The Grammar School, Chapter 8
CHAP. VIII.
Of Construction; how to make all the waie thereof most easie and plaine.
Spoud.
WEll then (good sir) now that you hauehave thus farre forth directed mee, how to lay so sure a foundation, for my schollars to build vponupon; I doubt not but you can indeed guide me forward, how they may build vponupon it as speedily & happily, both for their construing, parsing, and making Latine.
To begin therfore with construction, which is the first thing that our children enter into, after their Accedence, and Rules: I desire greatly to heare of you those things which you affirme may be done by schollars;Things seeming difficult in cōstruction. and wherby all the way of construction may be made so easie. As namely, that children should bee able to take their lectures of themselues, truely and perfectly; and likewise with vnderstanding vponupon sure grounds: or at least to do it with a very little help of their Masters, in such places where they doubt. So the rest which were mentioned in the note: as that they should be able to construe, both in propriety of words, and also according to the right sense and meaning. To do this at any time, in all that which they hauehave learned, to construe out of a translation in English, as out of the Latine it selfe.The ordinary toile of m…sters about giuing lectures, and to cause their schollars to const…ue.
These things, doe iustly seeme strange vntounto mee; because I am faine to giuegive eueryevery lecture my selfe: or if I appoint the fourmes aboue to giuegive them; yet I am compelled to heare the giuing of them. And so I hauehave as great a trouble, when they construe false to direct them right; That it were as much ease to mee to giuegive them, myselfe; and so I should bee freede from the griefe that I hauehave, when they cannot doe it, and from other inconueniences.
Besides, to reade the lectures in proprietie of words,Difficulty in taking lectures in proprietie of words & sense. phrase, and sense also; this seemeth to mee a matter of some difficultie for many poore countrey Schoolemasters; and not onelyonly for the younger and weaker sort, but also for some of the more ancient and experienced; and requireth reading and iudgement; that I do not see how schollars can possibly do it.
Moreouer,Hardnesse for schollars to remember how they were construed, and the trouble therein. when I hauehave giuen my schollars their lectures or hauehave heard them giuen, vnlesse they marke very well; yet they w…ll commonly mis…e in some part of that which I hauehave read. And if the chiefe of the fourme mistake or goe false, all the rest of the fourme likewise construe false, because they depend on them: and so oft as they doubt I am sai…e to t…ll them▪ what businesse soeuer I hauehave; which dooth exceedingly trouble mee. They also are afraide to aske mee so manie things, and it may bee the same things againe and againe: wherby it commeth to passe that when they come to say, fewe of them can construe, or hardly any of them perfectly: which increaseth oft my passion, and their feare.
Finally, this I account the worst of all, that when I hauehave taken a great deale of paines,Griefe of the Masters for their schollars forge…ing of that which they hauehave learned. and hauehave made my schollars very ready in construing & parsing; yet come and examine them in those things a quarter of a yeer after, they will be many of them as though they had neuer learned them, and the best farre to seeke: whereby, when gentlemen or others come in and examine them, or their friends try them at home, in the things which they learned a quarter, or halfe a yeere b…fore; they are ordinarily found so rawe, and to hauehave so f…rgotten, that I do receiue great reproach, as though I had taken no paines with them, or as they had profited nothing.
And for that of beeing able to reade, construe, and parse lectures, or whatsoeuer they hauehave learned, out of an English translation, I hauehave not made triall; though I know they cannot doe it, being harder, then the construing and parsing of the Authors themselues: albeit it cannot be, but a matter of exceeding profit, and must needes helpe to make schollars very soone.
Therefore, if you can direct mee, how to doe all these things, which you hauehave mentioned in this behalfe, so to construe and parse of themselues, and that out of the bare English translation, and also that they shall bee able to goe certainely, and vppon sure grounds; I must needes acknowledge my selfe to hauehave receiued an incomparable and a perpetuall benefit: and you shall indeede euen heer…in helpe to make my burden far more light, and my whole life much more comfortable; besides, that my schollars shal be beholden vntounto you …or euer, for deliuering them from so much feare, and setting them to go so fast forwarde with such alacritie, as should appeare.
Phil.
Surely, sir, all this may bee done, by the perfect knowledge of their Accedence and Grammar rules first,☜ and then the practice of that golden rule of construing,All th…s may be done by the practice of the rule of construing & of Grammatical translations. together with Grammaticall translations of the first ordinarie schoole Authours, framed according to the same rule, if they be translated rightly in propriety of words, phrase and sense.
By these I dare be hold to affirme vponupon sure experience, and the trials of many very learned, that all these things may bee effected amongst th…se who are apt, without any inconuenience at all, if they be rightly vsed▪ as I shall direct you the manner after. But without them, I cannot finde how possibly the inconueniences, which you hauehave recited, can be preuēted, or these benefits can be attained in any like measure; chiefly in the greater schooles, where many schollars are.
Spoud.
For that golden rule of construing and the Grammaticall transl…tions which you mention,The rule of … vnheard of to the most. I knowe not vvhat you meane: N…yther hauehave I euer heard of any such. HaueHave you any other rule of construing, then our Grammar teacheth? or any such translations made according to it, in this propriety which you speake of?
Phil.
Yes indeede sir, there is a speciall rule, and such translations also: by the constant practice whereof, not onelyonly the former euils may bee auoided, and the benefites mentioned may bee obtained; but also the way to all construing, parsing, examining, making, writing, speaking, and also trying Latine, may be made most easie and plaine; So, as children may proceede vponupon sure grounds, and doe all things herein with vnderstanding, and right reason, and far more speedily, and with more delight, then vsually.
And howsoeuer this rule bee vnknowen of most, who neuer heard of any such particular rule of construing, but only of such directions, as may be gathered here and there, out of our Accedence and Grammar, where they are dispearsed thorough all,This rule is set downe by sundry learned Grammarians. very hardly to be discerned; yet it is set downe by sundry learned Grammarians. As by Susenbrotus, Crusius, Cosarzus, and our ancient Schoole master Master Leech, in his little questions of the Accedence and others, as also lately by learned Goclenius; though in all of them imperfectly, and differing somewhat each from other, through the diuers exceptions in the Grammar rules and varietie of Grammars. Crusius hath also examples of the practice of the rule handled at large. It would be ouertedious to set them downe all, or what each of them hath written thereof.
Yet because the rule hath some difficulty, and that wee may consider the better of it, I will rehearse it briefly out of one or two of them. And seeing we are to deale for the first enterers into construction,The rule, as M. Leech hath it, I will set it downe first, as Master Leach hath it, who is the plainest.
His words are these;
Q. What order will you obserue in construing of asentence?
A. If there bee a Vocatiue case I must take that first: then I must seek out the principall Verbe & his Nominatiue case, and construe first the Nominatiue case: and if there be an Adiectiue or Participle with him, then I must English them next, and such wordes as they gouerne; then the Verbe: and if there follow an Infinitiue moode, I must take that next; then the Aduerbe; then the case which the Verbe properly gouerneth: and lastly, all the other cases in their order; first the Genitiue, secondly the Datiue, &c.
Q. What if there be not all these words?
A. Then I must take so many of them as be in the sentence, and in this order.
Q. Is this order euer to be obserued?
A. No: it may be altered by Interrogatiues. Relatiues, Infinitiues, Genitiues of partition, and Coniunctions.
Q. What speciall things must bee obserued in construing?
A. That the Nominatiue case be set before the Verbe, the Accusatiue case after the Verbe, the Infinitiue moode after another moode: the Substantiue and the Adiectiue must be construed together; except the Adiectiue do passe ouer his signification vntounto some other word, which it gouerneth.
The Accusatiue, before an Infinitiue moode, must hauehave the word (that) ioyned with it.
The Preposition must be ioyned with his case.
Afterwards he giues a short example hereof.
Crusius,The rule, according to Crusius. from whom I receiued the first light heereof long agoe, he hath it something otherwise; though for the substance it be the same: whose wordes also, because hee is but short, I will set downe; and the rather, for that there are so many learned, who hauehave not so much as heard of the rule. The words of Crusius are these:
De ordine verborum in construendo & interpretando.Crusius in his Latine Grammar, pag. 382,
QVotuplex est ordo verborum?
Duplex. Naturalis & Artificiosus.
Quid est naturalis?
Est Grammaticus ordo docens quid primo, secundo, aut postremo loco ponendum sit.
Quid artificiosus?
Quo Oratores, Historici, Poëtae & Philosophivtuntur.
Quid est ordo verborum naturalis?
1. Sumitur Nominatiuus Substantiuinominis, qui dicitur subiectum aut quicquid vim Nominatiui habet.
Huic additur Adiectiuum, aut quicquid Nominatiunm explicat. Saepe sententiam inchoat Vocatiuus, aut particulae Qrationem connectentes, aut Ablatiui absoluti, aut Relatiua.
2. Verbum finitum personale, quod vocatur Praedicatum. Impersonalia constructionem sine Nominatiuo inchoant.
3. Casus obliqui, inter quos dignior praecedat.
Saepe Infinitinus: quem antecedit Accusatiuus cum adest.
Saepe Aduerbium, aut Nominatiui gestuum ac similes: quae statim verbo subijciuntur.
Interdum Gerundia, aut Ablatiui absoluti.
Praeterea,
Praepositiones cum suis casibus.
Deni que , Coniunctiones quae superioribus alia attexunt, in quibus idem ordo seruandus est.
Sic in quauis lingua.
Comprehende ista mihi regula quam potes breuissima.
DIctio regens praeponenda est ei quae regitur:
Quae declarant postponenda sunt ijs quae declarantur. Thus farre Crusius, of the rule.
Sp…ud.
I pray you expound it somewhat more at large,☞ that I may conceiue of it yet more fully.The rule expounded more ….
Phil.
I will endeauour to doe as you say; although for the more curious handling of it, I will leaue it to some other or else referre it to a farther time,The …urious. …. because of the difficulty of it, through the manifold exceptions, as I noted, especially in the longer and more intricate sentences: wherin I take it very hard, to set down any direct rule particularly.
Therefore for the better vnderstanding of the rule,Generall obseruations for the better vnderstanding of the rule. we are to obserue,
1. That the Schollar must reade the sentence, before he construe; and in reading, that he doe it distinctly, reading to a Period or full point, and there to stay.1. That the Schollar reade before he construe.
2. To marke the sentence well, and to obserue all the points in it, both Commaes and Colons; or lesse distinctions,2. To mark the sentence well, and all the points in it. and middle distinctions: that so hee may see and consider both the beginning, middest, and end of the sentence together; and also each clause in it.
3. That if there bee any wordes in the sentence,… To marke words beginning with great letters, and included in a Parenthesis. beginning with great letters, except the first wordes of all; to remember that those are proper names: and also if there be any wordes included within a Parenthesis, or two halfe Moones, as they are tearmed, that they are to be construed by themselues.
4. That hee seeke to vnderstand what the matter is about:4. To vnderstand the matter. and so in continued speeches, to marke what went before.
5. To obserue if there be a Vocatiue case.5. To marke if there be any Voca…iue case.
6. To seeke out carefully the principall Verbe, by the rule in the Grammar of finding out the principal Verb,6. To seeke out the principall Verbe, and obserue that wel, as directing all. viz. If there be moe Verbes then one in a sentence, the first is the principall except it be an infinitiue moode; or hauehave before it a Relatiue, or a Coniunction as vt, cum. si, &c. Which principall Verbe being found out, doth commonly point out the right Nominatiue case: which Nominatiue case is that, which agreeth with it in number & person; and it doth also direct all the sentence very much. So that this may be accounted as the load-star, guiding all.
7. To marke the clauses which hauehave no Verbs in them,7 To giuegive eueryevery clause his right Verbe. to fit them with their owne right Verbes, expressed or vnderstood: for no clause can be without a Verbe.
8. To supply all such wordes as are wanting,8. To supply all words wanting. to make perfect sense and construction.
9. To giuegive eueryevery word his due signification and proper9. To giuegive each word his due signification and proper signe. signe, so farre as sense will beare.
10. To ioyne the Substantiue and Adiectiue together in construing,10. To ioyne Substantiue and Adiectiue, also Preposition and case. except the Adiectiue doe passe ouer his signification into some other word, which is gouerned of it. Also to ioyne the Preposition with his case.
11. To marke whether the sentence hauehave not an Interrogatiue point:11. To marke if the sentence hauehave not an Interrogatiue point. then to reade it as asking a question; and then the Nominatiue case is to come after the Verbe, according to the rule of the Accedence: or otherwise to bee set directly before it, if our English phrase will beare it.
These things obserued, then the order proceedeth thus vsually:
1. If there be a Vocatiue case,The order of the rule: to take to take that first and whatsoeuer dependeth of it,1. The Vocatiue case, or whatsoeuer is in place of it, or hangeth of it. that is whatsoeuer agreeth with it; or is gouerned of it to expresse it; or in stead of a Vocatiue case, an Interiection of Calling or Exclamation, or an Aduerb of Calling, Wishing, Shewing, Exhorting, or Swearing, Affirming, or the like; which hauehave the nature of Interiections, if there be any such.
2. The Nominatiue of the principall Verbe,2. The Nominatiue case, or whatsoeuer is in place of it, or dependeth of it. or whatsoeuer is put in stead of the Nominatiue case, and such words as depend on it; as namely, an Adiectiue or Participle, and such wordes as they gouerne: or a Substantiue, being the latter of two Substantiues.
3. The principall Verbe,3. The principall Verbe, and whatsoeuer dependeth on it. and whatsoeuer hangeth or dependeth on it: as if there follow an Infinitiue moode, to take that next, and the Aduerbe, which is ioyned commonly to the Verbes, to declare their signification.
4. The case which the Verbe doth properly gouerne next vntounto it selfe,4. The case which the Verb properly go…erneth. which is most commonly the Accusatiue case, and whatsoeuer hangeth on it; or an Accusatiue case before an Infinitiue moode in stead hereof.
5. Then follow all the other cases in order;5. All the other cases in order. first the Genitiue, then the Datiue or Ablatiue, with a Preposition, or without.
This is the sum of the rule, as it is most generall and naturall.
Yet here these things must be remembred:Other cautiues in the rule.
1. If all these words be not in the sentence which is to be construed,1 To take so many words as there are in the same order. to take so many of them as there are, and in this order.
2 That the order is changed by the Relatiue Qui quae, 2 The order is changed by Relat. Interrog. Indef. Partit. wordes of dependence and Connexion.quod: also by Interrogatiues, Indefinites, Partitiues; because these (according to the Grammar rule) follow the rule of the Relatiue; going before the words wherof they are gouerned. So likewise Aduerbs of likenesse (as, Quemadmodum, vt, veluti, sicut) when they hauehave sic or ita answering to them in the second part of the sentence, doe vse to goe before. As also Coniunctions Copulatiues, Rationals, Aduersitiues, hauing their Redditiues following, answering vntounto them: so Expletiues, and certaine others:
Finally, all such wordes as these mentioned (which wee may call wordes of dependence, because they depend on something going before or comming after in the same sentence) or else wordes of Connexion, seruing to knit new sentences to the former (as these Coniunctions) are to bee placed next the Vocatiue case: or in the first place, where there is no Vocatiue case.
3 That in stead of the Nominatiue case,3 To take for the Nominat. case whatsoeuer is put in place of it, or includeth it. we take whatsoeuer is in place thereof, as a whole sentence, a peece of a sentence, an Infinitiue moode, an Aduerbe with a Genitiue case, two Nominatiue cases singular or moe, ioyned with a Verbe plurall, or sometimes a letter set by it selfe, or moe, or any word put for it selfe; which we call a word of arte: as Amo est verbum. Amo is here taken for the Nominatiue case: for all such wordes or sentences are supposed to bee the Neuter Gender vndeclined.
So whatsoeuer includeth the Nominatiue case; as, a Verbe Impersonall, an Ablatiue case absolute; Gerunds and Supines put absolutely with this Verbe est: as Orandum est vt sit mens sana in corpore sano. I…um est in viscera terrae: because these stand for Verbes Impersonals, and hauehave the Nominatiue case included in them.
4. The Participles with Gerunds and Supines follow the order of those Verbes wherof they come,4 Participles, Gerunds and Supines, follow the order of the Verbes. in gouerning thesame cases, as in the rules. Also that Gerunds and Supines are commonly put for the Infinitiue moode.
5. Coniunctions or other wordes of dependance in new clauses of the sentences,5 New Coniunctions and wordes of dependence serue to ioyne new sentences. serue to ioyne together the later parts of the sentences to the former; wherein the same order must be kept againe as before.
6. That the Aduerbs be placed before or after the Verb;6 Aduerbs to be placed to the best sense. as the sense will most conueniently beare.
7. That the Latinismes bee obserued,7 To obserue Latinismes, and ioyne phrases. to ioyne the whole phrases together, so much as may be, and to expresse them by as elegant and fit phrases as wee can in our tongue.
The reason also of the rule, that eueryevery one may conceiue each thing,The reason of the rule. is this:
1 That the wordes must bee placed in order,1 The wordes to be placed in naturall order. as they should stand; according to the plaine and proper nature of the speech, in which they are vsed to expresse any matter: which is the very order which Grammar teacheth, and as one gouerneth another.
2 The word gouerning or directing,2 Gouernours before the gouerned. to be placed before those which it gouerneth or directeth.
3 Those words which do declare others,3 Declarers to follow the declared. are to be set after those which they doe declare or make plaine.
So the principall word going before, doth commonly direct the wordes following;4 The principall words going before, direct the wordes following; except the Interr. Relat. Ind. Part. eyther in agreement or gouernement: that is, it causeth the word following to agree with it, or to be gouerned of it; except in oblique cases of Interrogatiues, Relatiues, Indefinits, Partitiues, which doe commonly goe before together with the Substantiues or Antecedents, with which they agree; and are gouerned or guided by the word following after: as, Quem librum legis? Quarum rerum vtram minus velim non facilè possum existimare.
Spoud.
I perceiue the rule most plainely, and doe see an euident reason of eueryevery thing; yet neuerthelesse I desire you further to giuegive me a little briefe of it, as my schollars may best remember it.
Phil.
The summe is this;The summe of the rule of construing. to reade ouer the sentence distinctly to a full point; obseruing carefully all the points and proper names, with the drift and meaning; but chiefely to marke the principall Verbe, because that pointeth out the right Nominatiue case, and directeth all the sentence: also to marke if there be any Vocatiue case. Then the order goeth thus:
1 If there be a Vocatiue case, to construe that first, with whatsoeuer agreeth with it, or is gouerned of it, or whatsoeuer is put in the place of it; as an Interiection of Exclamation or calling, or an Aduerbe of calling.
2 To take the Nominatiue case of the principal Verbe, or whatsoeuer is put in steede of it, and to adioyne to it whatsoeuer hangeth of it: as the Adiectiue or Participle, and such words as they gouerne.
3 To take the principall Verbe, and whatsoeuer hangeth on it, each in the right order; as if there follow an Infinitiue moode, to take that next: then the Aduerbe; after, the case which the Verbe properly gouerneth (which is commonly the Accusatiue case) & whatsoeuer hangeth on that. Lastly, all the other cases in order: first the Genitiue, secondly the Datiue, and lastly the Ablatiue.
4 If there be not all these Verbes, to take so many of them as are in the sentence, and in this order.
5 That this order is changed by Interr. Relat. Indefinites, Partitiues, & som Coniunctions with Aduerbs of likenesse: as Quemadmodum, vt, sicut &c. hauing sic, or ita, to answer them in the second part of the sentence; because those wordes vse to goe before.
Lastly, to take the Substantiue and Adiectiue together, vnlesse the Adiectiue passe ouer his signification vntounto some other word, which it gouerneth; and so likewise the Preposition with his case.
Most briefly thus: that the principal Verb be first sought out; then
1. Take the Vocatiue case,A briefe of the rule of construing for eueryevery childe to be able to answere. or whatsoeuer is in stead of it, or hangs vponupon it seruing to make it plaine.
2. The Nom. case of the principall Verbe, or whatsoeuer is in stead of it, or depends of it to make it plaine.
3. Then the principall Verbe, and whatsoeuer hangs of it, seruing to expound it: as an Aduerbe, or an Infinitiue mood.
4. Lastly, the case which the Verbe properly gouernes, and all the other cases after it, in order.
Note that the order is changed by Interrog. Relat. Partit, certain Aduerbs & Coniunctions: al which vse to go before.
Obserue, specially for the enterers, to put them in minde of this often: the Nom. before the Verbe: the Accus. after the Verbe: the Substant. and Adiect. to goe together; vnlesse the Adiect. passe his signification into some other word: the Preposition and his case together.
This is the briefest, plainest, and most generall forme, that (after long practice and considering of it) I can conceiue, though it hauehave some exceptions, as I said.
Spoud.
I pray you giuegive me an example hereof.An example of construing, and of Grammaticall translations according to the rule.
Phil.
I will take the very example which Crusius hath set downe out of Tully de Senectute.
1. Aptissima omnino sunt,1 The artificiall placing, according to T…lly. … Senectu…e Scipio & Laeli, arma senectutis, artes exercitationes que virtutū: quae in omni aetate cultae, cum multum diu que vixeris, mirificos afferunt fructus: non folum quia nunquam deserunt, ne in extremo quidē tempore aetatis, quanquam id maximum est: verum etiam quia conscientia benè ac… vitae, multorum que benefactorum recordatio, iueundissima est. This is Tullies order in placing this sentence.
2. The naturall or Grammaticall order of it is this:2. The Grammaticall placing.
Scipio et Laeli, artes exercitationes que virtutum sunt omnin… arma aptissima senectutis: quae cultae afferunt fructus mirificos in aetate omni cum vixeris multum diu que : non solum quia deserunt nunquam, ne quidem in tempore extremo aetatis, quanquam ad est maximum: verum etiam quia conscientia vitae actae benè, recordatio que bene factorum multorum est iucundissima.
3. The Translation is after this Grammaticall order thus:3. Translation according to the … Grammaticall order.
O S…ipio & Lelius, arts & exercises of vertues,aAre the very fittest weapons, Verb aptest. are altogether the (verb) fittest weapons of old age: which being (verb) exercised in (verb) eueryevery age do bringbWonderfull fruits, or benefits. maruellous fruites, when you hauehave liuedcVery long much and long: not onelyonly because theydNeuer leaue vsus. forsake neuer,eNot indeede. no truelyfIn our last age. in the extreame time of age,Verb loued or adorned. although that isgThe chiefe. the greatest; but also becausehThe inward testimony. the conscience of a life well done [or well passed ouer] and theVerb in all age. remembrance of many good deeds is most pleasant.
4. The construing is directly according to this translation.4. Construing according to the Grammaticall translation. Or, que cultae afferunt, &c. So that the translation leadeth the schollar as by the hand, or insteed of his Master; so, as he cannot erre, if he be of any vnderstanding: as thus;
Scipio ô Scipio, et and, Laeli ô Lelius, artes arts, exercitationes que and exercises, virtutum of vertues, sunt are, omnino altogether, arma aptissima the fittest weapons, senectutis of old age: quae which, cultae being exercised [or vsed] in aetate omni in eueryevery age, [or in all our life] afferunt doe bring, fructus mirificos maruellous fruits, cum when, vixeris you hauehave liued, multum much, diu que and long, &c.
5. This translation directeth to parse,5. Parsing according to this translation. chiefely for all the Syntax; EueryEvery principall word in the Latine, going before others, commonly gouerning, or directing & guiding some way that which followeth after. It helpeth very much for the Etymologie; that children well entred, shall goe very neere to tell by the English alone, what part of speech eueryevery word is: of which I shall speake after.
The manner of parsing by it, is thus shortly for the Syntaxe:
Scipio] is the first word to be parsed,Scipio. because it is the first in construing; for that we begin commonly of a Vocatiue case if there be one. It is the Vocat ue case, knowne by speaking to, and by the Interiection O vnderstood; gouerned of the Interiection O, by the rule O Exclaman…is Nominatiuo, Accusatiuo, & Vocatiuo …ungitur. In English, Certaine a Vocatiue &c.
Et] the next word a Coniunction Copulatiue,Et. seruing to couple words or sentences; here coupling Scipio and Laeli together.
Laeli] the next word,Laeli. the Vocatiue case knowen also by speaking to, and put in the same case with Scipio by reason of the Coniunction et; by the rule, Coniunctions Copulatiues and Disiunctiues couple like cases, &c.
Artes] is next,Artes. in construing according to my rule of construing. The Nominatiue case, comming before the principall Verbe sunt, by the rule of the first Concord.
Quae] next,Quae. a Coniunction Copulatiue, coupling artes and exercitationes together.
Exercitationes] is the next,Exercitationes. the Nominatiue case coupled with artes, by the Coniunction Enclyticall, que, which is set after exercitationes in the booke; by the rule of the Coniunctions Subiunctiues, or which are put after.
Virtutem] followeth next,Virtutem. the Genitiue case, gouerned of the Substantiue exercitationes: and is the later of tvvo Substantiues; by the rule, When two Substantiues come together.
Sunt] is next,Sunt. agreeing with the Nominatiue case artes exercitationes que ; by Verbum personale cohaeret cum Nominatiuo &c. It is expressed to the one Nominatiue case, and vnderstood to the other, by the figure Zeugma.
Omninò] the next word,Omninò. an Aduerbe ioined to the Verbe to declare the signification.
Arma] the Nominatiue following the verbe sunt. Arma.Sum, forem, fio &c.
Aptissimathe Nominatiue case of the Nowne Adiectiue,Aptissima. agreeing in all things with arma, by the rule of the second Concord. The Adiectiue whether it bee Nowne, &c. It agreeth with arma, because it expresseth the qualitie of arma, &c.
Senectutis] next,Senectutis. the Genitiue case gouerned of arma, because it expresseth arma, the weapon of olde age, the later of two Substantiues.
And so forward, in all things giuing the reason according to the rules of Grammar, and this rule of construing compared; the later word, still declaring the former. So much shortly for parsing by this rule.
6 This translation directeth the schollar also for making Latine,6. Making latine according to this rule. to proceede easily; and likewise the master to teach and guide the schollar both to make true Latine and pure Tully, or what Author he will follow: so that he cannot miss so long as he followeth this and looketh on the Author: also, it guideth to giuegive a reason of eueryevery thing, or to prooue the Latine thus, in the very same order as they parsed.
As. the Master to aske thus according to the order of the translation:
How say you Scipio, or ô Scipio?
The Schollar answereth;Example. Scipio, as it is in the booke.
Aske why not Scipionis nor Scipioni but Scipio; he answereth: because it must be the Vocatiue case, knowen by speaking to, and gouerned of o vnderstood, as o Magister, o Master.
And] et.
Laelius] Laeli. If it be asked, why not Laelius, nor Laelij, nor Laelium; he answereth, because it must be the Vocatiue case; and therfore Laeli: because, when the Nominatiue endeth in ius, the Vocatiue shall end in i. Also, that it must be the Vocatiue case, because et coupleth like cases.
So in all things, iust as the childe parsed; but only asking the English first, and making the childe to giuegive it in Latin, and to giuegive a reason of eueryevery thing more particularly.
The causing the childe to construe and to parse,☜ looking vponupon the English onelyonly; especially the parsing so, is contitinuall making Latin, and prouing it.
So that we may see by this sentence,Vse and benefit of Grammaticall translations, set downe in generall. how this translation serueth to direct the younger schollar: first, to resolue or cast each sentence in Latine into the naturall or Grammaticall order: secondly, to construe directly according to the same: thirdly, to parse as it is construed, by marking the last chiefe word: fourthly, to make the same Latine as it was parsed, and to proue it by reason and rule. Fiftly, by comparing the order of the translation and the order of the Author, to compose the Latine againe into the order of the Authour. And so by daily practicing these translations, young schollars must needs come on very much, for that it makes all the way to learning so plaine.
One principall reason is,☞ for that this is nothing else but a continuall practice of Analysis and Genesis; Chief reason of the benefit of translations according to the rule, for the cō tinuall vse of Analysis and Genesis.that is, of resoluing and vnmaking the Latine of the Author, and then making it againe iust after the same manner, as it was vnmade. Or if we may so tearme it, the vnwinding, and winding it vp againe; which is generally acknowledged to be the speediest way to all good learning. Now of either of these there may be three parts.
1. Of the Analysis or resoluing a sentence; first the resoluing it out of the Rhetoricall order of the Author,Three speciall parts both of Analysis and Genesis. into the first proper, naturall and Grammaticall order.
2. Construing, turning or translating it into English, according to thesame order; giuing the true sense and force of each word and phrase.
3. Parsing as we construe.
So of the Genesis or making vp againe are three parts.
1. The making thesame Latine againe, according to the order of the translation and the words of the Author; that they may goe surely.
2. To proue it to bee true Latine, after the manner of parsing, by the same order.
3. To compose all againe for the Rhetoricall placing of the words, according to the order of the Author, by the helpe of a fewe rules, and by comparing with the Author; that a childe may hauehave a confident boldnesse, to stand against the most learned, to iustifie that which hee hath done.
Spoud.
This stands with all reason, that if the way of vnmaking or resoluing be so plaine, thorough this rule; the waie of making vp againe must needes bee as plaine and readie: for there is the same waie from Cambridge to London, which was from London to Cambridge.
Phil.
You say as it is: Hence you shall finde by experience, that as children will soon learne to construe and parse their Authors thereby; so they will as soone learne to make them into latine againe: yea they will come by daily practice, to reade the Latine almost as fast out of the English translation, as out of the Author it selfe, and proue that it must bee so: and in short time to doe the same in things which they hauehave not learned; especially, where they shall hauehave occasion to vse the same phrase, to doe it readily whether they shall write or speake.
Particular benefits of the vse of Grammaticall translations, and of the Rule.
Spoud.
IT is apparant by that which you hauehave sayd,Benefits of the translations and the rule set downe particularly. that you take the benefit to bee very great, which may come by such translations rightly vsed.
Phil.
I do indeed; and that for all these things following, which seem most strange and hard to be done by children.
1 Teaching to resolue Latine Grammatically:1. Resoluiug Grammatically which is the foundation of the rest.
2 In construing,2. Construing. to direct to do it artificially by rule, and also in propriety of words, and in true sense.
3 For parsing to do it of themselues:3. Parsing. as reading a lecture without any question asked, vnlesse some which they omit: which maner of parsing gaineth half the time which is spent therin commonly, when otherwise each question is asked and stood vponupon.
4 For making latine,4. Making latine. to be able to make the very same latine of their Authors vponupon sure grounds; & therby to be incouraged to go on boldly & certainly, with cheerfulnes and confidence: when little children shall see, that they are able to make the same latine which their Authors do, as was said, & hauehave also the Author to iustify that which they hauehave don.
5 For prouing latine,5. Prouing▪ specially for the Syntaxe, when each principall word going before, directs th…se which follow, except in some few.
6 For composing artificially,6. Composing. by continuall comparing this Grammaticall order, to the order of the Author, and marking why the Author placed otherwise; and by being helped by a few rules, which I will shew after.
7 To helpe the younger schollars to vnderstand their lectures,7. Vnderstanding. so farre as need is; of the benefit of which vnderstanding we hauehave spoken before.
8 Also to take their lectures for most part of themselues,8. T…king lectures of themselues. as was sayd; to get and bring their lectures more surely and sooner then by the masters teaching alone, as a little experience will shewe.
9 To construe and parse their lectures,9. Construing and parsing out of the English. out of the English as out of the Latine (which is a continuall making latine, as we heard) and so to read their lectures first in the naturall order, then as they are in their Authors.
10 To bee able to correct their Authors of themselues,10. Correcting their Authors. if they be false printed.
11 To keepe all which they hauehave learned in their Authors so perfectly,11. Keeping all learned in their Authors perfectly. as to be able in good sort to construe or parse at any time, in any place out of the bare translation, onelyonly by reading them oft ouer out of the translation.
12 To saue all the labour of learning most Authours without booke,12. Saue getting Authors without booke. as all Authors in prose; which labour in many schooles is one of the greatest tortures to the poore schollars, and cause of impatience and too much seueritie to the Masters, though with very little good for most part: to be able as it were by playing, only reading their Authors out of the English ouer & ouer,Ten notes more …. at meet times, to hauehave them much better for all true vse and each good purpose, then by all saying without booke; to trouble the memorie onelyonly with getting rules of Grammars and the like, and such other of most necessary vse, as the Poets: which also are exceedingly furthered hereby.
13 To helpe to proceed as well in our English tonge as in the latine,13. To proceed in English as in Latine. for reading, and writing true orthographie; to attaine variety and copie of English words, to expresse their mindes easily, and vtter any matter belonging to their Authors. And so in time, to come to proprietie, choise, and puritie, aswell in our English as in the Latine.
14 To learne the propriety of the Latine tongue,14. To learne the propriety of the latine tong, to iustify words and phrases, and also to attaine the purity of the latine tongue. as they goe forward; to bee able to iustifie each phrase, and in time to remember words and phrases, for almost whatsoeuer they hauehave learned, and where. Also by reading Tully, and other purer Authors constantly out of such translations, first Grammatically, then Rhetorically, to attaine to make a more easie entrance, to that purity of the Latine tongue, wherof sundry great learned men hauehave giuen precepts, then by precepts alone; and much more by ioining precepts and this practice together.
15 By the translations of the Poets,15. To enter & traine vp schollars iu Poetrie with ease and delight without bodging. as of Ouid, and Virgil, to hauehave a most plain way into the first entrance into versifying, to turne the prose of the Poets into the Poets owne verse, with delight, certainty and speed, without any bodging; and so by continuall practice to grow in this facilitie, for getting the phrase and veine of the Poet.
16 To be (as was noted) not only insteed of Masters,16. To be insteed of M…ster or Vsher amongst the schollars for giuing and preparing lectures. or Vshers, to giuegive each lower lecture perfectly, for all the substance; but also to be after insteed of their owne presence, or of Dictionaries in eueryevery one of those fourmes continually, to direct them, vntill eueryevery one of the fourm can construe, parse, make the same latine, and proue it. Heereby both to free the children from that feare which they will hauehave ordinarily,To free children from feare of so oft asking, and the Masters from that trouble & hindrance. to go to their Masters for eueryevery word; and also to free the Masters from that trouble and hindrance to tell them eueryevery word, so oft as they forget, and the vexation and fretting to see the childrens dulnesse and forgetfulnesse. For the helpe of the Master, or Vsher, in the meane time what it ought to bee, wee shall see after in the vse of these.
17 Hereby schollars hauing been well entered,17. To be able to proceed in other Authors of themselues by some helpe of Master and Cōmentaries. and exercised in their lower Authors, shall be able to proceede to their higher Authors, ex tempore; and goe on with ease, by the assistance of the Master, where they need, and by the helpe of Commentaries; that they may be thus inabled to construe any Author, and bee fitted for the studies of the Vniuersitie, at their first entrance thither.
18 These will be also a helpe to many weaker Schoolemasters,18. A helpe to weaker masters. for right and certaine construction, without so oft seeking Dictionaries for English, and proprietie of words; and so for parsing, and all sorts of the former directions.
19 A…so,19. To helpe weaker schollars, to proceed in latine in their priuate studies in the Vniuersities. weaker schollars in the Vniuersities, who hauehave not been so well grounded in the Grammar schooles, may proceed in their priuate studies, by the vse of some of these translations, either one alone, or two or three together; and increase both for construing, vnderstanding, and writing latine. Also they may hauehave continuall vse of translating both into English, and Latine; whether reading out of the Authour into the translation, or out of the translation into the Author, or doing it by pen; and euer a direction to trie all by, and as a priuate helpe: which continuall translating both waies is a most speedy way to learning, as M. Askam proueth at large.
20 Likewise,20. So to helpe any who hauehave lost their latine or hauehave but a taste. any who hauehave lost the knowledge of the Latine tongue, may recouer it hereby within a short time; and they who hauehave had but a smattering, or some little beginning, may soone come to vnderstand any ordinary Author, and proceed with pleasure and certaintie.
21 Finally,21. To hauehave daily much practice of Analysis and Genesis; which is all in all, in getting all learning. hereby schollars may hauehave daily much sure practice both of Analysis and Genesis; that is, resoluing and making Latine: which as was noted, all the learned doe acknowledge to bee almost all in all, in getting all learning: for all this practice by them is nothing else but Analysis and Genesis, as we shewed before.
Things more specially obserued in the Translating of the Schoole Authours.
Spoud.
THese benefits are indeede very great, and worthy the labour of eueryevery childe, or other who would attaine them, if it be as you say: yet by your fauour, many of them cannot be obtained by bare Grammaticall Translations alone; as to get the propriety of both the tongues, both of Latine and English together, with variety of phrase, the sense, and the like. Therefore what course hauehave you obserued in your Translations, to make them to serue to all these purposes?
Phil.
I hauehave obserued these things following,Things obserued in the Translations of the Schoole Authours. so neere as I hauehave beene able for the present: I shall amend them after God willing.
1 This naturall or Grammaticall order throughout.1 Naturall order.
2 That the English Translation is set downe alone,2 English alone. without the Latine adioyning, to auoyde the inconueniences of hauing the Latine and English together; as of making Truant, or the like: whereof I shall speake after.
3 The propriety of the English words,3 The English answering the Latine in propriety. answering to the Latine, in the first and naturall signification, and expressing the force of the Latine words, so neere as I could, is set down in the first place.Where any phrase is somewhat hard, how it is expressed. And where the Latine phrase is somewhat hard or obscure to bee expressed in our English tongue, word for word; there I hauehave also expressed that by a more plaine phrase, sometimes included within two markes, almost like a Parenthesis, with [or] thus. Or else I hauehave set it euer in the Margent: where also I hauehave oft placed the meaning, with variety of other phrases ouer against the word, and noted them with a character or letter, answering to the word in the Text.
Moreouer,Where any phrase seemes ouer harsh in our English tongue. where any phrase is ouer-harsh in our English tongue, to expresse the Latine verbatim, viz. word for word, or in good propriety; that harsh phrase is also placed in the Margent, ouer against the Latine phrase, with this marke, (Verb) or (ver. (or v.) signifying verbatim, word by word, or word for word, and the more easie phrase set in the Text.
Likewise where there may be two senses or constrctions,Where there may be two senses. I hauehave commonly expressed both: the more likely and naturall in the Text, the other in the Margent. This I hauehave done, to the end that the Schollar may see both construction and meaning together; with the propriety of the tongue, whereunto I hauehave chiefly laboured.
So that there is no varying from the propriety,No varying but on necessity. saue where necessity inforced, for the impropernesse of the phrase in our speech▪ or in some few places, where the construction is easie and familiar; and there is set in the Margent (Verb) as was said before.
Lastly,The order of some wordes changed. where in the Grammaticall order in Latine, the Substantiue goeth before the Adiectiue, the gouernour or guider first; in our English Dialect, the Adiectiue is most commonly set before: as vir bonus, a good man; not a man good: vnlesse the Adiectiue be diuided from the Substantiue; as where it passeth the signification into some at…er word gouerned of it: as vir praestans ingenio, a man excelling in wit.
So in the Aduerbe Non: as Non est, It is not; wee doe not say, Not it is. Also in the Enclyticall Conjunctio… …quen, and the like; as id que , and that.
In the first and lowest Authours is commonly translated Thou,Obseruation in the lowest Authours. Thee, Not you; because of the difficulty for children, to distinguish betweene Thou, and You.
Thus I place ordinarily the Accusatiue case before the Infinitiue moode, in plaine wordes, for the ready and easie making the Latine out of it: as Multum eum praeuidisse dicimus, we say him to hauehave foreseene much: and in the margent vsually thus; We say, that he foresaw much: according to our English phrase.
How to vse these Translations so, as to attaine the former benefites.
Spoud.
THese things diligently obserued,The manner of vse of the Translations. must needes be very auaileable to the purposes, which you hauehave mentioned: the very propriety alone, I meane the knowledge of words, in their first and proper signification, is a singular helpe to learning. For reason will commonly teach, both the change of the signification by the circumstances of the place, & also the cause of the change. But I pray you, how might my Schollars vse these Translations so, as that I might finde the benefits of them.
Phil.
You may cause them to vse them after these directions following:
1 First,1 To see that eueryevery one can giuegive the summe of the rule of construing. you are to see that eueryevery one who is to vse them, can repeate the rule of construing, and answere the questions thereof, according to the briefest forme of it at least. And if your leasure will serue, to heare your selfe how they can take their Lectures of themselues, according to the same.
2 Where your leisure will not well permit you to see all Lectures giuen,2 In the lower fourmes one to reade ouer the translation, to giuegive some light, and look on the Translation. you may appoint at the taking of the Lectures, that some one or two of the best of each fourme, doe looke vponupon the Translation; and in the lower fourmes doe first reade ouer the Translation once, onelyonly to giuegive them some light, for the meaning and vnderstanding of their Lectures; the rest looking on their Authours, or onelyonly harkening to the meaning: although in the higher fourms which vse them, they will not neede so much as once reading ouer before, vnlesse in some difficult places: onelyonly he who looketh on the Translation, may reade the Translation after, for their more full vnderstanding of the Lecture, and more easie remembrance of it.
3 After that to appoint another,3 To construe according to the rule, of themselues. first, to reade ouer their Lecture in the Latine distinctly, as it is in the Author, and to trie how he can construe; beating it out according to the rule.He who hath the Translation onelyonly, to direct where they goe false. In the meane time cause him who hath the Translation, to be in stead of your selfe amongst the rest, to see that they goe right; and where the construer sticketh, or goeth amisse, to call him backe to the rule, and wish the rest to helpe to finde it out by the same rule.
And when al the fourme are at a stand,To doe as the cunning Hunts-man. and none of them can beat it out, then onelyonly he who hath the booke, to do it; as the cunning Hunts-man, to helpe a little at the default, to point and to direct them where to take it: and thus so many to construe ouer, or so oft, vntill all of them can construe.
In the mean time your selfe or Vsher,☞ in the middest, both to hauehave an eye to them,The assistance of the Master or Vsher herein that they take this course; and also to helpe yet further, where neede is: And after the taking of the Lecture, to note out vntounto them al the difficult or new wordes in their Lecture, to examine and direct them, for the parsing of them: and also to cause each of the fourme to marke out those wordes, to take speciall paines in them; to make them perfect aboue all the rest: because they hauehave learned the rest before, and hauehave but so many new wordes to get in that Lecture.
4 According to the order as they construe,☞ cause them to parse,To construe & parse out of the Translation, is the surest and most profitable way. as we shewed; eyther looking vponupon the Authour, or vponupon the Translation alone. But I finde it farre the surer and better, in al who are able, both to construe and parse out of the Translation: because thereby they are learning continually, both to make and proue their Latine; and so doe imprint both the matter and Latine, more firmely in their memory. So also all of ability, to construe and parse onelyonly out of the Translation, when they come to say; and out of it to giuegive the reason of eueryevery thing. This they will doe most readily, with a little practice.
5 To the end that they may may keepe all their Authors perfectly,How to keepe all their Authors perfectly. which they hauehave learned (which is thought of many almost impossible, and doth indeed so much incourage young Schollars, and grace the Schooles when they can doe it) let them but vse this practice:☞ EueryEvery day after that they hauehave said their Lectures,To construe or reade oft all which they hauehave learned, out of the Translations; to make and keepe all perfect, by oft repetions. cause each fourme which vse these translations, to goe immediately to construing ouer all which they hauehave learned, each day a peece, eueryevery one a side of a leafe, or the like in order, vntill they hauehave gone through all; construing it only out of the translation: to spend an houre or more therein, as time will permit: one or two who sit next vntounto the construer, to looke on the Translation with him,Manner hereof. to helpe where hee sticketh; the rest to looke on their Authours. Appoint withall some of the Seniors of the fourme, to examine shortly the harde wordes of each page as they goe; I meane those wordes, which they marked when they learned them.
And when they become perfect in construing out of the English,☜ cause them for more speedy dispatch, but onelyonly to reade their Authours into Latine, forth of the Translation; first in the Grammaticall order: after as they are in the Author. They will thus soone runne ouer all which they hauehave learned, without the least losse of time: for this will be found the best bestowed time, to keepe perfectly that which they hauehave gotten. And what they can so construe or reade out of the English into Latine, they can also doe it out of the Latine into English ordinarily.
Then,To reade ouer other Authours after the same manner. as they waxe perfect in that which they hauehave learned, and grow a little to vnderstanding; they may practice of themselues by the same meanes, to reade ouer the rest of their Authour, which they learned not, or some easie Authour, which they hauehave not read; as first Corderius, or the like, by the helpe of the same translations: first to construe ex tempore amongst themselues, after to reade out of the Translations; according to the same manner as they did in that which they hauehave learned:☜ wherein they will do more then you will easily beleeue, vntill you see experience.So in higher Authours translated.
After this, as they come to higher fourmes, and more iudgement,Practice will make them very prompt, both in English and Latine. they may be appointed likewise to reade ex tempore some other Authour, whereof they hauehave the Translation to direct them; and that both out of the Authour into English: first, after the Grammaticall manner, and then in a good English stile: afterwards out of the English into Latine, both wayes, both in Grammaticall order, and after in Composition, according to the Authour. And within a time that they hauehave beene thus exercised, they will be able to doe this, almost as easily and readily, as that which they hauehave learned. I finde Tullies sentences, and Tully de natura Deorum, with Terentius Christianus, to be singular books to this purpose for the best vses.
By this meanes it must come to passe by daily practice,The fruit hereof. that they shall attaine to the phrase, stile & Composition of any Authour which they vse to reade oft ouer, & to make it their owne; euen of any peece of Tully himselfe (as was said) & much sooner then can be imagined, vntill triall be made: though this must needes require meet time. For what thing of any worth can be obtained, but by time, industry, & continuall practice? much lesse such copy, choyse, propriety, and elegancy, as Tully doth affoord.
Obiections against the vse of Translations in Schooles answered.
Spoud.
AS you hauehave shewed me the benefites which may come by Grammaticall Translations; and also how to vse them, that Schollars may attaine the same: so giuegive me leaue to propound what doubts I may suspect concerning the same for the present; and moe hereafter, as I shall make triall of them.
Phil.
Very willingly; for I doe desire to finde out all the inconueniences that can be imagined, which may comeby by them: but for mine owne part, I can finde none, if they be vsed according to the former direction; and yet I hauehave done what I could, to finde out whatsoeuer euils might be to follow of them. Obiect whatsoeuer you can, I thinke I am able plainly to answere it, and to satisfie you fully in eueryevery point.
Spoud.
I will therefore deale plainly with you, in what I can conceiue for the present.
Obiect.
1. Translations in Schooles hauehave not bin found to bring any such benefite, but rather much hurt; and therfore the best and wisest Schoole-masters hauehave not beene wont to suffer any of them amongst their Schollars.
Phil.
I will first answere you for the benefites:These vses and benefits cannot be made of any other Translation of the Schoole Authors, but the Grammatical, and why. That it is true indeede, that these vses and benefites cannot bee made of any other Translation of any one of our Schoole Authours. The reasons are euident: first, because none of the Translators hauehave followed, nor so much as propounded to themselues to follow this Grammaticall rule in Translating: which you see is the meane foundation of all true construing, parsing, making and trying Latine: and of all these benefites, to keepe Schollars to goe surely. Secondly, none of them which I know, hauehave laboured to expresse the propriety and force of the Latine, in the first and natiue signification; which this intendeth continually: and how much lieth vponupon the knowledge of the propriety of the wordes for the certaine getting of any tongue, eueryevery Schollar knoweth. Thirdly, none of them hauehave indeauoured by a double Translation to make all things plaine, as these do eueryevery where; labouring to expresse with the wordes, and Grammar, the sense and meaning also in all obscure places, with variety of English wordes or phrase: to the end to teach children thereby, Grammar, propriety, sense with variety of phrase to expresse their mindes in English, as wel as in Latine: and all vnderunder one, that nothing bee wanting.
The Translators hauehave seemed to ayme eyther onelyonly or principally,What the translator, hauehave aymed at. at the meaning and drift of the Authour,The Translations of our Schoole Authors extant do perform… none of the benefites which these Grammaticall Translations doe aime at chiefly. which benefite alone they doe in some sort performe: but for the rest of the benefits and vses, or for the most of them (as for true construing▪ parsing, making and trying Latine, which are the chiefe things here mentioned) they eyther set the learner at a non plus, or carie him ordinarily cleane amisse. And therefore there is no maruell, if in that respect they be vtterly disliked. Triall in any of them, compared to the rule and the other limits, and especially how in construing, parsing, and the like, they carry the learner vtterly out of the way, will presently shew the truth hereof, and commonly in the very first sentence of them. I will set downe the words in one or two.
Esops Fables construed thus:
Dum whilst,Examples of the Translations extant, to manifest the truth hereof. Gallinaceus the dunghill, Gallus Cocke, Ver…it scratched, Stercorarium in the dunghill.
Tullies Offices translated thus:
Marci Tullij Ciceronis de officijs ad Marcum filium liber primus.
Marcus Tullius Ciceroes first booke of dueties to Marcus his sonne.
Trie in any one of these, whether a childe can construe one sentence right and surely,Try all to construe by these. according to Grammar, or in any certainety of the propriety of the wordes, or be able to parse or make Latine, or the rest: though some of these Translatours were learned▪ and gaue the sense; yet you may perceiue that they aimed not at these endes here mentioned, or few of them.
Thus you see what I hauehave answered concerning the benefites: now let vsus heare what you say concerning the hurt comming by them.
Obiect. 2. Spoud.
Besides that they leade Schollars amisse very ordinarily in construing, almost in eueryevery sentence; they are found also to make Schollars Truants, or to goe by rote (as wee commonly call it) which is worse.
A. Phil.
For the first part, that they leade Schollars amisse, I hauehave answered; that, that is onelyonly in such Translations, which respect the sense alone, but doe not respect the Grammar.
Secondly,Grammaticall translations separate from the Latine, cannot indanger any to make them truants, if they be rightly vsed. for making truants, I aunswere; that these Grammaticall translations being thus meerly English, and separate from the Latine altogether, can neuer indanger any waie to make truants, if they bee vsed according to the directions prescribed. For first, for construing latine, there can bee no likelihood hereof, if the translation bee onelyonly vsed; first to giuegive some light and vnderstanding of the lecture amongst the younger; after, to bee onelyonly in place of the Master, where he cannot be himselfe.
Also, where all of the fourme cannot beat out the construing by the Grammaticall rule, there to direct and point it out how to take it. Likewise, to giuegive propriety of English, and to guide the schollars in place of the Master (who cannot bee alwaies with eueryevery one) to the end, that in all things they may goe surely. Secondly, for construing and making the Latine out of the translation, it chiefly consists vponupon vnderstanding and conceit; and shall more stirre vp the wit and memory to get propriety and copie of words and phrases, then all getting without booke can possibly doe. In getting without book alone, words and sentences may bee learned, as by Parats, without any vnderstanding: hereby children must needes vnderstand them: For, hauing nothing but the bare translation, they must be driuen of necessitie to beate out the latine, by learning and by reason, with diligence; and so stirre vp their memories continually. Also, hereby whensoeuer they shall hauehave againe the same English words or phrases to make in Latine, to write or to speake; the verie same Latine words and phrases, which they learned in their Authours, doe come straight wayes to their memories to expresse their mindes. And in what things they can giuegive Latine to the English, in that, as was sayd, they can ordinarily giuegive English to the Latine.
Indeede,There is great difficulty to vse an interlineall translation, or latine ioined to the English▪ where the translation is ioined with the Authour, and so they are set together answerably word for word, eyther as the Interlineal set ouer the head, or the English word or phrase set after the Latine; there the eie of the childe is no sooner vponupon the one, but it will be vponupon the other: and so the memory is not exercised, neither can this mischiefe be auoided. Yea, where the Author is of the one page, the translation is on the other ouer against it (like as it is in Theognis, and some other Greeke Poets) there must be much discretion for the right vsing of them; otherwise many inconueniences must needes follow amongst children. But in these bare translations so by themselues, these surmised daungers are preuented; if they bee vsed as hath been shewed. Although for them who are of full discretion to vse them (as those who would study priuately for the reoouering their Latine, or increasing therin) it may bee the most profitable of all, to hauehave the translation ouer-against the latine, directly on the other page, after the manner as Theognis is printed; that folding the booke, they may looke vponupon the one, when they would finde out the other; and yet hauehave the other euer at hand, as a master, to helpe in an instant, where they need.
3. Ob. Sp.
But the schollars may be idle, when they seem to be construing, when as one only construeth, and the rest looke on their bookes.
A. Phil.
So they may be idle in whatsoeuer exercise they do amongst themselues,How to preuēt idlenes or negligēce in the vse of the translations, so that one cannot be idle while they are in hand with these. vnlesse the Master be vigilant: but let the master vse any diligent circumspection, and they cannot possibly be idle in this, of all other; no not one in any fourme. For, let but the Master or Vsher hauehave an eye to all in generall, though they bee in hand in hearing any fourme; and where they do marke or but suspect any one of all the fourmes to bee carelesse, or not to attend; there let them step to such a one of a sodaine, and bid him set his finger to the last word which was spoken: and so if any bee idle, he may bee catched presently. Prouided alwaies, that no one keep his finger at the book, lest by them the truants see where it is; but eueryevery one to vse only his eye and his eare. Some of the most negligent and stubborne so ouertaken now and then, and sharpely corrected for ensample, will continually keepe all the rest in order and diligence, at this time specially. This practice may serue for whatsoeuer they construe,☜ parse, or examine together, to keepe them fro… loytering or carelesnesse.
4. Ob. Spoud.
Wel: you seeme to hauehave answered the euils which I feared for the schollars; I shall thinke further of them. But there may bee greater inconueniences in them concerning the Masters: as 1. These may bee a meanes to make the Master idle, by freeing them from giuing lectures, and much other imployment about the same, which they are wont to be exercised in.
Phil.
The best things may be abused some waie: but otherwise there cannot be any such danger of idlenesse to the Master,These, no means to make Masters idle, but contrarily to incourage them to take all paines. who makes conscience of this dutie, or hath any desire to see his schollars to profit; but an incouragement hereby to take all possible paines, by seeing the ease and fruite of his labours. Also, besides the continuall eye that hee is to hauehave, that eueryevery one be painfully exercised by them in eueryevery fourme, and his marking out all the difficult words, that they may labour those aboue all, and helping in each fourme where neede is, the Master may bestowe the more time with the higher fourms; and in poasing & examining, which is the life of all learning, as hath bin & shall be shewed further in due place. As before lectures, he may spend more time continually in examining parts, and in more exquisite reading lectures in the higher formes, or hearing them to reade their owne lectures, which is farre the best of all; or taking paines with the first enterers for euerie tittle: so in examining and trying exercises and lectures after.
Spoud.
You seeme to bee maruellous confident in all things, for the vse and benefit of these translations; and to make a principall reckoning of them.
Phil.
I do indeed make a principall account of them very iustly;The account to be made iustly of these translations. and doe acknowledge my selfe bound vntounto God chiefly for them, aboue al other things which he hath made knowne vntounto me in all my search and trauell.
For these are for me insteed of mine owne selfe, hearing and directing in eueryevery other fourm which I cannot be withall, or as so many helpers. And by the help and benefit of these, all my younger Schollars doe seeme to attaine almost double learning to that, that by mine owne paines being farre greater, and my griefe much more, I was euer able to bring them vntounto before. For, before the time that I came to the knowledge and vse of these, as I taught at one end, my children would forget at an other; and bee as rawe in that which was learned a quarter or halfe a yeere before, as if they either had not learned it, or neuer learned it well; which was no small griefe vntounto mee whensoeuer they were examined: but now take them where you will of a sodaine, in all the Authors which they hauehave learned; and they shall be able in good sort, not onelyonly to construe or parse, but also to reade out of the English into the Latine and proue it: at least so many of them as are apt, and the rest in better maner then I could hauehave expected of them, vnless the fault be in my selfe; and that without any losse of time: and to goe faster forwarde in their Authors then euer they were wont to do; and without any such fretting or vexing to my selfe, though I hauehave but some one written copie in a fourm. Now trie this amongst your schollars, whether they be able to doe the like at any time of a sodaine, by all your labour. For mine owne part, I could neuer by all meanes attaine vntounto it in any measure, especially hauing many fourmes: neither can I see how I could hauehave done it, vnlesse I had had so many bodies, or so many to hauehave bin continually in my place, in each fourme one.
A small triall will soone make this euident;Triall to make all this euident. proouing some schollars with them, others learning the same things without them, in some quarter or halfe yeeres space, whether hauehave learned more and the surelier. And therefore I dare bee bolde to commend this vntounto you vponupon most vndoubted experience.
Spoud.
I do not doubt then, but vponupon this so happy an experience you hauehave thus translated many of our schoole Authors.
Phil.
I hauehave indeed taken paines in translating so many of them,Schoole Authors translated Gramatically. as I hauehave had occasion for my schollars to vse, since God made knowne vntounto me the benefit of them; and hauehave either finished them wholly, or some part of each of them; and hope in time to go thorough them wholly, if the Lord vouchsafe me life. As namely, to begin at the lowest:
Schoole Authors translated or in hand.
Pueriles confabulatiunculae.
Sententiae pueriles.
Cato.
Corderius dialogues.
Esops fables.
Tullies Epistles gathered by Sturmius.
Tullies Offices with the books adioind to them; de Amicitia, Senectute, Paradoxes.
Ouid de Tristibus.
Ouids Metamorphosis.
Virgil.
Also these books following,Other bookes also translated Grammatically for continuall helpes in schooles. wherof I find great benefit:
1 Tullies Sentences for entring schollars, to make latine truly and purely in steed of giuing vulgars, and for vse of daily translating into latine, to furnish with variety of pure latine and matter.
2 Aphthonius for easie entrance into Theames, for vnderstanding, matter and order.
3 Drax his phrases, to helpe to furnish with copie of phrase both english and latine, and to attaine to propriety in both.
4 Flores poëtarum, to prepare for versifying; to learn to versifie, ex tempore, of any ordinary Theame.
5 Tully de Natura Deorum; for purity, easinesse, variety, to helpe to fit with a sweet stile for their disputations in the Vniuersities.
6 Terentius Christianus.
Of the further vses of all of which I shall speak in their proper places:Translations as other things defectiue. though this I must needs confesse vntounto you, that I know them all to be very imperfect, and to hauehave many defects: which I eueryevery day obserue, and am continually amending, hoping to bring them to much more perfection, as either my selfe, or you, or any other good friend, to whose hands they shall come, shall obserue the slips, and God vouchsafe life & his gracious assistance. In the meane time I intreat you to suspend your iudgement, vntill you hauehave seene some triall, if you hauehave any further doubt concerning the benefit of them; and then to let me heare plainly as you finde.
Of construing ex tempore.
Spoud.
I Rest in these your answeres, which you giuegive vponupon your experience, for the doubts which may bee made concerning the Grammaticall translations, and so for the vse and benefits of them; and also for the construing of those lower Schoole Authors, which are so translated. But when your schollars hauehave gon through these Authors, what helpes may they vse for the higher Schoole Authors?What helpes to be vsed for higher Authors. as Horace, Persius, and the like; and so for all other things to be construed ex tempore.
Phil.
By this time they will do very much in construing any ordinary Author of themselues, ex tempore; thorough their perfect knowledge and continuall practice of the rule of construing,Remembring euer to cast each sentence into the natural order. and by that helpe of their reading in the lower Authors: I meane the help of the matter, words and phrase which they are well acquainted with, and of being able to cast the words into the naturall order.
Yet besides these, and the assistance of the Master where need is, they may vse also these helpes following:
1 The best and easiest Commentaries of the hardest and most crabbed Schoole Authors;1. Commentaries of the hardest Authors. as M. Bonde vponupon Horace: who hath by his paines made that difficult Poet so easie, that a very childe which hath been well entred, and hath read the former Schoole Authors in any good manner may go thorough it with facilitie,Bonde vponupon Horace. except in very few places. Of him, it were to be wished, for his singular dexteritie in making that difficult Poet plaine in so few words, that he would take the like paines in the rest of that kinde: as in Persius and Iuvenall, for the great benefit of Schooles. Or that som other would do it, following his example.
Next vntounto him, of those which I hauehave seene are these: Murmelius & Buschius vponupon Persius, Murmelius printed at Paris 1531.a double Commentarie; the one shortly expressing the matter, and beating out the sense & meaning, the other the words. Lubin also vponupon Persius, and Iuvenal, Lubin on Persius and Iuvenal. Helps for Virg. Virg. with Melancht. annotations printed at Witeberg. 1598.is much commended. For short comments and annotations of Virgil, there may be vsed Ramus vponupon the Eclogues & Georgicks. Also the Virgils printed with H. Stephens annotations; and with Melancthons.
2 Where they hauehave no help but the bare Author, & that they must cōstrue wholly of themselues cal vponupon them oft, to labour to vnderstand & keep in fresh memory the Argument, matter & drift of the place,☜ which they are to cōstrue: which matter,2. Vnderstanding the Argument, matter & drift in general. they may either find prefixed generally before the beginning of the treatises, or chapters, in the Argumēts, or else they are to demand the vnderstanding in general, of the Master or examiner, what the matter of the place is, or what it about. Otherwise many places may trouble the greatest schollars at the first sight.☜
3. To consider wel of all the circumstances of each place,3 To consider the common cirrcumstances of places. which are cōprehended most of them in this plaine verse:
Quis, cui, causa, locus, quo tempore, prima sequela.
That is, who speaks in that place, what he speaks, to whom he speakes,This verse comprehending the chief circumstāces of places to be euer in mind. vponupon what occasion he speaks, or to what end, where he spake, at what time time it was, what went before in the sentences next, what followeth next after. This verse I would hauehave eueryevery such schollar to hauehave readily; and alwaies to thinke of it in his construing.It is a principal rule for the vnderstanding of Authors or matter. It is a very principall rule for the vnderstanding of any Author or matt…r whatsoeuer.
4 In all hard words or phrases let them first call to remembrance where they hauehave learned them, or the primitiue word whereof they come,4. To search out eueryevery hard word & phrase. or some words neere vntounto them: or otherwise to search them out by inquiring of the Master, Vsher, or som follow; or of the Dictionaries, which they ought to hauehave euer at hand.
And in construing their own Authors, let them remember that generall precept, to marke the newe words with a line vnderunder them, as was aduised before; that they may oft go ouer them: or if they feare they cannot so remember them, to write them in their books ouer the word, or in the margents ouer against the words, in a fine small hand, it will not hurt their bookes: or for sauing their books, let eueryevery one hauehave a little paper booke,Or to hauehave each a little paper booke to note all n…w & hard words in. and therein write onelyonly all the new and hard words as was obserued generally, to bee very perfect in those each way, by oft reading ouer; and so they shal come on very fast: hauing those (as I said) they hauehave all. So that these things obserued shall accomplish your desire.
1. Consider and way wel the generall matter & argument.The sum of all, for construing without Commentary or or helpe.
2. Marke all the hard words in their proper significations.
3. Keepe in mind that verse of the circumstances of places; Quis, cui, &c.
4. Cast and dispose the words in the proper Grammaticall order.
5. See that nothing bee against sense,☞ nothing against Grammar: but if either the sense be absurd, or construction against Grammar, cast it, and try it another way vntill you find it out.
Finally,Seuerall kinds of construing or expounding. giuegive me leaue to adde this, before wee end this matter of construing; That all these kinds of construing, or rather of expounding and expressing their minds, may be vsed by schollars of ripenesse, and with much profit.
1 According to the bare words in their first signification, and in the naturall order plainly.
2 According to the sense to expresse the mind of the Author with vnderstanding.
3 More elegantly, in finenesse of words and phrase.
4 Paraphrastically, by exposition of words and matter more at large, to make as it were a Paraphrase of it. And to do this last in good Latine, where they are of ability.
Spoud.
Sir, you hauehave satisfied me at large for all this matter of cōstruing: now I pray you let vsus come to parsing, and the manner of it, which followeth next; that I may hauehave your helpe therein. For this hath beene no lesse wearinesse and vexation vntounto me, then the construing hath beene.
Phil.
Before we come to parsing,☜ let me also tell you this one thing:A most profitable exercise, to cause the Schollars, daily to construe some things ex tempore, besides their ordinary Lectures. That besides my Schollars ordinary Lectures, and repeating daily some part of that which they hauehave learned in the lower fourmes; I finde very great good in causing them eueryevery day in each fourme to construe a peece of their Authours where they hauehave not learned; and that ex tempore, aside, or a leafe at a time, as leisure will permit: hearing them eyther my selfe, or by some other very sufficient, how they can doe it; and posing onelyonly some hard things as they goe forward: noting also the harder wordes and more difficult places, as was shewed. Also in those bookes, where of they hauehave Translations, I cause them by course sometimes to construe or reade the same, out of the Translations: as at other times to reade out of the Authour into English; according to the maner of the Translation.
Spoud.
This must needes bee exceeding profitable: I likewise will put it in practice forthwith, if God will; and do heartily thanke you for imparting it vntounto me. But now if you hauehave done, to the matter of parsing.
Phil.
Let me heare of you, what course you hauehave vsed therein, and I will supply whatsoeuer I can.