The Grammar School, Chapter 6

The Grammar School · Chapter 6

p. 52CHAP. VI.

How to make children perfect in the ACCEDENCE.

Spoud.

FOR the Accidence then, I pray you acquaint mee what you hauehave learned, how children may get it most speedily; and how they may be made so very perfect in it, as to answere so readily to any question thereof, as you did affirme that they may; and to make the right vse of it.

Phil.

You must euer first let me heare of you, what course p. 53you hauehave taken, and what you thinke to bee ordinarie in Schooles, and then I will supply whatsoeuer I hauehave learned; for that all shall be the better conceiued.

Spoud.

For reading ouer their Accedence,The vsuall mā ner of learning to reade the Accedence. this is all that I hauehave vsed; To let them reade it ouer eueryevery one by himselfe by lessons, as in reading other English: and so to heare them one by one, as they can say. In the harder lessons to reade it ouer before them. Thus I make them to reade ouer their Accedence once or twise within the book, before they doe get it without booke.

Secondly,The ordinarie manner of getting the Accedence without booke. for getting it without booke, I cause them to doe likewise, and to say as oft as they can. To keepe that which they hauehave learned, by weekely repetitions, and by saying parts. And for the meaning, to teach it after by practise. Now I pray you shew me your iudgement, and vouchsafe me your help.

Phil.

My iudgement is, according to my experience, that though this be the ordinary course,The wants in this course. yet it may be done with farre greater ease, in lesse time and with much more profit, to effect your desire: yea, to teach ten or twelue as soon and readily as you shall teach one. Also to make them more full of vnderstanding, that they shall be able to make right vse of their rules, to enter into construction, and goe forward readily together in construing, parsing & making Latine. Whereas otherwise they must be taught the vnderstanding and vse of it after: which shall be another labour, and bee as if they had not learned it at all before. Now th… meanes how all this may be effected are these:

1 For reading the Accedence.

So soone as they enter into the Accedence,The best means for learning to read the Accedence. put so many of them into a fourm as you can well, to enter together; as was shewed before. And therein first, reade them ouer their lesson, telling them the meaning shortly, to make them a little to vnderstand it: and so they will learne it much sooner. Then let them one helpe another, as they will doe learning together,Euer one to be reading, all the rest marking & helping. and eueryevery one will draw on another; one of them euer reading ouer the lesson, that all the rest may p. 54heare, and the rest telling where he misseth; and so neuer idle till all can read it. When they come to say, cause euerie one of the fourm to read his peece in order, in like manner the rest to help where he sticks.

By this meanes there will not bee much more labour with twelue, then with one alone. Experience also wil shew, that they will all goe forwarde more fast and surely then any other way. And although that they goe faster forward, and not so very perfectly as they thus read it first, yet they will soone reade most readily, when they come to get without booke.

When they hauehave once gone through it within booke,☞ let them begin to learne it without booke.Learning the Accedence without book, to take but a little at once. Or else if they can reade well before, you may let them learne to reade thus, as they get without booke, and so doe both vnderunder one. But then some howre or two would bee spent daily in the afternoon in reading,This rule must be generall of all learning that seemeth hard & of things to be gotten perfectly; but here specially. or som day of the week separate therto: els they will somewhat forget to read, because they reade but so little on a day; which must be carefully preuēted. Therfore it will not bee amisse to reade it ouer speedily once or twise before. When they learne without book; let them vse this Caueat especially; That they take but little at a time, so as they may be able to get it quickly and well, and so go on to a new lesson: for this will harten them exceedingly to take paines, in reioicing how many lessons they hauehave learned and how soone they hauehave learned each lesson; Wheras giuing them ouermuch, it will put them out of heart, so that they will either doe nothing at all, or with no life.

2 Before they goe in hand with a lesson, doe what you can to make them to vnderstand the summe of the lesson first, and the meaning of it: thus. 1. Reade them ouer their lesson.☞ 2. Then shewe them the plaine meaning of euerie thing so easily,To make them first to vnderstand their lectures & how. shortly and familiarly, as possibly you can, and as you thinke that they can conceiue. After propound all vntounto them in short questions, and ask the questions directly in order as they lie in the book answering them first your selfe. Then if you will you may aske them p. 55the same questions,☜ and let them answere them as you did before,To let them answer the questions vpō their bookes. still looking vponupon their bookes, when they aunswere.

To require them to aunswere so, will much incourage them; because they shal find themselues able to doe it. The moe the questions are, the shorter and plainer arising naturally out of the words of the book, the sooner a great deale will your children vnderstand them.

And therefore any long question is to be diuided into as many short ones as you may, according to the parts of the question. Hereby the dullest capacities will come to conceiue the hardest questions in time, and proceed with more facility; so that the masters doe enter them thus from the beginning, stil causing them to vnderstand as they learne.

Here the masters must not be ashamed,Admonition to masters desirous to doe good, to be as the Nurses with little children. nor weary, to do as the nurse with the child, as it were stammering and playing with them, to seeke by all meanes to breede in the little ones a louelove of their masters, with delight in their bookes, and a ioy that they can vnderstand; and also to the end to nourish in them that emulation mentioned, to striue who shall doe best. Neither is the wise master to stand with the children about amending the Accedence, if he thinke anie thing faulty or defectiue; but only to make them to vnderstand the rules, as they are set downe in the booke: for this they wil keep.Exāple how to make the child to vnderstand by shewing the meaning. To make this plain by example. To begin at In Speech be, &c. First, read them over the words: Then tell them for the meaning after this manner, or the like as you please. The meaning is this; That in Speech which men vtter, there is nothing but words to cal or know things by, and setting or ioyning of words together. Like as it is in our English tongue, so in the latine, & so in other tongues. And of these words which make this speech, are not manie parts or kindes, but onelyonly eight parts of speech. For whatsoeuer can be spoken belongeth to one of these eight parts. They are either Nownes, or Pronowns, or Verbs, or one of the rest. More shortly thus; There is not any word in any language whatsoeuer, but it is either a Nown or a Pronown, Verbe, &c.

p. 56Also of these eight parts, the fowre first onelyonly are such as may be declined. That is, such as each of them may bee turned or framed diuerse waies, and hauehave diuers endings: as Magister, magistri, magistro. Amo, amas, amat. The other fowre last are vndeclined; that is, such as cannot bee so turned, and hauehave but onelyonly one ending: as, Hodie, cras, &c.

Then ask them questions according to the same,How by asking Questions. following the words of the book, in this manner of the like, as you thinke good.

Q. How many parts of speech hauehave you? Or how many parts are there in Speech?

A. Eight.

Q. Of these how many are declined, how many vndeclined? So, which are declined, which vndeclined?

Afterwards to aske the same questions backe againe, the last first. As, which parts of speech are vndeclined? Or how many are vndeclined? So in the next.

Q. What is a Nowne?

A. A Nowne is the name of a thing.

Q. Of what thing?

A. Of such a thing as may bee seene, selt, heard, or vnderstood.

Q. GiueGive me some examples of some such things?

A. A hand, a house, goodnesse.

Q. What is the name of a hand in Latine? Or what is latine for a hand? what is latine for a house? and so forth.

Then aske the questions as it were backward thus:

Q. What part of speech is that which is the name of a thing, which may be seene, felt, heard, or vnderstood?

A. A Nowne, &c.

Thus to goe forward in eueryevery rule. 1. Reading it ouer to the children. 2. Shewing the plaine meaning in as fewe words as you can. 3. Propounding eueryevery peece of it in a short question, following the words of the booke, and answering it your selfe out of the words of the booke. 4. Asking the same questions of them, and trying how themselues p. 57can aunswere them, still looking vponupon their bookes. Then let them goe in hand with getting it amongst themselues, vntill they can say and answer the questions without booke readily; the highest of the fourmes poasing the rest vntil they can say. By this means it wil seem so easie to them, that they will go to it most cheerfully, and get it much sooner then you would imagine, both the vnderstanding and the words: for the vnderstanding of the matter will presently bring the words, as we sayd.

As they go forward,☞ striue to make them most perfect in these things specially:In what points of the Accedence the chief labour would be bestowed with the children, to make them perfect in them.

1 In knowing a Nowne, and how to discerne the Substantiue from the Adiectiue. After in the signes of the Cases.

Then in declining the Articles, Hic, haec, hoc; euerie Article by it selfe: as Nom, hic, Gen. huius. Dat, huic. Accus. hunc. Ablat. hoc. &c. So in the Feminines. Nom. haec. Accus. hanc. Abl. hac. &c.

By beeing perfect in these Articles thus,Articles. they shall both bee able to decline any Nowne much sooner, and to know the right Gender for making Latine.

Also let them learne to decline both Latine and English together;Declining English before Latine, Latine before Eng…lsh. I meane Latine before English, and English before Latine, both in the Articles, and other examples of Nownes, Pronownes and Verbes. As in the Articles thus: Hic this Masculine, haec this Feminine, hoc this Neuter. Gen. huius of this Masculine, Feminine, Neuter. Dat. hui…, to this Masculine, Feminine, Neuter. Accus. hunc this Masculine, hanc this Feminine, hoc this Neuter, Voc. caret. Ablat. ab hoc from this Masculine, ab hac from this Feminine, ab hoc from this Neuter. Or hic this Male, haec this Female, hoc this Neuter, &c. or hoc this thing.

So the English before, if you will: Though in these Articles it may suffice to decline the Latine first▪ so as before, and in (is) and (qui) or the like.☜ This kinde of declining in all examples following,Benefit of this declining. will be found such a helpe, as it will hardly be thought, vntill it be tryed, both to speedie construing, p. 58parsing, and making Latine, howsoeuer it may seem at first childish, or but a toy, and of no moment. The Latine before the English for construing. The English before the Latine,Genders. for making Latine true. Then make them as p…rfect in their Genders forwards and backwards. As what Gender is hic, and hic what Gender? or what is the Article of the Masculine Gender? so in the rest.

After these,☞ make them as ready in their Declensions, not onelyonly to knowe what Declension eueryevery word is of;Seuerall terminations of the Declensions. but also the seueral terminations of …uery case in eueryevery Declension, both as they learn thē one by one, according to the booke, and after to giuegive them together, when they hauehave learned them all, and that in this manner as followeth.

The Genitiue case singular of the first in ae dipthong…as, musae, the second in i, as Magistri, the third in is, as lapidis &c. so thorough: and backward; the Gen. of the fift in ëi, as meridiëi, of the fourth in us, as manus; the third in is, as lapidis, &c.

Then to decline perfectly eueryevery example in each Declension,Declining the examples in each Declension. in manner as the Articles: as for example;

Musa a song, musae of a song, musae to a song, musam the song, ô musa ô song, ab hac musa from a song, or from this song. So in the Plurall number, musae songs, musarum of songs, &c.

After, English first. A song musa, of a song musae, to a song musae. &c. To giuegive them these signes, because they signifie thus most commonly, though not alwaies. Then appose them vntill they can giuegive readily any case either English to Latine,☞ or Latine to English: which they will soone doe. So in each Declension.Declining all the examples of all the Declensions together. After you may acquaint them to decline all the examples of the Declensions together, putting in Regnum also, because it differeth from Magister; as Nominatiuo Musa, Magister, Regnum, Lapis, Manus, Meridies: Gen. musae, magistri, regni, lapidis, manus, meridi…, &c. This will helpe them presently to ioine anie Substantiues as they fall in the same case, or the Substantiues and Adiectiues together.

p. 59So if you please, you may cause them to decline them so with the English adioined, either before the latine or after. The moe waies they are thus declined, to make them each way perfect,Giuing th… bare terminations, the shortest way. the better they wil be learned, if time wil permit.

Of all other this is the shortest, and wherby they may be most easily kept by them, who hauehave anie vnderstanding, to giuegive the bare terminations alone together, as thus. Terminations of the Genitiue singular. ae. i. is. us. ei. Datiue. ae. o. i. ui. ei. &c.

And those vsuall signes of the cases, as a, of, to, the, ô, from. Thus to plie continual poasing, each day a little, vntill they can giuegive you any termination, or …ase in these examples. English to Latine, or Latine to English.

After to doe the like in bonus; The like i… bonus.thus: Bonus a good Masculine, bona a good Feminine, bonum a good Neuter, &c. We may English it after this manner, for the better vnderstanding of the children: Or as wee can finde any more easie waie.

After all these when they wex perfect in them;Declining of Substantiues and Adiectiues together. the declining of Substantiues and Adiectiues, of all sorts together, is of very great profit, either Latine alone together, or Latine and English both together if you will.

And first the examples of the booke. As musa bona a good muse, musae bonae of a good muse, musae bonae to a good muse, &c.

So Magister bonus, Magistri boni, &c. So Regnum bonum. And lapis bonus, a good stone, lapidis boni, of a good stone▪ or lapis durus, lapidis duri, &c. So manus foelix, manus foelicis, manui foelici…, manum foelicem.

Or meridies tristis, meridiei tristis, meridiei tristi, meridiem tristem. &c.

And in which you obserue them to miss most ply those vntill all be perfect.

When they are very cunning in these, then they are to be acquainted with declining other words like their examples, still keeping them to those patterns, where they miss. And first the words set downe in the margents of their books against each example.

p. 60Then other Substantiues and Adiectiues together. As sylua s…nans, syluae sonantis, syluae sonanti, &c.

L…o magnus, a great lion, Leonis magni of a great Lion, Leoni magno, to a great lion, &c.

Or English before. A great lion, Leo magnus, of a great Lion, Leonis magni, &c.

VntoUnto these adioine the daily forming of comparisons: as Gratus, gratior, gratissimus. Bonus, melior, optimus. So, Foelix, foelicior, foelicissimus: first regular, then irregular or out of rule.

Then do the like in the Pronownes,Chiefe examples in the Pronownes of most common vse. to make them to be able to decline and giuegive them readily, English to Latine, and Latine to English; like as the Nownes. As Ego, I. mei of mee, &c. So backe againe. I, Ego. of mee, mei. to me, mihi. Tu thou, tui of thee, and thou tu, of thee tui, &c. Sui of himselfe or of themselues, sibi to himselfe, or to themselues, se himselfe or themselues. Is he, ea shee, id that thing, eius of that man, of that woman, of that thing, or that matter.

Qui which man, quae which woman, quod which thing, cuius of which man, of which woman, of which thing; like as you may say, hic this man, haec this woman, hoc this thing &c. or hic this Masculine, &c.

In these two and (hic) it may suffice onelyonly to decline Latine before, as was sayd.

So to be very readie in the persons of the Pronouns,Persons of the Pronownes. both to shewe what person euerie one is of: and to giuegive euerie one both English to Latine, and Latine to English. As when I say, giuegive your first person singular, Latine and English; The child answereth Ego, I. or I, Ego. &c. so what person euerie one is.

But in the Verbes aboue all, is your diligence to be shewed in making them not only perfect in declining eueryevery example to be able to decline any Verb by thē; but more specially in coniugating, and being readie to giuegive you the Latine to the English, and English to the Latine in any person, of any Moode, or Tense.

p. 61To effect this most speedily,How to come most speedily to be perfect in the verbes, which are a meane foundation▪ and wherin the greatest difficulty lyeth. teach them to say first the first persons of one cōiugation alone, throgh the Actiue voyce, both Latine before English, & English before Latin, thus: Amo I louelove amabam I loued or did louelove, amaui I hauehave loued; so through the Indicatiue mood. Then English first, thus: I louelove, Amo: I loued or did louelove, amabam &c.

And after withall to be able to run the terminations in eueryevery tense: as in amo, o, as, at, amus, atis, ant. In Amabam, bam, bas, bat, bamus, batis, bant. And likewise the persons in English, I, thou, he, we, yee, they, according to the terminations; and then by apposing, they will presently answere any of them.

As thus; aske the childe, I louelove: he answereth amo: then aske, they louelove; he cannot tell. Bid him to runne the terminations of Amo; he answereth o, as, at, amus, atis, ant: then I say, giuegive now they louelove: he answereth amant: so yee louelove, or we louelove, &c.

So aske, I loued or did louelove; he answereth Amabam: then we loued or did louelove: if he cannot tell, bid him to runne his terminations, and he will answere, bam, bas, bat, bamus, batis, bant. Then aske, How say you, we loued or did louelove: he answereth Amabamus. Afterwards in Doceo: so in the rest.

When they come at the Passiue, let them doe the like: and when they hauehave learned it through, then let them practice to repeate Actiue and Passiue together thus: I louelove, Amo: I am loued, Amo…: I loued or did louelove, Amabam: I was loued, Amabar: I hauehave loued, Amaui: I hauehave beene loued, amat us sum vel fui, &c.

Then by posing the first persons, and running the terminations, they will very soone giuegive any of the verbes in any person.

They will by this meanes goe through all the coniugations, and with this perfect readinesse, as soone as they will learne to say them without booke, without any vnderstanding at al if not sooner; so that they be wel applied. Yet if this preuaile not as you desire, you may exercise them p. 62to repeat al the persons through eueryevery moode,These may be added if we wil… to make them more ready. and person, by themselues, but chiefly the first persons: as, Amo, amabam, amaui, amaueram, amabo: Am…m, amarem, amauerim, amauissem, amauero: amare, amauisse, amaturum esse: amandi, amando, amandum, &c.

So in the second persons, Amas, amabas, &c.

Or thus to coniugate those tenses together, which doe come one of another: as Amo, amabam, amabo, amem, amarem, amare.

So, Amaui, amaueram, amauerim, amauero, amauissem, amauisse.

This is accounted the speediest way; in examining here, to appose the same tenses,The manner of apposing here. of the seuerall moodes together: as the present tenses, I louelove, Amo: Graunt I louelove, Vtt…am amem: I may or can louelove, amem: when I louelove, cum am…m.

So in the Preterimperfect tenses.

To make them most perfect in this, practice them that they can giuegive readily,Knowledge of the terminations. the terminations of the first persons, first in the Indicatiue moode, in each tense; then how the same tenses differ in the rest of the moodes,Comparing them together for memory sake, though they come not one of another. except the Imperatiue, together with the signes of the tenses in English. As for example: the termination o, in the Indicatiue mood present tense, is in the three other moodes turned into em or am; as amo is made amem, doceo doceam lego legam, audio audiam. In the Preterimperfect tense, bam is turned into rem: Preterperfect tense, i into rim: Preterpluperfect tense, ram into sem: Future tense bo, or am, into ro.

So in the Indicatiue moode, the terminations are these: o, bam, i, ram, bo or am. In the other three are these answerable; em or am, rem, rim, sem, ro.

Though these be not one formed of another; yet comparing them thus together, wil make the children to learne them sooner by much.

Generall signes of the fiue tenses actiue, are; Doe, Did, HaueHave, Shall or will.

Of the Passiue present tense, Am, Is, Are or Art. Imperfect tense, Was, Were, Wert. Preterperfect tense, HaueHave beene. p. 63Preterpluperfect tense, Had beene. Future tense, Shall or Will be.

Signes of the moodes are set downe in the booke; the Indicatiue hauing no signe: the other three hauing their seuerall signes in English.

This little Table well thought on, makes all most easie.

For to make the childe to vnderstand this Table,For vnderstanding this Table. first shew him these things vponupon his booke, by comparing the Actiue voyce with the Passiue, and the Indicatiue moode in both, with the other moodes. After pose thus:

Q. Do, without a signe of the moode, how must it end in Latine?

A. In o.

Q. Do, with a signe, how?

A. In em or am.

For example:

p. 64Q. I doe louelove, or I louelove?

A. Amo.

Q. Graunt I louelove.

A. Vtinam amem.

Q. I may or can louelove?

A. Amem.

Q. When I louelove?

A. Cum amem.

So in the Preterimperfect tense.

Q. How say you Did, without a signe?

A. bam.

Q. With a signe.

A. rem, as Amabam, amarem: Docebam, docerem. HaueHave, without a singe. i. With a signe, rim; as Amaui, amauerim: Docui, docuerim, &c.

The shortest way of all,☞ and most easie for all of vnderstanding,The shortest way of all to repeat and keepe these. is, oft to repeat the bare signes and terminations; specially at such times, as when the younger sort are to make Latine: and this daily then, vntill they be perfect, or as shal be requisite, thus: Actiue signes, Do, Did, HaueHave, Had, Shall or will. Passiue, Am, Is, Art, Was, Were, Wert, HaueHave bin, Had bin, Shall or will be.

Terminations in Latine Indicat. or terminat. without a signe, o, bam, i, ram, bo and am.

Termin. with a signe,

em.

am.

rem, rim, sem, ro.

So Actiue and Passiue together.

o, or. bam, bar. i, sum vel fui. ram, eram vel fueram.

bo, bor.

am, ar.

Em, er.

Am, ar.

rem, rer. rim. sim vel fuerim. sem, essem vel futissem. ro, crouel fuero.

These gotten, all will be plaine; if you vse withall to cause them to runne the tenses, as was said, with the signes of the persons, thus: I, thou, he, we, ye, they: o, as, at, amus, at is, p. 65ant. bam, bas, bat, bamus, batis, bant: so in any. And withall to remember in what letters, or syllables eueryevery person ends, both in the Actiue and Passiue: as the first persons Actiue, signifying (I) doe end commonly in o, am, em; im, or i. as amo, amabam, amem, amaui, amauerim. The second persons (or thou) in as, es, is, or sti: as amas, doces, legis, amauisti. (hee) in at, et, it. (wee) in mus. (yee) in tis. (they) in nt.

So in the Passiue, (I) in or, ar, er, (thou) in ris, or like the Actiue. (he) in tur. (we) in mur. (ye) in mini. (they) in ntur.

By these the learners may hauehave a great light: and though some of them be both in the Actiue and Passiue, and the Imperatiue moode doe differ so as no certaine rules can be giuen: yet they may be soone discerned and knowne. And the perfect knowledge of the Terminations beeing the speediest way to the getting the full vnderstanding, both of Nounes and Verbs in eueryevery tongue; these would be learned first, and euer kept most surely.

The benefite also of this exquisite perfection in Nounes and Verbes,No paines can be too great for perfect getting Nounes and Verbes. is so singular, for the speedy attayning of the Latine tongue, as no paines in them can be too great.

First, the very difficulty of the Latine tongue, is in these.

Secondly, these examples set downe in the booke, are such liuely patternes of all Nounes and Verbes; that Schollars being perfect in these, will soone be perfect in any other. And for the other parts of speech, the very words are most of them set downe in the Accedence; as Pronounes, Aduerbes, Coniunctions, Prepositions: Participles, like the Adiectiues.

So that these being gotten perfectly, the Latine tongue may soone be attained in good maner; euen by the meanes following: whereas without this perfection it is very difficult. So that the learners shall still goe incertainly and fearefully.

Also by these meanes and helpes named, this readinesse in them may be very speedily obtained; whereas p. 66onelyonly to be able to say them without booke, without this vnderstanding, is to little purpose: and to learne them by practice in construction, and in writing exercises alone, is most long, hard and wearisome, both to Master and Schollar.

My former toyle and griefe in these, aboue all other things in Grammar (though I tried all wayes which I could heare or deuise) with the ease and benefite in this way, maketh me confident. For I hauehave found more profite by this course in a monethmonth, then by all other in halfe a yeare. By this practice also, it is most soone recouered when it is lost, and most easily kept.

Yet my meaning is not to hauehave Schollars to stay ouerlong to be so exquisite in them,Yet children not to stay ouerlong in these. before they go any further; but to go on so fast as they can well, and to make them so ready by daily practice; spending each day a quarter of an houre, or more, in them, vntill they come to perfection.

This were not amisse, to be practiced sometimes also amongst the elder schollars, which are not ready in them; as also those comming from other Schooles, till they grow perfect: here should be the beginning.

If yet a shorter way can be found out, we shall hauehave more cause to reioyce thereof.

In the Participles, the chiefe care would be to make them perfect▪ Participles.to know the seuerall tenses by their signes, and endings English and Latine, as they are in the booke: for declining, they are the same with the Nounes.

In the Aduerbs, Coniunctions, Prepositions & Interiections,Aduerbs, Coniunctions, Prepositions, Interiections. they would be made so ready, as to giuegive English to Latine, & Latine to English, and to tell of what kinds they are; and also to what cases each preposition serueth: and these specially.

Here it were to be wished (as I take it) that all the rest of the Aduerbs,A want in the Aduerbs to be supplied. Coniunctions, & Interiections were also set down in the Accedences; except only such Aduerbes as are deriued of other words: by which words they may be knowne, or by their accents or terminations.

p. 67Also that some rules were set downe for framing of these deriued Aduerbes;Rules of deriuing Aduerbs necessary; and of the Latine in the Accedence Englished. and that all the rest of the Aduerbes and Coniunctions, with all other wordes and sentences through the Accedence, were Englished, like as the Prepositions are.

Hereby all these Latine wordes would soone bee learned perfectly, and proue a very great helpe, when children come to construction: for then they should hauehave but onelyonly Nounes and Verbes to trouble them withall, as was said; and those most easie to be knowne, by the meanes aboue mentioned, and after.

For the English rules great care would bee had likewise,English rules. to make Schollars very ready in them: for these rules of themselues with a few other,Benefit of them well gotten. might serue for construction, or making Latine. The perfect knowledge of them also, will make the Latine rules easie, when your Schollars come at them.

In teaching these rules, these two things would be obserued generally:Generall obseruations in the English rules. first, That the Schollars learne to construe each ensample; and that without booke. Experience teacheth, that those which art apt, wil construe almost as soone without the booke,1. To construe the examples. as vponupon the booke, or as they will learne them construed: here by they shal get so much Latin; beside that it wil be a great helpe to the perfect vnderstanding, and applying of them.2. To tell in what wordes the force of the examples doth lie. The second is, to marke out with some speciall markes, those wordes in which the force of the examples doth lie; as the words agreeing, or the word gouerning, and the word gouerned, and to cause the children to be able to tell them:See this more plainly, in examining the Syntax in Latine. and so euer in saying their rules without book, to repeat ouer those wordes againe, in all the longer examples. The rules or examples otherwise shall doe them little good, because they know not how to make vse of them.

But hereby they shall hauehave perpetuall and sure patternes and warrants for parsing, making and trying Latine. I shall shew this more plainly, when we come to the Syntax in Latine.

p. 68These two things being obserued,To make them most perfect in the rules of the principal Verb. Concordes. hauehave a chiefe regard in the rules, first, to make them perfect in the rule of finding out the principall Verbe; secondly, in the Concords, as being of continuall vse; thirdly, in the rules of gouernement.

And amongst those, to looke specially to the two first rules,Relatiue Qui. of the case of the Relatiue Qui: and namely, the latter of them, viz. But when there commeth a Nom. case; for in it Schollars most faile.

Also in all rules of gouernment, to make them able to tell you presently where any rule is,Gouernments. Manner of examining in them and what cases such wordes gouerne: as, Where beginnes the construction of Substantiues? What cases they gouerne? How many rules there are of them? Or asking thus; What case must your latter of two Substantiues be? What case will such a word gouerne? As Opus or Vsus, What cases doe they gouerne? Where is the rule? So in the rules of the Adiectiues, and all the rest throughout.

In posing, remember that which was first directed: to marke carefully the drift of the whole rule, and so to propound your question; or else to propound the whole rule in a question. As thus: when two Substantiues come together, betokening diuers things; what case must the latter be? and why? or by what rule?

Furthermore, to the end to make your Schollars so very ready in the Accedence,Other helpes to make Scholars ready in the Accedence. and to keepe it perfectly; besides the learning all things so well as may be, there must be also, first, daily repetitions and examinations; because of the weaknesse of childrens memories:…. Daily repetitions and examinations. that so by long custome all may be imprinted in them.

Heerein cause your first enterers to repeate ouer eueryevery day, all that they hauehave learned; as they proceede to learne more,☞ to diuide it into partes, to goe ouer all so oft as time will permit. For them who hauehave learned all their Accedence, I holde it best (according to the manner of most Schooles) to diuide it into foure equall partes, except the examples of the Verbes; and p. 69to cause them to say a part eueryevery of the fowre first dayes of the weeke, to say ouer the vvhole each weeke once: for the Verbes, how they specially would be parsed daily, I spake before.

In hearing parts,Manner of hearing parts. aske them first the chiefe question or questions of each rule in order; then make them eueryevery one say his rule or rules; and in all rules of construction, to answere you in what words the force of the example lyeth, both gouernour and gouerned; saying the gouernour first. Where helpe is wanting, to doe it only in the hardest and most necessary rules and questions, or where we know them most defectiue: Or else only to repeate the rules and examples in such sort as was shewed, without further examination.

Though, where there is helpe and time enough, it is far the surest, to cause them to repeate the whole part, and to examine each peece of it daily, though they say the lesse at a time.2. The spending of a monethmonth or two to make the Accedence perfect, after it is learned ouer. Secondly, the spending of one monethmonth or two, after they hauehave first learned ouer their Accedence, to make them perfect thus eueryevery way, will be time as well bestowed as they can bestowe any; to preuent both the griefe and anger of the Master after, and also the feare and punishment of the Schollar.3. Some time separate daily to examine Nownes and Verbs. Thirdly, euerie daie some time would bee separate, to the examining Nownes and Verbes; chiefely the Verbes, vntill they could not be set in declining, coniugating, giuing any termination, case or person.

This continuall practice of parsing,Constancy in poasing till vse bring surenesse. would bee constantly kept as neede shall require, vntill by long vse children growe to perfection and surenesse: Because the Accedence thus gotten perfectly; and after in like maner the rules of Nownes and Verbes in Propria qua maribus, Heteroclits and in As in praesenti; the difficulty of learning is past: so that verie children, with a little practice, will goe forvvard vvith much cheerefulnesse, in construing, parsing, making and proouing Latine, by the helps following.

Thus hauehave I set you downe so plainely as I can, how p. 70the Accedence may be gotten most speedily and profitably, to make all learning a play. Trie, and you will acknowledge Gods blessing herein.

Spoud.

I acknowledge your kindnesse: I can make no doubt of the courses; because, besides your experience, I see so euident reason in eueryevery part.

Phil.

Put them in vre, and so you shall hauehave more full assurance, and daily be helping to find out better, or to confirme the pricipall of these.