The Grammar School, Chapter 3
CHAP. III.
How the Schollar may be taught to reade English speedily, to fit him the sooner and better for the Grammar schoole.
Spoud.
BEfore we enter into this question, yet let me put you in minde of one thing,The inconuenience of hauing the Grammar schooles trobled with teaching A. B. C which doth much trouble mee concerning this very matter. That it seemeth to mee an vnreasonable thing that the Grammar schooles should bee troubled with teaching A. B. C. seeing it is so great a hinderance, to those paines which wee should take with our Grammar schollars, for whom wee are appointed: Because it dooth take vp almost one halfe of our time, and thereby dooth depriue vsus of a chiefe part of the fruite of our labours; especially when our mindes are so distracted, and our thoughts carried so manie wayes, to doe good to all. The very little ones in a towne, in most countrey townes which are of any bignesse, would require a whole man, of themselues, to be alwaies hearing▪ poasing and following them, so as they ought to bee applyed: for continuall applying in a right course,Continuall applying in a right course is aboue al means is in this and all other parts of learning, aboue all other meanes. And young ones, by a little slaking our hands, run faster backe, then euer they went forward; as boates going vp the streame.
Besides, it is an extreame vexation, that wee must bee toyled amongst such little pettyes, and in teaching such matters, whereof we can get no profit, nor take any delight in our labours.
Phil.
I am well inured with this grieuance, which you speake of, and doe knowe by long experience your complaint to bee too iust in this behalfe. I my selfe hauehave complained of it manie a time. For it were much to be wished, that none might be admitted to the Grammar schooles, vntill they were able to reade English: as namely that they could reade the new Testament perfectly, and that they were in their Accidences or meet to enter into them.How this might be remedied by some other schoole in each towne for this purpose. There might bee some other schoole in the towne, for these little ones to enter them. It would help some poore man or woman, who knew not how to liue otherwise, and who might do that well, if they were rightly directed. Also it would be such an ease to all Grammar Schoolemasters, as they might doe much more good in their places.The redresse of it to be sought. Wherefore, all such Schoolemasters who are incumbred with this inconuenience, are not onelyonly to wish, but also to labour to hauehave it reformed in their seuerall schooles.To be borne with patience where it cannot be remedied. Yet notwithstanding, where it cannot be redressed, it must be borne with wisdome and patience as an heauy burden. Patience shall make it much more light. And therefore eueryevery one is to doe his best indeauour, to know how to make it most easie, if it do lie vponupon him. Moreouer, seeing we purpose, God willing, to goe through all the whole course of learning, and also sith our labour is to finde out the meanes, whereby to make the way plaine, to traine vp euerie childe from the verie first entraunce into learning, (as was sayde) vntill wee hauehave brought him vntounto the Vniuersitie, we cannot omit any point, which may tend vntounto the same, much lesse the first steppe of all. For, a child well entred is halfe made:The first entring of children to be looked to carefully. according to that Prouerbe, Principium, dimidium totius. The foundation well layd, the building must needs goe forward much more happily. This is specially true in learning; wherein children feeling a sweetnesse in the beginning, are very much incouraged, as daily experience will manifest to eueryevery one.
Spoud.
I see well the necessitie of vndergoing this burden, in those places where remedie cannot be had, without greater inconueniences. And therefore, sith that necessity hath no lawe, nor for my selfe I knowe no meanes h…w to be freed from it; I pray you let vsus returne againe vntounto the point, and let mee still intreat of you your best direction, to make this burden so light as may bee.To teach to read well in a short time is of great profit This is a thing worth the diligence of all, who must be imploied amongst little ones: to wit, to teach children how to read well, and to pronounce their letters truly; as also to spell right, and to knowe how to write true Orthography in a short space. For (that I may acknowledge the truth, and which hath bit no small discredit vntounto me in this behalfe) I hauehave had some who hauehave beene with me, two or three yeeres, before they could reade well.Griefe & discredit of the want of this. And that which hath yet bin much more grieuous to mee, I hauehave sometimes been so abashed and ashamed, that I hauehave not knowen what to say, when some being a little discontented, or taking occasion to quarrell about paying my stipend, hauehave cast this in my teeth, that their children hauehave been vnderunder me sixe or seauen yeere, and yet hauehave not learned to reade english well. I my selfe hauehave also knowen, that their complaints hauehave been true in part; though I hauehave taken all the paines with them that euer I could deuise. Therefore good sir, set downe as plainly and shortly as you can, how this may be helped. Both my selfe & many others shall be much beholden for your direction in this first entrance. For my maner of en…ing them, it is that which I take to be eueryevery where: to teach & heare them so oft ouer vntill they can say a lesson, and so to a new.
Phil.
I likewise h…ue been well acquainted with this your trouble: and therfore I will indeuor, to afford you so much as I hauehave yet learned, how to auoide these clamors; and how any poore man who will imploy his paines, may learn to teach children to read well in a short time, though this may seeme vnbefitting our profession.
First the ch…de is to be taught,1. To teach children how to cal and pronounce their letters right. how to call eueryevery letter, pronouncing each of them plainely, fully and distinctly; I mean in a distinct and differing sound, each from others, and also naturally, from the very first entrance to learning. More specially to bee carefull, for the right pronouncing the fiue vowels,And first the 5. vowels. in the first place, as a, e, i, o, u. Because these are first and most naturall, and doe make a perfect sound, so that they may bee pronounced fully of themselues; and they being rightly vttered, all the rest are more plaine. After these vowels▪ to teach them to pronounce eueryevery other letter:The Consonants. which are therefore called Consonants, because they cannot make a perfect sound of themselues, without a vowell.
This may be done,Right calling the letters before the children doe know them. and also the teaching of children to spell any syllable, before the childe do knowe any letter on the booke; and that, some wise and experienced do holde the surest and best course. But they are, at least, to be taught to pronounce their letters thus, as they doe learne them; to preuent the griefe and wearisomnesse of teaching them to forget euill customes in pronouncing, which they took… vp in their first ill learning. And so euer in teaching to read, the teachers are to continue the like care of sweete and naturall pronun…ia…ion.
Secondly,2. How to teach children to know the letters the soonest. for the knowing of the letters (besides that common manner practiced in Schooles, which is by oft reading ouer all the letters forwards and backwards vntill they can say them) they may be much furthered thus; That is,To cause them to finde out any letter. by causing the childe to finde out, and to shew you which is a, which b, which c, which f, and so any other letter. First to finde them in the Alphabet, then in any other place. Or if you will let them learne but one letter at once,The surer way is to learne but one letter at a… once. vntill they can readily know or finde out that letter in any place, and after that an other in the same manner; This is holden the surer and more easie waie: But this at your owne iudgement.
3 You may helpe them to spell thus,3. How to teach to spell. besides that course which is vsuall. Let so many as are beginners, or who cannot reade perfectly, stand together, and then poase them without booke, one by one. First in syllables of two letters, as they are set downe in their A. B. C. and where one misseth let his next fellow tell,M. Coots English Schoolemaster might bee profitable to this purpose, in which booke are syllables & words of all sorts. if he cannot then som other. Then examine them in syllables of three letters, after in moe. And euer what syllable they misse, marke it with a dent with the nayle, or a pricke with a pen, or the like: and when you hauehave marked out those wherein they so misse, poase them oft ouer, not forgetting due praise to them who do best. One halfe howre would be spent daily in this kinde of examining,To make children to take delight in spelling. vntill they bee perfect in any syllable or worde. To make children to take a delight in spelling, let them spell many syllables together, which differ but onelyonly in one letter, as hand, band, land, sand, &c. These syllables and words following, I hauehave obserued, to be of the hardest for children to spel: I will set you them downe together in this short briefe. They may serue for spelling, reading, or writing, and may soone be gotten by being often poased, read or written ouer.
Ac,Some of the hardest syllables to practice children in the spelling of thē. These would be written in some little table to poase them oft. ec, ca, ce, ci, co, cu, ag, eg, ah, az, ae, ai, au, ga, ge, gi, go, gu, va, wa, we, wee, bac, bace, bag, bage, gage, badge, bau, baye, dawe, dewe, iawe, rac, race, rosse, rose, yell, you, gua, cha, cla, dwa, gla, pha, tha, sca, sha, swa, wra, chra, phra, spha, thra, twa, thwa, able, abs, ach, adge, afle, apt, ath, own, blowe, browe, chrou, dregg, dredge, dwarfe, frogg, gnash, gnaw, plowe, snowe, stewe, slugge, they, thom, throne, twaine, twigge, schoole, cockle, puddle, pegle, good, golde, gogle, balme, fallen, stolne, scalpe, false, thumbe, couple, pearce, charme, chapt, moth, mouth, nymphes, vnkle, tenth, strength, height, depth, breadth, weight, ioint, laude, beautie, deede, language, guide, feede, feude, vowe, braue, dou, dove, knife, kniues, yeoman, ynough, ayre, heyre, doubting, Island, yle, buye, league, hatchet, laugh, yeugh, bough▪ publique, quishon.
These are some of the hardest syllables,Note in spelling. as I sayde: your selfe may adde moe as you meet with them. Also this is to be obserued in spelling; that before (on) you spell or write commonly (ti) not (ci) as saluation not saluacion, though we pronounce it as (ci.) But this is to be knowen chieflie, by the latine words from whence they come.
Right pronuntiation of words,Right pronoū cing makes right spelling. & continuall practice in spelling, are the surest way to come to spell truely.
If you pronounce the word false, which you would hauehave your childe to spell, hee spelleth it false: for hee spelleth according as it is pronounced to him, or as he vseth to pronounce. As for example; aske the childe how he spelles a strea, (as in many places the countrey manner is to pronounce it) hee will spell strea or stre: but aske him how hee spels a strawe and so pronounce it, and he will spell strawe.
To direct further how to come to perfection in spelling or writing right,Further direction for spelling after. I shall hauehave occasion to speake after.
In ioining syllables together,4. Ioyning syllables together. they must bee taught, to vtter euerie syllable by it selfe, truly, plainly, fully, and distinctly, as we heard of the letters before; and so also as that others who heare may vnderstand;Vnderstanding the matter. euer sounding out the last syllable: as sal-ua-ti-on.
Thus they may goe through their Abcie,Bookes to bee first learned of children. and Primer. And if they reade them twise ouer, that they may bee very perfect in them, it will bee the better for them. For, the second reading of any booke dooth much incourage children,Abcie, Primer. Second reading of a booke. because it seemeth to bee so easie then; and also it doth imprint it the more. Besides that they will run it ouer so fast at the second time, as it will be no losse of time at all vntounto them.
After these they may reade ouer other English bookes.Psalmes in metre. Amongst which, the Psalms in metre would be one, because children wil learne that booke with most readinesse and delight through the running of the metre, as it is found by experience.Testament. Then the Testament, in which the discreete Master may keepe his schollar lesse or more, vntil he think him meet to enter into the Accidence.
If any require any other little booke meet to enter children;Schoole of Vertue. the Schoole of Vertue is one of the principall, and easiest for the first enterers, being full of precepts of ciuilitie, and such as children will soone learne and take a delight in, thorow the roundnesse of the metre, as was sayde before of the singing Psalmes: And after it the Schoole of good manners, Schoole of good manners,called, the new Schoole of Vertue, leading the childe as by the hand, in the way of all good manners.
By these meanes,5. In what time children well applyed, may easily learne to reade English. children if they be well applied, and continually kept vntounto it, may be taught so to read within a yeere or little more, as they may be meet to enter into their Accidence, by that time that they bee six yeere olde at the vttermost; especially if they bee in any measure apt, and much practiced in spelling the hardest syllables.
For diuiding or distinguishing of syllables this one obseruation is to be remembred;Diuiding and distinguishing syllables. That what consonants are vsually ioined in the beginnings of words, those are not to be disioined and separate in the middest of words, except in Compound words. But of this wee shall speake more fitly after. And thus much may suffice for the present, for the speedy reading of English; for heereof I hauehave had much certaine experience.
Spoud.
I cannot iustly dislike of any thing which you hauehave sayd herein, it standeth all with so great reason: chiefly, to make children so perfect in the hardest syllables. For, they being perfect in these must needs attaine all the rest in a short space. Except onelyonly one thing which you vttered; which indeede seemes a strange Paradox to me: Namely, that some wise & experienced, would hauehave children taught to call and pronounce all their letters, and to spell any syllable before they know a letter on the booke.
Phil.
This is very true which you say; it may seeme a Paradox to them who hauehave not tryed it. I my selfe was of your minde when I heard it first.6. To teach little ones to pronounce their letters, and to spell before they know a letter, is the pleasantest way Yet setting my selfe to make some triall of it, for the reuerence I bare to him of whom I heard it, and for that he shewed me experience of it in a child not fowre yeeres olde; I found it the easiest, pleasantest and shortest way of all, where one would begin in a priuate house with little ones playing. The manner is thus▪ 1. You must teach them, as I sayde, to call their fiue vowels, and to pronounce them right: Which they will presently learne,How little ones will presently pronounce their fiue vowels. if you do but only cause them to repeat them oft ouer, after you, distinctly together thus; a, e, i, o, u. after the manner of fiue bels, or as we say; one, two, three, fowre, fiue.
2 Then teach them to put the consonants in order before eueryevery vowell,To put the cō sonants in order before the vowelles pronoūcing them. and to repeate them oft ouer together; as thus: to begin with b, and to say ba, be, bi, bo, bu. So d. da, de, di, do, du. f. fa, fe, fi, fo, fu. Thus teach them to say all the rest, as it were singing them together, la, le, li, lo, lu; The hardest to the last, as ca, ce, ci, co, cu. and ga, ge, gi, go, gu. In which the sound is a little changed in the second and third syllables. When they can do all these, then teach them to spell them in order,To teach to spell these thus, putting the consonants first. thus; What spels b-a? If the child cannot tell, teach him to say thus; b-a, ba: so putting first b. before eueryevery vowell▪ to say b-a ba, b-e be, b-i bi, b-o bo, b-u bu. Then aske him againe what spels b-a, and he will tell you; so all the rest in order. By oft repeating before him he will certainly do it. After this if you aske him, how he spels b-a, he will answere b-a ba. So in all others.
Next these teach them to put the vowels first, as to say, ab, eb, ib, ob, ub. Then thus, a-b ab, e-b eb, i-b ib, o-b ob, u-b ub. After; what spelles a-b, e-b, &c. Thus to goe with them backward and forward, crosse, in and out vntill they can spell any word of two letters. Then you may adioine those of three letters: Afterwards, all the hard syllables, to tell what any of them spels, til they be perfect in al, or as you shall thinke meete.Repeating th letters of thee Alphabet, by roate. By this meanes, and by a little repeating of the letters of the Alphabet ouer before them, by three or fowre letters together, as they stand in order, so as they may best sound in the childrens eares, they will soone learne to say all the letters of the A. B. C. if you will. As to repeat them thus. A. b. c. d. e. f. g. h. i. k. l. m. n. o. p. q. r. s. t. u. w. x. y. z. &. To say them thus by roat will nothing hinder but further them.
Then they may presently be taught to know the letters vponupon the booke,To teach them to know their letters as before. either one by one, finding first which is a, in the Alphabet; and after in any other place. Then to finde which is b, and so through all the rest as you will.
Then when they are cunning in their letters, and spelling,To cause them to knowe the matter by questions or oft repeating to thē. if you make them to vnderstand the matter which they learne, by questions, for a little at the first, they will goe on in reading, as fast as you will desire. The easier and more familiar the matter is to them, the faster they learne.
Thus may any poore man or woman enter the little ones in a towne together;Any one who can read, may thus enter children for reading english and make an honest poore liuing of it, or get somwhat towards helping the same. Also the Parents who hauehave any learning, may enter their little ones playing with them, at dinners and suppers, or as they sit by the fire, and finde it very pleasant delight.
So they may helpe to gaine their children a yeere or two in learning at the beginning, and also the Grammar Schooles of this labour and hinderance.
Spoud.
You hauehave perswaded me very much concerning this doubt also. Surely sir howsoeuer thus may seeme but a toye, yet all tender parents will much reioice in it, and acknowledge it an exceeding benefit, to hauehave their children so entered; and this time beeing got…en in the beginning, will bee found in the end as you truely sayde. Yet there is another matter that comes vntounto my remembraunce, about which I hauehave taken no small griefe and discouragement manie a time, concerning this point of reading English. I will mention it here, and desire your iudgement how to redresse it, although it might happely come-in-fitter afterwards.
The trouble is this. That when as my children doe first enter into Latine, manie of them will forget to reade English,8. The inconuenience of childrē forgetting to reade English, when they enter first into latine, and how to auoid it. Complaints of Parents for childrē forgetting English. and some of them bee worse two or three yeeres after that they hauehave been in construction, then when they began it.
Now if you could teach me how to helpe this likewise, that they might as well goe forward still in reading English as in Latine, I should account this a very great benefit. For, some of their Parents, who vse me the kindliest, will bee at mee that their children may euerie daie reade some Chapters of the Bible, to helpe their reading of English. Now this I cannot possibly doe, but they must needes bee hindred in their latine, in some lessons or necessarie exercises; and eyther be behinde their fellowes, or else trouble all their fellowes very much, that they cannot goe so fast forward as they should, but stay for these readers. Others being more ignorant or malitious, vponupon eueryevery light occasion, are readie to rage and raile at me, for that their children as they say, doe get no good vnderunder mee, but are worse and worse. For, wheras they could hauehave read English perfectly (it may be) when they came to mee, now they hauehave forgotten to do it. Thus am I grieued on eueryevery side, and vexed daily, let mee labour neuer so much, and spend my heart amongst them for to doe them good.
Phil.
Sir, herein I can say, as she in the Poet; Haud ignara mali miseris succurrere disco. For I hauehave tasted deeply of the same griefe vntill verie lately, within this yeere or two. Yet now I seeme to my selfe, to find as sensible and continuall a growth amongst all my Schollars, in their English tongue as in the Latine. And not only for the reading of it, but also for vnderstanding it, and abilitie to vtter their minde… of any matter, wherewith they are acquainted, or which they learne in Latine; and also how to express the meaning of the latine in prop…iety▪ and puritie of our owne tongue:Complaint of want of care in our schooles for growth in our owne tong is in the latine. so that I am quite d…uered from that clamor.
But to tell you what I thinke, wherein there seemes vntounto mee, to be a verie maine want in all our Grammar, schooles generally, or in the most of them; whereof I hauehave heard som great learned men to complain; That there is no care had in respect, to train vp schollars so, as they may be able to expresse their minds purely and readily in our owne tongue,Our chiefe indeauor should be for our own tongue. and to increase in the practice of it, as well as in the Latine or Greeke; whereas our chiefe indeuour should bee for it, and that for these reasons.Reasons. 1. Because that language which all sorts and conditions of men amongst vsus are to hauehave most vse of, both in speech & writing, is our owne natiue tongue. 2. The purity and elegancie of our owne language is to be esteemed a chiefe part of the honour of our nation: which we all ought to aduance as much as in vsus lieth. As when Greece and Rome and other nations hauehave most florished, their languages also hauehave beene most pure: and from those times of Greece & Rome, wee fetch our chiefest patterns, for the learning of their tongues. 3. Because of those which are for a time trained vp in schooles, there are very fewe which proceede in learning, in comparison of them that follow other callings.
Spoud.
This complaint is notwithout iust cause:Few Scooles which hauehave any regarde for our English tongue for I do not know any schoole▪ wherein there is regard had hereof to anie purpose; notwithstanding the generall necessitie and vse of it, and also the great cōmendation which it brings to them who hauehave attained it: but I thinke eueryevery minute an howre, vntill I heare this of you, how my trouble & shame may be auoided, and how I may obtaine this facultie to direct my children, how they may goe thus forward, not onelyonly in reading English perfitly, but also in the proprietie, puritie and copie of our English tongue, so as they may vtter their mindes commendably of any matter which may concerne them, according to their age and place.
Phil.
I will but name the meanes vntounto you now: for I shal hauehave occasion to shew them all more particularly hereafter.
Besides the daily vse of distinct reading ouer their English parts to get them perfectly,Meanes to obtaine this benefit of increasing in our English tong, as in the Latin. and of right reading all other things which they learn in latine, as your self do know; these means following, by the blessing of God wil accōplish your desire.
1 The continuall vse of the bookes of construing of Lillies rules,1. Daily vse of Lillies rules construed. by causing them to learne to construe, and to keepe their Grammar rules, onelyonly by the helpe of those translations. This I find one very good vse of these books, besides some other which I shall mention after.
2 The daily vse,2. Continuall practice of English Grammaticall translations. and practise of Grammaticall translation in English, of all the Schoole Authours, which the yonger sort doe learne; causing them each day out of those to construe and repeate, whatsoeuer they learne. This I also hauehave proued by happy experience, to be a rare helpe to make young Schollars to grow very much, both in English and Latine. But of all these, for the manner, benefites, and vse of them, I shall hauehave occasion to speake at large.
3 Besides these,3. Translating and writing English, with some other Schoole exercises. they would hauehave eueryevery day some practice of writing English heedily, in true Orthography; as also of translating into English; or, of writing Epistles, or familiar Letters to their friends, as wel in English as in Latine. Amongst some of them, the reporting of a Fable in English, or the like matter, trying who can make the best report, doth much further them in this. And generally, amongst all those that can write, the taking of notes of Sermons, and deliuering them againe, or making repetitions, is a speciall meanes. Also striuing to expresse whatsoeuer they construe, not onelyonly in propriety, but in variety of the finest phrase, who can giuegive the best. This chiefly in the higher fourmes: So reading forth of Latine into English; first in propriety, then in puritie. By these, and some vse of the History of the Bible, and the like, which I shall be occasioned to mention after; you may finde their growth, according to your desire, and much aboue your expectation.
Spoud.
Vndoubtedly sir, these must needs be very auaileable; because schollars may hauehave hereby, so much vse of the English eueryevery daie, aboue that which is practiced in anie Schoole which I hauehave knowne. But for anie such translations of the Schoole Authors, I hauehave not heard of them, OnelyOnly I hauehave seen the bookes of construing Lillies rules, and some of my children hauehave them, though I feared that it would rather make them idle, being but a truants booke. Indeed I neuer conceiued so much of them as you say: I shal better thinke of the vse thereof.
Phil.
There is not the best thing but it may bee abused. But for that booke as the others, I shall shewe and proue vntounto you the cōmodities of them, aboue all that you would imagine.The chief fault of the children going backewards in reading English, when they first learne latine, is in the Parents themselues. Experience makes me confident: Yet to returne vntounto your selfe, concerning the complaint of the Parents, for their children going backward in reading English, when they first learne latine; the chiefe fault in truth is in the Parents themselues; although we poore schoolemasters must be sure to beare all. For if such murmuring Parents, would would but cause their children, eueryevery day after dinner or supper, or both, to reade a Chapter of the Bible, or a peece of a Chapter, as leasure would permit, and to doe it constantly; therby to shew their louelove to the Lord, and his word, and their desire to hauehave the word dwell plentifully in their houses, to hauehave their children trained vp in it, as young Timothy was; then I say, this complaint would soon be at an end: for they should either seethen, their children to increase in this, or else they should discerne the fault to be in their childrens dulnesse, and not in our neglect. Notwithstanding, sith that they are so very fewe of whome wee can hope, that they hauehave any care of this duetie in their houses, in respect of all the rest who omit it, and yet all the blame must surely rest on vsus, it concerneth vsus so much as we can to redresse it; and therefore vse all good meanes, to cut off all occasions of clamours, and of discrediting our selues, and our schooles, and to contend for the greatest profiting of our children, aswell in this, as in any other part of learning; the vse of this being, as we heard, most generall and perpetuall.
Spoud.
You hauehave directed mee very rightly how to aunswere such Parents: now I shall be able to shew them where the fault is, and bee calling vponupon them to redresse this at home. I shall also indeuor to put all this in vre, and more as you make the particulars more fully known vntounto me; and as I shall finde by triall the fruit heereof. But now, that you hauehave thus satisfied me in all these my doubts; I cannot but demand yet one other point, wherein I finde another great want, though not comparable to the former; because there is not so much vse of it: which is about the ordinary numbers or numbring. For I am much troubled about this, that my readers and others aboue them, are much to seeke in all matters of numbers, whether in figures or in letters. Insomuch, as whē they heare the chapters named in the church, many of them cannot turn to them, much less to the verse.
Phil.
This likewise is a very ordinary defect,An ordinary fault, that most schollars are to seek in matters of common numbers, which they may bee taught in an hower or two. & yet might easily be helped by common means, in an howr or two. I call it ordinary, because you shall hauehave schollars, almost ready to goe to the Vniuersity, who yet can hardly tell you the number of pages, sections, chapters, or other diuisions in their books, to find what they should. And it is as you say, a great & a fowle want; because, without the perfect knowledge of these numbers, schollars cannot help themselues by the Indices, or Tables of such books, as they should vse, for turning to any thing of a sodaine: although it be a matter wherof they should hauehave vse all their life long. And to conclude, it is a great neglect, because it is a thing so easie, as that it may be learned in so short a time, only by most vsuall meanes, as by these following. For numbers by letters, vse but only to appose them,Numbers by letters knowen easily, yet oft neglected. according to the direction in the latine Grammar at Orthographia, & they will do them presently. As if you aske what I. stands for, what V. what X. what L. &c. And back againe, what letter stands for one, so what for fiue, or forten. But specially if you desire to hauehave them very ready herein, cause them to hauehave these written, & then to practice to read them ouer often, vntil that they can answer any of them perfectly. Warn them also to remember alwaies▪ that any number set after a greater, or after the same nūber, doth add so many mo, as the value of that later nūber is. As, I. set after X. thus, XI. doth make eleuen. XV. fifteen▪ XX. twentie. But being set before, they doe take away so▪ many as they are: as I. before X. thus, IX. nine.
If you wish an example more at large this may serue; let each of them that should learne hauehave a briefe of these, after this maner, to shew them all the chiefe numbers. I. one, II. two, III. three, IIII. or IV. fowre, V. fiue, VI. six, VII. seauen, VIII. eight, IX. nine, X. tenne, XI. eleuen▪ XII. twelue, XIII. thirteene, XIIII. fourteene, XV. fifteene, XVI. XVII. XVIII. XIX. XX. XXI. XXV. twenty fiue, XXX. thirtie, XL. fortie, L fifty, XC. ninetie, C. a hundreth, D. fiue hundreth, M. a thousand. And thus much shortly for numbring by letters.
For the numbers by figures,Numbers by figures. this rule must also be obserued; That the figures do signifie in the first place so much o…ly, as if they were alone, or one time so many. In the 2. place tennes, or tenne times so many. In the third place, hundreths, or a hundreth times so many. In the fourth place thousands, or a thousand times so many. In the fift place ten thousands. In the sixt place hundreth thousands; the places being reconed from the right hand to the le…t. As for example, 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. twentie. 21. 22. 23. &c. 30. thirtie. 31. 32. 40. fortie, 41. &c. 50. fiftie 51. 60. sixtie, 70. seauentie. 80. eighty. 90. ninetie 100. a hundreth. 101. a hundreth & one, 102. 110. a hundreth and ten. 120. a hundreth & twenty. 130, &c. 200. two hundreth, &c. 1000. a thousand. 10000. ten thousand. 100000. a hundreth thousand.
These beeing learned backewards and forwards, so that your schollar be able to know each of them, to call them or name them right, & to find them out, as the child should finde any letter which he is to learne: in a word, to tell what any of these numbers stand for, or how to set downe any of them; will performe fully so much as is needfull for your ordinarie Grammar schollar. If you do require more for any; you must seeke Records Arithmetique, or other like Authors and set them to the Cyphering schoole.
Spoud.
This is a defect that I see is most easily supplyed by a very little paine and care in examining. I hauehave troubled you ouerlong in this, beeing in it selfe so very a trifle, though the want generally be to bee blamed. Now therefore let vsus hasten vntounto our profession for the Grammar Schoolemaster. For I desire earnestly to be in our owne element, as more befitting and beseeming our place.
Phil.
I am very willing to make all the haste that we can:Why this Dialogue is so long for this I see, that though wee neither vse digressions, nor needlesse words; yet this our conference will proue verie long, before that I can make my mind plain vntounto you. Vnlesse I should be so short, as either to be obscure, or to omit many things which I take to be very necessarie: But yet before we come to make entrance into the Latine, if we doe keepe order, wee are to goe through the way of writing, as being more generall, and which chiefly appertaineth also to our English tongue; in respect of our more frequent vse of it: I meane chiefely for the writing of our ordinarie hand called the Secretarie hand, which is almost wholly in vse amongst vsus.