for
               .
            
             
               But
               to
               return
               to
               the
               contrivance
               of
               a
               Schoole
               ,
               which
               is
               to
               be
               in
               many
               things
               (
               as
               I
               have
               mentioned
               )
               above
               the
               ordinary
               way
               of
               Schooling
               ,
               yet
               gradually
               distant
               from
               ,
               and
               subordinate
               to
               University
               Colledges
               ,
               which
               would
               thence
               also
               take
               a
               
               further
               rise
               towards
               perfection
               in
               all
               kinds
               of
               Study
               and
               Action
               ,
               For
               the
               better
               grounded
               a
               Scholar
               is
               in
               the
               principles
               of
               useful
               matters
               ,
               when
               he
               comes
               to
               the
               University
               ,
               the
               greater
               progress
               he
               will
               make
               there
               in
               their
               superstructures
               ,
               which
               require
               more
               search
               and
               meditation
               ;
               so
               that
               at
               last
               he
               will
               be
               able
               to
               discover
               many
               particulars
               ,
               which
               have
               not
               yet
               been
               found
               out
               by
               others
               ,
               who
               (
               perhaps
               )
               have
               not
               gone
               so
               rationally
               to
               work
               ,
               as
               he
               may
               do
               ,
               having
               obtained
               the
               whole
               Encyclopoedia
               of
               learning
               ,
               to
               help
               him
               in
               all
               sorts
               of
               Books
               .
            
             
               Such
               a
               Schoole
               then
               as
               may
               be
               fit
               for
               the
               education
               of
               all
               sorts
               of
               children
               (
               for
               we
               have
               seen
               the
               very
               poorest
               to
               have
               come
               to
               dignities
               of
               preferment
               by
               being
               learned
               )
               should
               be
               situated
               in
               a
               City
               or
               Town
               of
               great
               concourse
               and
               trading
               ,
               whose
               inhabitants
               are
               generally
               addicted
               ,
               and
               sufficiently
               accommodated
               to
               entertain
               Tablers
               ,
               and
               are
               unanimously
               well-affected
               towards
               Piety
               ,
               Learning
               ,
               and
               Vertue
               .
               The
               place
               should
               be
               healthfully
               and
               pleasantly
               seated
               in
               a
               plentifull
               country
               ,
               where
               the
               wayes
               on
               all
               sides
               are
               most
               commonly
               faire
               ,
               and
               convenient
               passage
               to
               be
               had
               from
               remoter
               parts
               ,
               both
               by
               land
               and
               by
               water
               .
            
             
               The
               Schoole-house
               should
               be
               a
               large
               
               and
               stately
               building
               ,
               placed
               by
               it selfe
               about
               the
               middle
               of
               the
               outside
               of
               a
               Town
               ,
               as
               near
               as
               may
               be
               to
               the
               Church
               ,
               and
               not
               far
               from
               the
               fields
               ,
               where
               it
               may
               stand
               in
               a
               good
               aire
               ,
               and
               be
               free
               from
               all
               annoyances
               .
               It
               should
               have
               a
               large
               piece
               of
               ground
               adjoyning
               to
               it
               ,
               which
               should
               be
               divided
               into
               a
               paved
               Court
               to
               go
               round
               about
               the
               Schoole
               ,
               a
               faire
               Orchard
               and
               Garden
               ,
               with
               Walks
               and
               Arbors
               ,
               and
               a
               spacious
               green
               close
               for
               Scholars
               recreations
               ;
               and
               to
               shelter
               the
               Scholars
               against
               rainy
               weather
               ,
               and
               that
               they
               may
               not
               injure
               the
               Schoole
               in
               times
               of
               play
               ,
               it
               were
               good
               if
               some
               part
               of
               the
               Court
               were
               sheded
               ,
               or
               cloystered
               over
               .
            
             
               This
               Schoole-house
               should
               be
               built
               three
               stories
               high
               ,
               whereof
               the
               middlemost
               ,
               for
               more
               freedome
               of
               the
               aire
               ,
               should
               be
               the
               highest
               above-head
               ,
               and
               so
               spacious
               ,
               that
               it
               may
               contain
               (
               at
               least
               )
               500.
               
               Scholars
               together
               ,
               without
               thronging
               one
               another
               .
               It
               should
               be
               so
               contrived
               with
               folding
               doors
               made
               betwixt
               every
               Form
               ,
               as
               that
               upon
               occasion
               it
               may
               be
               all
               laid
               open
               into
               one
               roome
               ,
               or
               parted
               into
               six
               ,
               for
               more
               privacie
               of
               hearing
               every
               Form
               without
               noyse
               ,
               or
               hinderance
               one
               of
               another
               .
               There
               should
               be
               seats
               made
               in
               the
               Schoole
               ,
               with
               Deskes
               before
               them
               ,
               
               whereon
               every
               Scholar
               may
               write
               ,
               and
               lay
               his
               book
               ,
               and
               these
               should
               be
               so
               placed
               ,
               that
               a
               good
               space
               may
               be
               left
               in
               the
               middle
               of
               the
               Schoole
               ,
               so
               as
               six
               men
               a
               breast
               may
               walk
               up
               and
               down
               from
               Form
               to
               Form.
               The
               Ushers
               Pues
               should
               be
               set
               at
               the
               head
               ends
               of
               every
               Form
               ,
               so
               as
               they
               may
               best
               see
               and
               hear
               every
               particular
               boy
               .
               And
               the
               Masters
               Chaire
               should
               be
               so
               raised
               at
               the
               upper
               end
               of
               the
               Schoole
               ,
               as
               that
               he
               may
               be
               able
               to
               have
               every
               Scholar
               in
               his
               eye
               ,
               and
               to
               be
               heard
               of
               all
               ,
               when
               he
               hath
               occasion
               to
               give
               any
               common
               charge
               ,
               or
               instruction
               .
               There
               may
               be
               shelves
               made
               round
               about
               the
               Schoole
               ,
               and
               boxes
               for
               every
               Scholar
               to
               put
               his
               books
               in
               ,
               and
               pins
               whereon
               they
               may
               hang
               their
               hats
               ,
               that
               they
               be
               not
               trodden
               (
               as
               is
               usual
               )
               under
               feet
               .
               Likewise
               every
               Form
               should
               have
               a
               Repository
               near
               unto
               it
               ,
               wherein
               to
               lay
               such
               Subsidiary
               books
               as
               are
               most
               proper
               for
               its
               use
               .
               The
               lowest
               story
               may
               be
               divided
               into
               several
               rooms
               ,
               proportioned
               according
               to
               the
               uses
               for
               which
               they
               are
               intended
               ,
               whereof
               one
               should
               be
               for
               a
               writing-Schoole
               ,
               another
               for
               such
               Languages
               as
               are
               to
               be
               taught
               at
               spare
               houres
               ;
               and
               a
               third
               as
               a
               Petty-Schoole
               for
               such
               children
               as
               cannot
               read
               English
               perfectly
               ,
               and
               are
               intended
               for
               the
               Grammar-Schoole
               .
               
               A
               fourth
               room
               may
               be
               reserved
               for
               laying
               in
               wood
               and
               coales
               ,
               aud
               the
               rest
               made
               use
               on
               for
               Ushers
               or
               Scholars
               to
               lodge
               in
               ,
               or
               the
               like
               occasion
               ,
               as
               the
               Master
               shall
               think
               best
               to
               dispose
               of
               them
               to
               the
               furtherance
               of
               his
               Schoole
               .
               In
               the
               uppermost
               story
               ,
               there
               should
               be
               a
               faire
               pleasant
               Gallery
               wherein
               to
               hang
               Maps
               ,
               and
               set
               Globes
               ,
               and
               to
               lay
               up
               such
               rarities
               as
               can
               be
               gotten
               in
               presses
               ,
               or
               drawers
               ,
               that
               the
               Scholrs
               may
               know
               them
               .
               There
               should
               likewise
               be
               a
               place
               provided
               for
               a
               School-Library
               ,
               and
               the
               rest
               may
               be
               made
               use
               of
               as
               Lodging
               roomes
               ,
               for
               Ushers
               and
               Scholars
               .
               But
               the
               whole
               Fabrick
               should
               be
               so
               contrived
               ,
               that
               there
               may
               be
               sufficient
               lights
               and
               chimneys
               to
               every
               Form
               and
               roome
               .
               As
               for
               an
               house
               of
               Office
               ,
               it
               should
               be
               made
               a
               good
               distance
               :
               from
               the
               Schoole
               ,
               in
               some
               corner
               of
               the
               close
               ,
               where
               it
               may
               be
               most
               out
               of
               sight
               ,
               and
               least
               offensive
               .
            
             
               The
               Masters
               dwelling-house
               should
               be
               high
               the
               Schoole
               ,
               and
               should
               contain
               in
               it
               all
               sorts
               of
               roomes
               convenient
               for
               entertainment
               and
               lodging
               ,
               and
               necessary
               offices
               that
               pertain
               to
               a
               great
               family
               .
               It
               should
               have
               a
               handsome
               Court
               before
               it
               ,
               and
               a
               large
               yard
               behind
               it
               ,
               with
               an
               Orchard
               and
               Garden
               ,
               and
               some
               inclosure
               of
               pasture
               ground
               .
               And
               there
               should
               be
               two
               
               or
               three
               roomes
               made
               a
               little
               remote
               from
               the
               dwelling
               house
               ,
               to
               which
               Scholars
               may
               be
               removed
               and
               kept
               apart
               ,
               in
               case
               they
               be
               sick
               ,
               and
               have
               some
               body
               there
               to
               look
               to
               them
               .
            
             
               Now
               that
               every
               Scholar
               may
               be
               improved
               to
               the
               utmost
               of
               what
               he
               is
               capable
               ,
               the
               whole
               Grammar
               Schoole
               should
               be
               divided
               into
               six
               Forms
               ,
               and
               those
               placed
               orderly
               in
               one
               roome
               ,
               which
               (
               as
               I
               have
               described
               )
               may
               be
               so
               divided
               into
               six
               ,
               that
               the
               noyse
               of
               one
               form
               may
               not
               at
               all
               disturb
               or
               hinder
               another
               .
               There
               should
               also
               be
               six
               able
               Ushers
               ,
               for
               every
               particular
               form
               one
               ,
               whose
               work
               should
               be
               to
               teach
               the
               Scholars
               according
               to
               the
               method
               appointed
               by
               the
               Master
               ,
               and
               (
               that
               every
               one
               may
               profit
               in
               what
               he
               learneth
               )
               to
               be
               sure
               to
               have
               respect
               to
               the
               weakest
               ,
               and
               afford
               them
               the
               most
               help
               .
            
             
               The
               Master
               should
               not
               be
               tyed
               (
               as
               is
               ordinary
               )
               to
               a
               double
               work
               ,
               both
               to
               teach
               a
               main
               part
               of
               the
               Schoole
               himselfe
               ,
               and
               to
               have
               the
               inspection
               and
               government
               over
               all
               ;
               but
               his
               chief
               care
               should
               be
               (
               and
               it
               wil
               be
               businesse
               enough
               for
               one
               )
               to
               prescribe
               Taskes
               ,
               and
               to
               examine
               the
               Scholars
               in
               every
               form
               ,
               how
               they
               profit
               ,
               and
               to
               see
               that
               all
               exercises
               be
               duely
               performed
               ,
               and
               good
               order
               constantly
               observed
               ,
               
               and
               that
               every
               Usher
               be
               dexterous
               and
               diligent
               in
               his
               charge
               ,
               and
               moderate
               in
               executing
               such
               correction
               ,
               as
               is
               necessary
               at
               any
               time
               to
               be
               inflicted
               for
               vitious
               enormities
               ,
               but
               seldome
               or
               never
               ,
               for
               errours
               committed
               at
               their
               Books
               .
            
             
               As
               for
               the
               maintenance
               of
               such
               a
               School
               ,
               it
               should
               be
               so
               liberal
               ,
               that
               both
               Master
               and
               Ushers
               may
               think
               their
               places
               to
               be
               preferment
               sufficient
               ,
               &
               not
               to
               be
               enforced
               to
               look
               for
               further
               elsewhere
               ,
               or
               to
               direct
               their
               spare
               houres
               studies
               towards
               other
               Callings
               .
               It
               were
               to
               be
               wished
               therefore
               ,
               that
               a
               constant
               Salary
               of
               (
               at
               least
               )
               100.
               l.
               
                 per
                 annum
              
               might
               be
               allowed
               to
               the
               Master
               ,
               and
               30.
               l.
               40.
               l.
               50.
               l.
               60.
               70.
               l.
               80.
               l.
               
                 per
                 annum
              
               to
               his
               six
               Ushers
               .
               The
               raising
               of
               which
               maintenance
               ,
               (
               to
               use
               Mr.
               Mulcasters
               words
               )
               as
               it
               will
               require
               a
               good
               minde
               ,
               and
               no
               meane
               purse
               ;
               so
               it
               needs
               neither
               the
               conference
               of
               a
               countrey
               ,
               nor
               yet
               the
               Revenue
               of
               a
               Romane
               Emperour
               .
               Besides
               ,
               the
               Master
               for
               his
               encouragement
               ,
               should
               have
               liberty
               to
               make
               what
               benefit
               he
               can
               by
               tabling
               in
               strangers
               ;
               and
               every
               of
               the
               abler
               sort
               of
               inhabitants
               in
               the
               Town
               ,
               should
               pay
               him
               (
               at
               least
               )
               10.
               s.
               per
               quarter
               ,
               for
               a
               sons
               teaching
               ,
               but
               all
               the
               poorer
               children
               should
               be
               taught
               gratis
               ,
               on
               condition
               they
               be
               sent
               constantly
               to
               the
               Schoole
               ,
               and
               that
               
               their
               Parents
               do
               engage
               they
               shall
               keep
               good
               order
               ,
               and
               be
               cleanly
               and
               neat
               in
               their
               apparel
               ;
               that
               they
               may
               not
               seem
               to
               disgrace
               their
               fellowes
               ,
               or
               to
               be
               disdained
               by
               them
               for
               their
               poverty
               .
            
             
               It
               would
               withall
               be
               a
               great
               encouragement
               to
               these
               poorer
               sort
               of
               children
               to
               learn
               ,
               if
               some
               whom
               God
               hath
               enriched
               with
               more
               then
               enough
               ,
               would
               spend
               the
               supererrogation
               of
               their
               wealth
               ,
               (
               as
               
                 Mr.
                 Mulchaster
              
               terms
               it
               )
               in
               affording
               exhibitions
               of
               8.
               or
               10.
               l.
               
                 per
                 annum
              
               towards
               keeping
               them
               at
               the
               Schoole
               ,
               or
               sending
               them
               abroad
               as
               they
               are
               fit
               ,
               to
               Trades
               ,
               or
               Universities
               .
               They
               that
               go
               thither
               ,
               should
               have
               larger
               exhibitions
               allowed
               them
               ,
               upon
               condition
               that
               they
               employ
               more
               time
               then
               others
               in
               the
               study
               of
               Tongues
               ,
               and
               critical
               learning
               ;
               for
               the
               promoting
               whereof
               I
               shall
               onely
               propound
               
                 Mr.
                 Mulcaster's
              
               question
               in
               his
               own
               words
               ,
               which
               are
               these
               ;
               
                 If
                 there
                 were
                 one
                 Colledge
                 ,
                 where
                 nothing
                 should
                 be
                 professed
                 but
                 Languages
                 onely
                 ,
                 (
                 as
                 there
                 be
                 some
                 people
                 which
                 will
                 proceed
                 no
                 further
                 )
                 to
                 serve
                 the
                 Realme
                 abroad
                 ,
                 and
                 studies
                 in
                 the
                 Vniversitie
                 ,
                 in
                 that
                 point
                 excellently
                 &
                 absolutely
                 were
                 it
                 not
                 convenient
                 ?
                 nay
                 ,
                 were
                 it
                 not
                 most
                 profitable
                 ,
              
               &c.
               
               As
               for
               what
               he
               writes
               further
               ,
               (
               in
               Chap.
               41.
               of
               his
               Positions
               )
               touching
               the
               
                 division
                 of
                 Colledges
                 by
                 
                 professions
                 and
                 faculties
              
               ;
               And
               
                 Mr.
                 John
                 Drury
              
               hath
               lately
               published
               (
               in
               his
               reformed
               Schoole
               )
               and
               his
               Supplement
               thereto
               ,
               concerning
               the
               
                 bringing
                 together
                 into
                 one
                 Society
                 ,
                 such
                 as
                 are
                 able
                 to
                 exercise
                 themselves
                 in
                 any
                 ,
                 or
                 all
                 kinde
                 of
                 Studies
                 ,
                 that
                 by
                 their
                 mutuall
                 Association
                 ,
                 Communication
                 ,
                 and
                 assistance
                 in
                 reading
                 ,
                 meditating
                 ,
                 and
                 conferring
                 about
                 profitable
                 matters
                 ,
                 they
                 may
                 not
                 onely
                 profit
                 their
                 own
                 abilities
                 ,
                 but
                 advance
                 the
                 superstructures
                 of
                 all
                 learning
                 to
                 that
                 perfection
                 which
                 by
                 such
                 meanes
                 is
                 attainable
              
               ;
               I
               refer
               the
               more
               judicious
               to
               their
               Books
               ,
               and
               leave
               it
               to
               the
               consideration
               of
               those
               that
               endevour
               to
               promote
               Schoole-teaching
               ,
               whether
               such
               a
               Schoole
               as
               I
               have
               now
               delineated
               ,
               would
               not
               be
               of
               great
               concernment
               to
               the
               Church
               and
               Common-wealth
               ,
               where-out
               to
               pick
               more
               able
               Schoole-masters
               ,
               that
               by
               degrees
               have
               been
               exercised
               in
               teaching
               all
               sorts
               of
               Scholars
               ,
               for
               (
               at
               least
               )
               seven
               years
               together
               ,
               then
               many
               men
               that
               have
               scarce
               saluted
               ,
               or
               are
               newly
               come
               from
               the
               Universities
               ,
               can
               suddenly
               prove
               to
               be
               .
               For
               I
               think
               it
               one
               thing
               to
               be
               a
               good
               Schoole-master
               ,
               and
               another
               thing
               to
               be
               a
               good
               Scholar
               ,
               though
               the
               former
               cannot
               well
               do
               his
               duty
               as
               he
               ought
               ,
               except
               he
               be
               also
               the
               latter
               .
            
             
             
               I
               might
               here
               bewayle
               the
               unhappy
               divertment
               of
               
                 Jesus
                 Colledge
              
               in
               Rotherham
               ,
               in
               which
               Town
               ,
               one
               
                 Thomas
                 Scot
                 ,
                 alias
                 Rotherham
              
               ,
               (
               a
               poor
               boy
               in
               Ecclesfield
               Parish
               )
               having
               had
               his
               education
               ,
               and
               being
               advanced
               to
               the
               Arch-bishoprick
               of
               York
               ,
               in
               the
               time
               of
               Edward
               the
               fourth
               ,
               did
               out
               of
               love
               to
               his
               country
               and
               gratitude
               to
               the
               Town
               ,
               erect
               a
               Colledge
               as
               a
               Schoole
               ,
               for
               a
               Provost
               who
               was
               to
               be
               a
               Divine
               ,
               and
               to
               preach
               at
               
                 Ecclesfield
                 ,
                 Laxton
              
               ,
               and
               other
               places
               (
               where
               the
               Colledge
               demeanes
               lay
               ;
               )
               and
               three
               Fellowes
               ,
               whereof
               one
               was
               to
               teach
               Grammar
               ,
               another
               Musick
               ,
               and
               the
               third
               Writing
               ;
               besides
               a
               number
               of
               Scholars
               ;
               for
               some
               of
               whom
               he
               also
               provided
               Fellowships
               in
               
                 Lincolne
                 Colledge
              
               in
               Oxford
               .
               But
               in
               the
               time
               of
               Henry
               the
               eighth
               ,
               the
               Earle
               of
               Shrowesbury
               (
               who
               as
               I
               have
               heard
               ,
               was
               the
               first
               Lord
               that
               gave
               his
               vote
               for
               demolishing
               of
               Abbies
               )
               having
               obtained
               
                 Roughford
                 Abbey
              
               in
               Nottinghamshire
               ,
               (
               to
               the
               Prior
               whereof
               the
               Lordship
               of
               the
               Town
               of
               Rotherham
               belonged
               )
               took
               advantage
               also
               to
               sweep
               away
               the
               Revnues
               of
               
                 Rotherham
                 Colledge
              
               ,
               (
               which
               according
               to
               a
               rentall
               that
               I
               have
               seen
               ,
               amounted
               to
               about
               2000.
               l.
               
                 per
                 annum
              
               )
               and
               after
               a
               while
               (
               having
               engratiated
               himself
               with
               some
               Townsmen
               ,
               and
               Gentlemen
               thereabout
               
               by
               erecting
               a
               Cock-pit
               )
               he
               removed
               the
               Schoole
               out
               of
               the
               Colledge
               into
               a
               sorry
               house
               before
               the
               gate
               ,
               leaving
               it
               destitute
               of
               any
               allowance
               ,
               till
               
                 Mr.
                 West
              
               (
               that
               writ
               the
               Presidents
               )
               in
               the
               time
               of
               Queen
               Elizabeth
               (
               and
               when
               
                 Mr.
                 Snell
              
               was
               School-master
               )
               obtained
               a
               yearely
               Salary
               of
               tenne
               pounds
               
                 per
                 annum
              
               ,
               which
               is
               since
               Paid
               out
               of
               the
               Exchequer
               ,
               by
               the
               Auditor
               of
               accounts
               .
               I
               remember
               how
               often
               ,
               and
               earnestly
               
                 Mr.
                 Francis
                 West
              
               ,
               who
               had
               been
               Clerk
               to
               his
               Uncle
               ,
               would
               declaime
               against
               the
               injury
               done
               to
               that
               Schoole
               ,
               which
               indeed
               (
               as
               he
               said
               )
               ought
               still
               to
               have
               been
               kept
               in
               the
               Colledge
               ,
               and
               how
               when
               I
               was
               a
               Schoole-master
               there
               ,
               he
               gave
               me
               a
               Copy
               of
               the
               Foundation
               ,
               and
               showed
               me
               some
               rentalls
               of
               Lands
               ,
               and
               told
               me
               where
               many
               Deeds
               and
               Evidences
               belonging
               thereunto
               were
               then
               concealed
               ,
               and
               other
               remarkable
               passages
               ,
               which
               he
               was
               loth
               to
               have
               buried
               in
               silence
               .
            
             
               But
               I
               onely
               mention
               thus
               much
               touching
               that
               worthy
               Foundation
               ,
               to
               shew
               how
               charitably
               some
               men
               have
               been
               addicted
               to
               cherish
               the
               roots
               of
               learning
               ,
               and
               how
               covetously
               others
               have
               been
               bent
               to
               destroy
               the
               whole
               body
               of
               it
               ,
               even
               in
               former
               ages
               ;
               And
               I
               hope
               none
               will
               be
               discouraged
               from
               Pious
               undertakings
               ,
               for
               feare
               least
               
               his
               benevolences
               should
               in
               these
               ,
               or
               after
               times
               be
               perverted
               ,
               when
               he
               considereth
               that
               God
               looketh
               upon
               the
               sincerity
               of
               his
               ends
               ,
               and
               will
               accordingly
               reward
               him
               ,
               though
               what
               he
               religiously
               intended
               ,
               may
               unhappily
               be
               abused
               by
               others
               ,
               contrary
               to
               his
               minde
               .
            
             
               I
               shall
               now
               to
               end
               this
               Chapter
               ,
               recite
               some
               
                 remarkable
                 passages
                 of
                 Mr.
                 Mulcasters
              
               out
               of
               his
               
                 Positions
                 (
                 Ch.
                 40.
              
               )
               which
               I
               leave
               to
               the
               consideration
               of
               others
               ,
               to
               think
               how
               far
               they
               concurre
               with
               what
               I
               have
               said
               ,
               as
               well
               concerning
               the
               foundation
               of
               a
               Petty
               ,
               as
               a
               Grammar-Schoole
               .
            
             
               
                 If
                 any
                 well-disposed
                 wealthy
                 man
                 ,
                 for
                 the
                 honour
                 that
                 he
                 beareth
                 to
                 the
                 murthered
                 infants
                 (
                 as
                 all
                 our
                 erections
                 have
                 some
                 respect
                 that
                 way
                 )
                 would
                 begin
                 some
                 building
                 ,
                 even
                 for
                 the
                 little
                 yong
                 ones
                 which
                 were
                 no
                 increase
                 to
                 Schooles
                 ,
                 but
                 an
                 help
                 to
                 the
                 elementary
                 degree
                 ,
                 all
                 they
                 would
                 pray
                 for
                 him
                 ,
                 and
                 he
                 himself
                 should
                 be
                 bound
                 to
                 the
                 memory
                 of
                 the
                 young
                 infants
                 ,
                 which
                 put
                 him
                 in
                 remembrance
                 of
                 so
                 vertuous
                 an
                 act
                 .
              
               
                 The
                 opportunity
                 of
                 the
                 place
                 ,
                 and
                 the
                 commodity
                 of
                 able
                 Trainers
                 ,
                 whereof
                 a
                 small
                 time
                 will
                 bring
                 forth
                 a
                 great
                 many
                 ,
                 will
                 draw
                 many
                 on
                 ,
                 and
                 procure
                 good
                 Exhibitours
                 ,
                 to
                 have
                 the
                 thing
                 go
                 forward
                 .
              
               
               
                 I
                 could
                 wish
                 we
                 had
                 fewer
                 Schooles
                 ,
                 so
                 they
                 were
                 more
                 sufficient
                 ,
                 and
                 that
                 upon
                 consideration
                 of
                 the
                 most
                 convenient
                 seats
                 for
                 the
                 Countries
                 ,
                 and
                 Shires
                 ,
                 there
                 were
                 many
                 put
                 together
                 ,
                 to
                 make
                 some
                 few
                 good
                 .
              
               
                 The
                 use
                 of
                 under-teachers
                 is
                 not
                 ,
                 as
                 we
                 now
                 practise
                 it
                 in
                 Schooles
                 ,
                 where
                 indeed
                 Ushers
                 be
                 Masters
                 of
                 themselves
                 ,
                 but
                 to
                 assist
                 the
                 Master
                 in
                 the
                 easier
                 points
                 of
                 his
                 charge
                 ,
                 which
                 ought
                 to
                 have
                 all
                 under
                 his
                 own
                 teaching
                 ,
                 for
                 the
                 chief
                 points
                 ,
                 and
                 the
                 same
                 under
                 the
                 Ushers
                 ,
                 for
                 the
                 more
                 usual
                 ,
                 and
                 easie
                 .
              
            
          
           
             
               CHAP.
               II.
               
            
             
               How
               the
               Master
               should
               maintain
               his
               Authority
               amongst
               his
               Scholars
               .
            
             
               
                 AVthority
                 is
                 the
                 true
                 mother
                 of
                 all
                 due
                 order
                 ,
              
               which
               the
               Master
               must
               be
               careful
               in
               every
               thing
               to
               maintain
               ,
               otherwise
               he
               may
               command
               what
               he
               pleaseth
               ,
               but
               withall
               ,
               he
               must
               give
               the
               Scholars
               liberty
               to
               do
               what
               they
               list
               .
               Which
               what
               an
               horrible
               confusion
               in
               their
               places
               ,
               what
               insufferable
               
               neglect
               of
               their
               tasks
               ,
               what
               unrulinesse
               in
               point
               of
               behaviour
               ,
               what
               perpetual
               torment
               to
               the
               painful
               Master
               ,
               and
               his
               Ushers
               ,
               and
               what
               unavoydable
               disgrace
               it
               bringeth
               upon
               a
               Schoole
               ,
               let
               them
               that
               are
               Actors
               ,
               or
               Spectators
               thereof
               ,
               give
               testimony
               .
               1.
               
               That
               therefore
               the
               Master
               may
               have
               all
               his
               lawful
               commands
               put
               in
               execution
               with
               due
               alacrity
               ,
               and
               his
               decent
               orders
               deligently
               observed
               ,
               I
               conceive
               it
               requisite
               ,
               that
               ,
            
             
               1.
               
               He
               be
               sure
               in
               all
               things
               to
               
                 behave
                 as
                 a
                 Master
                 over
                 himself
                 ,
              
               not
               only
               by
               refraining
               those
               enormities
               and
               grosser
               faults
               ,
               which
               may
               render
               him
               scandalous
               to
               every
               one
               ,
               but
               
                 checking
                 his
                 own
                 Passions
                 ,
                 especially
              
               that
               of
               Anger
               ;
               and
               if
               at
               any
               time
               he
               seem
               to
               have
               cause
               to
               be
               provoked
               to
               it
               ,
               and
               feel
               it
               to
               come
               too
               violently
               upon
               him
               ,
               let
               him
               rather
               walk
               aside
               a
               while
               out
               of
               the
               Schoole
               to
               divert
               it
               ,
               then
               expresse
               it
               openly
               amongst
               his
               Scholars
               by
               unseemly
               words
               or
               gesturs
               .
               He
               should
               indeed
               endeavour
               to
               behave
               himself
               unblameably
               in
               all
               Christian-like
               conversation
               before
               all
               men
               ,
               but
               so
               amongst
               his
               Scholars
               ,
               that
               they
               may
               have
               much
               wherein
               to
               imitate
               him
               ,
               but
               nothing
               whereby
               to
               disgrace
               him
               .
               And
               towards
               his
               neighbours
               ,
               his
               affability
               should
               be
               such
               ,
               as
               to
               win
               their
               love
               and
               respects
               ,
               
               so
               that
               they
               may
               be
               ready
               at
               all
               times
               to
               countenance
               the
               Masters
               well-doing
               ,
               and
               to
               vindicate
               the
               credit
               of
               him
               and
               his
               Schoole
               ,
               when
               they
               hear
               it
               unjustly
               traduced
               .
            
             
               2.
               
               When
               he
               commands
               ,
               or
               forbids
               any
               thing
               to
               be
               done
               ,
               he
               should
               acquaint
               his
               Scholars
               with
               the
               end
               intended
               ,
               and
               the
               benefits
               or
               inconveniences
               which
               attend
               such
               ,
               or
               such
               a
               course
               .
               For
               children
               have
               so
               much
               use
               of
               reason
               as
               to
               
                 delight
                 to
                 heare
                 perswasive
                 arguments
                 of
                 reason
                 ,
                 though
                 the
                 declivity
                 of
                 corrupt
                 nature
                 makes
                 ,
                 that
                 they
                 do
                 not
                 much
                 minde
                 them
                 ,
              
               where
               there
               is
               no
               feare
               or
               a
               rod
               for
               doing
               amisse
               .
               Yet
               sometimes
               it
               may
               be
               best
               to
               say
               onely
               ,
               
                 Do
                 this
              
               ,
               or
               
                 do
                 it
                 not
              
               ,
               where
               you
               think
               it
               of
               no
               concernment
               to
               them
               to
               know
               the
               reason
               ,
               and
               would
               make
               trial
               of
               their
               readinesse
               to
               obey
               ,
               without
               asking
               
                 why
                 or
                 wherefore
              
               .
            
             
               3.
               
               One
               main
               way
               to
               bring
               Scholars
               to
               a
               loving
               and
               awfull
               respect
               of
               their
               Master
               ,
               is
               for
               him
               to
               shew
               himselfe
               at
               all
               times
               pleasing
               and
               chearful
               towards
               them
               ,
               and
               unwilling
               to
               punish
               them
               for
               every
               error
               ;
               but
               withall
               to
               carry
               so
               close
               an
               eye
               upon
               all
               their
               behaviour
               ,
               that
               he
               can
               tell
               them
               privately
               ,
               betwixt
               himself
               and
               them
               alone
               ,
               of
               many
               faults
               they
               commit
               ,
               when
               
               they
               think
               he
               knowes
               nothing
               ,
               and
               let
               them
               see
               how
               he
               dare
               correct
               them
               for
               the
               like
               offences
               when
               they
               presume
               to
               commit
               them
               again
               ,
               and
               especially
               if
               they
               behave
               themselves
               stubbornely
               before
               their
               fellowes
               .
               Yet
               to
               win
               a
               boy
               of
               a
               more
               stubborne
               spirit
               ,
               it
               is
               better
               sometimes
               to
               forbeare
               blowes
               ,
               when
               you
               have
               him
               submit
               to
               the
               rod
               ,
               then
               to
               punish
               him
               so
               for
               a
               fault
               ,
               as
               to
               make
               him
               to
               hate
               you
               ,
               and
               out
               of
               a
               despight
               to
               you
               to
               do
               the
               like
               ,
               or
               a
               worse
               mischiefe
               .
               And
               when
               any
               general
               misdemeanour
               is
               committed
               ,
               the
               Master
               should
               shew
               himselfe
               impartial
               towards
               all
               ,
               so
               as
               either
               to
               pardon
               or
               punish
               all
               .
               Bu
               in
               afflicting
               punishments
               ,
               as
               he
               should
               let
               none
               escape
               ,
               so
               he
               should
               let
               the
               most
               untoward
               feele
               the
               most
               smart
               ;
               but
               beware
               he
               deal
               not
               rigorously
               ,
               much
               le●●e
               cruelly
               with
               any
               ;
               for
               that
               will
               cause
               an
               utter
               dislike
               in
               all
               the
               Scholars
               towards
               the
               Master
               ,
               fearing
               he
               will
               deale
               so
               with
               them
               ,
               in
               case
               they
               so
               offend
               ,
               and
               thinking
               it
               to
               be
               no
               argument
               of
               love
               ,
               where
               severity
               of
               correction
               is
               used
               .
            
             
               4.
               
               But
               nothing
               works
               more
               upon
               good
               natured
               children
               ,
               then
               frequent
               encouragements
               and
               commendations
               for
               well-doing
               ;
               and
               therefore
               ,
               when
               any
               taske
               
               is
               performed
               ,
               or
               order
               observed
               according
               to
               his
               minde
               ,
               the
               Master
               should
               commend
               all
               his
               Scholars
               ,
               but
               especially
               the
               most
               observant
               ,
               and
               encourage
               the
               weak
               ,
               and
               timerous
               ,
               and
               admonish
               the
               perversest
               amongst
               them
               to
               go
               on
               in
               imitating
               their
               example
               ,
               in
               hopes
               of
               finding
               as
               much
               favour
               at
               his
               hands
               ,
               as
               they
               see
               them
               to
               have
               .
            
             
               5.
               
               In
               some
               places
               a
               Master
               is
               apt
               to
               be
               molested
               with
               the
               reproachfull
               clamours
               of
               the
               meaner
               sort
               of
               people
               ,
               that
               cannot
               (
               for
               the
               most
               part
               )
               endure
               to
               have
               their
               children
               corrected
               ,
               be
               the
               fault
               never
               so
               heinous
               ,
               but
               presently
               they
               must
               come
               to
               the
               Schoole
               to
               brave
               it
               out
               with
               him
               ;
               which
               if
               they
               do
               ,
               the
               Master
               should
               there
               in
               a
               calme
               manner
               admonish
               them
               before
               all
               his
               Scholars
               ,
               to
               cease
               their
               clamour
               ,
               and
               to
               consider
               how
               rash
               they
               are
               to
               interrupt
               his
               businesse
               ,
               and
               to
               blame
               him
               for
               doing
               that
               duty
               to
               which
               he
               is
               entrusted
               by
               themselves
               ,
               and
               others
               ,
               their
               betters
               :
               But
               if
               they
               go
               about
               to
               raise
               scandalous
               reports
               upon
               him
               ,
               he
               may
               do
               well
               to
               get
               two
               or
               three
               judicious
               neighbours
               to
               examine
               the
               matter
               ,
               and
               to
               rebuke
               the
               parties
               for
               making
               so
               much
               adoe
               upon
               little
               or
               no
               occasion
               .
               Thus
               we
               
               shall
               see
               Scholars
               abundantly
               more
               to
               respect
               the
               Master
               ,
               when
               they
               know
               how
               grossely
               he
               is
               apt
               to
               be
               wronged
               by
               inconsiderate
               persons
               ,
               and
               that
               wise
               men
               are
               ready
               to
               vindicate
               his
               cause
               .
               Whereas
               if
               they
               once
               see
               their
               Master
               liable
               to
               every
               bodies
               censure
               ,
               and
               no
               man
               take
               his
               part
               whatever
               is
               said
               of
               him
               ,
               they
               themselves
               will
               not
               care
               what
               tales
               they
               make
               to
               his
               utter
               disgrace
               ,
               or
               ruine
               ;
               especially
               ,
               if
               he
               have
               been
               any
               whit
               harsh
               towards
               them
               ,
               and
               they
               be
               desirous
               to
               out-slip
               the
               reines
               of
               his
               Teaching
               and
               Government
               .
            
          
           
             
               CHAP.
               III.
               
            
             
               Of
               Schoole-times
               .
               Of
               Scholars
               going
               forth
               of
               the
               Schoole
               ,
               and
               of
               Play
               dayes
               .
            
             
               THough
               in
               many
               Schooles
               I
               observe
               six
               a
               clock
               in
               the
               morning
               to
               be
               the
               hour
               for
               children
               to
               be
               fast
               at
               their
               Book
               ,
               yet
               in
               most
               ,
               seven
               is
               the
               constant
               time
               ,
               both
               in
               Winter
               and
               Summer
               ,
               against
               which
               houre
               ,
               it
               is
               fit
               every
               Scholar
               should
               be
               ready
               at
               the
               Schoole
               .
               And
               all
               they
               that
               come
               before
               seven
               ,
               should
               be
               permitted
               to
               play
               
               about
               the
               Schoole
               ,
               till
               the
               clock
               strike
               ,
               on
               condition
               they
               can
               say
               their
               parts
               at
               the
               Masters
               coming
               in
               ;
               else
               ,
               they
               are
               not
               to
               play
               at
               all
               ,
               but
               to
               settle
               to
               their
               books
               ,
               as
               soon
               as
               they
               come
               .
            
             
               But
               here
               the
               Master
               is
               to
               take
               heed
               ,
               that
               he
               be
               neither
               too
               rigorous
               with
               those
               of
               weaker
               age
               or
               constitution
               for
               coming
               somewhat
               tardy
               ;
               nor
               indulgent
               towards
               those
               ,
               who
               through
               manifest
               sloth
               ,
               and
               frequent
               loytering
               ,
               neglect
               the
               houre
               .
               For
               in
               the
               one
               it
               will
               breed
               a
               daily
               timerousnesse
               ,
               and
               in
               the
               other
               it
               will
               make
               way
               to
               licentiousnesse
               ;
               and
               on
               the
               one
               side
               Parents
               will
               clamour
               ,
               on
               the
               other
               side
               the
               Schoole
               will
               receive
               disgrace
               .
               However
               the
               best
               is
               to
               be
               as
               strict
               as
               possibly
               may
               be
               ,
               in
               seeing
               that
               every
               Scholar
               come
               at
               the
               just
               houre
               ,
               and
               to
               note
               it
               as
               a
               punishable
               fault
               in
               him
               that
               cometh
               late
               ;
               except
               he
               bring
               a
               note
               of
               excuse
               from
               his
               Parents
               ,
               or
               Host's
               hand
               ,
               and
               a
               promise
               withall
               ,
               that
               he
               shall
               not
               offend
               often
               in
               that
               kind
               .
            
             
               It
               is
               not
               amisse
               for
               every
               Scholar
               in
               every
               Form
               to
               put
               down
               his
               name
               in
               a
               book
               (
               kept
               common
               for
               that
               purpose
               )
               so
               soon
               as
               he
               comes
               to
               Schoole
               every
               day
               ,
               that
               it
               may
               be
               upon
               record
               ,
               whether
               
               he
               used
               to
               come
               with
               the
               foremost
               or
               the
               hindmost
               ,
               and
               how
               often
               he
               was
               absent
               from
               the
               Schoole
               ;
               likewise
               every
               Scholars
               name
               should
               be
               called
               over
               according
               to
               the
               Bill
               every
               Schole
               hour
               ,
               and
               they
               that
               are
               present
               should
               answer
               for
               themselves
               ,
               by
               saying
               Adsum
               ,
               and
               his
               next
               fellow
               should
               give
               notice
               of
               him
               that
               is
               absent
               ,
               by
               saying
               Abest
               .
            
             
               The
               common
               time
               of
               dismissing
               Scholars
               from
               Schoole
               in
               the
               fore-noons
               ,
               is
               eleven
               a
               clock
               every
               day
               ,
               and
               in
               the
               after-noons
               ,
               on
               Mondaies
               ,
               Wednesdaies
               ,
               and
               Fridaies
               ,
               five
               a
               clock
               ,
               but
               on
               Tuesday
               after-noons
               ,
               foure
               ;
               and
               on
               Thursdayes
               ,
               three
               .
               Touching
               which
               ,
               a
               care
               would
               be
               taken
               that
               the
               taskes
               of
               every
               Form
               may
               be
               fully
               dispatched
               rather
               a
               little
               before
               those
               houres
               then
               after
               ;
               that
               then
               the
               Scholars
               which
               intend
               writing
               or
               cyphering
               ,
               or
               the
               like
               ,
               may
               go
               to
               the
               Writing-schoole
               ,
               as
               they
               yet
               use
               to
               doe
               about
               London
               .
               Neither
               would
               I
               have
               the
               Scholars
               to
               be
               so
               precisely
               observant
               of
               the
               clock
               ,
               as
               just
               upon
               the
               first
               stroke
               of
               it
               to
               rush
               out
               of
               the
               Schoole
               :
               but
               notice
               being
               given
               to
               the
               Master
               that
               it
               is
               stricken
               ,
               and
               he
               having
               given
               the
               word
               for
               dismissing
               the
               Schoole
               ,
               all
               the
               Scholars
               should
               come
               
               one
               by
               one
               orderly
               out
               of
               their
               seats
               according
               to
               their
               Forms
               (
               the
               lowest
               beginning
               first
               ,
               because
               they
               are
               commonly
               next
               the
               doore
               )
               and
               salute
               him
               with
               their
               hats
               in
               their
               hands
               ,
               and
               so
               quietly
               depart
               out
               of
               the
               Schoole
               without
               thrusting
               ,
               or
               striving
               one
               to
               get
               out
               before
               another
               .
               It
               were
               good
               if
               there
               were
               hour-glasses
               in
               the
               School
               ,
               to
               give
               notice
               how
               the
               time
               goes
               on
               .
            
             
               And
               for
               their
               ready
               going
               home
               ,
               or
               to
               the
               writing
               Schoole
               ,
               there
               should
               be
               private
               Monitors
               appointed
               to
               inform
               the
               Master
               ,
               so
               soon
               as
               they
               return
               to
               the
               Schoole
               again
               ,
               who
               they
               are
               that
               neglected
               their
               duty
               therein
               .
            
             
               That
               space
               of
               intermission
               about
               nine
               and
               three
               a
               clock
               ,
               which
               is
               used
               at
               
                 Westminster
                 Schoole
              
               ,
               and
               some
               others
               ,
               and
               is
               so
               much
               commended
               by
               Mr.
               
                 Brinsley
                 (
                 Chap.
                 33.
                 of
                 his
                 Grammar
                 Schoole
                 )
              
               cannot
               so
               well
               be
               observed
               ,
               nor
               is
               it
               so
               requisite
               in
               those
               Schooles
               ,
               in
               which
               Scholars
               meet
               not
               till
               seven
               in
               the
               morning
               ;
               for
               the
               variety
               of
               their
               several
               tasks
               ,
               will
               take
               away
               that
               tediousnesse
               that
               seems
               to
               accurre
               by
               the
               length
               of
               time
               ,
               and
               those
               
                 Subsidiary
                 Books
              
               provided
               for
               the
               lower
               Formes
               ,
               will
               prevent
               the
               over-toyling
               of
               themselves
               by
               their
               
               present
               work
               .
               And
               that
               those
               disorders
               which
               usually
               befall
               in
               Scholars
               running
               forth
               in
               Schoole-time
               ,
               may
               be
               somewhat
               remedied
               ,
               this
               or
               the
               like
               course
               may
               be
               taken
               .
            
             
               1.
               
               Let
               it
               not
               be
               lawful
               for
               above
               one
               boy
               in
               twenty
               to
               go
               forth
               at
               once
               ;
               and
               at
               his
               going
               forth
               ,
               let
               every
               one
               come
               to
               the
               Master
               ,
               or
               that
               Usher
               to
               whose
               charge
               he
               belongs
               ,
               and
               in
               his
               hearing
               repeat
               four
               or
               six
               Vocabula's
               or
               phrases
               ,
               which
               he
               hath
               not
               said
               before
               ,
               and
               then
               lay
               down
               his
               book
               ,
               with
               his
               name
               writ
               in
               it
               in
               a
               place
               appointed
               within
               the
               Masters
               view
               ,
               that
               so
               it
               may
               be
               knowne
               at
               once
               ,
               both
               how
               many
               ,
               and
               who
               are
               out
               of
               doores
               ,
               and
               how
               long
               they
               tarry
               abroad
               .
               At
               their
               coming
               in
               ,
               they
               should
               again
               repeat
               the
               like
               number
               of
               Vocabula's
               and
               Phrases
               ,
               as
               they
               did
               at
               their
               going
               fo●th
               .
            
             
               The
               Master
               should
               do
               well
               now
               and
               then
               to
               send
               a
               privie
               spie
               ,
               who
               may
               truly
               observe
               and
               certifie
               him
               ,
               how
               every
               scholar
               spendeth
               his
               time
               abroad
               ,
               and
               if
               any
               be
               found
               to
               go
               forth
               upon
               no
               occasion
               ,
               or
               to
               truant
               it
               without
               doors
               ,
               let
               him
               be
               censured
               or
               reproved
               ,
               according
               to
               his
               demerits
               .
            
             
               3.
               
               The
               granting
               of
               a
               Play-day
               ,
               is
               to
               
               be
               referred
               wholly
               to
               the
               discretion
               of
               the
               Master
               ,
               who
               must
               in
               this
               be
               as
               fearfull
               to
               work
               his
               Scholars
               hinderance
               ,
               and
               the
               Schooles
               discredit
               ,
               as
               willing
               by
               such
               a
               courtesie
               to
               gratify
               his
               deserving
               friends
               ;
               who
               if
               they
               be
               any
               whit
               reasonable
               ,
               will
               be
               easily
               satisfied
               with
               a
               just
               excuse
               of
               denial
               ;
               but
               if
               they
               be
               unreasonably
               importunate
               ,
               they
               ought
               to
               be
               served
               with
               as
               unreasonable
               a
               naysay
               ;
               so
               that
               Play-dayes
               should
               be
               rarely
               granted
               ,
               except
               to
               such
               as
               may
               seem
               to
               claime
               more
               then
               ordinary
               interest
               in
               the
               Schoole
               ,
               and
               to
               whom
               the
               Master
               is
               bound
               to
               shew
               his
               due
               respects
               ,
               especially
               before
               his
               Scholars
               .
            
             
               In
               places
               of
               great
               resort
               ,
               and
               where
               often
               sollicitation
               is
               used
               to
               be
               made
               for
               play
               (
               especially
               by
               mothers
               that
               come
               to
               visit
               their
               children
               which
               are
               tabled
               at
               Schoole
               )
               it
               were
               good
               that
               a
               piece
               of
               an
               afternoon
               were
               designed
               constantly
               afore-hand
               ,
               on
               which
               (
               in
               case
               any
               suit
               should
               be
               made
               )
               the
               Scholars
               might
               have
               leave
               to
               play
               ;
               but
               if
               not
               ,
               that
               ●hey
               be
               held
               to
               their
               Books
               .
               Yet
               if
               ●here
               have
               not
               a
               Play-day
               been
               granted
               ,
               ●or
               a
               Holy
               day
               intervened
               for
               some
               weeks
               together
               ,
               the
               Master
               may
               of
               him●elf
               propound
               to
               his
               Scholars
               ,
               that
               in
               
               case
               they
               performe
               all
               their
               Tasks
               very
               well
               and
               orderly
               ,
               so
               as
               to
               dispatch
               them
               by
               such
               an
               hour
               on
               such
               a
               day
               ,
               they
               shall
               play
               the
               remainder
               thereof
               ,
               &
               then
               (
               as
               at
               other
               times
               also
               when
               a
               Play-day
               is
               intended
               )
               ore
               of
               the
               upper
               Form
               (
               at
               least
               )
               should
               make
               a
               Petitory
               Oration
               to
               the
               Master
               ,
               or
               them
               that
               come
               to
               crave
               play
               ;
               and
               another
               ,
               a
               Gratulatory
               speech
               ,
               after
               leave
               is
               obtained
               .
            
             
               Where
               both
               Thursdayes
               and
               Saturdayes
               in
               the
               afternoons
               are
               halfe
               Holy-dayes
               ,
               I
               think
               Tuesdayes
               the
               fittest
               ,
               on
               which
               to
               grant
               play
               ;
               in
               other
               places
               ,
               Thursdayes
               may
               seem
               the
               best
               .
               But
               this
               I
               leave
               to
               the
               discretion
               of
               the
               Master
               ,
               who
               knoweth
               what
               is
               most
               convenient
               for
               his
               own
               Schoole
               .
            
             
               Now
               in
               granting
               a
               Play-day
               ,
               these
               directions
               may
               be
               useful
               .
            
             
               1.
               
               That
               there
               be
               never
               more
               then
               one
               Play-day
               granted
               in
               one
               week
               ,
               and
               that
               onely
               when
               there
               is
               no
               Holy-day
               in
               that
               week
               ,
               and
               when
               the
               weather
               also
               is
               clear
               and
               open
               ,
               and
               the
               ground
               somewhat
               dry
               .
            
             
               2.
               
               That
               no
               Play
               be
               granted
               till
               one
               a
               clock
               (
               at
               the
               soonest
               )
               when
               all
               the
               Scholars
               are
               met
               ,
               and
               Orations
               have
               been
               said
               .
            
             
               3.
               
               That
               all
               the
               Scholars
               be
               dismissed
               
               orderly
               into
               some
               close
               (
               or
               other
               place
               appointed
               for
               such
               a
               purpose
               )
               near
               the
               Schoole
               ,
               where
               they
               may
               play
               together
               ,
               and
               use
               such
               honest
               and
               harmlesse
               recreations
               ,
               as
               may
               moderately
               exercise
               their
               bodies
               ,
               and
               not
               at
               all
               endanger
               their
               health
               .
            
             
               And
               because
               some
               boyes
               are
               apt
               to
               sneak
               home
               ,
               or
               straggle
               from
               the
               rest
               of
               their
               fellowes
               out
               of
               their
               bounds
               ,
               prescribed
               them
               to
               play
               in
               ;
               you
               may
               do
               well
               to
               give
               order
               to
               him
               that
               hath
               the
               Bill
               of
               all
               the
               names
               ,
               to
               call
               it
               over
               at
               any
               time
               amid
               their
               sport
               ,
               and
               to
               take
               notice
               of
               all
               such
               as
               have
               absented
               themselves
               ,
               &
               to
               give
               you
               an
               account
               of
               them
               ,
               when
               they
               return
               into
               the
               Schoole
               ;
               which
               should
               be
               upon
               Play-daies
               before
               five
               of
               the
               clock
               ,
               that
               they
               may
               blesse
               God
               for
               his
               provident
               hand
               over
               them
               that
               day
               ,
               and
               so
               go
               home
               .
               And
               that
               the
               Master
               may
               sometimes
               see
               into
               the
               various
               disposition
               of
               children
               ,
               which
               doth
               freely
               discover
               it selfe
               by
               their
               company
               ,
               and
               behaviour
               at
               play
               ;
               he
               may
               now
               and
               then
               take
               occasion
               to
               walk
               at
               a
               distance
               from
               them
               ,
               or
               (
               if
               he
               come
               nearer
               )
               to
               stand
               out
               of
               their
               sight
               ,
               so
               as
               he
               may
               behold
               them
               in
               the
               throng
               of
               their
               recreations
               ,
               and
               observe
               their
               
               gesture
               and
               words
               ,
               which
               if
               in
               any
               thing
               they
               be
               not
               as
               becometh
               them
               ,
               he
               may
               afterwards
               admonish
               them
               in
               private
               to
               behave
               ,
               or
               speak
               otherwise
               .
            
             
               But
               an
               especial
               care
               must
               be
               taken
               ,
               and
               a
               charge
               accordingly
               often
               given
               ,
               that
               your
               Scholars
               do
               at
               no
               time
               play
               with
               any
               but
               their
               own
               Schoole-fellowes
               ,
               or
               other
               ingenuous
               children
               about
               home
               ;
               which
               their
               Parents
               or
               Friends
               know
               ,
               and
               whom
               they
               are
               willing
               should
               be
               admitted
               into
               their
               company
               ;
               for
               besides
               the
               evil
               which
               may
               be
               contracted
               by
               learning
               corrupt
               discourse
               ,
               and
               imitating
               them
               in
               many
               shrewd
               turns
               :
               boyes
               that
               are
               under
               little
               or
               no
               command
               ,
               will
               be
               very
               subject
               to
               brabble
               and
               fight
               with
               Scholars
               ,
               and
               the
               rather
               because
               they
               know
               the
               Master
               will
               not
               allow
               his
               Scholars
               at
               all
               to
               quarel
               ,
               and
               if
               they
               can
               do
               them
               any
               maime
               ,
               they
               will
               attempt
               it
               ,
               that
               the
               Master
               may
               have
               occasion
               to
               call
               them
               to
               account
               for
               it
               .
               So
               perverse
               is
               our
               corrupt
               nature
               (
               especially
               )
               where
               education
               hath
               no
               sway
               .
            
          
           
             
             
               CHAP.
               IV.
               
            
             
               Of
               Admission
               of
               Scholars
               ;
               of
               Election
               of
               Forms
               and
               of
               Scholars
               orderly
               sitting
               ,
               and
               demeanour
               in
               their
               seats
               ,
               when
               they
               are
               at
               Schoole
               .
            
             
               1.
               
               
                 NO
                 children
                 should
              
               (
               as
               I
               have
               formerly
               said
               )
               
                 be
                 admitted
                 into
                 a
                 Grammar
                 Schoole
                 ,
                 but
                 such
                 as
                 can
                 readily
                 read
                 English
                 ,
                 and
                 write
                 a
                 legible
                 hand
                 or
                 at
                 least
                 be
                 willing
                 to
                 learn
                 to
                 write
                 ,
                 and
                 to
                 proceed
                 in
                 learning
                 Latine
                 .
              
               And
               it
               is
               therefore
               best
               to
               try
               ,
               in
               the
               presence
               of
               their
               Parents
               or
               friends
               that
               bring
               them
               ,
               what
               they
               can
               do
               ,
               by
               causing
               them
               to
               read
               or
               write
               if
               they
               can
               )
               before
               them
               ,
               that
               themselves
               may
               be
               Judges
               of
               their
               present
               strength
               or
               weaknesse
               ,
               expect
               proficiencie
               from
               them
               according
               as
               they
               see
               their
               capacity
               ,
               not
               hastening
               them
               on
               too
               fast
               ,
               and
               rating
               at
               them
               daily
               ,
               because
               (
               perhaps
               )
               in
               their
               judgements
               they
               do
               not
               learn
               so
               well
               as
               their
               neigbours
               children
            
             
               The
               best
               is
               to
               admit
               of
               young
               beginners
               
               onely
               once
               every
               year
               ,
               and
               then
               to
               take
               in
               all
               that
               can
               be
               gotten
               from
               the
               Petty-Schooles
               ;
               for
               company
               will
               encourage
               children
               to
               adventure
               upon
               an
               uncouth
               course
               of
               learning
               ,
               seeing
               the
               more
               the
               merrier
               ;
               and
               any
               discreet
               Parent
               will
               be
               easily
               perswaded
               to
               forbear
               his
               son
               a
               while
               ,
               when
               he
               considereth
               it
               will
               be
               more
               for
               his
               profiting
               to
               have
               company
               along
               with
               him
               ,
               as
               he
               learneth
               ,
               and
               he
               may
               be
               daily
               bettered
               in
               reading
               English
               ,
               and
               forwarded
               by
               learning
               to
               write
               ,
               before
               he
               come
               from
               the
               Petty-Schoole
               .
            
             
               The
               fittest
               season
               of
               the
               year
               for
               such
               a
               general
               admission
               of
               little
               ones
               into
               the
               Grammar-Schoole
               ,
               doth
               seem
               to
               be
               about
               Easter
               ;
               partly
               because
               the
               higher
               boyes
               are
               usually
               then
               disposed
               of
               to
               Trades
               ,
               or
               the
               Universities
               ,
               and
               partly
               ,
               because
               most
               children
               are
               then
               removed
               from
               one
               Schoole
               to
               another
               ,
               as
               having
               the
               Summer
               coming
               on
               for
               their
               encounagement
               .
            
             
               When
               you
               have
               thus
               admitted
               a
               company
               of
               boyes
               together
               ,
               you
               may
               let
               those
               that
               can
               read
               best
               ,
               obtain
               the
               higher
               places
               ,
               till
               they
               come
               to
               get
               the
               Rudiments
               of
               Latine
               without
               book
               ,
               and
               then
               you
               may
               ranke
               them
               into
               a
               
               Form.
               Because
               ,
            
             
               2.
               
               It
               is
               a
               main
               help
               to
               the
               Master
               ,
               and
               a
               furtherance
               to
               all
               the
               Scholars
               ,
               that
               the
               whole
               Schoole
               be
               reduced
               into
               Formes
               ,
               and
               those
               also
               as
               few
               as
               may
               be
               ,
               respecting
               the
               different
               years
               ,
               and
               capacity
               of
               each
               Scholar
               .
               And
               if
               there
               were
               six
               hundred
               Scholars
               or
               more
               in
               a
               Schoole
               ,
               they
               might
               all
               sitly
               be
               ranked
               into
               six
               Forms
               ,
               by
               putting
               those
               of
               equal
               age
               and
               abilities
               together
               ,
               and
               the
               toyle
               in
               hearing
               Parts
               ,
               or
               Lessons
               ,
               and
               perusing
               Exercises
               ,
               (
               as
               I
               will
               shew
               anon
               )
               would
               not
               be
               much
               more
               with
               an
               hundred
               orderly
               placed
               ,
               and
               well
               behaved
               in
               a
               room
               to
               themselves
               apart
               ,
               then
               with
               three
               or
               foure
               single
               boyes
               in
               several
               employments
               .
               Not
               onely
               because
               the
               Master
               or
               Ushers
               do
               thus
               at
               once
               impart
               themselves
               to
               all
               alike
               ,
               and
               may
               bestow
               more
               time
               amongst
               them
               in
               examining
               any
               Task
               ;
               but
               also
               because
               by
               this
               means
               Aemulation
               (
               as
               a
               main
               quickner
               of
               diligence
               )
               will
               be
               wrought
               amongst
               them
               ,
               insomuch
               as
               the
               weakest
               Scholar
               amongst
               them
               will
               be
               loth
               to
               lagge
               alway
               behinde
               the
               rest
               ;
               and
               there
               is
               none
               so
               stupidly
               blockish
               ,
               but
               by
               help
               of
               company
               will
               learn
               that
               which
               he
               would
               not
               
               obtain
               being
               alone
               ,
               and
               I
               have
               seen
               the
               very
               hindmost
               oftentimes
               to
               help
               all
               his
               fellowes
               at
               a
               dead
               lift
               .
               The
               Teachers
               constant
               care
               should
               be
               in
               every
               Form
               ,
               as
               to
               direct
               and
               examine
               every
               particular
               boy
               ,
               so
               to
               help
               forward
               the
               weakest
               ,
               that
               in
               every
               thing
               he
               doth
               ,
               he
               may
               understand
               himself
               ,
               and
               it
               is
               not
               to
               be
               said
               ,
               with
               what
               alacrity
               they
               will
               all
               strive
               to
               out-doe
               one
               another
               ,
               so
               that
               sometimes
               he
               that
               cometh
               behinde
               all
               the
               rest
               ,
               will
               be
               as
               fit
               to
               make
               a
               leader
               of
               the
               Forme
               ,
               as
               those
               that
               are
               the
               foremost
               in
               it
               .
            
             
               To
               provoke
               them
               all
               therefore
               to
               emulation
               ,
               and
               that
               none
               may
               complain
               ,
               or
               think
               himself
               injured
               by
               being
               left
               behinde
               ;
               use
               constantly
               once
               at
               the
               end
               of
               a
               moneth
               ,
               and
               when
               all
               your
               Scholars
               are
               together
               to
               ma●e
               a
               free
               new
               choyce
               in
               every
               Forme
               ,
               after
               this
               manner
               .
            
             
               1.
               
               Let
               every
               Scholar
               in
               the
               Forme
               give
               his
               own
               voyce
               ,
               concerning
               which
               boy
               he
               thinketh
               to
               be
               the
               best
               proficient
               ,
               and
               ablest
               for
               the
               present
               to
               lead
               the
               company
               ;
               and
               having
               set
               him
               aside
               ,
               let
               them
               all
               passe
               their
               voyces
               again
               ,
               concerning
               whom
               they
               judge
               fittest
               to
               stand
               the
               next
               to
               him
               .
            
             
               2.
               
               Then
               set
               these
               two
               opposite
               
               one
               to
               another
               ,
               so
               as
               the
               better
               Scholar
               may
               take
               the
               leading
               of
               the
               upper
               side
               ,
               on
               your
               right
               hand
               ,
               and
               the
               other
               ,
               the
               leading
               of
               the
               lower
               side
               ,
               on
               your
               left
               hand
               .
            
             
               3.
               
               And
               that
               there
               may
               not
               be
               much
               inequality
               in
               the
               sides
               ,
               let
               the
               lower
               leader
               have
               the
               first
               call
               ,
               and
               liberty
               to
               take
               what
               boy
               he
               thinketh
               the
               strongest
               ,
               out
               of
               all
               the
               rest
               ,
               and
               then
               let
               the
               higher
               leader
               have
               the
               next
               call
               ,
               and
               liberty
               to
               take
               whom
               he
               liketh
               ;
               and
               so
               let
               them
               proceed
               to
               call
               by
               course
               ,
               till
               they
               have
               (
               like
               ball
               players
               )
               ranked
               all
               their
               fellowes
               to
               their
               sides
               ,
               and
               so
               strongly
               and
               evenly
               set
               themselves
               in
               a
               posture
               one
               side
               against
               another
               ,
               that
               it
               may
               be
               hard
               for
               any
               one
               to
               judge
               ,
               whether
               is
               the
               stronger
               .
            
             
               By
               thus
               choosing
               amongst
               themselves
               ,
               they
               will
               be
               all
               so
               well
               pleased
               ,
               that
               the
               Master
               shall
               never
               be
               blamed
               for
               endeavouring
               to
               preferre
               one
               boy
               before
               another
               ,
               or
               keeping
               of
               any
               back
               ,
               that
               would
               seem
               to
               go
               faster
               then
               his
               fellowes
               at
               his
               Book
               .
               And
               indeed
               I
               have
               sometimes
               admired
               to
               observe
               the
               impartiality
               and
               judgement
               of
               children
               in
               placing
               one
               another
               according
               to
               their
               abilities
               and
               parts
               ,
               waving
               all
               other
               by-respects
               by
               
               which
               men
               would
               be
               inclined
               to
               set
               one
               higher
               ,
               and
               another
               lower
               .
               Yet
               if
               sometimes
               they
               seem
               to
               mistake
               in
               their
               judgement
               concerning
               a
               boy
               ,
               that
               is
               but
               newly
               come
               amongst
               them
               ;
               or
               to
               be
               too
               partial
               against
               any
               other
               upon
               some
               general
               splene
               ,
               which
               is
               but
               very
               rare
               ;
               The
               discreet
               Master
               may
               after
               the
               election
               ,
               correct
               the
               error
               by
               giving
               such
               a
               one
               a
               place
               to
               his
               own
               liking
               ,
               which
               he
               may
               keep
               till
               the
               next
               choyce
               ,
               except
               some
               of
               his
               inferiours
               have
               a
               list
               to
               dispute
               with
               him
               for
               his
               place
               ,
               and
               then
               he
               must
               put
               it
               to
               the
               hazard
               ,
               having
               a
               lawful
               time
               given
               him
               to
               provide
               before-hand
               for
               the
               contest
               .
            
             
               3.
               
               Let
               all
               the
               Scholars
               take
               their
               places
               in
               the
               Schoole
               ,
               according
               to
               their
               several
               Formes
               ,
               and
               let
               every
               one
               sit
               in
               his
               Form
               in
               that
               order
               in
               which
               he
               was
               elected
               .
               It
               were
               good
               that
               the
               seates
               were
               so
               equally
               set
               on
               both
               sides
               the
               Schoole
               ,
               as
               that
               the
               higher
               side
               of
               each
               Form
               ,
               might
               keep
               the
               higher
               side
               of
               the
               School
               ,
               I
               mean
               ,
               that
               on
               the
               Masters
               right
               hand
               ;
               and
               the
               lower
               side
               of
               the
               Form
               ,
               the
               lower
               side
               of
               the
               Schoole
               ,
               which
               is
               that
               on
               the
               Masters
               left
               hand
               .
               However
               ,
               let
               the
               upper
               side
               take
               alwayes
               the
               upper
               ,
               and
               the
               lower
               ,
               the
               lower
               seats
               .
            
             
             
               This
               placing
               of
               Scholars
               in
               an
               opposite
               manner
               ,
               side
               against
               side
               ,
               is
               good
               in
               many
               respects
               ,
               as
               ,
            
             
               1.
               
               To
               know
               on
               a
               suddain
               who
               is
               unruly
               in
               ,
               or
               absent
               out
               of
               his
               place
               .
            
             
               2.
               
               To
               have
               them
               ready
               paired
               at
               all
               times
               for
               Examinations
               ,
               Disputations
               ,
               or
               Orations
               ,
               or
               the
               like
               .
            
             
               3.
               
               To
               keep
               order
               in
               going
               in
               and
               out
               of
               their
               seats
               to
               say
               ,
               or
               in
               going
               home
               from
               Schoole
               ,
               or
               the
               like
               .
            
             
               4.
               
               To
               increase
               courage
               in
               the
               Scholars
               ,
               who
               are
               delighted
               to
               let
               their
               friends
               see
               ,
               what
               place
               they
               keep
               amongst
               the
               rest
               ,
               when
               they
               come
               to
               visit
               them
               .
            
             
               As
               they
               sit
               in
               their
               seats
               ,
               be
               sure
               to
               keep
               them
               continually
               imployed
               ,
               by
               proportionating
               every
               taske
               to
               the
               time
               and
               their
               strength
               ,
               with
               respect
               to
               the
               capacity
               of
               the
               weakest
               ;
               for
               by
               this
               means
               ,
               the
               strongest
               boyes
               will
               have
               more
               leisure
               to
               help
               ,
               and
               see
               the
               weakest
               can
               do
               their
               work
               ,
               for
               which
               purpose
               they
               should
               be
               appointed
               sometimes
               to
               sit
               in
               the
               middle
               amongst
               the
               rest
               ,
               that
               they
               may
               more
               readily
               be
               consulted
               with
               ,
               &
               heard
               of
               all
               .
               These
               should
               sometimes
               construe
               ,
               and
               sometimes
               examine
               over
               their
               Lessons
               ,
               having
               their
               Grammars
               ,
               
               and
               Dictionaries
               ,
               and
               other
               Subsidiary
               books
               to
               help
               them
               ,
               out
               of
               which
               they
               should
               appoint
               others
               to
               find
               what
               they
               enquire
               after
               ;
               and
               this
               will
               be
               so
               far
               from
               hindering
               their
               own
               progresse
               ,
               that
               it
               will-encourage
               them
               to
               go
               faster
               onward
               ,
               when
               they
               see
               how
               readily
               they
               can
               lead
               the
               way
               ,
               and
               incite
               their
               fellowes
               to
               follow
               after
               them
               .
            
             
               When
               in
               getting
               Lessons
               ,
               the
               whole
               Form
               shall
               be
               at
               a
               Non-plus
               ,
               let
               one
               of
               the
               leaders
               have
               recourse
               to
               the
               Master
               or
               Ushers
               ,
               or
               to
               whom
               they
               shall
               appoint
               him
               to
               go
               for
               resolution
               .
               But
               I
               have
               found
               it
               a
               continual
               provoking
               of
               Scholars
               ,
               to
               strive
               who
               should
               learn
               the
               fastest
               ,
               to
               let
               both
               the
               sides
               of
               one
               Form
               ,
               as
               they
               sit
               a
               part
               ,
               so
               to
               look
               to
               provide
               their
               Lessons
               apart
               ;
               and
               when
               they
               come
               to
               say
               Parts
               or
               Lessons
               ,
               or
               to
               perform
               Exercises
               ,
               to
               bicker
               one
               with
               another
               ,
               and
               propound
               those
               things
               to
               be
               resolved
               in
               by
               their
               opposites
               ,
               which
               they
               observe
               the
               Master
               to
               have
               omitted
               ,
               and
               they
               think
               they
               cannot
               tell
               .
               And
               let
               it
               be
               constantly
               noted
               which
               side
               hath
               the
               better
               all
               the
               week
               ,
               that
               when
               afterwards
               ▪
               they
               come
               to
               a
               general
               dispute
               at
               the
               weeks
               end
               ,
               for
               places
               or
               sides
               ,
               it
               may
               be
               considered
               .
            
          
           
             
             
               CHAP.
               V.
               
            
             
               Of
               saying
               Parts
               ,
               and
               Lessons
               and
               of
               perusing
               Translations
               ,
               and
               all
               other
               kind
               of
               Exercises
               .
            
             
               1.
               
               THe
               best
               time
               for
               saying
               
                 Grammar
                 Parts
              
               ,
               or
               the
               like
               ,
               is
               the
               morning
               ,
               partly
               because
               the
               memory
               is
               then
               the
               freshest
               ;
               and
               partly
               ,
               because
               children
               may
               take
               the
               opportunity
               over
               night
               to
               get
               them
               perfectly
               at
               home
               .
               But
               forasmuch
               as
               Vocabula's
               are
               more
               easie
               to
               be
               impressed
               in
               the
               mind
               ,
               and
               require
               lesse
               paines
               in
               getting
               ,
               I
               conceive
               it
               not
               amisse
               ,
               that
               children
               be
               continually
               exercised
               in
               saying
               them
               for
               afternoons
               parts
               at
               one
               a
               clock
               ,
               before
               which
               hour
               they
               may
               prepare
               themselves
               afore-hand
               (
               even
               )
               amid
               their
               play
               .
            
             
               After
               parts
               said
               ,
               the
               Master
               or
               his
               Ushers
               should
               immediately
               give
               Lessons
               to
               every
               Form
               ,
               or
               appoint
               a
               boy
               out
               of
               an
               upper
               Form
               to
               give
               Lessons
               to
               that
               which
               is
               next
               below
               him
               ,
               in
               his
               hearing
               ;
               which
               he
               should
               distinctly
               construe
               
               once
               or
               twice
               over
               ,
               and
               note
               out
               all
               the
               Words
               ,
               wherein
               the
               most
               difficulty
               of
               parsing
               seems
               to
               lye
               ,
               and
               name
               the
               Tropes
               and
               Figures
               ,
               the
               Phrases
               ,
               and
               other
               elegancies
               that
               are
               to
               be
               found
               (
               especially
               )
               in
               higher
               Authours
               .
            
             
               The
               Lessons
               should
               be
               got
               ready
               to
               be
               said
               against
               ten
               a
               clock
               in
               the
               forenoon
               ,
               and
               four
               in
               the
               after
               noon
               ;
               at
               which
               time
               the
               Scholars
               should
               come
               all
               orderly
               and
               quietly
               out
               of
               their
               Form
               ,
               and
               taking
               their
               places
               where
               they
               ought
               to
               stand
               ,
               (
               so
               as
               one
               side
               may
               be
               opposite
               to
               another
               )
               they
               should
               all
               make
               their
               salutes
               ,
               and
               then
               say
               one
               after
               another
               ,
               except
               they
               be
               appointed
               otherwise
               .
            
             
               For
               sometimes
               when
               you
               have
               occasion
               to
               make
               more
               hastie
               dispatch
               with
               a
               Form
               ,
               you
               may
               cause
               any
               one
               or
               more
               to
               say
               the
               whole
               Lesson
               ,
               or
               by
               pieces
               ;
               but
               be
               sure
               that
               they
               all
               come
               very
               well
               provided
               ,
               and
               that
               every
               one
               be
               intent
               upon
               what
               another
               is
               saying
               ,
               for
               which
               purpose
               you
               may
               note
               him
               that
               hath
               been
               most
               negligent
               in
               his
               seat
               ,
               and
               ask
               him
               ever
               and
               anon
               ,
               what
               it
               was
               that
               his
               fellow
               said
               last
               .
            
             
               To
               save
               your
               own
               lungs
               in
               asking
               many
               questions
               ,
               and
               telling
               Rules
               ,
               or
               
               the
               like
               ,
               you
               may
               let
               every
               two
               boyes
               examine
               one
               another
               ,
               and
               your self
               onely
               help
               them
               ,
               when
               they
               are
               both
               at
               a
               mistake
               .
            
             
               You
               may
               easily
               amend
               that
               common
               and
               troublesome
               fault
               of
               indistinct
               and
               muttering
               speaking
               ,
               by
               calling
               out
               a
               bold
               spirited
               little
               boy
               ,
               that
               can
               speak
               with
               a
               grace
               ,
               and
               encouraging
               him
               to
               give
               the
               other
               an
               higher
               note
               for
               the
               elevation
               of
               his
               voyce
               :
               for
               this
               will
               at
               last
               enforce
               the
               boy
               you
               are
               troubled
               with
               ,
               to
               speak
               louder
               ,
               and
               with
               a
               better
               grace
               ;
               and
               to
               strive
               to
               pronounce
               his
               words
               more
               distinctly
               ,
               then
               the
               other
               did
               before
               him
               .
            
             
               After
               Lessons
               are
               ended
               ,
               you
               may
               let
               every
               one
               propound
               what
               questions
               he
               pleaseth
               ,
               for
               his
               opposite
               to
               answer
               ,
               and
               this
               will
               be
               a
               means
               to
               whet
               them
               on
               to
               more
               diligence
               in
               getting
               them
               ,
               before
               they
               come
               to
               say
               .
            
             
               In
               the
               three
               lowest
               Forms
               ,
               or
               in
               others
               ,
               where
               all
               have
               the
               same
               Translations
               ,
               or
               Dictates
               ,
               you
               may
               cause
               onely
               him
               whose
               performance
               you
               most
               doubt
               of
               ,
               to
               read
               what
               he
               hath
               written
               both
               in
               English
               and
               Latine
               ,
               and
               help
               him
               ,
               as
               you
               finde
               his
               errour
               ,
               to
               correct
               it
               ,
               and
               see
               that
               all
               the
               rest
               amend
               their
               own
               
               faults
               accordingly
               .
               Afterwards
               ,
               you
               may
               let
               one
               parse
               it
               both
               in
               English
               and
               Latine
               ,
               and
               order
               them
               all
               to
               write
               it
               over
               again
               fair
               in
               a
               Paper-book
               for
               themselves
               ,
               and
               to
               give
               you
               also
               a
               copy
               of
               it
               neatly
               written
               in
               a
               loose
               paper
               ,
               every
               Saturday
               .
               And
               thus
               you
               shall
               have
               every
               one
               begin
               to
               leane
               to
               his
               own
               strength
               ,
               a
               thing
               very
               necessary
               in
               all
               kinde
               of
               Exercises
               ,
               though
               they
               doe
               the
               lesse
               .
               If
               you
               once
               take
               notice
               of
               any
               boyes
               strength
               ,
               you
               may
               easily
               judge
               of
               what
               he
               bringeth
               ,
               whether
               it
               be
               his
               own
               ,
               or
               anothers
               doing
               .
            
             
               But
               in
               the
               upper
               Formes
               ,
               and
               where
               they
               have
               all
               several
               Exercises
               ,
               it
               is
               necessary
               that
               you
               peruse
               what
               every
               Scholar
               hath
               done
               .
               And
               for
               this
               work
               ,
               you
               may
               set
               apart
               Saturday
               fore-noons
               ,
               after
               Grammatical
               Examinations
               are
               ended
               ,
               and
               before
               they
               say
               their
               Catechismes
               .
               And
               that
               they
               may
               write
               them
               fair
               ,
               you
               should
               sometimes
               compare
               them
               with
               their
               Copy-Books
               ,
               or
               such
               pieces
               as
               they
               writ
               last
               ,
               at
               the
               Writing-Schoole
               .
               Before
               they
               bring
               them
               to
               you
               to
               read
               ,
               let
               them
               peruse
               one
               anothers
               Exercise
               amongst
               themselves
               ,
               and
               try
               what
               faults
               they
               can
               finde
               in
               it
               ;
               and
               as
               you
               read
               them
               over
               ,
               where
               you
               see
               a
               
               grosse
               mistake
               ,
               explode
               it
               ;
               where
               you
               espie
               any
               over-sight
               ,
               note
               it
               with
               a
               dash
               ,
               that
               they
               may
               amend
               it
               ;
               but
               where
               you
               see
               any
               fault
               ,
               which
               is
               beyond
               their
               power
               to
               avoyd
               ,
               or
               remedy
               ,
               do
               you
               mildely
               correct
               it
               for
               them
               ,
               and
               advise
               them
               to
               observe
               it
               for
               the
               future
               .
               However
               ,
               forget
               not
               to
               commend
               him
               most
               that
               hath
               done
               the
               best
               ,
               and
               for
               his
               encouragement
               to
               make
               him
               read
               over
               his
               exercise
               aloud
               ,
               that
               others
               may
               heare
               it
               ,
               and
               then
               to
               hang
               it
               up
               in
               an
               eminent
               place
               ,
               that
               they
               may
               imitate
               it
               ;
               and
               if
               any
               one
               can
               afterwards
               out-doe
               it
               ,
               let
               his
               exercise
               be
               hanged
               up
               in
               its
               stead
               .
               But
               if
               any
               one
               hath
               lazily
               performed
               his
               exercise
               ,
               so
               that
               it
               be
               worse
               then
               all
               the
               rest
               ,
               let
               it
               be
               cut
               in
               fashion
               of
               a
               leg
               ,
               and
               be
               hanged
               up
               by
               the
               heel
               ,
               till
               he
               make
               a
               better
               ,
               and
               deserve
               that
               that
               may
               be
               taken
               down
               .
               It
               is
               not
               amisse
               also
               ,
               to
               stirre
               them
               up
               to
               more
               diligence
               ,
               to
               have
               a
               Common-paper-Book
               ,
               wherein
               the
               names
               of
               all
               in
               every
               Form
               that
               have
               optimè
               and
               pessimè
               performed
               their
               weekly
               exercises
               may
               be
               written
               ,
               and
               that
               the
               one
               may
               have
               the
               priviledge
               to
               beg
               a
               Play-day
               once
               a
               moneth
               ,
               or
               to
               obtain
               pardon
               for
               some
               of
               his
               fellows
               ;
               and
               the
               other
               may
               be
               confined
               to
               some
               task
               ,
               when
               a
               Play-day
               is
               granted
               .
            
          
           
             
             
               CHAP.
               VI.
               
            
             
               Of
               weekly
               Repetitions
               :
               Of
               Grammaticall
               Examinations
               ,
               and
               Disputations
               .
               Of
               collecting
               phrases
               ,
               and
               gathering
               into
               Common-place-Bookes
               .
               Of
               pro●ouncing
               Orations
               ,
               and
               Declamations
               .
            
             
               I
               Have
               not
               in
               either
               of
               the
               foregoing
               Treatises
               made
               mention
               of
               any
               thing
               to
               be
               done
               on
               Fridaies
               ,
               because
               that
               day
               is
               commonly
               spent
               in
               most
               Schooles
               ,
               in
               repeating
               what
               hath
               been
               learned
               in
               the
               fore-going
               part
               of
               the
               week
               ;
               which
               custome
               ,
               because
               it
               is
               a
               mean
               to
               confim
               childrens
               memories
               in
               what
               they
               learn
               ,
               I
               willingly
               conform
               thereunto
               .
            
             
               After
               Chapter
               's
               therefore
               read
               in
               a
               morning
               ,
               let
               them
               repeat
               their
               wonted
               Parts
               ,
               and
               afterwards
               their
               Lessons
               ,
               all
               which
               they
               will
               be
               able
               to
               say
               together
               ,
               out
               of
               their
               several
               Authours
               ,
               so
               that
               some
               be
               made
               to
               repeat
               out
               of
               one
               book
               ,
               and
               some
               out
               of
               another
               .
            
             
               For
               if
               due
               care
               be
               but
               had
               aforehand
               ,
               that
               Scholars
               be
               very
               ready
               and
               
               perfect
               in
               their
               daily
               taskes
               ,
               it
               will
               take
               away
               all
               coyle
               and
               timerousnesse
               ,
               which
               usually
               attends
               these
               Repetitions
               ,
               and
               make
               that
               this
               day
               will
               become
               the
               veryest
               play-day
               in
               all
               the
               week
               ;
               when
               boyes
               shall
               see
               that
               they
               have
               nothing
               to
               do
               ,
               but
               what
               they
               can
               do
               already
               ,
               (
               at
               least
               )
               with
               a
               little
               looking
               of
               it
               over
               on
               Thursdaies
               towards
               evening
               at
               home
               ,
               what
               they
               have
               translated
               out
               of
               any
               Authour
               in
               Prose
               ,
               should
               be
               read
               out
               of
               English
               into
               Latine
               ,
               and
               what
               they
               learn
               in
               Poets
               ,
               should
               be
               said
               (
               as
               well
               as
               can
               be
               )
               by
               heart
               ,
               both
               for
               the
               verse
               and
               the
               matters
               sake
               ,
               which
               will
               furnish
               them
               with
               Authorities
               ,
               and
               sharpen
               their
               invention
               for
               versifying
               .
            
             
               After
               Repetitions
               ended
               ,
               the
               Master
               should
               note
               all
               the
               Phrases
               and
               Sentences
               ,
               and
               other
               things
               observable
               in
               their
               Lessons
               ,
               which
               they
               should
               transcribe
               into
               
                 Phrase-bookes
                 ,
                 and
                 Common-place-Bookes
              
               ,
               for
               their
               constant
               use
               in
               writing
               or
               speaking
               ,
               or
               making
               Exercises
               ,
               as
               we
               have
               mentioned
               already
               before
               .
            
             
               And
               because
               the
               most
               leisure
               is
               gained
               on
               Friday
               afternoones
               ,
               it
               will
               not
               be
               amisse
               about
               three
               a
               clock
               to
               let
               every
               Form
               to
               dispute
               side
               with
               side
               ,
               one
               
               after
               another
               ,
               after
               this
               manner
               .
            
             
               1.
               
               Let
               every
               one
               propound
               to
               his
               opposite
               two
               or
               three
               questions
               ,
               which
               he
               thinks
               most
               difficult
               out
               of
               his
               weeks
               work
               ,
               which
               if
               the
               other
               cannot
               answer
               readily
               before
               he
               count
               six
               ,
               or
               ten
               in
               Latine
               ,
               let
               him
               be
               Captus
               ,
               and
               the
               questions
               be
               propounded
               to
               his
               next
               fellow
               .
               The
               lowest
               in
               the
               Form
               may
               begin
               the
               dispute
               ,
               and
               so
               go
               on
               to
               the
               highest
               on
               either
               side
               ,
               who
               should
               keep
               reckoning
               of
               those
               that
               are
               capt
               ,
               and
               how
               often
               .
            
             
               2.
               
               Besides
               their
               weeks
               works
               they
               may
               try
               ,
               who
               can
               most
               perfectly
               repeat
               memoriter
               ,
               a
               part
               of
               the
               Grammar
               ,
               or
               any
               Authour
               which
               they
               read
               ,
               or
               who
               can
               recite
               the
               most
               Vocabula's
               under
               one
               head
               ,
               or
               who
               can
               vary
               a
               phrase
               the
               best
               ,
               or
               imitate
               any
               piece
               of
               an
               Oratour
               or
               Poet.
               
            
             
               3.
               
               Some
               time
               would
               also
               be
               spent
               in
               
                 Capping
                 Latine
                 verses
              
               amongst
               the
               lower
               Forms
               ,
               and
               
                 Greek
                 verses
              
               amongst
               the
               highest
               ;
               for
               which
               they
               may
               provide
               themselves
               out
               of
               a
               Capping-book
               ,
               which
               seems
               to
               be
               made
               on
               purpose
               by
               
                 Bartholomaeus
                 Schonborn
              
               or
               
                 Gnomologicon
                 Poeticum
              
               ,
               made
               lately
               by
               
                 Mr.
                 Rosse
              
               ,
               besides
               which
               ,
               they
               may
               contrive
               a
               little
               Book
               of
               their
               own
               ,
               wherein
               to
               write
               verses
               Alphabetically
               
               out
               of
               the
               best
               Poets
               .
            
             
               Let
               that
               side
               which
               appeareth
               to
               be
               the
               Victor
               have
               the
               upper
               seat
               in
               the
               Schoole
               ,
               till
               a
               new
               choice
               be
               made
               ,
               except
               the
               other
               can
               win
               it
               from
               them
               before
               ,
               and
               bring
               them
               back
               with
               a
               hissing
               disgrace
               .
            
             
               Amid
               these
               disputes
               ,
               the
               Master
               must
               have
               a
               great
               care
               to
               suppresse
               noise
               and
               tumultuous
               clamour
               ,
               and
               see
               that
               no
               boy
               stirre
               out
               of
               his
               appointed
               place
               .
               For
               they
               are
               apt
               to
               heighten
               their
               spirits
               heyond
               moderation
               ,
               if
               the
               Masters
               discretion
               doe
               not
               settle
               them
               .
            
             
               Let
               it
               be
               now
               lawful
               for
               any
               lower
               boy
               in
               a
               Form
               ,
               to
               dispute
               with
               one
               above
               him
               for
               his
               place
               .
               Mr.
               Stockwoods
               Disputations
               will
               be
               helpfull
               to
               the
               upper
               Scholars
               .
            
             
               Now
               ,
               that
               all
               your
               Scholars
               may
               be
               thorowly
               grounded
               in
               their
               Grammar
               ,
               so
               as
               not
               to
               be
               apt
               to
               forget
               what
               they
               have
               learnt
               in
               it
               ;
               let
               them
               all
               be
               exercised
               in
               the
               examination
               of
               a
               part
               of
               it
               every
               Saturday
               morning
               thus
               ;
            
             
               1.
               
               Let
               the
               fi●st
               and
               lowest
               Form
               examine
               the
               two
               next
               above
               them
               out
               of
               the
               examination
               of
               the
               Accidents
               ,
               asking
               them
               the
               Questions
               as
               they
               are
               in
               the
               Book
               ,
               and
               causing
               them
               to
               answer
               without
               book
               ,
               and
               according
               to
               the
               Accidents
               .
            
             
             
               2.
               
               Then
               let
               all
               those
               three
               Forms
               run
               over
               the
               Examples
               of
               the
               Declensions
               and
               Conjugations
               ,
               as
               I
               formerly
               shewed
               ,
               &
               try
               ,
               who
               can
               pusle
               one
               another
               in
               declining
               any
               hard
               Noun
               ,
               or
               Conjugating
               and
               Forming
               any
               Verb
               ,
               and
               give
               the
               Rule
               of
               the
               Genders
               of
               the
               one
               ,
               or
               Preterperfect
               tense
               ,
               or
               Supin
               of
               the
               other
               ;
               when
               these
               have
               done
               ,
            
             
               3.
               
               Let
               the
               fourth
               Form
               examine
               the
               two
               highest
               Forms
               in
               
                 Examinatio
                 Latinae
                 Grammaticae
              
               ,
               and
               sometimes
               in
               
                 Elementa
                 Rhetorices
              
               ,
               and
               then
            
             
               4.
               
               Let
               all
               these
               three
               Forms
               run
               over
               the
               Paradigmes
               of
               the
               Greek
               Declensions
               and
               Conjugations
               .
            
             
               5.
               
               Afterwards
               the
               two
               upper
               Forms
               may
               bicker
               with
               one
               another
               touching
               Grammar
               niceties
               ,
               either
               Latine
               or
               Greek
               ,
               which
               they
               have
               taken
               notice
               of
               ,
               and
               collected
               into
               a
               Common-place-book
               ,
               as
               I
               mentioned
               before
               .
               But
               a
               principal
               care
               must
               be
               had
               to
               bring
               all
               your
               Scholars
               to
               an
               habit
               of
               speaking
               Latine
               ,
               and
               therefore
               a
               strict
               Law
               should
               be
               made
               and
               observed
               ,
               that
               every
               Scholar
               (
               especially
               after
               he
               hath
               been
               one
               quarter
               of
               a
               year
               at
               Schoole
               )
               should
               either
               learn
               to
               speak
               in
               Latine
               ,
               or
               be
               enforced
               to
               hold
               his
               tongue
               .
               And
               to
               help
               the
               little
               ones
               in
               so
               doing
               ,
               besides
               those
               Phrasiuncula
               at
               the
               end
               of
               
                 the
                 
                 Grounds
                 of
                 Grammar
              
               ,
               they
               should
               have
               
                 Formulae
                 loquendi
                 quotidianae
              
               ,
               such
               expressions
               as
               are
               every
               day
               used
               (
               especially
               about
               the
               Schoole
               )
               writ
               down
               in
               a
               little
               book
               ,
               that
               they
               may
               get
               them
               by
               heart
               at
               by-times
               .
               As
               for
               the
               other
               boyes
               ,
               they
               will
               be
               better
               guided
               how
               to
               speak
               by
               the
               Rules
               of
               Grammar
               ,
               and
               the
               constant
               use
               and
               imitation
               of
               approved
               Authours
               .
               I
               conceive
               ,
               the
               penury
               of
               proper
               words
               and
               good
               phrase
               ,
               with
               many
               Teachers
               ,
               is
               a
               main
               reason
               why
               children
               are
               not
               as
               well
               trained
               up
               to
               speak
               Latine
               in
               England
               ,
               as
               they
               are
               in
               many
               places
               beyond
               Seas
               ,
               and
               the
               ready
               &
               frequent
               use
               of
               their
               Mother-tongue
               causeth
               ,
               that
               they
               are
               hardly
               reclaimed
               from
               it
               to
               make
               use
               of
               another
               Language
               .
               Whereas
               ,
               if
               whilest
               they
               are
               at
               the
               Schoole
               ,
               they
               might
               hear
               little
               or
               no
               English
               spoken
               ,
               nor
               be
               suffered
               to
               speak
               it
               ,
               they
               would
               quickly
               conforme
               themselves
               to
               discourse
               in
               Latine
               .
               As
               I
               have
               known
               French
               boyes
               that
               understood
               not
               a
               word
               in
               English
               ,
               to
               be
               able
               in
               two
               or
               three
               moneths
               to
               talk
               it
               as
               readily
               ,
               as
               they
               that
               were
               English
               borne
               .
               Onely
               at
               the
               first
               ,
               one
               must
               wink
               at
               their
               improprieties
               ,
               and
               harshnesse
               in
               pronunciation
               of
               some
               words
               and
               phrases
               ,
               and
               take
               their
               meaning
               by
               what
               they
               speak
               ,
               
               and
               after
               a
               while
               by
               custome
               and
               imitation
               of
               others
               ,
               they
               will
               speak
               in
               Latine
               ,
               as
               properly
               as
               the
               best
               ;
               especially
               after
               they
               have
               gained
               the
               knowledge
               of
               Grammar
               ,
               accustomed
               themselves
               to
               observe
               the
               style
               of
               Latine
               Authours
               .
            
             
               No
               day
               in
               the
               week
               should
               passe
               on
               which
               some
               Declamation
               ,
               Oration
               ,
               or
               Theme
               should
               not
               be
               pronounced
               ,
               about
               a
               quarter
               of
               an
               hour
               before
               the
               Schoole
               be
               broken
               up
               ,
               and
               after
               Lessons
               are
               all
               ended
               in
               the
               forenoon
               .
               That
               by
               assiduity
               in
               these
               exercises
               ,
               the
               Scholars
               may
               be
               emboldened
               to
               perform
               them
               with
               a
               grace
               before
               whomsoever
               ,
               and
               upon
               occasion
               of
               any
               solemnity
               ,
               or
               coming
               of
               Friends
               into
               the
               Schoole
               .
               There
               should
               be
               two
               standing
               desks
               set
               opposite
               in
               the
               midst
               of
               the
               Schoole
               ,
               for
               boyes
               to
               stand
               a●
               when
               they
               pronounce
               .
            
          
           
             
               CHAP.
               VII
               .
            
             
               Of
               exercising
               Scholars
               in
               the
               Scriptures
               .
               Of
               using
               daily
               prayers
               ,
               and
               singing
               Psalms
               .
               Of
               taking
               notes
               at
               Sermons
               ,
               and
               Examination
               after
               Sermons
               .
            
             
               1.
               
               BEsides
               that
               course
               which
               we
               have
               prescribed
               afore
               to
               every
               Form
               ,
               of
               
               reading
               part
               of
               a
               Latine
               or
               Greek
               Chapter
               before
               parts
               ;
               it
               is
               necessary
               for
               childrens
               more
               profiting
               in
               the
               Scriptures
               ,
               to
               cause
               that
               an
               English
               Chapter
               he
               read
               every
               morning
               at
               the
               beginning
               ,
               and
               every
               night
               at
               the
               giving
               over
               Teaching
               .
               And
               in
               this
               ,
               every
               boy
               throughout
               the
               Schoole
               should
               take
               his
               turn
               ,
               that
               it
               may
               be
               known
               how
               perfect
               he
               is
               in
               reading
               English
               readily
               ,
               and
               distinctly
               .
               Let
               him
               that
               is
               to
               read
               ,
               take
               his
               place
               at
               a
               desk
               in
               the
               middle
               of
               the
               Schoole
               ,
               and
               be
               sure
               he
               speak
               aloud
               ,
               and
               let
               every
               one
               reverently
               attend
               to
               what
               is
               read
               ,
               the
               lower
               boyes
               looking
               upon
               their
               English
               ,
               and
               the
               higher
               upon
               their
               
                 Latine
                 Bibles
              
               .
               Those
               also
               that
               are
               able
               to
               make
               use
               of
               the
               
                 Septuagint
                 in
                 Greek
              
               ,
               may
               doe
               well
               to
               procure
               them
               to
               look
               upon
               ,
               especially
               seeing
               they
               are
               now
               to
               be
               had
               at
               a
               far
               cheaper
               rate
               then
               formerly
               ,
               bring
               but
               lately
               printed
               .
               When
               the
               Chapter
               is
               ended
               ,
               you
               may
               demand
               of
               one
               in
               each
               Form
               what
               he
               observed
               ,
               and
               let
               any
               one
               that
               is
               disposed
               ,
               take
               the
               liberty
               to
               ask
               his
               opposite
               a
               question
               or
               two
               concerning
               some
               passage
               in
               it
               .
               
                 Mr.
                 Pagets
                 History
                 of
                 the
                 Bible
              
               will
               assist
               them
               herein
               ,
               so
               they
               look
               upon
               it
               ,
               before
               the
               Chapter
               be
               read
               ;
               you
               your self
               may
               do
               well
               sometimes
               to
               tell
               them
               what
               things
               are
               most
               remarkable
               in
               
               that
               present
               Chapter
               .
               The
               Scholars
               of
               the
               upper
               Formes
               may
               do
               well
               to
               carry
               
                 Memoriale
                 Biblicum
              
               constantly
               in
               their
               pocket
               ,
               by
               which
               they
               may
               be
               put
               in
               minde
               at
               all
               times
               ,
               what
               passages
               they
               may
               finde
               in
               any
               Chapter
               .
            
             
               2.
               
               After
               the
               Chapter
               is
               ended
               ,
               they
               may
               sing
               the
               first
               ,
               threescore
               and
               second
               ,
               the
               hundred
               ,
               or
               hundreth
               and
               thirteenth
               Psalm
               in
               Latine
               out
               of
               a
               little
               book
               formerly
               printed
               at
               Oxford
               ,
               which
               one
               of
               the
               head
               Scholars
               should
               distinctly
               read
               unto
               them
               .
            
             
               3.
               
               When
               the
               Psalm
               is
               done
               ,
               the
               same
               Scholar
               should
               repeat
               those
               admonitions
               at
               the
               end
               of
               Nowels
               Catechisme
               ,
               and
               then
               the
               whole
               Schoole
               should
               rehearse
               those
               Hymnes
               ,
               which
               are
               there
               ,
               the
               higher
               side
               of
               the
               Schoole
               saying
               one
               verse
               ,
               and
               the
               lower
               the
               next
               
                 alternatum
                 &
                 conjunctis
                 vocibus
              
               ;
               and
               at
               last
               conclude
               with
               one
               of
               those
               prayers
               for
               a
               blessing
               upon
               your
               endeavours
               .
            
             
               These
               Prayers
               and
               Psalmes
               would
               be
               all
               writ
               together
               both
               in
               English
               and
               Latine
               in
               a
               little
               book
               ,
               which
               would
               be
               necessary
               to
               be
               kept
               in
               the
               Schoole
               ,
               for
               continuall
               ,
               and
               daily
               use
               .
            
             
               Some
               course
               would
               be
               taken
               that
               the
               Master
               may
               have
               notice
               what
               Scholars
               omit
               
               the
               reading
               of
               a
               Chapter
               at
               home
               every
               night
               after
               supper
               ;
               but
               for
               this
               pious
               exercise
               (
               I
               hope
               )
               every
               Christian
               Parent
               will
               be
               ready
               to
               call
               upon
               and
               encourage
               their
               own
               Children
               ,
               or
               others
               that
               are
               under
               their
               charge
               ,
               as
               Tablers
               .
            
             
               Now
               that
               the
               good
               Schoolmaster
               may
               more
               fully
               discharge
               his
               duty
               towards
               God
               and
               his
               Church
               (
               who
               have
               both
               entrusted
               him
               with
               the
               education
               of
               their
               children
               )
               to
               nurture
               and
               bring
               them
               up
               in
               the
               fear
               of
               the
               Lord
               ;
               it
               were
               expedient
               ,
               if
               a
               course
               could
               be
               taken
               ,
               that
               he
               might
               meet
               them
               all
               at
               the
               Schoole
               every
               Lords
               day
               in
               the
               morning
               ,
               about
               an
               hour
               afore
               Church-time
               ,
               where
               he
               may
               take
               the
               opportunity
               ,
               to
               instruct
               them
               in
               
                 Catecheticall
                 doctrines
              
               ,
               according
               to
               what
               he
               may
               read
               in
               many
               excellent
               Books
               ,
               that
               are
               as
               
                 Expositions
                 of
                 the
                 Lords
                 prayer
                 ,
                 the
                 Creed
                 ,
                 and
                 the
                 ten
                 Commandements
                 ,
              
               and
               not
               wilde
               it
               in
               a
               tedious
               ,
               unmethodized
               discourse
               ,
               concerning
               things
               unnecessary
               to
               be
               taken
               notice
               of
               ,
               and
               unmeet
               for
               children
               to
               be
               pusled
               with
               .
               And
               after
               a
               Psalme
               sung
               ,
               and
               a
               Prayer
               said
               ,
               he
               may
               see
               them
               go
               all
               before
               him
               orderly
               by
               two
               and
               two
               to
               the
               Church
               ,
               where
               it
               is
               requisite
               that
               they
               should
               have
               a
               convenient
               place
               appointed
               to
               sit
               in
               together
               by
               themselves
               ,
               and
               all
               
               within
               the
               Masters
               view
               .
               This
               would
               be
               an
               especiall
               means
               to
               prevent
               that
               unreverent
               behaviour
               in
               the
               Church
               ,
               which
               is
               too
               usuall
               amongst
               Scholars
               ,
               when
               they
               are
               glad
               to
               wander
               into
               by-corners
               to
               sit
               down
               to
               rest
               (
               or
               rather
               chat
               )
               in
               ,
               or
               are
               ever
               and
               anon
               molested
               with
               quarrelsome
               lads
               ,
               or
               unmannerly
               fellowes
               ,
               that
               are
               apt
               to
               disquiet
               them
               ,
               and
               thrust
               them
               out
               of
               their
               places
               .
               I
               have
               heretofore
               observed
               how
               
                 the
                 ninth
                 Canon
              
               of
               our
               Church
               religiously
               enjoynes
               every
               Schoole-master
               
                 to
                 see
                 his
                 Scholars
                 quietly
                 and
                 soberly
                 behave
                 themselves
                 in
                 the
                 Church
                 ,
                 and
                 examine
                 them
                 at
                 times
                 convenient
                 after
                 their
                 return
                 ,
                 what
                 they
                 have
                 borne
                 away
                 of
                 any
                 Sermon
                 ,
              
               which
               he
               cannot
               well
               doe
               ,
               except
               he
               have
               them
               all
               confined
               to
               one
               place
               ,
               where
               himself
               may
               sit
               near
               them
               .
            
             
               After
               Church-time
               ended
               in
               the
               afternoon
               ,
               the
               Master
               may
               doe
               well
               to
               see
               all
               his
               Scholars
               go
               before
               him
               in
               like
               order
               to
               the
               Schoole
               ,
               where
               he
               should
               examine
               them
               ,
               what
               they
               have
               heard
               or
               writ
               at
               the
               Sermon
               .
               Now
               in
               repeating
               Sermons
               ,
               this
               course
               may
               be
               taken
               ;
            
             
               1.
               
               Let
               every
               one
               of
               the
               lower
               Scholars
               repeat
               the
               Te●t
               ,
               or
               a
               Proof
               ,
               or
               some
               little
               pious
               Sentence
               ,
               which
               was
               then
               delivered
               .
               And
               these
               he
               should
               get
               either
               by
               his
               own
               
               attention
               at
               the
               Church
               ,
               or
               by
               the
               help
               of
               his
               fellowes
               afterwards
               .
               For
               there
               should
               be
               no
               stirre
               made
               in
               the
               Church
               ,
               upon
               pretence
               of
               getting
               notes
               there
               .
            
             
               2.
               
               Those
               in
               the
               four
               middle
               most
               Forms
               should
               mind
               to
               write
               the
               Text
               ,
               Doctrines
               ,
               Reasons
               ,
               Uses
               ,
               Motives
               ,
               and
               Directions
               ,
               with
               the
               Quotations
               of
               Scripture
               places
               ,
               as
               they
               are
               best
               able
               .
            
             
               3.
               
               These
               in
               the
               highest
               Form
               should
               strive
               to
               write
               as
               much
               ,
               and
               in
               as
               good
               order
               as
               possibly
               may
               be
               ;
               your self
               now
               and
               then
               hinting
               to
               them
               some
               direction
               ,
               what
               method
               they
               should
               observe
               in
               writing
               Sermons
               ,
               and
               that
               may
               disgest
               what
               they
               have
               written
               into
               that
               order
               ,
               wherein
               they
               heard
               it
               deliver'd
               ;
               let
               them
               have
               a
               little
               time
               of
               respit
               amongst
               themselves
               ,
               to
               compare
               their
               notes
               one
               with
               another
               ,
               and
               to
               supply
               their
               defects
               ,
               and
               amend
               what
               they
               have
               mistaken
               .
               Then
            
             
               4.
               
               You
               may
               first
               cause
               one
               of
               your
               higher
               Scholars
               to
               read
               distinctly
               what
               he
               hath
               written
               ,
               and
               afterwards
               two
               or
               three
               of
               other
               Forms
               ,
               whom
               you
               please
               to
               pick
               out
               ;
               and
               last
               of
               all
               ,
               let
               every
               one
               of
               the
               lowest
               Form
               tell
               you
               what
               he
               hath
               observed
               of
               the
               Sermon
               .
            
             
               These
               things
               being
               orderly
               done
               ,
               you
               may
               enlarge
               a
               little
               upon
               what
               point
               you
               
               think
               most
               necessary
               for
               them
               to
               remember
               ,
               and
               practise
               ,
               and
               conclude
               this
               holy
               dayes
               exercise
               ,
               with
               singing
               of
               a
               Psalm
               and
               devout
               prayers
               ,
               and
               charging
               your
               Scholars
               to
               spend
               the
               rest
               of
               the
               time
               in
               reading
               the
               Scriptures
               ,
               and
               such
               religious
               books
               as
               tend
               to
               their
               farther
               profiting
               in
               Christian
               piety
               ,
               you
               may
               comfortably
               dismisse
               them
               to
               their
               several
               homes
               ,
               and
               expect
               Gods
               blessing
               upon
               your
               endevours
               for
               the
               week
               following
               .
            
          
           
             
               CHAP.
               VIII
               .
            
             
               Of
               the
               Monitors
               Bill
               ;
               and
               of
               rewards
               and
               punishments
               in
               a
               Grammar-Schoole
               .
            
             
               THat
               no
               disorder
               or
               vice
               committed
               either
               at
               Schoole
               ,
               Church
               ,
               or
               elsewhere
               ,
               may
               passe
               un-noted
               by
               the
               Master
               ;
               he
               may
               cause
               his
               Scholars
               in
               the
               two
               upper
               Forms
               ,
               to
               play
               the
               Monitors
               in
               their
               weekly
               turns
               ,
               from
               Friday
               to
               Friday
               .
            
             
               They
               may
               make
               one
               Bill
               to
               serve
               for
               all
               the
               week
               ,
               proportionable
               to
               the
               number
               of
               Scholars
               of
               every
               Form
               ,
               after
               this
               manner
               .
            
             
             
               
                 
                   
                     Nov.
                     1659
                  
                   
                      
                  
                   
                     F.
                     
                  
                   
                     S.
                     
                  
                   
                     S.
                     
                  
                   
                     M
                  
                   
                     T.
                     
                  
                   
                     W.
                     
                  
                   
                     TH.
                     
                  
                
                 
                   
                     1.
                     
                  
                   
                     G.
                     C.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     J.
                     O.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     T.
                     P.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                     2.
                     
                  
                   
                     R.
                     B.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     T.
                     S.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     R.
                     M.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     S.
                     M.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                     3.
                     
                  
                   
                     C.
                     N.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     T.
                     C.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     R.
                     W.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     J.
                     C.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     H.
                     P.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                     4.
                     
                  
                   
                     R.
                     B.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     L.
                     S.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     N.
                     R.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     B.
                     F.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                     5.
                     
                  
                   
                     H.
                     L.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     S.
                     S.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     R.
                     H.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     P.
                     B.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                     6
                  
                   
                     ●
                     .
                     S.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     W.
                     T.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     S.
                     D.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
                 
                   
                      
                  
                   
                     H.
                     R.
                     
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                   
                      
                  
                
              
            
             
             
               Wherein
               you
               see
               the
               letters
               above
               denoting
               the
               dayes
               of
               the
               week
               ,
               the
               letters
               on
               the
               side
               shew
               the
               place
               where
               every
               Scholars
               name
               should
               be
               written
               ,
               and
               the
               pricks
               within
               the
               lines
               ,
               how
               every
               default
               may
               easily
               be
               marked
               with
               a
               pin
               ,
               or
               a
               pen.
               So
               that
               ,
            
             
               1.
               
               This
               Bill
               may
               serve
               as
               a
               Catalogue
               to
               be
               called
               over
               every
               day
               at
               Schoole-houres
               to
               know
               who
               are
               absent
               ,
               and
               may
               save
               a
               deale
               of
               trouble
               in
               making
               little
               notes
               of
               Scholars
               frequent
               misdemeanours
               .
            
             
               2.
               
               If
               you
               cause
               every
               Bill
               to
               be
               dated
               ,
               and
               keep
               them
               by
               you
               ,
               you
               may
               know
               at
               any
               time
               who
               is
               the
               shrewdest
               ,
               or
               most
               orderly
               boy
               amongst
               the
               rest
               ,
               and
               give
               publick
               notice
               accordingly
               ,
               that
               the
               one
               may
               be
               admonished
               to
               amend
               his
               manners
               ,
               and
               the
               other
               encouraged
               to
               go
               on
               in
               well-doing
               .
            
             
               3.
               
               Besides
               ,
               it
               will
               work
               the
               greater
               awe
               among
               all
               the
               Scholars
               ,
               when
               they
               shall
               know
               every
               fault
               they
               commit
               whilst
               they
               are
               at
               the
               Schoole
               will
               be
               upon
               Record
               ,
               though
               the
               Master
               doth
               never
               punish
               it
               .
            
             
               4.
               
               You
               shall
               finde
               it
               a
               meanes
               of
               much
               ease
               to
               your selfe
               ,
               when
               you
               shall
               need
               onely
               to
               bid
               the
               Monitor
               t●ke
               notice
               of
               a
               neglect
               ,
               or
               fault
               committed
               and
               let
               it
               so
               remaine
               ,
               till
               some
               fitter
               
               opportunity
               or
               just
               occasion
               invite
               or
               or
               (
               rather
               )
               enforce
               you
               to
               call
               to
               a
               reckoning
               .
            
             
               5.
               
               For
               when
               you
               perceive
               any
               generall
               disorder
               ,
               or
               some
               grosse
               thing
               is
               done
               ,
               which
               ought
               not
               to
               escape
               correction
               .
               you
               may
               call
               for
               the
               Bill
               ,
               and
               then
               censure
               those
               onely
               for
               example
               ,
               whom
               you
               finde
               to
               be
               most
               often
               ,
               and
               notoriously
               peccant
               ,
               suffering
               the
               rest
               (
               that
               you
               called
               forth
               )
               to
               escape
               with
               an
               admonition
               to
               beware
               for
               the
               future
               .
            
             
               Thus
               you
               shall
               gain
               your
               Scholars
               affections
               ,
               when
               they
               shall
               see
               you
               unwilling
               to
               punish
               any
               without
               great
               cause
               ;
               &
               avoid
               that
               common
               out-cry
               which
               is
               wont
               to
               be
               made
               against
               a
               Schoole-master
               ,
               upon
               report
               of
               a
               multitude
               of
               boyes
               being
               whipt
               at
               once
               .
            
             
               6.
               
               So
               many
               pricks
               as
               are
               found
               upon
               any
               boyes
               name
               ,
               may
               be
               said
               to
               deserve
               so
               many
               jerks
               ;
               but
               herein
               much
               discretion
               is
               to
               be
               used
               ,
               that
               you
               seem
               not
               too
               severe
               ,
               nor
               prove
               too
               partial
               .
               You
               may
               sometimes
               tell
               your
               Scholars
               what
               faults
               deserve
               more
               or
               fewer
               pricks
               ;
               as
               idlenesse
               one
               ,
               wandring
               forth
               one
               ,
               fighting
               three
               ;
               swearing
               ,
               four
               ,
               or
               the
               like
               :
               which
               are
               to
               be
               noted
               in
               the
               Bill
               more
               or
               lesse
               ,
               according
               to
               the
               nature
               of
               the
               faults
               themselves
               .
            
             
               He
               that
               is
               publick
               Monitor
               in
               one
               of
               the
               
               two
               highest
               Forms
               may
               appoint
               two
               private
               Monitors
               to
               himself
               in
               every
               other
               Form
               ,
               which
               may
               give
               him
               secret
               information
               of
               every
               mismedeanour
               committed
               in
               any
               place
               ;
               and
               this
               will
               be
               an
               especial
               meanes
               to
               keep
               all
               in
               very
               good
               order
               ,
               with
               
                 seldome
                 and
                 moderate
                 correction
                 ;
                 a
                 thing
                 to
                 be
                 desired
              
               by
               every
               Schoole-Master
               for
               his
               own
               ease
               ,
               and
               his
               Scholars
               better
               encouragement
               .
            
             
               Those
               Scholars
               in
               every
               Form
               ,
               which
               are
               indeed
               the
               most
               studious
               and
               diligent
               in
               their
               taskes
               ,
               and
               constantly
               observant
               to
               keep
               good
               order
               ,
               should
               often
               be
               commended
               to
               their
               fellowes
               ,
               as
               patterns
               for
               them
               to
               imitat
               ;
               and
               when
               any
               one
               hath
               performed
               any
               task
               or
               exercise
               better
               then
               ordinary
               ,
               he
               should
               receive
               some
               small
               gift
               at
               his
               Masters
               hand
               ,
               as
               a
               new
               pen-knife
               ,
               or
               a
               paper-book
               ,
               or
               the
               like
               signal
               Testimony
               of
               the
               Masters
               appprobation
               of
               what
               he
               hath
               done
               .
               Those
               Parents
               which
               are
               of
               more
               ability
               ,
               may
               do
               well
               to
               allow
               the
               Master
               a
               small
               sum
               of
               money
               to
               reward
               their
               sonnes
               diligence
               now
               and
               then
               ,
               and
               to
               excite
               them
               to
               the
               better
               performances
               of
               their
               taskes
               and
               exercises
               ,
               which
               will
               invite
               them
               to
               go
               faster
               on
               in
               learning
               ,
               then
               a
               rod
               can
               drive
               them
               .
            
             
               As
               for
               inflicting
               punishments
               even
               upon
               the
               meanest
               &
               worst
               of
               children
               ,
               it
               should
               
               ever
               be
               the
               most
               unwilling
               piece
               of
               work
               that
               a
               Master
               can
               take
               in
               hand
               ;
               and
               therefore
               he
               should
               not
               be
               hasty
               to
               punish
               any
               fault
               ,
               whereof
               the
               Scholar
               hath
               not
               been
               praemonished
               ,
               except
               it
               be
               such
               a
               notorious
               crime
               ,
               as
               a
               boy
               cannot
               but
               know
               before-hand
               ;
               that
               he
               ought
               not
               to
               have
               done
               it
               .
               As
               for
               the
               Ferula
               ,
               I
               wish
               (
               &
               as
               I
               have
               already
               done
               )
               for
               many
               reasons
               ,
               which
               it
               is
               needless
               to
               commit
               to
               paper
               ,
               that
               it
               might
               be
               utterly
               banished
               out
               of
               all
               Schooles
               .
               A
               good
               sharp
               birchen
               rod
               ,
               and
               free
               from
               knot●
               ;
               (
               for
               willow
               wands
               are
               unsufferable
               ,
               and
               fitter
               for
               a
               Bedlam
               then
               a
               School
               )
               as
               it
               will
               break
               no
               bones
               ,
               nor
               endanger
               any
               limbs
               ,
               so
               it
               will
               be
               sufficient
               wherewith
               to
               correct
               those
               that
               shall
               deserve
               it
               in
               the
               lower
               forms
               ,
               and
               for
               the
               higher
               Scholars
               ,
               that
               will
               not
               behave
               as
               they
               ought
               to
               do
               ,
               without
               blowes
               ;
               a
               good
               switch
               about
               their
               shoulders
               would
               (
               in
               Quintilian's
               judgement
               )
               seem
               fitter
               then
               a
               rod
               elsewhere
               ;
               and
               his
               reason
               is
               so
               modestly
               agreeable
               to
               nature
               ,
               that
               as
               I
               am
               loth
               to
               mention
               it
               ,
               so
               I
               wonder
               that
               it
               hath
               not
               more
               prevailed
               with
               many
               discreet
               Schoole-Masters
               ,
               who
               (
               I
               perswade
               my selfe
               )
               have
               often
               read
               it
               ,
               &
               cannot
               but
               approve
               of
               it
               as
               most
               Christian
               ,
               however
               it
               dropt
               from
               a
               Heathens
               pen
               ,
               But
               
                 Nobilis
                 equus
                 umbra
                 virgae
                 regitur
              
               .
               Ingenuous
               and
               towardly
               
               Scholars
               will
               not
               need
               so
               much
               as
               the
               shadow
               of
               a
               rod.
               And
               towards
               others
               that
               seem
               to
               extort
               a
               rod
               from
               the
               Master
               ,
               whether
               he
               will
               or
               not
               ,
               and
               (
               as
               I
               may
               say
               )
               will
               enforce
               him
               to
               fight
               ,
               he
               should
               generally
               use
               such
               clemency
               in
               his
               hand
               ,
               as
               not
               to
               exceed
               three
               lashes
               ;
               in
               the
               laying
               on
               of
               which
               ,
               he
               may
               contribute
               more
               or
               less
               weight
               ,
               with
               respect
               to
               the
               demerits
               of
               the
               fault
               .
               But
               of
               this
               he
               should
               alway
               make
               sure
               ,
               that
               he
               never
               let
               the
               offender
               go
               from
               him
               with
               a
               stubborn
               look
               ,
               or
               a
               stomachful
               gesture
               ,
               much
               less
               with
               a
               squealing
               out-cry
               ,
               or
               muttering
               to
               himselfe
               ;
               all
               which
               may
               be
               easily
               taken
               off
               with
               another
               smart
               jerk
               or
               or
               two
               :
               but
               you
               should
               rather
               let
               him
               stand
               aside
               a
               little
               ,
               and
               see
               how
               his
               stomach
               will
               settle
               .
            
             
               That
               a
               boy
               may
               at
               once
               know
               you
               dare
               adventure
               to
               whip
               him
               ,
               and
               withall
               ,
               how
               little
               you
               delight
               in
               his
               skin
               ;
               you
               may
               at
               some
               time
               ,
               when
               he
               hath
               cause
               to
               think
               that
               he
               hath
               well
               deserved
               a
               whipping
               ,
               and
               when
               you
               have
               him
               ready
               for
               the
               rod
               ,
               pass
               him
               over
               with
               an
               admonition
               to
               beware
               another
               time
               ;
               and
               if
               he
               again
               be
               peccant
               in
               the
               same
               kinde
               ,
               you
               may
               give
               him
               more
               cause
               at
               present
               to
               remember
               both
               his
               faults
               together
               ,
               and
               for
               the
               future
               to
               avoid
               them
               .
            
             
               This
               even
               and
               indifferent
               carriage
               in
               
               rewards
               and
               punishments
               ,
               will
               make
               these
               Scholars
               that
               have
               any
               ingenuity
               in
               them
               ,
               less
               willing
               to
               offend
               ,
               and
               incline
               the
               rest
               to
               behave
               more
               dutifully
               ,
               because
               they
               see
               their
               Master
               beare
               such
               a
               loving
               minde
               towards
               them
               all
               ,
               and
               to
               be
               sharp
               in
               punishing
               none
               ,
               but
               those
               that
               know
               they
               well
               deserved
               what
               blowes
               they
               had
               .
            
             
               As
               for
               those
               boyes
               that
               do
               slight
               good
               order
               ,
               and
               are
               apt
               to
               stirre
               up
               others
               to
               reject
               them
               ,
               (
               which
               are
               usually
               those
               of
               bigger
               stature
               ,
               )
               that
               perhaps
               ,
               have
               n●t
               been
               acquainted
               with
               your
               Teaching
               or
               Government
               ,
               or
               know
               they
               shall
               shortly
               remove
               from
               under
               your
               command
               )
               or
               those
               that
               without
               any
               cause
               love
               to
               truant
               it
               abroad
               ,
               or
               by
               other
               licentious
               demeanor
               bring
               disgrace
               to
               your
               Schoole
               ,
               or
               offer
               any
               affronts
               to
               your selfe
               ;
               I
               conceive
               your
               best
               way
               is
               (
               at
               a
               fitting
               opportunity
               )
               to
               send
               for
               their
               Parents
               ,
               or
               friends
               ,
               with
               1
               or
               2
               Judicious
               neighbours
               to
               be
               by
               (
               where
               there
               are
               no
               Governours
               of
               the
               School
               )
               &
               to
               let
               them
               justly
               know
               the
               fault
               ,
               and
               adjudge
               what
               punishment
               such
               a
               boy
               deserveth
               ;
               but
               if
               the
               Parents
               be
               unwilling
               to
               have
               him
               corrected
               for
               his
               peremptory
               disorders
               ,
               choose
               rather
               to
               send
               him
               home
               with
               them
               ,
               then
               retain
               him
               any
               longer
               to
               the
               disturbance
               of
               the
               Schoole
               or
               your
               own
               unquiet
               .
               This
               you
               shall
               finde
               as
               an
               especial
               remedy
               to
               
               prevent
               such
               clamorous
               out-cries
               of
               supposed
               Tyranny
               ,
               when
               every
               jerk
               that
               is
               given
               to
               a
               notorious
               unhappy
               boy
               for
               his
               insolent
               misbehaviour
               ,
               shall
               chance
               to
               be
               multiplyed
               in
               the
               relating
               ,
               (
               like
               Scoggins
               Crowes
               )
               from
               three
               to
               thirty
               .
               Which
               base
               obloquie
               and
               mis-report
               ,
               what
               hinderance
               it
               bringeth
               to
               the
               flourishing
               of
               a
               Schoole
               ,
               and
               what
               unseemly
               disgrace
               to
               a
               worthy
               Master
               ,
               I
               need
               not
               mention
               .
            
             
               But
               ,
               because
               such
               boyes
               as
               these
               sometimes
               are
               apt
               to
               take
               it
               as
               an
               argument
               of
               the
               Masters
               pusillanimity
               ,
               thus
               to
               send
               for
               their
               Parents
               ,
               who
               
                 generally
                 do
                 not
                 love
                 to
                 heare
                 of
                 their
                 childrens
                 faults
              
               ;
               the
               Master
               may
               take
               an
               occasion
               ,
               where
               he
               sees
               adamonitions
               will
               not
               prevaile
               ,
               to
               watch
               them
               more
               strictly
               at
               every
               turn
               ,
               and
               having
               found
               them
               to
               have
               committed
               some
               grosse
               enormity
               ,
               to
               chastise
               them
               more
               smartly
               then
               ordinarily
               ,
               yet
               so
               as
               to
               shew
               no
               rigour
               .
               And
               if
               after
               that
               he
               perceive
               them
               wilfully
               to
               rush
               into
               the
               same
               acts
               of
               lewdnesse
               ,
               let
               him
               fairly
               turne
               them
               out
               of
               his
               Schoole
               ,
               and
               signify
               the
               cause
               to
               their
               friends
               :
               at
               whose
               entreaties
               he
               should
               never
               take
               them
               again
               ,
               except
               they
               will
               engage
               to
               forfeit
               a
               sum
               of
               money
               to
               be
               bestowed
               in
               publick
               Books
               ,
               in
               case
               they
               offend
               in
               that
               nature
               again
               .
            
             
               As
               for
               the
               lesser
               sort
               of
               children
               ,
               that
               
               are
               apt
               to
               reiterate
               the
               same
               fault
               too
               often
               ,
               for
               which
               they
               have
               sometimes
               been
               already
               corrected
               ;
               your
               surest
               way
               to
               reclaim
               them
               is
               ,
               after
               you
               have
               once
               given
               them
               warning
               ,
               to
               whip
               them
               for
               a
               fault
               ,
               and
               if
               that
               will
               do
               no
               good
               ,
               to
               double
               your
               strokes
               the
               second
               time
               ;
               but
               if
               a
               third
               time
               they
               come
               under
               the
               rod
               ,
               and
               beg
               heartily
               for
               pardon
               ,
               (
               as
               commonly
               then
               they
               will
               do
               ,
               fearing
               lest
               their
               punishment
               should
               be
               tripled
               )
               you
               should
               not
               let
               them
               pass
               ,
               except
               they
               can
               procure
               two
               of
               your
               more
               orderly
               boys
               ,
               or
               one
               that
               is
               in
               your
               favour
               for
               his
               constant
               well-doing
               ,
               to
               give
               their
               words
               for
               them
               ,
               and
               to
               engage
               to
               be
               whipt
               for
               them
               ,
               if
               ever
               they
               do
               the
               like
               .
               If
               you
               see
               they
               get
               sureties
               to
               your
               likeing
               ,
               you
               may
               let
               them
               escape
               so
               ;
               but
               if
               they
               cannot
               ,
               you
               may
               adventure
               to
               take
               their
               own
               single
               words
               ;
               and
               the
               care
               of
               their
               sureties
               ,
               and
               fear
               to
               displease
               you
               again
               ,
               will
               so
               work
               upon
               them
               ,
               that
               they
               will
               seldom
               or
               never
               do
               the
               like
               afterwards
               .
            
             
               Such
               faults
               as
               are
               vitiously
               enormous
               ,
               are
               to
               be
               duely
               punished
               with
               a
               rod
               ,
               according
               as
               the
               obliquity
               of
               the
               will
               appeareth
               in
               them
               ,
               more
               or
               less
               ;
               as
               for
               such
               as
               are
               committed
               for
               want
               of
               understanding
               ,
               they
               are
               to
               be
               remedied
               by
               due
               instruction
               ,
               but
               those
               that
               seem
               to
               offend
               through
               laziness
               ,
               and
               careless
               neglect
               ,
               should
               be
               abridged
               
               of
               desired
               liberty
               ,
               when
               others
               have
               leave
               to
               play
               .
               The
               shutting
               of
               children
               up
               for
               a
               while
               into
               a
               dark
               room
               ,
               and
               depriving
               them
               of
               a
               meals
               meat
               ,
               or
               the
               like
               (
               which
               are
               used
               in
               some
               Tabling
               Schools
               )
               as
               they
               are
               not
               of
               good
               report
               ,
               so
               they
               cannot
               be
               commendably
               or
               conveniently
               used
               in
               our
               greater
               Schooles
               .
            
             
               But
               these
               things
               I
               leave
               to
               the
               discretion
               of
               every
               prudent
               Master
               ,
               who
               is
               able
               to
               judg
               of
               every
               particular
               action
               by
               its
               several
               circumstances
               ,
               &
               to
               take
               such
               course
               as
               he
               sees
               best
               availeable
               for
               the
               orderly
               management
               of
               his
               own
               Schoole
               ,
               especially
               where
               he
               is
               not
               tied
               to
               any
               Rules
               of
               Government
               .
            
          
           
             
               CHAP.
               VIII
               .
            
             
               Of
               Scholars
               writing
               their
               exercises
               fair
               ,
               and
               of
               keeping
               their
               books
               handsome
               .
               And
               of
               erecting
               a
               Schoole-Library
               for
               the
               Masters
               Recreation
               therein
               ,
               at
               vacant
               houres
               .
            
             
               THough
               the
               teaching
               of
               children
               to
               write
               a
               fair
               hand
               ,
               doth
               properly
               belong
               to
               writing-Masters
               ,
               as
               professors
               of
               that
               Art
               ;
               yet
               the
               care
               of
               seeing
               that
               all
               they
               write
               in
               Paper-books
               ,
               and
               loose
               papers
               ,
               by
               way
               of
               Exercises
               be
               neatly
               done
               ,
               doth
               pertain
               to
               every
               Schoole-Masters
               and
               
               therefore
               we
               shall
               here
               touch
               a
               little
               concerning
               that
               ,
               and
               also
               shew
               what
               heed
               is
               to
               be
               taken
               about
               keeping
               their
               Books
               .
            
             
               The
               usual
               way
               for
               Scholars
               learning
               to
               write
               at
               the
               Country
               Grammar-Schooles
               ,
               is
               to
               entertain
               an
               honest
               and
               skilful
               Pen-man
               ,
               that
               he
               may
               constantly
               come
               and
               continue
               with
               them
               about
               a
               moneth
               or
               six
               weeks
               together
               every
               year
               ,
               in
               which
               time
               commonly
               every
               one
               may
               learn
               to
               write
               legibly
               .
               The
               best
               season
               for
               such
               a
               mans
               coming
               is
               about
               May-day
               ,
               partly
               because
               the
               dayes
               are
               then
               pretty
               long
               ,
               and
               partly
               because
               it
               will
               be
               requisite
               for
               such
               as
               are
               then
               getting
               their
               Grammar
               Rudiments
               ,
               to
               learne
               to
               write
               before
               they
               come
               to
               Translations
               .
               The
               Parents
               of
               all
               other
               children
               would
               be
               advised
               to
               let
               them
               take
               that
               opportunity
               to
               improve
               their
               hands
               ,
               forasmuch
               as
               the
               benefit
               thereof
               will
               far
               exceed
               the
               charge
               ,
               &
               it
               will
               be
               a
               means
               of
               better
               order
               to
               have
               all
               employed
               together
               about
               a
               thing
               so
               necessary
               .
               The
               Master
               of
               the
               Schoole
               should
               often
               have
               an
               eye
               upon
               them
               ,
               to
               see
               what
               they
               do
               ,
               and
               how
               they
               profit
               ,
               and
               that
               they
               may
               not
               slack
               in
               their
               other
               learning
               ,
               he
               may
               hear
               them
               a
               part
               at
               morn
               ,
               and
               a
               lesson
               at
               noon
               before
               their
               Copies
               be
               set
               ,
               or
               their
               books
               can
               be
               provided
               for
               them
               ;
               and
               proportion
               their
               weekly
               exercises
               accordingly
               ,
               And
               that
               the
               
               stock
               which
               they
               then
               get
               ,
               may
               be
               better
               increased
               against
               the
               next
               year
               ,
               the
               Pen-man
               should
               cause
               them
               to
               write
               a
               piece
               ,
               a
               day
               or
               two
               before
               he
               leave
               them
               ,
               as
               fair
               as
               they
               can
               ,
               with
               the
               date
               above
               it
               ,
               and
               their
               names
               subscribed
               underneath
               ,
               which
               the
               Schoole-Master
               may
               safely
               keep
               by
               him
               as
               a
               Testimony
               of
               what
               they
               can
               perform
               ,
               &
               take
               care
               to
               see
               that
               their
               writing
               for
               the
               future
               be
               not
               much
               worse
               ,
               This
               Pattern
               or
               Copy
               I
               formerly
               received
               from
               that
               industrious
               pen-man
               
                 Mr.
                 Roger
                 Evans
              
               ,
               who
               had
               sometimes
               taught
               me
               to
               write
               ;
               being
               a
               Scholar
               at
               Wakefield
               ,
               and
               afterwards
               yearly
               taught
               my
               Scholars
               ,
               whilest
               I
               was
               School-Master
               at
               Rotherham
               .
            
             
               
                 
                   
                     
                       
                         
                           June
                           1.
                           1635.
                           
                        
                      
                    
                     
                       A
                       man
                       cannot
                       any
                       way
                       enter
                       into
                       the
                       canonized
                       rule
                       ,
                       to
                       come
                       to
                       Gods
                       holy
                       will
                       and
                       kingdome
                       ,
                       except
                       he
                       reform
                       ,
                       and
                       become
                       acquainted
                       with
                       vertuous
                       manners
                       ,
                       in
                       most
                       prudent
                       sort
                       that
                       may
                       be
                       ,
                       &c.
                       
                    
                     
                       
                         Roger
                         Evans
                         .
                      
                    
                  
                
              
            
             
               But
               in
               London
               ,
               (
               which
               of
               all
               places
               I
               know
               in
               England
               ,
               is
               best
               for
               the
               full
               improvement
               of
               children
               in
               their
               education
               ,
               because
               of
               the
               variety
               of
               objects
               which
               daily
               present
               themselves
               to
               them
               ,
               or
               may
               easily
               be
               seen
               once
               a
               year
               ,
               by
               walking
               to
               Mr.
               
               
                 John
                 Tradescants
              
               ,
               or
               the
               like
               houses
               or
               gardens
               ,
               where
               rarities
               are
               kept
               ,
               a
               Book
               of
               all
               which
               might
               deserve
               to
               be
               printed
               ,
               as
               that
               ingenuous
               Gentleman
               hath
               lately
               done
               his
               by
               the
               name
               of
               
                 Musaeum
                 Tradescantianum
              
               ,
               a
               
                 Collection
                 of
                 Rarities
              
               ;
               could
               Parents
               at
               home
               but
               halfe
               so
               well
               look
               to
               their
               behaviour
               ,
               as
               the
               Masters
               do
               to
               their
               learning
               at
               Schoole
               )
               it
               is
               ordinary
               for
               Scholars
               at
               eleven
               and
               five
               a
               clock
               to
               go
               to
               the
               Writing-Schooles
               ,
               and
               there
               to
               benefit
               themselves
               in
               writing
               .
               In
               that
               City
               therefore
               ,
               having
               the
               opportunity
               of
               the
               neighbourhood
               of
               my
               singular
               loving
               friend
               
                 Mr.
                 James
                 Hodder
              
               ,
               (
               whose
               
                 Coppy
                 bookes
              
               of
               late
               printed
               ,
               do
               sufficiently
               testify
               his
               ability
               for
               the
               profession
               he
               hath
               undertaken
               ,
               and
               of
               whose
               care
               and
               pains
               I
               have
               had
               abundant
               triall
               by
               his
               profiting
               of
               my
               Scholars
               for
               (
               at
               least
               )
               twelve
               years
               together
               ;
               who
               had
               most
               of
               them
               learned
               of
               him
               to
               write
               a
               very
               fair
               hand
               ;
               not
               to
               speak
               of
               Arithmetick
               ,
               or
               Merchants
               Accounts
               ,
               which
               they
               gained
               also
               by
               his
               teaching
               at
               spare
               times
               )
               
                 In
                 the
                 Token-house
                 garden
                 in
                 Lothbury
                 ,
              
               somewhat
               near
               the
               Old-Exchange
               ;
               I
               so
               ordered
               the
               business
               with
               him
               ,
               that
               all
               my
               lower
               Scholars
               had
               their
               little
               Paper-books
               ruled
               ,
               wherein
               they
               writ
               their
               lessons
               fair
               ,
               and
               then
               their
               Translations
               ,
               and
               other
               Exercises
               in
               loose
               papers
               in
               his
               
               sight
               ,
               untill
               they
               were
               able
               to
               do
               every
               thing
               of
               themselves
               in
               a
               handsome
               manner
               .
               And
               afterwards
               it
               is
               not
               to
               be
               expressed
               ,
               what
               pleasure
               they
               took
               in
               writing
               and
               flourishing
               their
               Exercises
               ,
               all
               the
               while
               they
               continued
               with
               me
               at
               the
               Schoole
               .
               This
               or
               a
               better
               course
               (
               perhaps
               )
               may
               be
               taken
               at
               other
               Schooles
               ,
               where
               they
               have
               a
               Writing-Master
               constant
               and
               ready
               to
               attend
               them
               every
               day
               throughout
               the
               year
               ,
               as
               I
               have
               heard
               
                 Mr.
                 Farnaby
              
               made
               use
               of
               
                 Mr.
                 Taylor
              
               a
               famous
               Pen-man
               ,
               for
               the
               teaching
               his
               Scholars
               to
               write
               .
               If
               at
               any
               time
               a
               Scholar
               doth
               not
               write
               his
               Exercises
               in
               the
               fairest
               manner
               that
               he
               is
               able
               ,
               his
               punishment
               may
               be
               to
               write
               them
               over
               again
               ,
               whilest
               others
               play
               .
               I
               have
               been
               told
               of
               a
               Porter
               ,
               that
               could
               neither
               write
               nor
               read
               ,
               who
               if
               at
               any
               time
               he
               had
               seen
               his
               son
               write
               his
               Exercises
               at
               home
               ,
               in
               a
               worse
               hand
               then
               he
               thought
               he
               was
               able
               to
               do
               ,
               would
               teare
               them
               to
               pieces
               ,
               and
               thus
               at
               last
               enforced
               the
               young
               Scholar
               upon
               a
               very
               good
               hand
               of
               writing
               ;
               which
               rude
               kinde
               of
               dealing
               with
               a
               childe
               ,
               though
               I
               would
               have
               no
               Parents
               to
               imitate
               ,
               yet
               I
               would
               advise
               them
               sometimes
               to
               look
               upon
               their
               childrens
               writing
               at
               home
               ,
               and
               to
               encourage
               them
               to
               do
               it
               in
               the
               neatest
               fashion
               .
               For
               as
               it
               will
               be
               an
               ornament
               to
               them
               in
               their
               learning
               ,
               and
               an
               especiall
               
               furtherance
               of
               their
               Studies
               ,
               or
               future
               employments
               elsewhere
               ,
               so
               it
               will
               be
               a
               great
               ease
               to
               the
               Master
               in
               the
               perusal
               of
               what
               they
               have
               written
               ;
               I
               ,
               with
               some
               others
               ,
               have
               bin
               sorry
               to
               see
               some
               of
               that
               reverend
               and
               learned
               
                 Mr.
                 Hookers
                 Sermons
              
               come
               
                 in
                 manuscript
              
               to
               the
               presse
               ,
               and
               not
               to
               have
               been
               possible
               to
               be
               printed
               ,
               because
               they
               were
               so
               scriblingly
               written
               ,
               that
               no
               body
               could
               read
               three
               words
               together
               in
               them
               .
               It
               is
               commonly
               objected
               to
               the
               best
               Scholars
               in
               any
               of
               the
               three
               Professions
               ,
               that
               they
               write
               the
               worst
               hands
               ,
               and
               therefore
               I
               wish
               that
               care
               may
               be
               taken
               to
               prevent
               that
               objection
               at
               the
               Schoole
               ,
               to
               a
               future
               generation
               .
            
             
               Now
               to
               train
               up
               Scholars
               as
               well
               in
               Calligraphy
               as
               Orthography
               ,
               whilst
               they
               write
               their
               Translations
               in
               a
               Paper-book
               ,
               they
               should
               often
               be
               admonished
               ,
            
             
               1.
               
               To
               keep
               a
               large
               Margent
               on
               both
               ●●des
               ,
               &
               to
               leave
               the
               space
               of
               a
               long
               letters
               ●ength
               betwixt
               every
               line
               ,
               and
               of
               a
               small
               ●●tters
               breadth
               ,
               betwixt
               every
               word
               :
               ●nd
               to
               regard
               the
               Proportion
               of
               every
               particular
               letter
               ,
               and
               the
               difference
               betwixt
               j
               and
               i
               ,
               and
               v
               and
               u
               ,
               and
               above
               ●●l
               to
               beware
               of
               blotting
               or
               soyling
               their
               ●ooks
               .
            
             
             
               2.
               
               To
               make
               every
               
                 Comma
                 ,
                 Colon
                 ,
                 Semicolon
                 ,
                 Period
                 ,
              
               notes
               of
               
                 Interrogation
                 ,
                 Parenthesis
              
               ,
               and
               notes
               of
               Admiration
               ,
               &c.
               in
               their
               due
               places
               .
            
             
               3.
               
               To
               write
               all
               their
               words
               in
               an
               even
               line
               with
               the
               tops
               ,
               bellies
               ,
               and
               bottomes
               of
               the
               letters
               of
               an
               even
               size
               ,
               and
               when
               they
               have
               an
               occasion
               to
               divide
               any
               word
               ,
               to
               part
               it
               by
               its
               just
               syllables
               ,
               making
               this
               mark
               Hyphen
               (
               -
               )
               at
               the
               end
               of
               the
               line
               .
               And
            
             
               4.
               
               In
               Latine
               to
               give
               an
               Adverb
               ,
               or
               other
               word
               its
               note
               of
               difference
               ,
               &
               the
               like
               ,
               as
               the
               Grammar
               will
               further
               direct
               them
               .
               But
               for
               directions
               in
               fair
               writing
               ,
               I
               refer
               him
               to
               that
               sheet
               which
               
                 Mr.
                 Hodder
              
               hath
               caused
               to
               be
               printed
               before
               his
               Copy-book
               ,
               which
               will
               sufficiently
               commend
               its
               Authour
               .
            
             
               After
               they
               have
               once
               got
               an
               habit
               of
               these
               things
               ,
               they
               wil
               more
               easily
               observe
               them
               in
               future
               Exercises
               ,
               the
               neglect
               whereof
               will
               be
               harder
               to
               remedie
               afterwards
               ,
               which
               I
               have
               seen
               too
               grosse
               in
               some
               mens
               letters
               that
               have
               come
               from
               the
               Universities
               .
            
             
               As
               for
               Books
               ;
               a
               care
               would
               be
               first
               had
               to
               procure
               those
               of
               a
               faire
               print
               in
               good
               paper
               ,
               and
               strongly
               bound
               ;
               then
               the
               Master
               may
               more
               easily
               see
               that
               his
               Scholars
               keep
               them
               all
               fafe
               and
               cleanly
               ,
               
               and
               free
               from
               scribling
               or
               rending
               ,
               by
               causing
               them
               at
               a
               time
               unexepcted
               to
               bring
               all
               their
               books
               before
               him
               ,
               and
               to
               shew
               their
               names
               ,
               together
               with
               a
               note
               of
               the
               price
               ,
               fairly
               writ
               in
               the
               middle
               of
               every
               one
               of
               them
               ,
               as
               well
               as
               at
               the
               beginning
               or
               end
               .
               And
               that
               none
               may
               squander
               his
               own
               or
               pilfer
               away
               anothers
               book
               ,
               or
               have
               it
               carelesly
               thrown
               about
               ,
               or
               to
               seek
               ,
               when
               he
               should
               use
               it
               ,
               the
               Master
               may
               do
               well
               to
               make
               every
               Scholar
               once
               a
               quarter
               to
               deliver
               him
               
                 a
                 Catalogue
                 of
                 his
                 Books
              
               ,
               with
               the
               day
               of
               the
               moneth
               and
               his
               name
               subscribed
               ,
               which
               he
               may
               lay
               by
               him
               ,
               so
               as
               at
               any
               time
               to
               call
               him
               whom
               he
               suspecteth
               to
               be
               negligent
               of
               his
               books
               ,
               to
               a
               private
               and
               particular
               account
               of
               them
               .
               That
               the
               Schoole
               may
               be
               furnished
               with
               all
               kind
               of
               
                 Subsidiary
                 books
              
               for
               the
               general
               use
               of
               all
               the
               Scholars
               (
               to
               be
               laid
               up
               in
               Repositories
               or
               Presses
               ,
               as
               so
               many
               little
               Libraries
               belonging
               to
               every
               Form
               ,
               and
               to
               be
               safely
               kept
               under
               lock
               and
               key
               )
               whereof
               the
               headst
               boy
               in
               each
               Form
               should
               take
               the
               charge
               to
               deliver
               them
               out
               ,
               and
               see
               they
               be
               brought
               in
               every
               night
               without
               being
               abused
               ;
               it
               would
               not
               be
               amisse
               ,
               that
               every
               Scholar
               which
               is
               admitted
               into
               the
               Schoole
               ,
               should
               give
               12.
               pence
               (
               besides
               what
               is
               accustomed
               to
               be
               paid
               to
               the
               Master
               )
               and
               every
               one
               at
               his
               removeal
               into
               a
               new
               Form
               should
               give
               12.
               pence
               likwise
               ,
               towards
               the
               procuring
               of
               common
               
               books
               .
               The
               Master
               also
               may
               do
               well
               to
               stir
               up
               his
               friends
               that
               come
               to
               visit
               the
               Schoole
               ,
               or
               especially
               such
               as
               prevaile
               with
               him
               for
               a
               Play-day
               ,
               to
               contribute
               somewhat
               towards
               the
               furtherance
               of
               childrens
               learning
               ,
               as
               well
               as
               to
               be
               earnestly
               importunate
               for
               that
               which
               may
               hinder
               it
               .
               But
               where
               a
               Schoole
               is
               liberally
               endowed
               ,
               it
               would
               be
               good
               that
               a
               considerable
               stock
               of
               mony
               were
               appointed
               to
               be
               laid
               out
               yearly
               in
               all
               kinde
               of
               Schoole-books
               ,
               whereby
               the
               poorer
               sort
               of
               children
               may
               have
               whereon
               to
               learn
               ,
               and
               they
               ,
               &
               all
               other
               Scholars
               ,
               wherewith
               to
               help
               themselves
               in
               their
               Lessons
               and
               Exercises
               .
            
             
               And
               might
               I
               become
               a
               Petitioner
               to
               the
               forementioned
               
                 Trustees
                 ,
                 for
                 the
                 maintenance
                 of
                 Students
                 ,
              
               or
               any
               that
               are
               both
               willing
               &
               able
               to
               promote
               the
               growth
               of
               good
               learning
               ,
               I
               should
               desire
               ,
               that
               
                 towards
                 the
                 better
                 compleating
                 of
                 a
                 Grammar-Schoole
                 ,
                 there
                 might
                 be
                 a
                 little
                 Library
                 well
                 furnished
                 with
                 all
                 sorts
                 of
                 Grammars
                 ,
                 Phrase-books
                 Lexicons
                 ,
                 Dictionaries
                 ,
                 Orators
                 ,
                 Poets
                 ,
                 Histories
                 ,
                 Herbals
                 ,
                 Commentators
                 ,
                 Scholiasts
                 ,
                 Antiquaries
                 ,
                 Criticks
                 ,
                 and
                 some
                 of
                 the
                 succinciest
                 and
                 choycest
                 Authours
                 for
                 matters
                 of
                 Humanity
                 ,
                 Divinity
                 ▪
                 Medicine
                 and
                 Law
                 ;
                 besides
                 those
                 which
                 treat
                 of
                 every
                 Art
                 and
                 Science
                 ,
                 whether
                 Liberal
                 ,
                 or
                 Mechanical
                 ,
              
               that
               he
               that
               is
               employed
               as
               a
               
                 professed
                 School-Master
              
               may
               throughly
               stock
               himself
               with
               all
               kinde
               of
               learning
               ,
               and
               be
               able
               to
               inform
               his
               Scholars
               
               in
               any
               thing
               that
               shall
               be
               necessary
               for
               them
               to
               know
               .
               For
               
                 every
                 new
                 Master
                 cannot
                 at
                 the
                 first
                 be
                 provided
                 of
                 a
                 good
                 study
                 of
                 books
                 ,
              
               for
               his
               own
               private
               use
               ,
               and
               his
               Scholars
               benefit
               ,
               neither
               indeed
               at
               any
               time
               can
               he
               procure
               them
               ,
               without
               great
               trouble
               and
               charge
               ,
               especially
               ,
               if
               he
               live
               at
               a
               place
               far
               distant
               from
               London
               .
               I
               have
               observed
               it
               therefore
               as
               a
               great
               point
               of
               discretion
               ,
               as
               well
               as
               a
               matter
               of
               charity
               ,
               in
               
                 Mr.
                 Calfe
              
               ,
               that
               in
               founding
               his
               Grammar-Schoole
               at
               Lewinham
               ,
               he
               provided
               a
               Library
               for
               the
               Masters
               use
               ,
               as
               well
               as
               a
               house
               for
               him
               to
               dwell
               in
               .
               And
               I
               took
               notice
               of
               that
               charitably
               disposed
               Gentleman
               ,
               and
               Citizen
               Deputy
               Adams
               ;
               that
               when
               he
               went
               about
               to
               erect
               a
               School
               in
               his
               native
               country
               of
               Shropshire
               (
               if
               I
               mistake
               not
               )
               he
               consulted
               with
               
                 Mr.
                 Langley
              
               ,
               and
               brought
               him
               along
               with
               him
               to
               
                 Sion
                 Colledge
              
               ,
               to
               see
               what
               books
               he
               judged
               most
               convenient
               to
               furnish
               a
               Library
               withall
               for
               the
               Schoole-Masters
               use
               ,
               and
               I
               heard
               since
               he
               bestowed
               (
               at
               le●●
               )
               100.
               l.
               in
               choice
               books
               for
               that
               purpose
               .
               I
               onely
               mention
               these
               two
               worthy
               persons
               (
               the
               former
               whereof
               is
               dead
               ,
               and
               the
               latter
               living
               in
               Lawrence
               Lane
               London
               )
               to
               let
               others
               see
               ,
               that
               in
               this
               present
               age
               of
               ours
               ,
               we
               want
               not
               patterns
               of
               well
               doing
               ,
               if
               any
               be
               desirous
               to
               imitate
               them
               in
               their
               pious
               actions
               ;
               and
               I
               hope
               God
               hath
               already
               inclined
               the
               hearts
               of
               many
               ,
               as
               
               he
               hath
               given
               them
               store
               of
               riches
               ,
               to
               endeavour
               to
               distribute
               and
               do
               good
               in
               this
               kind
               ,
               even
               now
               whilest
               they
               live
               ,
               in
               their
               generation
               .
            
             
               I
               will
               conclude
               this
               Chapter
               with
               that
               which
               I
               heard
               lately
               related
               ,
               of
               a
               cheap
               ,
               easy
               ,
               profiting
               ,
               and
               pious
               work
               of
               charity
               ,
               which
               one
               did
               ,
               in
               bestowing
               40.
               8.
               
                 per
                 annum
              
               ,
               towards
               buying
               
                 English
                 Bibles
              
               ,
               which
               were
               to
               be
               given
               to
               those
               children
               in
               the
               Parish
               ,
               that
               were
               best
               able
               to
               read
               in
               them
               ;
               and
               I
               do
               verily
               believe
               ,
               that
               were
               an
               annuall
               summe
               laid
               out
               in
               procuring
               a
               certain
               number
               of
               books
               ,
               for
               such
               as
               should
               best
               deserve
               them
               in
               every
               Form
               at
               a
               Free
               Schoole
               ,
               it
               would
               be
               a
               greater
               incitement
               to
               provoke
               children
               to
               learn
               ,
               then
               any
               perswasions
               or
               enforcements
               which
               are
               commonly
               yet
               used
               .
            
          
           
             
               CHAP.
               IX
               .
            
             
               Of
               Exclusion
               ,
               and
               breaking
               up
               Schoole
               ,
               and
               of
               Potations
               .
            
             
               I
               Should
               here
               adde
               something
               touching
               those
               usual
               customes
               which
               are
               yet
               on
               foot
               in
               most
               places
               ,
               of
               Scholars
               excluding
               ,
               or
               shutting
               out
               the
               Master
               once
               a
               year
               ,
               and
               capitulating
               with
               him
               about
               orders
               to
               be
               observed
               ,
               or
               the
               like
               ;
               but
               forasmuch
               as
               I
               see
               they
               differ
               very
               much
               ,
               and
               are
               of
               late
               discontinued
               
               in
               many
               Schooles
               ,
               I
               will
               onely
               mention
               how
               they
               may
               be
               carried
               on
               ,
               where
               they
               yet
               remain
               ,
               without
               any
               contest
               ,
               or
               disturbance
               ,
               till
               at
               last
               they
               dye
               of
               themselves
               .
            
             
               1.
               
               Therefore
               there
               should
               be
               no
               Exclusion
               ,
               till
               after
               
                 Saint
                 Andews
              
               day
               ,
               and
               that
               the
               Master
               know
               of
               it
               before-hand
               ,
               that
               all
               things
               may
               be
               ordered
               handsomely
               to
               the
               credit
               of
               the
               Schoole
               .
            
             
               2.
               
               That
               at
               the
               time
               of
               Exclusion
               ,
               the
               Scholars
               behave
               themselves
               merrily
               and
               civilly
               about
               the
               Schoole
               ,
               without
               injuring
               one
               another
               ,
               or
               making
               use
               of
               any
               weapons
               ,
               whereby
               to
               endanger
               themselves
               ,
               or
               doe
               harm
               to
               any
               thing
               in
               the
               Schoole
               .
            
             
               3.
               
               That
               the
               Heads
               of
               each
               Form
               consult
               with
               their
               fellowes
               ,
               what
               things
               they
               would
               desire
               of
               the
               Master
               ,
               and
               that
               they
               bring
               their
               suites
               to
               the
               highest
               Scholar
               in
               the
               Schoole
               ,
               that
               he
               may
               prefer
               them
               to
               the
               Master
               writ
               fairly
               in
               Latine
               ,
               to
               receive
               his
               approbation
               or
               dislike
               of
               them
               ,
               in
               a
               milde
               way
               of
               arguing
               .
            
             
               4.
               
               That
               the
               Master
               doe
               not
               molest
               ,
               or
               come
               amongst
               his
               Scholars
               ,
               all
               the
               while
               they
               are
               drawing
               up
               their
               Petition
               about
               Schoole-orders
               ,
               nor
               trouble
               himself
               concerning
               them
               ,
               more
               then
               to
               hear
               that
               they
               keep
               good
               rule
               .
            
             
               5.
               
               That
               every
               Scholar
               prepare
               all
               his
               Exercises
               ,
               according
               to
               his
               Form
               ,
               to
               be
               ready
               
               to
               be
               hanged
               out
               before
               the
               Schoole
               doors
               ,
               or
               windowes
               (
               or
               rather
               to
               be
               hanged
               over
               his
               place
               within
               the
               Schoole
               ,
               against
               the
               Masters
               coming
               .
            
             
               6.
               
               That
               the
               Master
               upon
               notice
               that
               all
               things
               are
               prepared
               for
               his
               coming
               ,
               goe
               quietly
               to
               the
               Schoole
               ,
               being
               accompanied
               with
               some
               of
               the
               Scholars
               Parents
               ,
               and
               after
               he
               have
               before
               witnesse
               subscribed
               to
               their
               Petition
               at
               the
               door
               ,
               to
               enter
               into
               the
               School
               in
               a
               peaceable
               and
               loving
               manner
               ,
               and
               receive
               from
               his
               Scholars
               ,
               (
               and
               also
               make
               to
               them
               )
               a
               short
               congratulatory
               Oration
               ,
               and
               so
               dismisse
               them
               to
               play
               .
            
             
               By
               thus
               doing
               ,
               a
               Master
               shall
               both
               prevent
               his
               Scholars
               ,
               behaving
               themselves
               against
               him
               ,
               in
               such
               rude
               and
               tumultuous
               manner
               ,
               as
               hath
               formerly
               been
               used
               ;
               and
               give
               them
               and
               their
               Parents
               no
               occasion
               to
               grudge
               at
               him
               ,
               for
               seeming
               to
               take
               upon
               him
               too
               abruptly
               to
               break
               
                 old
                 use
                 and
                 custome
              
               ;
               which
               so
               long
               as
               it
               becometh
               an
               encouragement
               to
               their
               learning
               ,
               may
               the
               better
               be
               indulged
               to
               young
               Scholars
               ,
               whilest
               no
               evill
               consequences
               attend
               it
               .
               It
               is
               yet
               a
               custome
               retained
               in
               some
               Schooles
               in
               the
               Countrey
               ,
               for
               Scholars
               to
               make
               
                 a
                 Potation
              
               or
               generall
               Feast
               once
               a
               yeare
               ;
               (
               and
               that
               commonly
               before
               Shrovetide
               )
               towards
               defraying
               the
               charge
               whereof
               ,
               every
               one
               bringeth
               so
               much
               money
               ,
               as
               his
               Parents
               think
               good
               to
               allow
               
               him
               ,
               and
               giveth
               it
               to
               the
               Master
               to
               be
               expended
               in
               a
               dinner
               orderly
               provided
               for
               them
               ,
               or
               in
               some
               kinde
               of
               banquetting
               manner
               ,
               which
               children
               are
               commonly
               more
               delighted
               withall
               ;
               and
               for
               this
               there
               needeth
               no
               further
               direction
               then
               to
               say
               ,
               that
               it
               concerneth
               the
               Master
               at
               such
               times
               to
               be
               cheerfull
               and
               free
               in
               entertainment
               of
               his
               Scholars
               (
               whether
               at
               his
               own
               house
               or
               elsewhere
               )
               and
               to
               see
               that
               they
               keep
               such
               order
               and
               moderation
               (
               especially
               in
               drinking
               )
               that
               it
               may
               rather
               be
               a
               refreshment
               and
               encouragement
               to
               them
               (
               as
               it
               is
               indeed
               intended
               )
               then
               any
               occasion
               of
               distemper
               or
               debauched
               behaviour
               amongst
               them
               .
               And
               after
               thanks
               given
               to
               God
               for
               his
               mercy
               towards
               them
               ,
               in
               that
               particular
               expression
               of
               joy
               and
               rejoycing
               one
               with
               another
               ,
               the
               Scholars
               should
               all
               goe
               together
               into
               the
               fields
               to
               take
               a
               little
               more
               liberty
               of
               Recreation
               ,
               then
               ordinary
               ;
               yet
               with
               an
               especial
               regard
               had
               ,
               that
               they
               catch
               no
               cold
               ,
               or
               otherwise
               endanger
               their
               bodies
               .
            
             
               In
               London
               ,
               and
               most
               other
               places
               ,
               the
               usuall
               manner
               remaineth
               of
               
                 Breaking
                 up
                 Schooles
              
               (
               for
               a
               time
               of
               intermission
               of
               Studies
               ,
               and
               visiting
               of
               friends
               )
               about
               a
               week
               before
               
                 Christmas
                 ,
                 Easter
              
               ,
               and
               Whitsuntide
               ,
               till
               the
               week
               following
               those
               holy
               dayes
               begin
               ,
               at
               which
               time
               every
               Scholar
               bringeth
               something
               to
               the
               Master
               as
               a
               token
               of
               his
               own
               ,
               
               and
               his
               Parents
               gratitude
               ,
               for
               his
               care
               and
               love
               towards
               him
               .
               Now
               that
               the
               Master
               may
               also
               then
               testify
               his
               forwardnesse
               to
               requite
               their
               courtesies
               ,
               and
               encourage
               his
               Scholars
               ,
               he
               should
               every
               
                 Breaking
                 up
                 day
              
               ,
            
             
               1.
               
               Provide
               some
               fitting
               Collation
               to
               be
               imparted
               and
               distributed
               by
               himselfe
               to
               his
               Scholars
               ,
               who
               will
               thankfully
               take
               a
               small
               gift
               ,
               as
               a
               token
               of
               more
               singular
               favour
               at
               his
               hands
               ,
               then
               anothers
               .
            
             
               2.
               
               Invite
               his
               Scholars
               Parents
               ,
               together
               with
               such
               Gentlemen
               and
               Ministers
               ,
               as
               he
               is
               better
               acquainted
               withall
               ,
               as
               well
               to
               take
               notice
               of
               what
               his
               Scholars
               in
               every
               Form
               are
               able
               to
               doe
               ,
               as
               to
               grace
               him
               with
               their
               company
               .
            
             
               3.
               
               Let
               the
               Scholars
               in
               each
               Form
               be
               furnished
               with
               such
               Exercises
               as
               belong
               to
               them
               ,
               in
               loose
               papers
               ,
               and
               have
               all
               their
               Translations
               writ
               fairly
               in
               their
               books
               ,
               to
               be
               ready
               to
               shew
               to
               any
               one
               that
               shall
               desire
               to
               look
               upon
               them
               .
               The
               higher
               Forms
               should
               entertain
               the
               company
               with
               some
               elegant
               Latine
               Comedy
               out
               of
               Terence
               or
               Plautus
               ,
               and
               part
               of
               a
               Greek
               one
               out
               of
               Aristophanes
               ,
               as
               also
               with
               such
               Orations
               ,
               and
               Declamations
               ,
               and
               Coppies
               of
               several
               sorts
               of
               verses
               ,
               as
               are
               most
               proper
               for
               celebrating
               the
               solemnity
               of
               the
               time
               at
               hand
               ,
               and
               to
               give
               satisfaction
               to
               the
               present
               meeting
               .
               The
               lesser
               boyes
               should
               remain
               orderly
               in
               their
               
               formes
               ,
               to
               be
               ready
               to
               give
               answer
               to
               any
               one
               that
               shall
               examine
               them
               in
               what
               they
               have
               learnt
               ,
               or
               would
               know
               what
               they
               are
               able
               to
               perform
               .
            
             
               This
               ,
               as
               it
               will
               be
               an
               encouragement
               to
               the
               Scholars
               to
               go
               on
               cheerfully
               at
               their
               books
               ,
               so
               will
               it
               be
               an
               endearment
               of
               their
               friends
               to
               the
               Master
               ,
               and
               a
               meanes
               to
               preserve
               the
               credit
               of
               the
               Schoole
               against
               all
               virulous
               aspersions
               ,
               that
               are
               apt
               causelesly
               ,
               and
               too
               often
               to
               be
               cast
               upon
               it
               ,
               by
               unworthy
               and
               illiterate
               persons
               .
            
             
               It
               were
               necessary
               that
               such
               orders
               as
               you
               would
               have
               your
               Scholars
               duely
               to
               observe
               ,
               and
               the
               mulct
               to
               be
               undergone
               for
               every
               particular
               default
               ,
               were
               fairely
               written
               in
               a
               Table
               ,
               and
               hanged
               up
               in
               some
               eminent
               place
               in
               the
               Schoole
               ,
               that
               every
               one
               may
               at
               any
               time
               take
               notice
               of
               them
               ,
               and
               learn
               more
               readily
               to
               conform
               to
               your
               Discipline
               .
               I
               had
               thought
               here
               to
               have
               added
               another
               sheet
               or
               two
               concerning
               Schoole-orders
               ,
               and
               Scholars
               more
               decent
               Behaviour
               ;
               but
               considering
               the
               present
               haste
               of
               the
               press
               in
               finishing
               the
               work
               ,
               and
               fearing
               lest
               this
               little
               Book
               should
               swell
               to
               too
               great
               a
               Bulke
               ,
               I
               choose
               rather
               to
               deferre
               them
               till
               another
               opportunity
               .
               For
               ,
               whilest
               I
               intended
               onely
               to
               give
               a
               few
               directions
               to
               the
               lesse
               experienced
               for
               the
               better
               ordering
               of
               Grammar
               Scholars
               ;
               I
               have
               run
               over
               most
               of
               the
               most
               
               considerable
               matters
               which
               concern
               the
               managing
               of
               a
               Schoole
               .
               Which
               ,
               a
               man
               that
               is
               constant
               to
               his
               employment
               ,
               loving
               towards
               children
               ,
               discreet
               in
               his
               behaviour
               ,
               a
               well
               grouuded
               Scholar
               ,
               and
               an
               honest
               Christian
               ,
               desirous
               to
               serve
               God
               cheerfully
               in
               the
               calling
               of
               a
               Schoole
               Master
               ,
               may
               undoubtedly
               perform
               without
               any
               extraordinary
               toyle
               or
               disturbance
               ,
               either
               of
               minde
               or
               body
               .
               God
               in
               mercy
               enable
               me
               ,
               and
               all
               that
               labour
               in
               this
               necessary
               profession
               to
               persevere
               in
               our
               duty
               ,
               
                 whatever
                 discouragements
                 may
                 seem
                 to
                 attend
                 it
                 .
              
            
          
           
             
               CHAP.
               X.
               
            
             
               Of
               the
               Method
               of
               Teaching
               ,
               which
               was
               used
               in
               Rotherham
               Schoole
               by
               Mr.
               Bonner
               ,
               an
               experienced
               Schoole-Master
               there
               ,
               who
               was
               thence
               chosen
               to
               Chesterfield
               ,
               where
               he
               died
               .
            
             
               THat
               none
               may
               censure
               
                 this
                 Discovery
              
               which
               I
               have
               made
               to
               be
               an
               uncouth
               way
               of
               Teaching
               ,
               or
               contrary
               to
               what
               had
               been
               aforetime
               observed
               by
               my
               Predecessors
               at
               Rotherham
               Schoole
               (
               which
               is
               the
               same
               that
               most
               Schoole-Masters
               yet
               use
               )
               I
               have
               hereto
               annexed
               their
               method
               ,
               just
               as
               I
               received
               it
               from
               the
               mouth
               of
               some
               Scholars
               ,
               who
               
               had
               been
               trained
               up
               therein
               all
               their
               time
               at
               that
               Schoole
               ,
               and
               thence
               sent
               to
               the
               University
               ;
               before
               I
               came
               thither
               to
               be
               Master
               ,
            
             
               The
               custome
               was
               ,
            
             
               1.
               
               To
               enter
               boyes
               to
               the
               Schoole
               one
               by
               one
               ,
               as
               they
               were
               fit
               for
               the
               Accidents
               ,
               and
               to
               let
               them
               proceed
               therein
               severally
               ,
               till
               so
               many
               others
               came
               to
               them
               ,
               as
               were
               fit
               to
               be
               ranked
               with
               them
               in
               a
               form
               .
            
             
               These
               were
               first
               put
               to
               read
               the
               Accidents
               ,
               and
               afterwards
               made
               to
               commit
               it
               to
               memory
               ;
               which
               when
               they
               had
               done
               ,
               they
               were
               exercised
               in
               construing
               and
               parsing
               the
               examples
               in
               the
               English
               Rules
               ,
               and
               this
               was
               called
               the
               first
               form
               :
               of
               which
               it
               was
               required
               to
               say
               four
               Lessons
               a
               day
               ;
               but
               of
               the
               other
               forms
               ,
               a
               part
               and
               a
               Lesson
               in
               the
               fore-noons
               ,
               and
               a
               Lesson
               onely
               in
               the
               after
               .
            
             
               2.
               
               The
               second
               form
               was
               ,
            
             
               1.
               
               To
               repeat
               the
               Accidents
               for
               Parts
               .
            
             
               2.
               
               To
               say
               fore-noons
               Lessons
               in
               
                 Propria
                 quae
                 maribus
                 ,
                 quae
                 genus
                 ,
              
               and
               
                 As
                 in
                 praesenti
              
               ,
               which
               they
               repeated
               momoriter
               ,
               construed
               and
               parsed
               .
            
             
               3.
               
               To
               say
               an
               after-noons
               Lesson
               in
               
                 Sententiae
                 Pueriles
              
               ,
               which
               they
               repeated
               by
               heart
               ,
               and
               construed
               and
               parsed
               .
            
             
               4.
               
               They
               repeated
               their
               tasks
               every
               Friday
               memoriter
               ,
               and
               parsed
               their
               Sentences
               out
               of
               the
               English
               .
            
             
               3.
               
               The
               third
               form
               was
               enjoyned
               first
               to
               
               repeat
               two
               parts
               together
               every
               morning
               ,
               one
               out
               of
               the
               Accidents
               ,
               and
               the
               other
               out
               of
               that
               forementioned
               part
               of
               the
               Grammar
               ,
               and
               together
               with
               their
               parts
               ,
               each
               one
               was
               made
               to
               form
               one
               person
               of
               a
               verb
               Active
               in
               any
               of
               the
               four
               Conjugations
               .
            
             
               2.
               
               Their
               fore-noons
               Lessons
               were
               in
               Syntaxis
               ,
               which
               they
               used
               to
               say
               memoriter
               ,
               then
               to
               construe
               it
               ,
               and
               parse
               onely
               the
               words
               which
               contain
               the
               force
               of
               the
               Rule
               .
            
             
               3.
               
               Their
               fore-noons
               Lessons
               were
               two
               dayes
               in
               
                 Aesops
                 Fables
              
               ,
               and
               other
               two
               dayes
               in
               Cato
               ;
               both
               which
               they
               construed
               and
               persed
               ,
               and
               said
               
                 Cato
                 memoriter
              
               .
            
             
               4.
               
               These
               Lessons
               they
               translated
               into
               English
               ,
               and
               repeated
               all
               on
               Fridayes
               ,
               construing
               out
               of
               their
               Translations
               into
               Latine
               .
            
             
               4.
               
               The
               fourth
               forme
               having
               ended
               Syntaxis
               ,
               first
               repeated
               it
               ,
               and
               
                 Propria
                 quae
                 maribus
                 ,
                 &c.
              
               together
               for
               parts
               ,
               and
               formed
               a
               person
               of
               a
               verb
               Passive
               ,
               as
               they
               did
               the
               Active
               before
               .
            
             
               2.
               
               For
               Lessons
               ,
               they
               proceeded
               to
               the
               by-rules
               ,
               and
               so
               to
               Figura
               and
               Prosodia
               .
            
             
               3.
               
               For
               after-noon
               Lessons
               ,
               they
               read
               Terence
               two
               dayes
               ,
               and
               Mantuan
               two
               dayes
               ,
               which
               they
               translated
               into
               English
               ,
               and
               repeated
               on
               Fridayes
               ,
               as
               before
               .
            
             
               5.
               
               The
               fifth
               forme
               said
               one
               part
               in
               the
               Latine
               ,
               and
               another
               in
               the
               Greek
               Grammar
               together
               .
            
             
             
               2.
               
               Their
               fore-noones
               Lessons
               was
               in
               
                 Butler's
                 Rhetorick
              
               ,
               which
               they
               said
               memoriter
               ,
               an●
               then
               construed
               ,
               and
               applyed
               the
               example
               to
               the
               definition
               .
            
             
               3.
               
               Their
               after-noons
               Lessons
               were
               2
               days
               in
               
                 Ovids
                 Metamorphosis
              
               ,
               &
               2
               days
               in
               
                 Tullies
                 Offices
              
               ,
               both
               which
               they
               translated
               into
               English
               .
            
             
               4.
               
               They
               learned
               to
               scan
               and
               prove
               verses
               in
               
                 Flores
                 Poetarum
              
               ,
               and
               repeated
               their
               weeks
               works
               on
               Fridayes
               ,
               as
               before
               .
            
             
               6.
               
               The
               sixth
               forme
               continued
               their
               parts
               in
               the
               
                 Greek
                 Grammar
              
               ,
               and
               formed
               a
               verb
               Active
               at
               every
               part
               .
            
             
               2.
               
               They
               read
               the
               
                 Greek
                 Testament
              
               for
               fore-noones
               Lessons
               ,
               beginning
               with
               Saint
               
                 Johns
                 Gospel
              
               .
            
             
               3.
               
               Their
               after-noones
               Lessons
               were
               two
               dayes
               in
               Virgil
               ,
               and
               two
               dayes
               in
               
                 Tullies
                 Orations
              
               .
               They
               construed
               the
               
                 Greek
                 Testament
              
               into
               Latine
               ,
               and
               the
               rest
               into
               English
               .
            
             
               7.
               
               The
               seventh
               forme
               went
               on
               with
               the
               
                 Greek
                 Grammar
              
               ,
               forming
               at
               every
               part
               a
               verb
               Passive
               ,
               or
               Medium
               .
            
             
               2.
               
               They
               had
               their
               fore-noones
               Lessons
               in
               Isocrates
               ,
               which
               they
               translated
               into
               Latin.
               
            
             
               3.
               
               Their
               after-noon
               lessons
               were
               2
               dayes
               in
               Horace
               ,
               and
               2
               days
               in
               
                 Seneca's
                 Tragedies
              
               ;
               both
               which
               they
               translated
               into
               English
               .
            
             
               8.
               
               The
               eighth
               forme
               still
               cont●nued
               their
               parts
               in
               the
               
                 Greek
                 Grammar
              
               .
            
             
               2.
               
               They
               said
               fore-noones
               Lessons
               in
               
               Hesiod
               ;
               which
               they
               translated
               into
               Latine
               ,
               and
               afternoones
               Lessons
               in
               Juvenal
               ,
               and
               afterwards
               in
               Persius
               ,
               which
               they
               translated
               into
               English
               .
            
             
               9.
               
               The
               ninth
               and
               highest
               forme
               said
               morning
               parts
               in
               the
               
                 Hebrew
                 Grammar
              
               ,
               forenoons
               Lessons
               in
               Homer
               ,
               and
               afternoons
               Lessons
               in
               some
               
                 Comical
                 Authour
              
               .
            
             
               Thus
               when
               I
               came
               to
               Rotherham
               ,
               I
               found
               two
               or
               three
               sorts
               of
               boyes
               in
               the
               Accidents
               ,
               and
               nine
               or
               ten
               several
               formes
               ,
               whereof
               some
               had
               but
               two
               or
               three
               Scholars
               in
               it
               ;
               and
               one
               of
               these
               formes
               also
               was
               not
               very
               far
               from
               that
               which
               was
               below
               it
               .
               So
               that
               I
               being
               to
               teach
               all
               my self
               alone
               ,
               was
               necessitated
               to
               reduce
               them
               to
               a
               lesser
               number
               ,
               and
               to
               provide
               such
               helps
               for
               the
               weaker
               boyes
               ,
               as
               might
               enable
               them
               to
               go
               on
               with
               the
               stronger
               .
               Besides
               ,
               observing
               how
               barren
               the
               Scholars
               were
               of
               proper
               words
               and
               good
               phrases
               ,
               with
               which
               their
               present
               Authours
               did
               not
               sufficiently
               furnish
               them
               for
               speaking
               or
               writing
               Latine
               ,
               I
               was
               enforced
               to
               make
               use
               of
               such
               books
               amongst
               the
               rest
               ,
               as
               were
               purposely
               made
               for
               that
               end
               ,
               and
               having
               at
               last
               brought
               the
               whole
               Schoole
               into
               a
               good
               method
               and
               order
               ,
               so
               as
               the
               Scholars
               learned
               with
               profit
               ,
               and
               I
               taught
               them
               with
               much
               ease
               and
               delight
               ;
               I
               was
               perswaded
               to
               write
               over
               what
               I
               had
               done
               ,
               that
               I
               might
               leave
               it
               as
               a
               pattern
               for
               him
               that
               
               succeeded
               me
               ;
               and
               this
               was
               the
               ground-work
               of
               my
               Discovery
               .
            
             
               The
               manner
               of
               giving
               Lectures
               before
               I
               came
               was
               ,
            
             
               1.
               
               For
               the
               two
               highest
               boyes
               in
               the
               eighth
               forme
               ,
               to
               give
               Lectures
               to
               all
               the
               lower
               formes
               ,
               each
               his
               week
               by
               turnes
               .
            
             
               2.
               
               The
               highest
               Scholar
               in
               the
               Schoole
               ,
               gave
               Lectures
               to
               the
               second
               form
               .
            
             
               3.
               
               Those
               in
               the
               highest
               form
               were
               commonly
               left
               to
               shift
               for
               themselves
               .
            
             
               The
               manner
               of
               the
               Masters
               hearing
               Lessons
               was
               this
               ;
            
             
               1.
               
               The
               highest
               boy
               in
               the
               form
               at
               their
               coming
               to
               say
               ,
               construed
               his
               Lesson
               two
               or
               three
               times
               over
               ,
               till
               he
               was
               perfect
               in
               it
               ,
               that
               his
               fellowes
               might
               all
               learn
               by
               him
               ,
               to
               construe
               as
               well
               as
               he
               ;
               then
               every
               one
               construed
               according
               to
               the
               order
               in
               which
               he
               stood
               .
            
             
               2.
               
               They
               parsed
               their
               Lessons
               in
               that
               order
               ,
               that
               they
               had
               construed
               it
               in
               .
            
             
               3.
               
               They
               translated
               every
               day
               after
               the
               Lesson
               ,
               and
               shewed
               it
               altogether
               fair
               written
               on
               Fridayes
               .
            
             
               Their
               Exercises
               were
               these
               ;
            
             
               1.
               
               The
               four
               lowest
               formes
               translated
               at
               vacant
               times
               ,
               out
               of
               some
               English
               book
               .
            
             
               2.
               
               The
               higher
               formes
               ,
               having
               a
               subject
               given
               them
               every
               Saturday
               ,
               made
               Themes
               &
               Verses
               upon
               it
               ,
               against
               that
               day
               seven
               night
               .
            
             
             
               The
               manner
               of
               collecting
               phrases
               was
               that
               every
               Friday
               in
               the
               afternoon
               ,
               the
               boyes
               in
               the
               highest
               form
               collected
               phrases
               for
               the
               lowest
               formes
               ,
               out
               of
               their
               severall
               Authours
               ,
               which
               they
               writ
               ,
               and
               commited
               to
               memory
               against
               Saturday
               morning
               .
            
             
               The
               set
               times
               for
               Disputations
               ,
               were
               Fridayes
               ,
               and
               Saturdayes
               at
               noon
               ,
               and
               the
               manner
               thus
               ;
               one
               boy
               answered
               his
               day
               by
               course
               ,
               and
               all
               his
               fellowes
               posed
               him
               out
               of
               any
               Authour
               ,
               which
               he
               had
               read
               before
               .
            
             
               A
               part
               of
               Thursday
               in
               the
               afternoon
               ,
               was
               spent
               in
               getting
               
                 the
                 Church
                 Catechisme
              
               ,
               and
               the
               
                 six
                 principles
                 of
                 Christianity
              
               made
               by
               
                 Mr.
                 Perkins
              
               .
            
             
               Finding
               this
               method
               (
               which
               is
               used
               also
               in
               most
               Grammar
               Schooles
               )
               to
               concurre
               in
               the
               main
               grounds
               with
               that
               which
               I
               had
               been
               taught
               at
               Wakefield
               ,
               but
               not
               to
               be
               so
               plain
               and
               easie
               ,
               as
               that
               was
               to
               children
               of
               meaner
               capacities
               :
               I
               began
               to
               seek
               (
               not
               so
               much
               to
               alter
               any
               thing
               ,
               as
               )
               to
               supply
               what
               I
               saw
               defective
               in
               it
               ;
               having
               these
               and
               such
               like
               considerations
               often
               in
               my
               mind
               ,
            
             
               1.
               
               Though
               every
               man
               liketh
               his
               own
               method
               best
               ,
               yet
               none
               ought
               so
               far
               to
               be
               conceited
               of
               his
               own
               ,
               as
               not
               to
               search
               after
               a
               better
               for
               the
               profiting
               of
               his
               Scholars
               .
            
             
               2.
               
               Though
               one
               constant
               method
               must
               diligently
               be
               observed
               ,
               yet
               triall
               may
               be
               made
               
               of
               another
               at
               fit
               times
               ,
               so
               it
               be
               done
               without
               any
               distraction
               to
               the
               Master
               ,
               or
               hinderance
               to
               his
               Scholars
               .
            
             
               3.
               
               A
               new
               course
               of
               teaching
               must
               not
               be
               brought
               in
               suddenly
               upon
               Scholars
               ,
               that
               have
               been
               long
               trained
               in
               a
               worse
               ,
               but
               by
               degrees
               .
            
             
               4.
               
               Some
               modern
               Schoole-masters
               ,
               seem
               to
               have
               gained
               a
               far
               more
               easie
               ,
               and
               nearer
               way
               of
               teaching
               ,
               then
               many
               of
               the
               more
               ancient
               seemed
               to
               have
               .
            
             
               5.
               
               
                 Mr.
                 Brinsley
              
               seemeth
               to
               have
               made
               a
               Discovery
               of
               a
               more
               perfect
               method
               ,
               then
               was
               in
               his
               time
               used
               ,
               or
               is
               yet
               generally
               received
               .
               
                 Mr.
                 Farnaby
                 ,
                 Mr.
                 John
                 Clerke
              
               and
               some
               others
               ,
               have
               facilitated
               the
               way
               further
               ;
               but
               
                 Mr.
                 John
                 Comenius
              
               hath
               lately
               contrived
               a
               shorter
               course
               of
               teaching
               ,
               which
               many
               of
               late
               endeavour
               to
               follow
               ;
               and
               others
               have
               more
               contemplatively
               written
               what
               they
               have
               thought
               of
               learning
               the
               Latine
               tongue
               in
               the
               easiest
               manner
               .
            
             
               6.
               
               That
               for
               me
               it
               would
               not
               be
               amisse
               ,
               by
               imitating
               these
               and
               others
               ,
               of
               whose
               learning
               and
               dexterity
               in
               teaching
               I
               had
               got
               some
               little
               experience
               ,
               and
               observing
               the
               severall
               tempers
               and
               capacities
               of
               those
               I
               taught
               ,
               to
               endeavour
               to
               finde
               out
               ,
               and
               contrive
               such
               helps
               ,
               as
               might
               make
               the
               most
               generally
               received
               method
               of
               teaching
               by
               Grammar
               ,
               Authours
               ,
               and
               Exercises
               ,
               more
               
               briefe
               in
               it self
               ,
               and
               more
               easie
               and
               delightfull
               to
               the
               Teacher
               and
               Scholar
               .
               And
               for
               what
               I
               have
               done
               in
               this
               kinde
               these
               Arguments
               were
               especiall
               inducements
               .
               That
               ,
            
             
               1.
               
               It
               is
               not
               only
               possible
               ,
               but
               necessary
               to
               make
               children
               understand
               their
               tasks
               ,
               from
               their
               very
               first
               entrance
               into
               learning
               ;
               seeing
               they
               must
               every
               one
               bear
               his
               own
               burden
               ,
               and
               not
               rely
               upon
               their
               fellowes
               altogether
               in
               what
               they
               doe
               .
            
             
               2.
               
               It
               is
               possible
               and
               meet
               for
               every
               teacher
               so
               to
               ground
               his
               Scholars
               ,
               as
               that
               change
               of
               Masters
               may
               not
               much
               hinder
               their
               progress
               in
               learning
               .
            
             
               3.
               
               Things
               most
               familiar
               and
               obvious
               to
               the
               senses
               are
               first
               to
               be
               learned
               ,
               and
               such
               as
               may
               be
               an
               easie
               step
               towards
               those
               which
               are
               next
               to
               be
               attained
               .
            
             
               4.
               
               The
               most
               vocabula's
               ,
               and
               phrases
               of
               ordinary
               discourse
               ,
               may
               and
               ought
               to
               be
               taught
               together
               with
               the
               Latine
               Grammar
               ,
               and
               the
               lowest
               sort
               of
               Schoole-Authours
               .
            
             
               5.
               
               Boyes
               ought
               to
               know
               the
               meaning
               ,
               and
               how
               to
               make
               use
               of
               each
               Rule
               ,
               as
               they
               learne
               ,
               yet
               so
               as
               not
               they
               be
               forced
               upon
               understanding
               of
               it
               .
            
             
               6.
               
               The
               most
               useful
               books
               ought
               to
               be
               read
               ,
               and
               may
               be
               taught
               after
               one
               manner
               in
               every
               Grammar-Schoole
               .
            
             
               7.
               
               Children
               must
               be
               furnished
               with
               store
               of
               matter
               ,
               and
               able
               to
               write
               a
               good
               style
               ,
               
               and
               shewed
               how
               to
               imitate
               their
               Authours
               ,
               for
               making
               Exercises
               ,
               before
               they
               be
               put
               to
               use
               their
               own
               invention
               .
            
             
               8.
               
               It
               is
               tyranny
               in
               the
               Master
               to
               beat
               a
               Scholar
               for
               not
               doing
               that
               which
               he
               knoweth
               not
               how
               to
               goe
               about
               ;
               so
               that
               he
               must
               first
               know
               him
               to
               be
               well
               able
               ,
               and
               then
               he
               may
               more
               justly
               punish
               his
               neglect
               .
            
             
               9.
               
               Many
               young
               Schoole-masters
               are
               more
               pusled
               about
               frameing
               to
               themselves
               a
               good
               method
               ,
               then
               toyled
               in
               the
               exercise
               of
               teaching
               Schoole
               .
            
             
               10.
               
               No
               man
               ever
               had
               such
               an
               acute
               and
               direct
               method
               ,
               but
               another
               able
               Scholar
               might
               observe
               and
               follow
               it
               .
            
             
               11.
               
               Many
               Masters
               that
               are
               excellent
               in
               perfecting
               Scholars
               ,
               have
               not
               the
               patience
               to
               ground
               them
               ,
               and
               many
               that
               have
               the
               skill
               to
               ground
               a
               Scholar
               well
               in
               his
               Rudiments
               ,
               are
               not
               of
               ability
               to
               bring
               him
               on
               to
               perfection
               in
               Grammatical
               Exercises
               .
            
             
               12.
               
               In
               many
               Schooles
               ,
               one
               Master
               alone
               beareth
               the
               whole
               burden
               of
               teaching
               ,
               without
               any
               help
               of
               an
               Usher
               .
            
             
               13.
               
               Every
               one
               that
               teacheth
               a
               Grammar
               Schoole
               ,
               is
               not
               able
               to
               make
               a
               right
               choyce
               ,
               nor
               knoweth
               he
               the
               true
               use
               of
               our
               best
               classical
               Authours
               .
            
             
               14.
               
               It
               is
               a
               prime
               part
               of
               a
               Schoole-master
               ,
               to
               instruct
               his
               Scholars
               well
               in
               the
               principles
               of
               Christian
               Religion
               ,
               and
               
               to
               make
               them
               acquainted
               with
               the
               holy
               Scriptures
               .
            
             
               15.
               
               It
               is
               an
               utter
               undoing
               to
               many
               Scholars
               ,
               to
               be
               sent
               ungrounded
               to
               the
               Universities
               ;
               and
               Parents
               are
               generally
               unwilling
               to
               have
               their
               children
               tarry
               long
               at
               the
               Schoole
               ,
               and
               therefore
               it
               is
               good
               for
               Masters
               to
               make
               use
               of
               the
               shortest
               and
               surest
               way
               of
               teaching
               .
            
             
               16.
               
               It
               is
               very
               necessary
               ,
               and
               hath
               been
               ever
               wished
               ,
               that
               some
               of
               our
               most
               famous
               ,
               and
               best
               Schoole-masters
               ,
               would
               for
               the
               benefit
               of
               others
               set
               themselves
               on
               work
               ,
               to
               finde
               out
               ,
               and
               publish
               the
               exactest
               method
               of
               teaching
               ,
               which
               might
               be
               generally
               received
               ,
               till
               a
               better
               were
               knowne
               ;
               for
               by
               that
               meanes
               they
               should
               doe
               much
               good
               to
               the
               Church
               and
               Common-wealth
               ,
               and
               somewhat
               herein
               advantage
               themselves
               ,
               seeing
               every
               Parent
               will
               be
               willing
               to
               have
               his
               son
               taught
               ,
               by
               one
               whom
               he
               knoweth
               to
               be
               constantly
               diligent
               in
               a
               good
               way
               of
               teaching
               .
            
             
               And
               the
               hopes
               that
               I
               conceived
               hereby
               to
               provoke
               my
               betters
               ,
               hath
               especially
               encouraged
               me
               (
               at
               last
               )
               to
               yield
               to
               my
               friends
               importunity
               ,
               in
               setting
               down
               this
               
                 Method
                 of
                 Teaching
              
               ,
               and
               writing
               down
               also
               this
               for
               me
               of
               Schoole-Government
               ,
               which
               I
               heartily
               commend
               to
               Gods
               heavenly
               blessing
               ,
               and
               the
               candid
               censure
               of
               the
               more
               judicious
               ,
               
               hoping
               that
               as
               I
               intend
               chiefly
               the
               generall
               good
               ,
               so
               none
               will
               requite
               me
               with
               malicious
               obtrectation
               ,
               which
               if
               any
               shall
               doe
               ,
               I
               charitably
               pray
               for
               them
               before
               hand
               ,
               that
               God
               would
               for
               Christs
               sake
               forgive
               them
               ,
               and
               grant
               that
               I
               may
               not
               
                 heed
                 what
                 they
                 write
                 or
                 say
                 concerning
                 me
                 ,
                 or
                 my
                 labours
                 ,
                 so
                 as
                 to
                 be
                 discouraged
                 in
                 my
                 honest
                 endeavours
                 for
                 the
                 publick
                 service
                 .
              
            
             
               
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
                 〈◊〉
              
               .
            
             
               FINIS
               .
            
          
        
      
    
     
       
         Notes, typically marginal, from the original text
         
           Notes for div A44390-e14040
           
             Quidam
             
          
           
             senex
             
          
           
             partans
             
          
           
             faescem
             
          
           
             lignorum
             
          
           
             super
             
          
           
             humoros
             
          
           
             ex
             
          
           
             nemore
             ,
          
           
             cum
             
          
           
             defessus
             esset
             
          
           
             longa
             via
             ,
          
           
             vocavit
             
          
           
             mortem
             ,
          
           
             fasco
             
          
           
             deposito
             
          
           
             humi
             .
          
           
             Ecce
             !
          
           
             mors
             
          
           
             advenit
             ,
          
           
             &
          
           
             rogat
             
          
           
             causam
             
          
           
             quamobrem
             
          
           
             vocaverat
             
          
           
             se
             .
          
           
             Tunc
             
          
           
             senex
             
          
           
             ait
             ,
          
           
             ut
             
          
           
             imponeres
             
          
           
             hunc
             
          
           
             fascem
             
          
           
             lignorum
             ▪
             
          
           
             super
             
          
           
             humeros
             .
          
        
      
    
  

