The Grammar School, Table of contents – Errata 2
THE SEVERALL CHAPTERS, WITH THE PARticular Contents of them.
CHAP. I.
1 A Discourse betweene two Schoolemasters, concerning their function: in the end determining a conference about the best way of teaching, and the manner of proceeding in the same.
Herein these particulars:
The Schoolemasters place, ordinarily, wearisome, and thankelesse.
They, who hauehave felt the euils of labouring without fruit, will neyther spare trauell nor cost to helpe the same.
Many honest hearted & painful Schoolemasters vtterly discouraged, and liuing in continuall discontentment, through lacke of knowledge of a right course of teaching.
Some few God much blesseth in this calling, thogh rare.
More true contentment to bee found in this calling, rightly followed, then in any recreation.
The fruits of this, most sweet in the remembrance.
Knowledge and practice of the best courses will much augment the blessing of our labour, and fill our liues with contentment.
How the way of all good learning may bee made more easie, then euer in former ages.
Many worthy helpes lie hid from the greatest part, only through neglect.
A briefe rehearsall of the chiefe contents, for the better entring into the conference, & for giuing more light and life to all that followeth.
The manner of proceeding in this conference.
CHAP. II.
2 WHen the schollar should first be set to the school. Branches;
The time of the first entrance in countrey schooles, at seuen or eight yeare olde.
The child of any ordinary towardlines, to begin to learn about fiue yeare olde. Reasons and benefit of it.
Two or three yeares may be gained hereby, to fit them sooner for the Vniuersity.
Parents ought to labour to see their childrens good education before their eyes, so soone as may be.
Obiections against setting children so young to the schoole, answered.
CHAP. III.
3 HOw the schollar may be taught to reade English wel and speedily, to fit him the sooner and better for the Grammar schoole.
Herein these things handled;
The inconueniences of hauing the Grammar schooles troubled with teaching A. B. C.
How this might be remedied by some other schooles in each towne for that purpose.
The redresse hereof to besought.
To be borne with patience, where it cannot be auoyded; and the burden of it to be made so light as may be.
The first entring of children to be looked to heedily.
To teach to reade wel, a matter of good commendation.
Griefe & discredit to the Schoolemaster for want of this.
To teach to call and pronounce each letter right.
How to know their letters the soonest.
To spell, and take a delight therein.
Some of the hardest syllables and words set downe, for the practicing children in spelling of them; to helpe by them to spell any other speedily, and for writing true Orthography.
Of ioyning syllables together.
Bookes to be first learned of children.
In what time children well applyed, may learne to reade English.
Diuiding and distinguishing syllables.
The pleasantest way to teach the little ones, to pronounce their letters, and to spell before they know a letter; and how to doe it.
Any one who can reade, may thus enter children, if they wil follow the directions; and so a poore body may make an honest liuing of it, and free the Grammar schooles.
Complaints for children for getting to reade English, when they first enter into Latine; and how to auoyde them.
The iust complaint of want of care in our schooles, for proceeding in our owne tongue, as in the Latine or Greeke; wheras our chiefe care should be for our owne language: and reasons for it.
How schollars may increase continually, as fast in our own tongue as in the Latine.
The chiefe fault of children going backe in English, when they begin to learne Latine, is in the Parents.
An ordinary fault, that schollars are to seeke in matters of common numbers; and how to redresse it.
CHAP. IIII.
OF writing. How the Master may direct his schollars to write faire, though himselfe be no good pen-man.
Herein these particulars:
Faire writing a great benefit and ornament to schooles.
The opinion is fond, that a good schollar cannot be a good writer.
The trouble of Schoolemasters, for want of this skill to teach their schollars how to write.
When the schollars should begin to write.
To hauehave all necessaries thereunto, and books kept faire.
Each to learne to make his owne pen, and how.
Holding the pen, and carrying it lightly.
In stead of setting copies, to hauehave little copie-bookes fastened to the tops of their bookes; and those of the best which can be procured.
Manner of their copie-bookes and copies.
Inconuenience of following diuers hands.
Euils of the want of such copie-bookes.
Faire writing to be practiced by all the schollars once eueryevery day.
General rule in writing, to make all like the copie.
How to keepe euen compasse in writing, not ouer-high not too low.
Benefit of ruling-pens for each, and what ones.
The bookes of the young beginners to bee ruled with crosse lines.
The compasse in greatnes and neerenes of the letters.
Ioyning the letters in writing.
Writing straight without lines.
Speciall furtherances for the first enterers, when they cannot frame any letter.
Leisurely drawing the letters as the Painter, a chief help.
To obserue ornaments of writing.
To make all the letters most plaine.
Mischiefes of getting a bad hand first.
What the Master is to doe, to the end that he may learne to teach his schollars to write faire.
To walke amongst the schollars, to see that they obserue their directions, and to marke all faults in writing.
This skill is to be gotten, to auoyde the euils by wandring Scriueners.
The vse of Scriueners in Grammar Schooles, what.
The summe of the principal directions for writing, to be euer in memory.
CHAP. V.
CErtaine general obseruations to be knowen of Schoolmasters, and practiced carefully; chiefly in all Grammar learning.
1. That schollars bee taught to doe all things with vnderstanding, and to hauehave a generall knowledge of the matter before.
To do all things by reason with vnderstanding, brings almost double learning, besides ease and delight.
Reading without vnderstanding, is a neglect of learning.
Triall of difference betweene learning with vnderstanding and without.
Verses of Horace to this end, worthy to bee written in letters of golde, to be imprinted in the memories of all.
How some writers hauehave so far gone beyond others in eloquence, thorough their ripenesse and vnderstanding.
How to teach all to be done by vnderstanding.
2. To learne onelyonly such things as whereof they may hauehave good and perpetuall vse.
3. To note all hard words or matters worthie obseruation, and the manner of marking them.
4. To learne all things so perfectly, as the former may be insteed of a Schoolemaster to the later.
5. That the whole schoole be diuided into so few forms, as may be; with reasons for the same.
6 To hauehave a great care that none be discouraged, but all to be prouoked by emulation and desire of praise.
A sentence of Tully to this purpose worthie to be euer before the Masters eye.
Strift for victories the most commendable plaie and a chiefe meanes to make the schoole Ludus Literar…us.
7. Each to hauehave his aduersary: and they to be so matched and placed as all may be done by equall strift.
8. To vse euer to examine the most negligent.
9. Continuall care of pronouncing.
10. To hauehave some exercise of memory daily, for making excellent memories.
11. To hauehave the best patternes of all sorts that can bee gotten.
12. The Masters to incourage themselues and their schollars continually.
12. Constancie in good orders, with continuall demonstration of louelove, to doe all for the greatest good of the schollars.
CHAP. VI.
HOw to make children perfect in the Accedence.
Herein these particulars:
The vsuall manner of learning to reade the Accedence.
The ordinary manner of getting the Accedence without booke.
The best meanes, for learning to reade the Accedence.
Generall rule in learning without booke, or getting whatsoeuer seemeth hard, To take but a little at a time.
To cause them first to vnderstand their lectures and how.
Admonition to Masters, desirous to do good; To be as the Nurses with little children.
Example how to make children to vnderstand, by shewing the meaning, and by asking questions.
In what points of the Accedence, the chiefe labour would be bestowed to make young schollars very perfect▪ viz. in all kinde of declining.
How to be most speedily perfect in the Verbs; which are a mean foundation, and wherin the greatest difficulty lieth.
No paines can be too great in Nownes and Verbs vntill they be exceeding perfect.
Two generall obseruations in the English rules: what parts of the English rules, to be made most perfect in.
Helpe for examination of the Accedence: viz. The questions of the Accedence, called the Poasing of the English parts. Other needfull questions adioined to the end of the same.
CHAP. VII.
HOw to make schollars perfect in the Grammar.
What is done ordinarily in schooles in teaching Grammar.
What things are requisite in learning Grammar.
How to get the Grammar with most ease and fruite.
Benefit of Lillies rules construed.
Learning the rules without booke.
Construing the rules without booke.
How to do where leasure is wanting.
How to examine so as to make your schollar to answer any question of his Grammar; with an example thereof.
To appose only in English, where children are too weak to answere in Latine.
Examining in the Latine Nownes and Verbes.
Examining the Syntaxis, and helpes thereunto.
Repeating titles and margents, or the beginning of the rules, in a continued speech, to keep the rules perfectly.
Helpe for hearing part in straights of time.
Helps for further vnderstanding the rules.
The sum of all, wherin chiefe care would be had.
A perfect saying eueryevery rule, not so absolutely necessarie.
To turne to each hard rule in parsing, a helpe to make Schollars perfect in the Grammar.
Grammar to be made as a Dictionary to the Schollars.
CHAP. VIII.
OF Construction, or of construing Authors, how to make all the way thereof most easie and plaine.
Herein these particulars:
Things seeming difficult in construction.
The ordinary toile of Masters about giuing lectures, & making their schollars able to construe.
Difficulty in taking lectures, in propriety of words and sense.
Griefe of the Masters for their schollars forgetting that which they hauehave learned.
The waie of construing most plaine, by practice of the Rule of construing, and of Grammaticall translations.
The rule of construing vnheard of to the most.
The rule set downe by sundry learned Grammarians.
The rule according as Master Leech hath set it downe.
The rule according to Crusius.
The rule expounded more at large, though the curious handling of it be left to some others.
The sum of the rule briefly.
An example of construing and of Grammaticall translations according to the rule: wherin may be seene the generall benefits therof, for resoluing Latine into the Grammaticall order, construing, parsing, making Latine, and trying it.
The chiefe reason of the benefits.
Benefits of translatiōs according to the rule, set down more particularly.
Things specially obserued in the translations of the Schoole Authors.
How to vse the translations, so as to attaine the former benefits.
Obiections against the vse of translations in Schooles, answered.
The vses and benefits mentioned, cannot be made of any other translations of the Schoole Authors, except of the Grammaticall: and the reason of it.
Som exampls of other translations, to manifest the truth hereof.
Grammatical translations separate from the Latine, cannot indanger any to make them truants.
How to preuent idlenesse or negligence in the vse of the translations.
These no meanes to make Masters idle, but contrarily to incourage them to take all paines.
The account to be iustly made of such translations.
Schoole Authors translated Grammatically.
Other bookes also translated Grammatically for continuall helps in Schooles.
What helpes to be vsed for construing higher Authors, and so for construing ex tempore.
The higher fourmes to practice to goe ouer so much as they can, construing ex tempore.
CHAP. IX.
OF Parsing and the seueral kinds therof. How children may parse of themselues, readily and surely.
The particular branches are these;
The vsuall manner of teaching to parse.
The certaine direction for parsing.
To parse as they construe, marking the last word.
To obserue carefully, where they hauehave learned each word, what exāple eueryevery word is like; so to parallel by exā ples, each thing which they hauehave not learned in their rules.
An example of parsing, set downe at large for the rudest.
Manner of hearing lectures amongst the lower.
How to knowe by the words what part of Speech each word is.
How a childe may knowe, of what Coniugation any Verbe is.
Much time and toyle in parsing, thorough examining each word by the Master, how helped.
The surest, shortest & speediest way of parsing, to parse as reading a lecture.
How to helpe to prepare the children for parsing at taking lectures, by shewing them onelyonly the hard words, that they may take most paines in them.
Example of marking the hard words amongst the first enterers.
Marking the hard words helpeth much, and preuenteth many inconueniences.
How to oppose so as children may get both matter, words and phrase of each lecture, with examples of it in the first Authors: and how to make vse of each Author.
Parsing in the higher fourmes, and to do all in Latine.
The sum of all for parsing.
CHAP. X.
OF making Latine. How to enter children to make Latine, with delight and certainty; without daunger of false Latine, barbarous phrase, or any other like inconuenience.
Particular points;
To enter children to make Latine, a matter ordinarily extreamly difficult and full of toyle, both to Master and Schollar.
The vsuall manner in country Schooles, to enter children to make Latine.
The shortest, surest, and easiest way, both to Master and Schollar, for entring to make Latine.
Making first the Latine of their lectures, and giuing a reason of each word. Example of it.
Continuall construing, parsing, and reading their Authors out of Grammaticall translations, is continuall making pure Latine, to cause children to come on in it very fast.
Choosing fit sentences out of Authors, for the children to make of themselues.
The maner of the entrance of children to write Latine, so as to profit in English, Latine, Writing faire and true, all vnderunder one labor.
How to hauehave their bookes ruled to this purpose.
Manner of dictating the English to schollars, when they are to learne to write Latine.
Making and setting downe the Latine, by the Schollars.
Benefit of it for, certaine direction both to Master and Schollar.
Further vse to be made of the Latine so set down, to make it fully their owne.
Composing the Latine into the order of the Author.
Tullies Sentences, the fittest book to dictate sentences out of.
An example of the manner of dictating, and writing downe both English and Latine.
Translating into pure Latine, and in good composition of themselues, trying who can come neerest vntounto Tullie.
How to preuent stealing, and writing after one another.
How to goe on faster, and dispatch more in making Latine.
Translating into English of themselues, after M. Askams maner; and after, reading the same into Latine again, or writing it.
The most speedy and profitable way of translating for young schollars.
How to translate an Authour into Latine, or any peece thereof.
Such translating onelyonly for Schollars well grounded.
Summe of all for making Latine.
CHAP. XI.
OF the Artificial order of composing, or placing of the words in prose, according to Tully, and the purest latinists. Herein these particulars:
Pure composition a matter of difficulty.
The error of young Schollars, displacing sentences, in an imagination of fine composition.
Composition generally belonging to all Latine.
Rules of composition, as they are set down by Macropedius, in the end of his Method of making Epistles.
More exquisite obseruation in placing and measuring sentences.
CHAP. XII.
HOw to make Epistles imitating Tully, short pithy, sweet Latine and familiar, and to indite Letters to our friends in English accordinglie. Herein these things;
Difficulty of making Epistles purely, and pithily.
The ordinary meanes of directing Schollars to make Epistles.
Difficulty for children, who hauehave no reading, to inuent variety of matter of themselues.
Helpes for making Epistles, by reading Tullies Epistles, and imitating them.
Making answeres to Epistles.
Examples of imitating Epistles, and answering them.
CHAP. XIII.
OF making Theames full of good matter, in a pure stile and with iudgement.
Herein these branches;
The ordinary manner of directing schollars how to enter to make Theames, according to Apthonius precepts.
The inconueniencies of that course for yong schollars; and that it is hard enough for many teachers.
Difficulty in making Theames, because schollars are not acquainted with the matter of them.
The schollar is oft beaten for his Theame, when the Master rather deserueth it.
To consider the end of making Theames.
The meanes to furnish the schollars for Theames.
Presidents or examples for Theames.
Presidents for matter, to furnish schollars with store of the best matter.
Reusneri Symbola, a booke meete to this purpose; and chiefly for trayning vp young Gentlemen, and all of chiefe sort and condition.
How to vse Reusner for Theames.
An easie direction for Theames, to be handled according to the seuerall parts thereof.
Imitation of Exordiums and Conclusions.
Other Authours for matter.
Helpes for inuention of matter.
The knowledge of the ten grounds of Inuention, the readiest way.
The Art of meditation most profitable and easie for help of inuention.
Presidents for the forme and manner of making Theames.
Declamations and patternes for them.
Declamations fit for the Vniuersities, or for the principall schollars in Grammar schooles.
Manner of writing down Theams by schollars of iudgement.
Making of Theames ex tempore, a matter of great commendations, if it be done schollar-like.
The way to make Theames ex tempore.
A most easie and profitable practice, to helpe to make Theames ex tempore.
Whereto be stored with matter and words for each part of the Theame.
Helpe for supplying wordes and phrases.
Common-place bookes, a singular helpe.
Orations.
Orations belong specially to the Vniuersities.
Examples of Orations.
Orations ex tempore.
Summe for Theames.
CHAP. XIIII.
OF versifying. How to enter to make verses with delight and certainty, without bodging; and to traine vp schollars to imitate and expresse Ouid or Virgill, both their phrase and stile.
Herein these particulars:
Poetry rather for ornament then for any necessity.
There may be commendable vse of Poetry.
The ordinary difficulty of Poetry.
The folly of some in this kinde.
The most plaine way how to enter to make verses, without bodging.
Turning the verses of their Lectures into other verses.
Of contracting or drawing seuen or eight verses into foure or fiue; and the certaine benefit of this exercise.
To make verses of any ordinary Theame.
To versifie ex tempore.
Helpes for versifying.
CHAP. XV.
THe manner of examining and correcting exercises.
Herein these particulars:
Examining exercises neuer to be omitted.
Generall faults wherein schollars doe commonly slip.
To reade ouer their exercises first in naturall order.
To parallel each thing by examples.
To looke to elegancy and finenesse of composition.
Neuer to thinke any thing laboured enough.
Aduersaries to note faults in one anothers exercises.
The manner of examining exercises by the Master.
Speciall faults in the highest fourmes.
Care that they doe correct their exercises presently.
CHAP. XVI.
HOw to answere any needfull question of Grammar or Rhetoricke.
Herein these things;
To answere any Grammar question, a thing commendable.
How to answere any difficult Grammar question.
Most of the difficulties of the auncient Classicall Authours, collected briefly by M. Stockwood.
How to answere the questions of Rhetoricke.
How to answere the questions of Tullies Offices.
CHAP. XVII.
OF Grammaticall oppositions. How to dispute schollar-like of any Grammar question in good Latine.
Herein these branches:
To vse the helpe of Master Stockwoods disputations of Grammar.
Benefits of such scholasticall oppositions.
Disputations of morall Philosophy belong rather to the Vniuersities.
How these may be done, and how farre.
Obiection answered, for disputing out of Master Stockwood.
Euils of inforcing schollars to exercises, with the examples whereof they are not acquainted first.
Benefite of hauing the best paternes.
CHAP. XVIII.
OF pronouncing naturally and sweetly, without vaine affectation.
Herein these particulars:
The excellency of pronuntiation.
Pronuntiation ordinarily hard to bee attained in schooles.
How schollars may bee brought to pronounce sweetelie.
Children to be trai…ed vp to pronounce right from the first entrance.
To vtter eueryevery matter according to the nature of it.
What they cannot vtter in Latine, to learne to doe it first in English, then in Latine.
To cause sundry to pronounce the very same sentence in emulation.
To be carefull, chiefly for pronuntiation, in all Authors wherein persons are fained to speake.
Poetry to be pronounced as prose, except in scanning.
Further helpes in pronouncing.
To marke in each sentence, in what word the Emphasie lyeth.
Care in pronouncing exercises.
The more exquisite knowledge and practice of pronouncing, left vntounto the Vniuersities.
CHAP. XIX.
OF speaking Latine purely and readily.
Complaint of the difficulty to traine vp schollars to speake Latine.
The generall errour, for the time when schollars are to begin to speake Latine.
To learne to speake Latine should be begun from the first entrance into construction.
The surest course for entring young schollars to speake Latine.
How the Master himselfe may doe it easily before them.
The daily practice of Grammaticall Translations, and chiefly of reading bookes of Dialogues out of English into Latine, is a continuall practice of speaking Latine.
Difficulty to cause schollars to practice speaking Latine amongst themselues.
Inconueniencies of Custodes for speaking Latine.
Inconuenience of one schollar smiting another with the Ferula.
The best meanes to holde schollars to speaking Latine.
How any one may by himselfe alone, attaine to speake Latine in ordinary matters.
For them who desire to come to ripenesse and purity in the Latine tongue, Goclenius his obseruations of the Latine tongue, is of singular vse.
CHAP. XX.
HOw to attaine most speedily vntounto the knowledge of the Greeke tongue.
Herein these branches;
The Greeke may be gotten with farre lesse labour then the Latine.
One benefite of the perfect knowledge of the Greeke Testament alone, worthy all our labour to be taken in the Greeke.
M. Askams testimony concerning the Greeke tongue, and the excellent learning contained in it.
The way to the Greeke, the same with the Latine.
How schollars of vnderstanding and iudgement may take a shorter course.
To vse M. Camdens Grammar.
Grammatica Graecapro Schola Argentinensi per Theophilum Golium, may serue in steede of a further exposition of Camden.
To begin construction with the Greeke Testament, and why.
To striue to hauehave the Scriptures as familiarly in the Originals, as the Iewes had the Hebrew.
Those who purpose to hauehave any smattering in the Greek, to hauehave it in the Testament, and why.
The Testament compared to other Greeke Authours.
The Testament a notable entrance to all other Greeke Authours.
How schollars may be made most perfect in the Greeke Testament.
The speediest way to the Greeke, To get the Radices first.
The easiest way, how to learne the Greeke Radices.
How any may soone learne to reade the Greeke, before they learne the Greeke Grammar.
How the Nomenclator of the Greeke Primitiues might be made of singular vse.
Helpe for committing wordes to memory.
Caueat in remembring.
The Greeke Radices contriued into continued speeches, may be gotten soonest of all.
The readiest and surest way of getting the Testament▪ By a perfect verball translation, separate from the Greeke.
How by the help of such a translation, any who hauehave but a smattering in the Greeke may proceede of themselues in the Testament.
This cannot be so done by the interlineall, or hauing the Greeke and Latine together, and why.
How schollars of iudgement may vse the interlineall.
How to proceede in other Authours.
The benefit of such translations of some of the purest Greeke Authours.
Parsing in Greeke.
Helpes for parsing in Greeke.
Helpes for knowledge of the Poets.
How to write in Greeke purely.
How to write faire in Greeke.
Versifying in Greeke.
Summe of all for the Greeke.
CHAP. XXI.
HOw to get most speedily, the knowledge and vnderstanding of the Hebrew.
Herein these branches;
The knowledge of the Hebrew may be the soonest gotten, and why.
Manner of learning the Grammar, and what Grammar to be vsed.
The getting the Hebrew Radices, a chiefe helpe.
Manner of committing the Radices to memory.
Examples of helping the memory in learning the Hebrew Radices.
The benefit of comparing the tongues.
The best Epitome for learning the Radices.
The way might be more compendious by the rootes reduced to Classes.
Continuall practice of perfect verball Translations, a singular helpe.
A Student hauing opportunity cannot be better imployed, then in getting perfectly, and imprinting the originals in memory.
The Latine, Greeke and Hebrew, may bee the soonest gotten by such perfect Translations in each tongue.
How much and what to learne in all things.
CHAP. XXII.
OF knowledge of the grounds of Religion, and trayning vp schollars therein.
Herein these heads;
Schollars are to be trained vp in Religion.
Religion most neglected in Schooles.
The Popish Schoolemasters shall rise vp in iudgement against all who neglect it.
Teaching the Catechisme, and when.
Examining the Catechisme.
Taking notes of Sermons.
Setting downe all the substance of the Sermons, in the higher fourmes.
Manner of noting, for helping vnderstanding and memory.
To translate the Sermon into Latine, or to reade it into Latine ex tempore.
Examining Sermons.
Repetition or rehearsall of the Sermons.
Benefit of strict examination of Sermons.
How the repetition may be done readily.
How to goe through the History of the Bible, and the manner of examining it.
Obiections answered.
How to teach the schollars ciuility.
CHAP. XXIII.
HOw to vnderstand and remember anie Morall matter.
Herein these things;
A principall helpe of vnderstanding, to cause children to vnderstand and remember by questions.
An example hereof.
Helpe in priuate reading, by questions.
CHAP. XXIIII.
SOme things necessarie to be knowen, for the better attaining of all the parts of learning mentioned before: as,
1. How the Schoolemaster should be qualified. Herein these branches;
The Schoolemaster ought to be sufficient to direct his Schollars, or tractable and willing to be directed.
The Schoolemaster must be painfull and constant, of conscience of God.
He must cast off all other studdies at schoole times.
He must not post ouer the trust to others.
The Schoolemaster must be of a louing disposition, to incourage all by praise and rewards.
He ought to be a godly man, and of good cariage.
To seeke to gaine, and maintaine authority, and how.
CHAP. XXV.
OF the Vsher and his office.
Herein these particulars;
An Vsher necessary in all greater Schooles.
Euils of lacke of an Vsher.
The Master burdened with all, is, as the Husbandman ouercharged with more then he can compasse.
Supply by Schollars, not sufficient.
Sufficiency of the Vsher.
The Vsher to be at the Masters command.
To be vsed with respect.
The Vsher not to meddle with correcting the highest Schollars.
The Vsher to vse as little correction as may be, vnlesse in the Masters absence.
The Vshers principall imployment with the younger, to traine them vp for the Master.
To preuent all inconueniences by the Vsher.
CHAP. XXVI.
HElpes in the Schoole besides the Vsher.
Seniors in each fourme.
Particular helpe, a Subdoctor in place of the Vsher, or where one Vsher is not sufficient.
Sorting the fourmes, so many into a fourme as may be.
Choise and matching each forme equally, that all may sit as matches.
Benefits of this election.
This equall matching all, a chiefe meanes to make the Schoole Ludus L…terarius.
CHAP. XXVII.
OF gouernment and of authority in Schooles.
Herein these branches;
Gouernment, the helpe of helps.
Authority, the top of gouernment.
Authority how to be maintained.
The Masters and Vshers to be as liuing laws, to maintaine their authority.
Authority maintained by most strict execution of iustice, by rewards and punishments.
Incouraging vertue, discouraging vice, to maintaine authority.
The euils of neglect hereof, and of partiality.
Authority to be maintained by a continuall demonstration of conscience, and louelove to the schollars.
By being Presidents of all vertue.
Extream seuerity, & whipping, to be auoided in schooles; and all meanes vsed to preuent it.
Reasons.
Difficulty for the Master to moderate his passions oftentimes, if he striue to doe good.
CHAP. XXVIII.
OF Preferments and incouragements.
Herein these particulars:
Incouragements to be by these meanes;
Often Elections.
Countenancing and gracing the Seniors, and all the best and most painfull.
Putting vp into higher fourmes.
Giuing places.
Commending eueryevery thing well done.
Caueat in commending.
Disputation for the victorship.
Praemia to be giuen to the two Victors.
Office of the Victors for their praemia.
Solemne examination to bee made once euerie yeere.
Exercises to be prouided against that time.
To keepe their daily exercises faire written in bookes, to try their profiting▪ by comparing with the former.
A course of examination to be appointed: and the same first to be performed by the Masters and Vshers; after by others not satisfied.
All dooing well to bee praised, the best specially graced.
Benefits of this set solemne examination.
All Parents to hauehave notice before such examinations.
To labour by all meanes to worke a conscience in all the Schollars, to do all of dutie and louelove to God, and how.
Some excellent sentences to be oft inculcated, to worke in the Schollars a louelove of learning.
CHAP. XXIX.
OF execution of iustice in Schooles, by punishments. Herein these particulars:
To punish vnwillingly.
To proceede by degrees in punishing.
A note which may be tearmed the black Bill, of principall vse, and most auaileable in punishing & reforming.
Manner of the blacke Bill, to depriue all chiefe offenders of the benefit of play daies.
To cause all such to knowe aforehand, what to looke for.
To view the formes before play, and to separate all the disobedient and vnworthy, to be left to their taskes.
Care that their taskes be strictly exacted.
Notorious offenders, or stubborne boies, to sit so many dayes, vntill that they shew good tokens of amendment.
Benefit of this punishment, strictly obserued, and why.
Correction with rodde to be vsed more seldome, and chiefly for terror.
Caueats in correcting.
Manner of correcting the stubborne, and vnbroken.
Not to suffer any to goe away in their stubbornnesse.
To be wary to auoide all smi…ing or hurting the children.
Caueat of threatning.
That the Maister doe not abase himselfe, to struggle with any stubborne boy.
To auoide all furious anger and cha…ing.
How correction should euer be taken.
Sparing the rodde where necessitie requireth, is to vndoe the children.
Assurance of safety in correction, when it is done aright.
Anger necessary in Schoolemaisters, so it bee tempered aright.
Meanes to represse furious and raging anger.
Places of Scripture to bee euer in our mindes, for the repressing and moderating our anger.
Danger of rash anger when it exceeds.
Occasions of anger, left to the calling of the Schoolemaisters, to humble and exercise them.
Three lessons for preuenting anger.
The danger of hauing the rod, or ferule euer in the hand of the Maister or Vsher.
The surest way to hauehave nothing ordinarily, but grauitie and authoritie.
The time of inflicting common punishments.
Such as in whom is no hope of reformation, to bee sent from Schoole in time.
CHAP. XXX.
OF School-times, intermissions, and recreations.
School-time to begin at sixe.
The Vsher to be euer present at sixe of the clock, though onelyonly to ouersee all.
How to make children to striue vvho shall bee first at Schoole without correction.
Daily intermissions at nine, and three of the clock, for a quarter of an hower or more.
To sing part of a Psalme before breaking vp at night, and each to begin in order, and to giuegive the tune.
Intermissions at nine of the clocke and three, not offensiue, when they are once knowne.
Benefits of intermissions.
None to stirre forth of t…eir places at Schoole-times, but vponupon vrgent occasions.
The time of the intermissions may be gayned dayly, and sundry inconueniences preuented.
Weekely recreations.
Before breaking vp to play, to make Verses ex tempore, or to cap Verses.
The best manner of capping Verses.
The greatest commendation in these.
Manner of their recreations.
The recreations of the studious to be regarded.
Ouermuch play to be carefully auoided.
CHAP. XXXI.
INconueniences growing by diuersity of teaching and of Grammars.
How this helped.
CHAP. XXXII.
Euils by ordinary absence of Schollars.
CHAP. XXXIII.
DIscouragements of Schoolemaisters, by vnthankefulnesse of parents.
Remedies against such discouragements.
CHAP. XXXIIII.
WHat Children to be set and kept to learning.
What Schollars to be sent to the Vniuersities.
None to bee sent to the Vniuersities before fifteene yeares of age at least.
The best courses to be practiced.
CHAP. XXXV.
A Briefe rehearsall of the chiefe points and special helps, mentioned through the whole booke.
The principall heads of those things, vvhichwhich vvould bee euer kept in memory by the Maister, to bee continually put in practice.
Mt. Askames steppes to good learning: with a briefe direction of Melanchtons.
FINIS.
STudious Reader, I thought meete to giuegive thee notice, that my Translation of Sententiae Pueriles, and of Cato, are now vnderunder the Presse; and the former of them, within a day or two, ready to come forth. Expect the other, shortly after.
Postscript.
PAge 53. line 3. reade by that. p. 78. l. 35. for declension read Gender or declining. p. 87. l. 16. for euer reade a…way. p. 115. l. 9. put in so far as I know p. 116. after the 11. line, put in so mothers for most part. p. 191, l. …7. put out …ound. p. 202. l. 25 for of Grammatica, read at Grammatica. p. 2…0. l. 32▪ put out secondly. p. 251. l. 20. for most, read many. p. 274. l. 22. put out kinde. 297. l. 35. for rest, read: rise.
Faults escaped by the Printer.
IN PAge 20. line 3 the Alphabet should hauehave beene distinguished by threes, thus; A b c. d e f. g h i. and so for the rest.
| Page | Line | False | True. |
| 20 | 25 | thus | this |
| 30 | 24 | long | longest |
| 30 | 36 | a booke | bookes |
| 31 | 22 | m. i t. | m c.t. |
| 31 | 30 | without | or without |
| 46 | 1 | Third | A third |
| 56 | 9 | of | or |
| 59 | 29 | manuifoelicis | manuifoelici |
| 63 | 3 | parsed | poased |
| 63 | 27 | parsing | poasing |
| 72 | 23 | more | most |
| 73 | 1 | goe truely | goe surely |
| 79 | 3 | speedily | specially |
| 102 | 12 | Que | Que |
| 18 | Virtutem. | virtutum | |
| 36 | weapon | weapons | |
| 114 | 9 | must | will |
| 137 | 2 | àscio | ascio |
| 144 | 3. & 11 | vincit | vincet |
| 179 | 31 | fittest | fit…est |
| 182 | 17 | curiously | cursorily |
| 192 | 1 | in manner | in good manner |
| 221 | 37 | so great | great |
| 231 | 16 | Nomenc…aton | Nomenclator |
| 234 | 35 | Th…ogius | Theognis |
| 235 | 22 | his | this |
| 236 | 19 | be also | also |
| 241 | 13 | who | which |
| 278 | 24 | oderint | oderunt. |
Page 200. in the margent against line 18 for yongest▪ read highest:
End of the text · John Brinsley, The Grammar School (1612)