The Grammar School, Chapter 7
CHAP. VII.
How to make Schollars perfect in the Grammar.
Spoud.
I Intend to put them in practice forthwith: but in the meane time as you hauehave thus louingly gone with mee, to direct me, how to make the Accedence so plaine and easie to my little ones; so I intreat you to point me out the way, how they may proceed in the Grammar with like happy successe.What is done ordinarily in Schooles in teaching Grammar. As for mine owne selfe, I hauehave onelyonly vsed to cause my schollars to learne it without booke, and a little to construe it; and after, to make it as perfect as I can, by oft saying Parts: Finally, in parsing their lectures to giuegive the rules. This hath been all that I hauehave done.
Phil.
I knowe that which you mention, to bee the most that is done ordinarily: but to say without booke and construe a little,What things are requisite to be done in learning Grammar. are smally auaileable, vnlesse your schollar be able to shew the meaning and vse of his rules. Yea, it is very requisite, that here also they should bee able to giuegive the seuerall examples, and in what words the force of each example lyeth; and so to apply the examples to the rules, to the end that they may doe the like by them, in parsing, or making Latine. And moreouer, in Nownes and Verbes, to bee able not onelyonly to decline them, and to giuegive English to the Latine words; but the Latine words also to the English. Grammar being made perfect in this manner, will make all other their learning more easie and delightsome, and be as a Dictionary in their heads, for many chiefe words: neither will there any losse of time in it; especially this beeing done as they learne it, and still gotten more perfectly by such continuall repetitions and examinations. I hauehave had experience in both.
To the end that they may thus get the Grammar with most fruite and ease;To get the Grammar with most ease and fruite.
1 Let them learne eueryevery rule (I meane) those which are commonly read in Schooles,To learne eueryevery ordinary rule perfectly. and that perfectly as they goe forward, together with the titles set before the rules, and the summes of the rules which are set in the margents.With titles and summes.
The manner of it I finde to be most direct thus, for all the younger sort of enterers:Manner for enterers.
Where you hauehave time enough,1. Reading their rules to them. in giuing them rules, do as in the Accedence.
1. Reade them ouer their rule leasurely, and distinctly.
2. Construe it,2. Construing and shewing them the meaning. and then shew them the plaine meaning of it, by applying the examples, as teaching them to decline the words or the like. As I shall shewe after.
Or else for most ease and speedinesse in construing,☜ and for lacke of leasure,How they may soonest learne to construe them. cause eueryevery one of your Schollars to hauehave a booke of the construing of Lillies rules, and each to reade ouer his rule, so oft vponupon that booke vntill he can construe without it;Each Schollar to hauehave his cō struing booke, and learne to construe by that. or else after a time, to trie how hee can beate it out of himselfe, and be helped by that book where hee sticketh.
By the helpe of these bookes, I finde that they will learne to construe their rules much sooner, then they can without,Benefit of the vse of Lillyes rules construed I take it by almost one halfe of the time; and thereby gaine so much time, to bee imployed in other studies, because they shall hauehave it euer before their eie without any asking or searching:1. To gain one halfe of time in cōstruing them. wheras otherwise either their Master or some other must tell them eueryevery word, which they cannot tell, or else they must turne to it in their Dictionaries,And free their Masters from much trouble, and the Schollar from much feare and toyle. Also some recouer their selues hauing forgot. vntill they can construe: and that so oft as they forget; which, what a toyle and hinderance it is to the Master, and feare to the Schollar, eueryevery one knoweth. From all which they may bee freed hereby; and when they hauehave forgot they may soonerecouer themselues againe. Finally, they shall hereby increase daily in reading English, and be furthered to write true Orthography in English, as they grow in Latine. And so the Masters shall also be freed from feare of that mischiefe,Increase in reading English. Masters freed from clamors of these little ones forgetting to read English, when they first learne latine; and from the clamours and accusations of their Parents in this behalfe, spoken of before.
But here it were to be wished,Wherein the construing bookes, vnderunder correction, may be much helped & made more profitable. that those books of construing Lillies rules were translated euer Grammatically; the manner of which translation I shall shew after, with the benefits of them: And also that not onelyonly the Substantiue and Adiectiue, Preposition and his case were euer construed and set together, wheresoeuer they are to be taken together;This I thinke is in hand or finished. but withal that eueryevery word were Englished in the first, proper, natural, and distinct signification. In which things they oft faile,Necessary words to bee Englished in their proper significations. as in the Verbes chiefely: though of all other things, that be more necessary, for Schollars, to know the first and naturall signification; for the other then will soone be learned, by reason and vse: or else som of the other most vsual significations might be put in, in other letters, or with notes to know them.
Thus the childe might goe surely forwarde, and hauehave a certaine direction for the right and proper vse of eueryevery word, to bee more sure to him then any Dictionarie, all his life long, either for construing or making Latine: Whereas beeing set downe in generall significations not distinct, they shall euer goe doubtfully & abuse the words: as when traho, promo, haurio, are set downe eueryevery one of them to draw, without further distinction.
The benefit would be much more, if it were thus translated: for then they might learne thereby not only to construe truely, to vnderstand and goe truly; but also to make and speake the same Latine: I meane, to answer easily to all the rules, with the other benefits of Grammaticall translations.
When they can construe in some good sort,Learning the rules without booke. and vnderstand (as was sayde) then let them get without booke perfectly.
In getting without book,☜ when they can read it perfectly,Helps for getting without book all things which they learne in verse. they may bee much helped thus, in all things which they learne in verse; to reade them ouer in a kinde of singing voyce, and after the manner of the running of the verse; oft tuning over one verse vntil they can say that, then another; and so forward: which they will do presently, if the Master do but reade them so before them.
Also,So repeating the Rules in verse. to say these rules at parts sometimes, after the same manner of scanning, or running as a verse, shall make them both more easily kept, and bee a good helpe for right pronuntiation of quantities, and to prepare them the more easily to make a verse, for authorities and the like.
When they can say perfectly without book,Construing without book. then (if you please) you may cause all those who are any thing apt and pregnant, to learne to construe also without booke: which they will do very quickly, with a little reading ouer and ouer, vponupon the construing booke; and almost as soone as they will construe vponupon the booke.
By this meanes they will bee able presently to giuegive not onelyonly the English to the Latine,Benefit of construing without booke. but also the Latine to the English, of any word in the rule, to be perfect thereby, and to keep all more firmly.
Or where leasure is wanting,Where leasure is wanting how to doe. among the elder sort,And in the elder which☜ are well entred in the rules; they may first learne without booke, then to construe, both vponupon the book and without: Or to construe first. It is not very materiall: but, as themselues doe finde that they can get it most easily, at the Masters discretion.
Although for all the first enterers and younger sort,The surest way for young beginners. I finde it the surest vvaie, vvhere the Maisters leasure will serue, to cause them first to vnderstand the rule and the meaning of it, by a short opening or expressing the sum of it, and then by questions in English, as I directed before: All of the learners looking vponupon their bookes as hee readeth vntounto them; that they may see the questions and answeres in their books, eyther wholly, or the most part therof.
And when they can aunswere in English, looking vponupon their books, or do vnderstand the rule; then to learne to construe it of themselues, and to get it without booke.
After,☞ ar the saying of their rules, when they hauehave sayde without booke and construed;At saying of rules how to examine, to cause them to answere any question. to labour especially to cause them to be able to aunswere, without book, each part of the rule, and that both in English and Latine together, after they are a little entered; that with the meaning and English, you may beate the Latine into their heads also, to helpe to prepare them to speake and perse in latine.
Let the manner of the appoasing be here,Manner of appoasing. as in the Accedence, viz. by short questions, propounded vntounto them, arising directly out of the words of the booke, either out of the summe and title of the rule set before it, or set in the margent euer against it, or out of the very words of the rule; and withall, the examples of the rule, and how to apply them to the seuerall rules.
I will set you downe an example or two more at large,Exāple of making the rules …. that you or any may doe the like the more easily. To begin at Propria quae maribus: Propria quae maribus.first, you hauehave the Title before Regulae generales propriorum. Out of which, you may shewe them thus;Title of it. That according to the order of their Accedence, as the first part of speech is a Nowne, so here are rules first of Nownes: And as their Accedence hath first the Substantiue then the Adiectiue, so here begin rules first of the Substantiues, after of the Adiectiues. Againe, as the Substantiue is either Proper or Cōmon; so here the rules of Proper Nowns are first set downe, wherby to know the Genders of them; and after of the Common Nowns called Appellatiues. You may also point them in their book, where each of these begin: they will presently conceiue of them, being first perfect in their Accedence.
Then that the rules of Proper names, are of Masculines, or Feminines: Or all Proper Nownes are either of the Masculine or of the Feminine Gender, vnlesse they be excepted.
Also all Proper Nownes which goe vnderunder the names of Males or Hees (as wee call them) are the Masculine Gender. Then teach them according to the margent, that of those there are fiue kindes, which goe vnderunder the names of Males or Hees. As names of Gods, men, floods or riuers, moneths, windes.
So all proper Nowns or names of Females or Shees, are the Feminine Gender. And of those are likewise fiue kinds: That is; names of Goddesses, Women, Cities, Regions or countreys, Islands, &c.
Then appoase after the same manner,Appo…sing after the same manner, to help the weakest teacher: for whom I hauehave set down the moe examples. keeping strictly the words of the booke, as was sayd; onelyonly putting in here or there, a word or two, to make the question; which by oft repeating, they will easily vnderstand. As thus, out of the words set before the rule: Or in the like manner;
Q. Where begin your generall rules of Proper Nownes? Vbi incipiunt regulae generales propriorum?
A. Propria quae maribus.☜
Q. This poasing in Latine if it be ouer-hard to the enterers at first, may be vsed after a time in examining their parts.How many generall rules are there of proper Nowns? Quot sunt regulae generales propriorum?
A. Two: Duae.
Q. What is your first rule? Quae est primaregula?
A. Propria quae maribus. &c.
Then out of the margent thus:
Q. How many kinds of Proper names are there of the Masculine gender? Quot sunt gener a propriorum nominum masculinigeneris?
A. Quin que fiue: Diuorum, virorum, fluuiorum, mensium, ventorum.Examining out of the margent. Or as they are set in the margent. Mascula sunt nomina Diuorum, virorum, fluuiorum, mensium, ventorum. Names of Gods, men, floods or riuers, moneths, winds.
After,Examining out of the words of the rule. out of the words of the rule, Propria quae maribus tribuuntur, &c. you may propound your questions thus;
Q. Cuius generis dicas, Propria quae maribus tribuuntur? What Gender are all Nownes, or names of Hees, or of the Male kind. R. Mascula, or masculini generis.
Q. Cuius generis sunt nomina Diuorum? R. Masculini.
Q.Manner of appoasing the examples of the rules. Quomodo dicis latinè, The God of Battaile?
R. Mars, hic Mars, Martis.
Q. The god of wine, quomodo dicis?
R. Bacchus, hic Bacchus Bacchi, &c.
Q. Per quam regulam? R. Propria quae maribus.
In the fewer words you can do it,☞ for breuitie, is the better,Fewest words best. and that you may go ouer the more. Or if you think it to be too hard for children, to answer in Latine at first, and that it is best to do it only in English;☞ you may do it following the same order.To oppose only in English if children be too weak to answer in Latine. As in the next rule, Propria Foemineum, onelyonly asking thus;
Q. What gender are proper names of Females, or Shees? How many kindes are there of them? Where is the rule for them?Manner of the questions in English, at Propria Foemineum. What exceptions are there from that generall rule? Or, how many Masculine Cities hauehave you? How many Neuter Cities? How many Masculine and Neuter Cities?
So in the next rule,Appell, Arborū. Appellatiua Arborum, to ask thus or the like;
Where begin your rules of Appellatiues, or Common Nownes?
How many kinds of Appellatiues hauehave you? Or how many sorts of rules hauehave you for Appellatiues?
A. Three: of
Trees,
Epicenes,
The rest.
What gender are names of trees? What exceptions? Or how many Masculine trees hauehave you? How many Newters, trees? So of Epicens.
Where is your rule of words of the Epicene Gender? How many kindes hauehave you of words, or Names, of the Epicene gender?
A. Three: of
Birds,
Beasts,
Fishes.
How know you the Gender in the Epicens?
What Gender is eueryevery Noune that endeth in um?
How know you the Gender in all Appellatiues?
Then the speciall rules,Examining of the speciall rules. thus, or the like: How many speciall rules of Nounes Appellatiues hauehave you? Ans. Three: The first, of Nounes not increasing; the second, of Nounes increasing acute, commonly called long; the third, of Nounes increasing, graue or short, as wee call it.
What Genders each of these are of? Where are the rules for them? What examples hauehave you of them? So to giuegive the meaning, and applye the examples. How many exceptions there are from eueryevery one of these rules? As, how many rules of Masculines except; so of Feminines or Neuters except. Or thus: Of what Genders are all Nounes, not increasing in the Genitiue case, as Capra, caprae: Or all Nounes like Musa, musae? So what Genders are all Nounes of the second speciall rule? or all Nounes increasing acute, as Pietas, pietatis. What Gender are all Nounes increasing, graue, or flat, or short? as Sanguis, sangumis. And how many rules hauehave you of Masculines except from the first speciall rule? or of Masculines not increasing in the Genitiue case? How many rules hauehave you of long Masculines, or Masculines increasing acute, excepted from the second speciall rule? Or of Feminines increasing short, except from the thrid speciall rule? Or yet more plainly thus: Where is your general rule of all like Capra, caprae: or musa, musae? Or of all like Magister, magistri: or Dominus, domin.: venter ventris. Or of wordes ending in er, os, us, not increasing. Or where is your rule of all like Virtus, virtutis? Or like Sanguis, sanguinis? And of what Genders they are of.
For the exceptions,Examining the Exceptions. you may appose thus: Where is your rule of Neuters not increasing? Of Neuters increasing, acute or long? Of Neuters increasing, flat or short? Thus of Doubtfuls, Commons.
Or posing the examples,Posing by asking first the examples. to aske what is Latine for any word, which is in any of the rules; and then to cause them to decline the word, the Nom. and Genit. case, and to tell the rule, as was shewed before: as,
What is Latine for a cloude?
A. Nubes, haec nubes, nubis, &c.
Q. By what rule?☞ What is the meaning of that rule?The shortest course. Thus you shall receiue diuers benefits together
Or thus only; when they hauehave said any rule, to aske them what is the meaning of that rule, and to giuegive the examples.
So in the Adiectiues, to aske thus or the like:Examining the Adiectiues.
Where begin the rules of the Adiectiues?
Where is the rule of all like Foelix? Adiectiua vnam. So of all like Tristis? Sub gemina, &c. Of all like Bonus? At si tres &c. Of Adiectiues of two Articles like Substantiues? At sunt quae flexu. &c. Of Adiectiues of a strange declining? Haec proprium quendaem &c.
For all declining to make them very perfect in the Genitiue case,How to make Schollars perfect in the Genitiue cases. you may practice them thus; sometimes to repeate the Nominatiue & the Genitiue case together; as in Propria qua maribus to run, thus: Mars, Martis, Bacchus, Bacchi, Apollo, Apollinis, Cato, Catonis: So in eueryevery rule when time will permit.
And chiefly appose them often in the most difficult,To appose the hardest ofttimes. being noted with some marke: as, Opus, Opuntis, Persis, Persidis. Barbiton, Barbiti. Senex, senis. Var, viri, Bes, bessis. Cres. Cretis. Pres, predis. Semis, semissis, and the like. The rest they will doe readily of themselues.
In the Heteroclites to do the like,Examining in the Heteroclites. first to shew them what they are, viz. Nounes of another kinde of declining: and then the three seueral kinds of them according to the titles,
Variantiagenus.
Defectiua.
Redundantia:
Eyther such as change their declension, or want some thing, or hauehave too much. And so the seuerall rules of eueryevery one.
Then the seuerall rules to be examined particularly; like as in Propria quae maribus: to vnderstand eueryevery peece: and in them speedily to looke to the Margents: to be able readily to giuegive the rules to them.
And to make them able to repeate the Sums and Margents in order.
So to giuegive any rule thereby: as when I aske, Where is your rule… of Ap…ots, Monoptots, Diptots, Triptots? Of those which want the Vocatiue case, or Defecta vocatiuo, or propria defecta plurali? or the like.
In the Verbes likewise shew them the order,Making the Verbes plaine. that the rules are of Preterperfect tenses and Supines: and those first of simple Verbes in o. Then compounds after of Verbs in or. Last, of those that differ in their Preterperfect tenses, or Supines.
In the simple Verbes, first are rules of the first Coniugation, then the second, so in order.
After cause them to tell by the summes and Margents,Examining in them. where eueryevery rule standeth: as where are verbes of the first Coniugation, so in the rest.
Practice them also to answere thus:☜ The Present tense, Preterperfect tense, Infinitiue moode and first Supine together. As if I aske, How say you To swim? he answereth, No. No, naui, nare, natum. So To wash, Lauo, laut, lauare, lautum. Because these being known al the rest are presently known; and to do it also for breuity sake: especially examine those Verbes often, which hauehave two Preterperfect tenses, or two Supines, or moe; and would therefore hauehave speciall marks: as vello, velli, & v…lsi vellere, vulsum.
For the Syntax in Latine,☜ though the English rules, with a few moe ad…ed to them,Good vse of the Syntax in Latine. might serue for resoluing any construction, or for making Latin; and so many do thinke them needlesse altogether; others do vse to teach only the rules thereof, and one example only in each rule; yet there may be very good vse of them all, rightly vnderstood, and specially of the seuerall examples rightly applied: that Schollars by them may goe surely, hauing seuerall examples to warrant almost eueryevery thing in construction; which by the bare rule, and one example they could not but goe very doubtfully. Besides that, therby they also get so much good Latine of the best Authours, and be helped much for parsing by the wordes of the rule.
In examining the Syntax,Examining the Syntax for help of the weakest likewise. it is the best to doe it in Latine: for by that time they will be well able to doe it so, if they be rightly trained vp.All who wish well to poore countrey-Schooles, will pardon my indeauour to be so plain, thogh in so many examples. And it will much helpe them, as was said, to speake and to parse in Latine: yet still asking the question also in English, and answering both in English and Latine, so farre as neeede is; as thus, out of the words:
Q. Quot sunt Concordantiae?
R. Tres.
Q. Quae est concordantia prima?
R. Nominatiui & verbi.
Q. Verbum personale cum quo cohaeret?
R. Cum Nominatiuo.
Q. In quibus cohaeret Verbum personale cum Nominatiuo?
R. Numero & persona.
Q. Daexemplum.
R. Nunquam sera est adbonos mores via.
Q. Applica hoc exemplum: vel, Ostende voces, in quibus est vis regulae.
R. Via est.
Q. Da aliud exemplum.
R. Fortuna nunquam perpetuò est bona.
Q. Applica.
R. Fortuna est.
Q. Repete regulam.
R. Verbum personale cohaeret cum Nominatiuo, &c.
Q. Dic Anglicè. R. A Verbe personall agreeth, &c. In the next rule, Nominatiuus primae vel secundae personae &c.
Q. Vtrum exprimitur Nominatiuus primae vel secundae personae?
R. Rarissimè.
Q. Quibus de causis exprimitur?
R. Causa discretionis, aut Emphasis gratia,
Q. Da xemplum vbi exprimitur causa discretionis.
R Vos damnastis.
Q. Quid intelligis per vos?
R. Vos damnastis, & nemo praeterea, &c.
So likewise in the rules of gouernment:Examining in the rules of gouernement. as at Adiectiua quae desiderium, &c.
Q. Adiectiua quae significant desiderium, notitiam, memoriam, &c. quem casum adsciscunt?
R. Genitiuum.
Q. Da regulam.
R. Adiectina quae desiderium, &c.
Q. Da exemplum.
R. Est natura hominuus nouitatis avida.
Q. Applica.
R. Auida nouitatis.
To helpe the examining the Syntax the better,Helpes to speedie examining and applying the force of the examples. those wordes also (in eueryevery example throughout the Grammar) would be marked, in which the force of the example lieth; as was aduised in the English rules; The word gouerning, or more principall, with two marks, or with a double mark: the word gouerned with one; or at least the chiefe word or gouernor with some letter or marke distinct frō the gouerned. And then euer in saying the ensample,In saying their rules, after each example repeated, to repeate those words, in which the force of the example heth. to repeate again those wordes onelyonly, in which the force of the example lyeth; the gouernour or principall first: as in the English rules, so here. As thus; in saying, Est natura hominum nouitatis auida; to repeate againe, auida nouitatis. Mens futuri praescia; praescia futuri. Crescit amor nummi quantum ipsa pecunia crescit; amor nummi, &c.
By this kinde of repeating,Benefit of this kinde of repeating. or continuall apposing where they misse, by asking thus, Da exemplum, vbi est vis regulae; They will become exceeding cunning to vnderstand and apply rightly any example of the Grammar, so fast as they can repeate it; or to apply any other thereunto; or else to make the like: that so they may euer hauehave sure patternes for all parsing, making and trying Latin.
Though this may be though an easie matter,Difficulty hereof, vnlesse they be thus taught. and that eueryevery Schollar can doe it; yet trie it, and it will be found cleane contrary almost throughout, and to trouble many weake Masters to apply many of them aright. It is a matter most necessary: because the very life of the examples is in these; and the profite will doubly counteruaile the paines.
With a little practice, they will almost as soone say their rules this way, applying each example, as without.
Spoud.
I discerne euidently the great benefite and furtherance to Schollars, to be able to repeate the examples of eueryevery rule, in such sort as you hauehave shewed, for continuall vse both in parsing, and in making and writing Latine surely; as also to hauehave the summes of the rules which are in the Margents, and before the rules, perfectly: but children cannot possibly get these, vnlesse their bookes bee marked so, as you directed.
And for the Masters to marke all their Grammars so, it is an infinite toyle,The trouble and inconuenience in marking the books, chiefly by Schollars. and hinderance to him: to marke some one, and to cause the Schollars to marke theirs thereby; they will doe them so falsly, as will oft more hinder then further, besides the trouble in it: also the summes of the Margents are very defectiue.
Phil.
For the supplying of all this,The Grammars are procured …o be thus printed, as to be most easie and profitable for schooles, without inconuenience. and the auoyding of all these inconueniences, and other like, and for making our Grammar farre more easie and profitable to the Schollars, without any alteration; the Grammars are procured to bee so printed, as to be most plaine herein: all the words wherin the force of the examples doth lie, being printed in differing letters; that the least childe may bee able to discerne them, and so to apply and repeate them: and also the Margents made more perfect. What is missed or defectiue herein, shall (as I hope) bee supplyed hereafter.
Spoud.
Sir, al Schooles must needs hereby receiue an exceeding benefit; as I see plainly by that which you hauehave shewed for the vse of them. But I pray you proceede, and let me heare what other helpes you hauehave, for examining your Schollars, so as they may fully vnderstand their rules.
Phil.
Other helpes for the examination and vnderstanding☜ the rules,Other helpes to examine and vnderstand the rules. are these;
1. Where they cannot vnderstand any question, or answere; remember that, to teach them to vnderstand, by repeating English and Latine together,How to make them to vnderstand and answere any question in Latine. vntill they fully vnderstand it. For, as was said before, if they hauehave the meaning in their heads, wordes, with oft repeating, will easily bee gotten to vtter their minds, especially hauing them in their bookes.
2 Also this may further to vnderstanding,To giuegive English rules to the Latine. to cause them to be able to giuegive the English rules, answering to eueryevery Latine rule, of those which hauehave English rules; to set markes vponupon those Latine rules, which hauehave no English: and to answere to them that they hauehave no rule, but to be able to giuegive the meaning.
3 These meanes may also much profite to the easie getting,☜ full vnderstanding,Other helps to get the rules easily, and to keepe them perfectly; repeating the Titles and Margents in a continued speech. and perfect keeping of the rules; oft to reade ouer, and keepe perfectly the summes of the rules, which are eyther set before them, or in the margents; as was noted so to repeate them in order. Thus to be able to report all the summe; like as of the Accedence, so of the Grammar, as in a narration or continued speech, as thus:
Regulae generales propriorum, Mascula sunt nomina Diuorum. Virorum, Fluuiorum, Mensium, ventorum. Foeminina. Dearum, Mulierū, Vrbium, Regionum, Insularum. Exceptio. Regulae generales appellatiuorū. Arborū. Epicoena. Volncrum, ferarum, piscium. Exceptio generalis. Vsus trium regularum specialium. Prima regula specialis, &c.
So to know to giuegive readily the beginning of eueryevery rule in order;☜ as,To repeate the beginnings of the rules in a continued speech. Propria quae maribus. Propria foemineum. Excipienda tamen quaedam sunt, &c. Appellatiua arborum crunt, &c.
By these meanes they will be able both to answere the questions in Latine, with a very few other words: and also to giuegive any rule presently when but the sum is demaunded or any word belonging vntounto it,Benefits of these. to tell where the rule is, and to begin it.
To hauean Idaea or generall notion of all in their heads,Idaea. as if it were before their faces; which Idaea doth make any learning most easie, eyther to be gotten or kept.
Hereby also that shorter examination and repetition of parts,☞ may sometimes serue where time or helpe is wanting;Shorter examination and repetition. and in parsing their Lectures, to rid twise so fast, when they can in a word signifie a rule, eyther by the word in the Margent, or before the rule, or by the beginning of the rule.
As to say in parsing, It is so, by the rule of the first concord: or per concordantiam Nominatiui & Verbi &c. Per regulam Accusatiui ante verbum infinitum, &c. Or to repeate onelyonly a word or two of the beginning of the rule; as Verba infiniti modi, &c. or the like.
To this end it were to be wished that the summes of the rules were set more perfectly in the margents,Summes to be perfected. in a word or two in all the Syntax,This is reported to hauehave his Master Bruns-words order. as they are in the Nounes, to hauehave some speciall name to be called by: as, Adiectiua desiderij, verbalia in ax. Nomina …artitiua; & the like.
In hearing parts in straights of time,☞ thus we may examine only in those places where we most suspect their negligence:Helpe in hearing parts in straights of time. asking first the summe of the rule, with an example in it; and then to cause him whom you examine, to say that rule. Or to aske only an example of the rule, and cause them to apply it, and to giuegive the rule.
I hauehave set down all these,To vse the most profitable that we may take and vse which we finde most profitable. The shorter the better, as was aduised; so that we make sure that they doe fully vnderstand the rule, and can make vse of it.
One rule, so learned with vnderstanding, is more profitable,The profite of rules thus learned. then if they could say eueryevery word in a hundreth; and could but onelyonly repeat them ouer as parats, without any knowledge to make the right vse thereof.
Spoud.
Sir▪ I do like very well of these things which you hauehave said; yet for the helping of my memory and practice, tell me againe shortly, which you account to be the principall: wherein chiefe care would be had, to the end to make all easie; also to keepe all, and to make right vse thereof.
Phil.
This I account and finde the chiefe;☜ to hauehave them perfect in the order both of the whole,The summe of all: wherein chiefe care would be had. and also of all the parts in Grammar, as I shewed; and also to be able to repeat the Titles, with those margents which are necessary; the beginnings of the rules; and to hauehave the vnderstanding of them, and examples; and also to be able to apply the examples for the seuerall words wherein the force is: and so to giuegive any rule of a sodain, either the beginning or the sum of it; and the words wherein the force of the rule is.
Spoud.
Oh, but this is a matter, that is most accounted of with vsus; to hauehave them very perfect in saying all their Grammar without booke, euen euerie rule; and wherein I hauehave found much griefe and vexation: because I hauehave not been able to cause my schollars to get their rules so perfectly; and much lesse to keepe them: and hereby, euer the saying parts hath been the greatest fretting to me and feare to my schollars, for the negligence of most, in them; so that do I what I could, yet I hauehave neuer been able to bring most to any commendable readinesse in them.
Phil.
To this I answere you;Difficulty of keeping the Grammar rules perfectly without booke. that this indeede is one principall thing, that makes our calling the more vncomfortable: and I doubt not, but that the griefe, which the best doe finde therin, is a means to humble them, and to keep them that they be not too much lift-vp in the rest. And indeed it were to be wished that the rules were much shorter: but sith we see not how that may possibly be helped, without much greater inconuenience; we must in this, as in the rest of our inconueniences, vse all the wisdome that wee can, to make a benefit of necessity, and the burden so light, as we may. And that,How helped. thus. 1. Making our schollars to learn them so perfectly as we can. 2. To keep chiefly the things last learned, by oft repetition. 3. Continuall care for parts; and so much as may be, to let them hauehave som little time ouer night, to read them ouer, against morning. 4. to cause them at least where time wil not serue, to repeat the summes of the rules: and by daily examining to make them able to giuegive you the sum or beginning of any rule, with the meaning of it, and to apply the examples.
And therin to content our selues,☞ if we can but obtaine so much of many,Such a perfect saying eueryevery rule, not so absolutely necessarie. as to be able to vnderstand and make vse of the rules, or to turn to them, though they cannot say them readily: for we see most Schollars, when they come to the Vniuersities, to forget that perfectnesse in their Grammars, and most learned men cannot say the rules; yet so long as they hauehave a full vnderstanding and remembrance to make vse, in resoluing, writing, or speaking, this sufficeth.
Lastly,☞ this shall much helpe, to cause them in preparing their lectures in construction,Other helpe to hauehave the Grammar perfect, to turne to each rule as they parse. to turne to euerie hard rule as they parse, and then to get these rules readily; and so euer to come to say, with their Grammars vnderunder their arms.
And also in examining lectures, to cause them to tell you where they hauehave learned the seuerall harder words, at least in their Grammars.Note in examining lectures. For this I find, that the most ordinary words are in some part of their Grammar, or the words whereof they come, or some very neere vntounto them, wherby they may remember them.
Thus may they becom very exquisite in the Grammar,Grammar to be made as a Dictionary. in time; and hauehave it (as I said) as a Dictionary in their minds, not to need to seek here or there for eueryevery word.
In the higher fourmes,Seldomer repeating rules in the higher formes may serue. where daily repeating rules hindereth much other learning, if they repeat them but sometimes, and can answere in a word or two, giuing the sum of each rule, it may suffice; although it is a great commendation to hauehave the Grammar ad vnguem, and to giuegive an example of each thing belonging vntounto Grammar.
Thus hauehave I shewed you what I hauehave yet learned concerning making Schollars perfect in the Accedence,Readinesse of schollars in Accedence and Grammar, will helpe to make the Schoolemasters life most pleasant. & Grammar: wherin as you see, I hauehave been much longer; because I finde this by experience, and therefore dare constantly affirme it, that if this bee once archieued in a school, to hauehave the schollars thus made perfect in Accedence & Grammar as they proceede, the life of a Schoolemaster may be made as full of ioy and contenment, without wearisomnesse, only in obseruing the fruit of his labours, as I touched, as the life of any in any other calling whatsoeuer: whereas of the otherside, much of our fretting toile, ariseth only for want of this.
Spoud.
I would therefore thinke it a most profitable labour, to set downe this maner of examining the Accedence and Grammar, by Question and Answere particularly; that not onelyonly the weakest Schoolemaster amongst vsus, but euen our schollars themselues might bee able so to oppose and whet one another. I my selfe hauehave seene diuers books of questions of our Accedence and Grammar, beeing gathered by learned men; yet in none of them hauehave I obserued (so far as I remember) sundry of the principall of these points.
Besides, that no man can so wel examine the Accedence and Grammar by them; because, first the words of their Question and Aunswere, doe not arise so out of the words of the rules as you direct: neither doe they euer keepe the order of the rules; and they hauehave moreouer sundry other hard questions intermixed, and sometimes many together, that my schollars hauehave not beene able to make vse of them, nor my selfe very little, in regarde of that which I might if they had been so framed.
Phil.
I my selfe hauehave had experience of the same in them: insomuch as though I hauehave greatly desired and tried to vse some of them in my schoole, in regard of the profit which I hauehave conceiued might come by them; yet I hauehave not bin able without further inconuenience. And euer as new schollars hauehave come to any schoole, so they hauehave beene alwaies to seeke in those new questions, as that I hauehave been inforced to leaue them off vtterly.A most plaine m…nner of examining Accedence & Grammar, collected, to help to make al schollars perfect therein; called, The posing of the parts. In consideration whereof, and of the generall want herein; as also of the publique benefit, which I am certainly assured, may come by such a labour as you speake of; I hauehave indeauored by the helpe of all such bookes of Questions and Answeres, of Accedence and Grammar, as are extant, which I could procure; as likewise of some written, togather one in this sort, hauing all the Questions & Answers arising most directly out of the words of the rules. In which, I hauehave chiefely followed the order of the Quest. of that auncient Schoolemaster▪ Master Brunsword, of Maxfield, in Cheshire, so much commended for his order and Schollars; who, of al other, commeth therein the neerest vntounto the marke. This I hauehave studied to make so plaine, as eueryevery childe may by it both presently vnderstand the meaning of each rule; and, if he can say the rules, may as soone be able to answere these questions: and wherby they may also poase one another (as you wish) to make all rules and parts most familiar. I hauehave in it tied my selfe strictly to the order and words of the rules, as it may serue for continual poasing, and speedy examining Parts: and that from what schoole soeuer they come, if they can say the Accedence, they may presently answere these questions. Other questions which I hauehave thought needful, I hauehave set in the margents, directly against the questions, to be learned after, if you will, without troubling the learner, and that nothing may be wanting. But, for this book, I referre you you to the Epistle Dedicatorie before it, and the questions themselues.
Spoud.
Sir, I see well you hauehave spared no labour, to seeke to draw-on the little ones with ease & delight, and to make schollars most perfect Grammarians; which all the learned do so highly commend. I trust I shall be partaker hereof.
Phil.
It is and hath been my desire, to hide no part of my talent; but to imploy all to the best, and communicate it to eueryevery one to whom it may doe good: and especially the little ones, in whome is the chiefest hope of most of our countrey schooles, and of the age to come.