A New Discovery of the Old Art of Teaching School, Chapter 5 – Title page 3
CHAP. V.
How to try children to the utmost, whether they be well grounded in the Grammar; and how to go more expeditiouſly to work in Teaching the Latine Tongue, to thoſe that are at years of diſcretion.
IT is an ordinary courſe in moſt of our Grammar-Schooles, for the Vſher to turn over his Scholars to the higher Master, after they have gone through the Grammar, and (with ſome) been exerciſed in conſtruing and parſing here and there a piece of the forementioned lower Authours, and in turning Engliſh Sentences or dictates into Latine; but oft-times it cometh to paſſe, that partly through the Uſhers want of skill or care to inſiſt upon thoſe things chiefly, and moſt frequently, which are the moſt neceſſary to be kept in minde, and partly through childrens want of heed, who are apt to huddle over all Parts and Leſsons alike, not obſerving what uſe they are to make of any one in particular, more then other; there is no ſure foundation laid for the Maſter to build ſafely upon, which cauſeth him (if he be not very diſcreet) to caſt off many boyes as unfit by him to be further wrought upon, or continually to fret, and grieve himſelf to ſee his Scholars ſo often miſtake themſelves in any Taske or Exerciſe that he ſetteth them about. And the poor children, being all this while ſenſible of their own imperfectneſs in the firſt Grounds, are daunted to ſee their Maſter ſo often angry with them, and that they are no better able to perform their work to his better ſatisfaction, which they would gladly do, if they did but a little underſtand how to go about it. Some alſo preconceiting a greater difficulty to be in learning, then they have hitherto met withall, and not knowing how to encounter it, become utterly diſcouraged with the thoughts of a new change, and chuſe rather to ſorſake the School, then proceed to obtain the Crown of their by-paſt labours; I mean the ſweetneſs of learning, which they are now to gain under the Maſter; For after children are once well grounded by the Vſher, they will go on with eaſe & cheerfulneſs under the Master, delighting to read pure Language, and variety of matter in choyce Authours, and to excerciſe their wits in curious phanſies: and it will be an extraordinary comfort to the Maſter, to ſee his Scholars able to run on of themſelves, if he but once ſhow them the way to perform any Task that he propoundeth to them. It is neceſsary therefore for the Master, before he take Scholars to his onelyonly charge, to ſee firſt, that they understand the Rudiments, or Grounds of Grammar, and then the whole Grammar it ſelf, and that they can thorowly practiſe them; but eſpecially, to help thoſe in the underſtanding and exerciſe thereof, that by reaſon of ſickneſs, or the like accident have bin oftner abſent, or that have not been ſo long at the School as their fellowes, or who by reaſon of their age or ſtature, will quickly think it a ſhame to be left under the Uſher behinde the reſt. Now to try whether a childe be well grounded or not, this courſe may be taken;
1. Let him take ſome eaſie Fable in Aeſop, or any other piece of familiar Latine, and let him conſtrue it of himſelf according to the directions given in my Grounds of Grammar, l. 2. c. 13.
2. Then let him write down the Engliſh alone, leaving a large ſpace betwixt every line, wherein he ſhould afterwards write the Latine words anſwerable to the Engliſh; ex gr.
De ſene vocante mortem.
Of an old man calling Death.
AnQuidam old-man,ſenex carryingpartans a bundlefaeſcem of ſtickslignorum uponſuper his ſhoulders,humoros out ofex a Foreſt,nemore, whencum he was wearydefeſsus eſset with the long way,longa via, calledvocavit death,mortem, the bundlefaſco being laid downdepoſito on the ground.humi. Behold!Ecce! deathmors cometh,advenit, and& askethrogat the cauſecauſam whyquamobrem he had calledvocaverat him;ſe. Thē Tuncthe old mā ſenexſaith,ait, thatut thou mighteſt layimponeres thishunc bundlefaſcem of ſtickslignorum▪ uponſuper my ſhoulders.humeros.
3. Let him next tell you what part of ſpeech every word is as well Engliſh as Latine, and write them down (as I have alſo ſhewed formerly) under ſo many figures, joyning the Engliſh ſignes to the words to which they belong; beginning to reckon, and pick up firſt all the Nouns, and then the reſt orderly, after this manner.
1.
Senex an old man.
Faſcem a bundle.
Lignorum of ſticks.
Humeros ſhoulders.
Nemore a foreſt.
Longa long.
Via a way.
Mortem death:
Faſce the bundle.
Humi on the ground.
Mors death.
Cauſam the cauſe.
2.
Quidam an or one:
Se him
Hunc this.
3.
Defeſſus eſset, was weary.
Vocavit, called.
Advenit cometh.
Vocaverat, had called.
Rogat, asketh.
Imponeres thou mighteſt lay.
Ait ſaith.
4.
Portans carrying.
Depoſito being laid.
5.
Cùm when.
Ecce behold.
Tunc then
6.
Que and.
Quamobrem wherefore.
Vt that.
7.
Super upon.
Ex out of.
4. Let him decline any one or more Nounes, and Conjugate any one or all the Verbs throughout; and then write them down at large, according to what I have formerly directed, and is practiſed in part in Merchant-Tailors Schoole, as is to be ſeen in the Probation Book lately printed by my noble friend, and moſt actively able Schoole-maſter, Mr. W. Dugard; onelyonly I would have him joyne the Engliſh together with the Latine.
5. Let him give the Analyſis of any word firſt at large by way of queſtion and anſwer, and then ſumme it up in ſhort, as to ſay, or write it down thus;
The Analyſis of a Noun Subſtantive.
What part of Speech is Lignorum of ſticks.
Lignorum of ſticks, is a Noun.
Why is lignorum a Noun?
Becauſe lignum a ſtick is the name of a thing that may be ſeen.
Whether is lignorum a noun Subſtantive, or a noun Adjective?
Lignorum is a noun Subſtantive, becauſe it can ſtand by it ſelf in ſignification, and requireth not another word to be joyned with it, to ſhew its ſignification.
Whether is lignorum a noun Subſtantive proper, or a noun Subſtantive common.
Lignorum is a noun Subſtantive common, becauſe it is common to more ſticks then one.
Of what number is lignorum?
Lignorum is of the plurall number, becauſe it ſpeaketh of more then one.
Of what caſe is lignorum?
Lignorum of ſticks, is of the Genitive caſe, becauſe it hath the token of, and anſwereth to the queſtion whereof, or of what?
Of what Gender is lignorum?
Lignorum is of the Neuter Gender, becauſe it is declined with this Article Hoc.
Why is lignorum declined with this Article Hoc?
Becauſe all nounes in um, are Neuters, according to the Rule in Propria quae maribus, Omne quod exit in um, &c. or Et quod in on vel in um fiunt. &c.
Of what Declenſion is lignorum?
Lignorum is of the ſecond Declenſion, becauſe its Genitive caſe ſingular endeth in i.
How is lignorum declined?
Lignorum is declined like regnorum; thus.
Sing Nom. Hoc lignum, Gen. hujus ligni, &c.
Lignorum is a noun Subſtantive common, of the Plurall number, Genitive caſe, Neuter Gender, and ſecond Declenſion, like Regnorum.
The Analyſis of a Noun Adjective.
What Part of Speech is Longâ long?
Longâ is a Noun.
Why is longâ a Noun?
Becauſe it is the name of a thing that may be underſtood.
Whether is longâ a noun Subſtantive, or a noun Adjective?
Longâ is a noun Adjective, becauſe it cannot ſtand by it ſelf in ſignification, but requireth to be joyned with another word, as, longâ viâ, with the long way.
Of what number is longâ?
Longâ is of the ſingular number, becauſe its Subſtantive vià is of the ſingular number.
Of what caſe is longâ?
Longâ is of the Ablative caſe, becauſe its Subſtantive viâ is of the Ablative caſe.
Of what Gender is longâ?
Longâ is of the Feminine Gender, becauſe its Subſtantive viâ is of the Feminine Gender.
Of what Declenſion is Longâ?
Longâ is of the firſt Declenſion. How is longâ declined?
Longâ is declined like Bonâ. Sing. Nom. Longus, a, um.
By what Rule can you tell that longâ is of the Feminine Gender?
By the Rule of the Genders of Adjectives, At ſi tres variant voces, &c.
Longâ is a noun Ajective, of the ſingular number, Ablative caſe, and Feminine Gender, declined like Bonâ.
The Analyſis of a Pronoun.
What part of Speech is Se him.
Se is a Pronoun, becauſe it is like to a noun, or put inſted of the noun mortem, death.
What kinde of Pronoun is ſe;▪
Se is a Pronoun Primitive, becauſe it is not derived of another.
Of what number is ſe?
Se it of the ſingular number, becauſe it ſpeaketh but of one.
Of what caſe is ſe.
Se is of the Accuſative caſe, becauſe it followeth a verb, and anſwereth to the Queſtion whom?
Of what Gender is ſe?
Se is of the Feminine Gender, becauſe the noun mortem, that it is put for, is of the Feminine Gender.
Of what Declenſion is ſe?
Se is of the firſt declenſion of Pronounces, and it is thus declined. Sing. & Plur. Nom caret. Gen. ſui, &c.
Of what perſon is ſe?
Se is of the third perſon, becauſe its ſpoken of:
Se is a Pronoun Primitive, of the Singlur number, the Accuſative caſe, Feminine Gender, firſt declenſion, and third perſon.
The Analyſts of a Verb.
What part of Speech is imponeres, thou mighteſt lay upon?
Imponeres is a verb, becauſe it ſignifyeth to do.
What kinde of verb is imponeres?
Imponeres is a verb Perſonal, becauſe it hath three perſons.
What kinde of verb Perſonal is imponeres?
Imponeres is a verb Perſonal Active, becauſe it endeth in o, and betokeneth to do, and by putting to r it may be a Paſſive.
Of what Mood is imponeres?
Imponeres is of the Subjunctive Mood, becauſe it hath a Conjunction joyned with it, and dependeth upon another verb going before it.
Of what tenſe is imponeres?
Imponeres, is of the Preterimperfect tenſe, becauſe it ſpeaketh of the time not perfectly paſt.
Of what number▪ is imponeres?
Imponeres, is of the ſingular number becauſe its nominative caſe is of the ſingular number.
Of what perſon is imponeres?
Impnoeres is of the ſecond perſon, becauſe its nominative caſe is of the ſecond perſon.
Of what Conjugation is imponeres?
Imponeres is of the third Conjugation, like legeres, becauſe it hath e ſhort before re and ris.
How do you conjugate imponeres?
Impono, imponis, impoſui, imponere; imponendi, imponendo, imponendum; impoſtum, impoſitu; imponens, impoſiturus.
Why doth impono make impoſui? Becauſe Praeteritum dat idem, &c. Why doth impoſui make impoſitum?
Becauſe Compoſitum ut ſimplex formatur, &c.
Imponeres is a verb Perſonal Active, of the Subjunctive Mood, Preterimperfect tenſe, Singular number, Second Perſon, and third Conjugation, like legeres.
The Analyſis of a Participle.
What part of Speech is Depoſito, being laid down?
Depoſito is a Participle, derived of the verb Depono to lay down.
Of what number is depoſito?
Depoſito, is of the Singular number, becauſe its Subſtantive faſce is of the Singular number.
Of what Gender is depoſito?
Depoſito is of the Maſculine Gender, becauſe its Subſtantive faſce is of the Maſcuculine Gender.
By what Rule can you tell that depoſito is of the Maſculine Gender?
At ſi tres variant voces, &c.
Of what caſe is depoſito?
Depoſito is of the Ablative caſe, becauſe its Subſtantive faſce is of the Ablative caſe.
How is depoſito declined?
Like Bonus a Noun Adjective, of three diverſe endings; Sing. Nom. Depoſitus, depoſita, depoſitum.
Of what Tenſe is Depoſito?
Of the Preter tenſe, becauſe it hath its Engliſh, ending in d, and its Latine in tus.
How is depoſitus formed?
Of the latter Supine Depoſitu, by putting to s.
Depoſito is a Participle, of the Singular number, Maſculine Gender, Ablative caſe, and is declined like Bonus, being of the Preter tenſe, and formed of the Later Supine, of the verb Depone.
The Analyſis of an Adverb.
What part of Speech is Cùm when? Cùm is an Adverb, becauſe it is joyned to the verb defeſſus eſset, to declare its ſignification. What ſiginification hath Cùm?
Cùm hath the ſignification of Time.
But why is not Cùm a Prepoſition in this place?
Becauſe it hath not a caſuall word to ſerve unto.
Cùm is an Adverb of time.
The Analyſis of a Conjunction.
What part of Speech is que and? Que is a Conjugation, becauſe it joyneth words together.
What kinde of Conjunction is que?
Que is a Conjunction Copulative, becauſe it coupleth both the words and ſenſe.
Que is a Conjunction Copulative.
The Analyſis of a Praepoſition.
What Part of Speech is ex out of? Ex is a Praepoſition, becauſe it is ſet before another part of Speech in Appoſition, as ex nemore out of a Foreſt.
What caſe doth ex ſerve to? Ex ſerveth to the Ablative caſe.
Ex is a Prepoſition ſerving to the Ablative caſe.
6. Having thus tried your young Scholar, how he underſtandeth the Introduction or firſt part of his Accidents, (for whom, if you finde him expert therein, one example may ſerve, but if not, you may yet make uſe of more, untill he can perfectly and readily give you an account of any word) you may further make triall, how he underſtandeth the Rules of Concordance, and construction in the ſecond part of the Accidents, by cauſing him to apply the Rules to every word, as he meeteth with it in the Grammatical order, thus;
Quidam is of the Nominative caſe, Singular number, and Maſculine Gender, and agreeth with its Subſtantive Senex, becauſe the Adjective, whether it be a Noun, Pronoun, or Participle, agreeth with its Subſtantive, &c.
Senex is the Nominative caſe coming before vocavit, (which is the Principal verb) becauſe the word that anſwereth to the queſtion who, or what? ſhall be the Nominative caſe to the verb, and ſhall be ſet before the verb.
Portans is of the Nominative caſe, Singular number, and Maſculine Gender, and agreeth with its Subſtanlive ſenex, becauſe the Adjective, whether it be a Noun, &c.
Faſcem is of the Accuſative caſe governed of Portans, becauſe Participles govern ſuch caſes, &c.
Lignorum is of the Genitive caſe, governed of faſcem, becauſe when two Subſtantives come together, &c.
Super is a Prepoſition, which ſerveth to both the Accuſative and the Ablative caſe; but here it ſerveth to the Accuſative.
Humeros is of the Accuſative caſe, governed of the Prepoſition ſuper.
Ex is a Prepoſition, which ſerveth to an Ablative caſe.
Nemore is of the Ablative caſe, governed of the Prepoſition ex.
Cùm is an Adverb of Time. Defeſsus eſset is of the Singular number, and third perſon, and agreeth with its Nominative caſe ill… underſtood, becauſe, A verb Perſonal agreeth with, &c.
Longâ is of the Ablative caſe, Singular number, and Feminine Gender, and agreeth with its Subſtantive viâ, becauſe the Adjective whether it be, &c.
Viâ is of the Ablative caſe governed of defeſſus eſſet, becauſe All verbs require an Ablative caſe of the inſtrument, &c.
Vocavit is of the ſingular number, and third perſon, and agreeth with its Nominative caſe ſenex, becauſe A verb Perſonal, &c.
Mortem is of the Accuſative caſe, and followeth the verb vocavit, becauſe verbs tranſitives are all ſuch, &c.
Faſce is of the Ablative caſe abſolute, becauſe a Noun or Pronoun Subſtantive joyned with a Participle, &c.
Depoſito is of the Ablative caſe, Singular number, and Maſculine Gender, and agreeth with its Subſtantive faſce, becauſe The Adjective whether it be, &c.
Humi is of the Genitive caſe, becauſe Theſe Nouns Humi, domi, &c.
Ecce is an Adverb of ſhewing.
Mors is the Nominative caſe coming before the verb advent, becauſe The word that anſwereth to the queſtion who or what? &c.
Advenit is of the ſingular number and third perſon, and agreeth with its Nominative caſe mors, becauſe A verb Perſonal, &c.
Que is a Conjunction Copulative.
Rogat is of the Indicative Mood, and Preſent tenſe, becauſe Conjunctions Copulatives and Disjunctives moſt commonly, &c.
Cauſam is of the Accuſative caſe, and followeth the verb rogat, becauſe verbs Tranſitives are all ſuch, &c.
Quamobrem is an Adverb of asking.
Vocaverat is of the ſingular number, and third perſon, and agreeth with its Nominative caſe ille underſtood, becauſe A verb Perſonal agreeth, &c.
Se is of the Accuſative caſe, and followeth the verb vocaverat, becauſe verbs Tranſitives are all ſuch, &c.
Tunc is an Adverb of Time.
Senex is the Nominative caſe coming before the verb ait, becauſe the word that anſwereth to the queſtion who or what? &c
Ait is of the ſingular number, and the third perſon, and agreeth with its Nominative caſe ſenex, becauſe a Verb Perſonal, &c.
Vt is a Conjunction cauſal
Imponeres is of the Singular number, and ſecond perſon, and agreeth with its Nominative caſe tu underſtood, becauſe A verb Perſonal, &c.
Hunc is of the Accuſative caſe, Singular number, and Maſculine Gender, and agreeth with its Subſtantive faſcem, becauſe the Adjective whether it be, &c.
Faſcem is of the Accuſative caſe, and followeth the verb imponeres, becauſe verbs Tranſitives, &c.
Lignorum is of the Genitive caſe governed of faſcem, becauſe When two Subſtantives, &c.
Super is a Prepoſition, which here ſerveth to an Accuſative caſe.
Humeros is of the Accuſative caſe, becauſe ſuper is a Prepoſition ſerving to an Accuſative caſe.
7. Try him yet a little further, by cauſing him to turn an Engliſh into Latin in imitation of this Fable, and to obſerve the Artificial order in placing all the words, ex. gr.
A woman bearing a basket of plums upon her head out of a garden, when ſhe was weary with the heavie burden, ſate down, having ſet her basket upon a bulke. Behold! a boy came to her, and asked her, if ſhe would give him any plums. Then the woman ſaid; I will give thee a few, if thou wilt help me to ſet this basket upon my head.
Quaedam mulier prunorum calathum ſuper caput ex horto portans, cum gravi onere defeſſa eſſet, calatho ſuper ſcamnum poſito, deſedit. Ecce! Puer advenit, numque daret ſibi pruna rogavit. Tunc mulier pauca tibi dabo, ſiquidem opem mihi feres, ut hunc calathum ſuper caput meum imponam, ait.
When you have found a childe ſufficiently expert in the Rudiments, go on alſo to try how far he underſtandeth the whole Art of Grammar by this or the like Praxis.
1. Let him take a piece of one of Caſtalions Dialogues, or the like eaſie piece of Latine, and write it down according to his book, but as he writeth it, let him divide every word of more ſyllables, according to the Rules of right ſpelling, and give you an account of every letter, and ſyllable, and note of diſtinction, according to the Rules of Orthography, and of every Accent that he meeteth withall, as alſo of the Spirits and Quantities of Syllables, according to the Rules in Proſodia, ex. gr.
Serpens. Eva.
S. Cur ve-tu-it vos De-us ve-ſci ex o-mni-bus ar-bo-ribus po-ma-ri-i? E. Li-cet no-bis ve-ſci fru-cti-bus ar-bo-rum po-ma-ri-i; tan-tum De-us no-bis in-ter-di-xit e-a ar-bo-re, quae eſt in me-di-o po-ma-ri-o, ne ve-ſce-re-mur fru-ctu e-jus, ne-ve e-ti-am at-tin-ge-re-mus, ni-ſi vel-le-mus mo-ri. S. Ne-qua-quam mo-ri-e-mi-ni pro-pte-re-a, ſed ſcit De-us, ſi com-e-de-ri-tis de e-o, tum o-cu-los vo-bis a-per-tum i-ri, at-que i-ta vos fo-re tan-quam De-os, ſci-en-tes boni, at-que ma-li. I-ta pla-ne vi-de-tur, & fru-ctus i-pſe eſt pul-cer ſa-nè vi-ſu: ne-ſci-o an ſit i-ta dul-cis gu-ſta-tu; ve-run-ta-men ex-pe-ri-ar.
Now if you ask him, why he writeth Serpens, Eva, Cur, Deus Nequaquam, and Ita with great letters, and all the other words with little letters; he can tell you (if he ever learned or minded his Rules) that Proper names, beginnings of Sentences, and words more eminent then others, are to begin with a great letter, and in other places ſmall letters are to be uſed. If you ask him, why he ſpelleth ve-tu-it and not vet-u-it, he will ſay, becauſe a conſonant ſet betwixt two vowels, belongeth to the latter.
If you ask him why he ſpelleth ve-ſci, and not▪ veſ-ci; he will anſwer you, becauſe conſonants which can be joyned in the beginning of a word muſt not be parted in the middle of it.
If you ask him why he ſpelleth ar-bo-ri-bus, and not a-rbo-ri-bus, he will tell you, becauſe conſonants which cannot be joyned in the beginning of a word, muſt be parted in the middle of it.
If you ask him why he ſpelleth vel-le-mus, and not ve-llemus, nor vell-emus, he will tell you, becauſe if a conſonant be doubled, the firſt belongeth to the fore-going, and the latter to the following ſyllable.
If you ask him why he ſpelleth com-e-de-ri-tis, and not co-me-de-ri-tis, he will tell you becauſe in words compounded, every part muſt be ſeparated from another; and if you again ask him concerning the ſame ſyllable, why it is com and not con, ſeeing the verb is compounded of con and edo; he will anſwer you, becauſe in words compounded with a Prepoſition, we muſt reſpect the ear, and good ſound.
Likewiſe if you proceed to examine him touching the notes of diſtinction, why one is made, and not another; he will tell you, that a Comma (,) diſtinguiſheth the ſhorter parts of a ſentence, and ſtayeth the breath but a little while in reading; that a Colon (:) divideth a Period in the middle, and holdeth the breath ſomewhat long; that a Semicolon (;) ſtayeth the breath longer then a comma, but not ſo long as a Colon; that a Period (.) is made at the end of a perfect ſentence, where one may give over reading, if he will; and that an Interrogation (?) denoteth that there is a queſtion to be asked.
If you examine him touching the Accents, why there is a grave Accent in tantùm, he will tell you, it is to make it being an adverb, to differ from a noun; and that becauſe of contexture of words, the accent which ought to have been an acute, is turned into a grave.
If you ask him, why there is a circumflex accent in eâ, he will tell you, it is to denote that eâ, is of the Ablative caſe ſingular, which hath â long.
And if you ask him why ne've hath an acute accent; he will tell you that ne' hath changed its grave accent into an accute, becauſe the Participle ve hath inclined its own accent into it.
If you ask him why omnibus arboribus are not ſharply uttered; he will tell you, becauſe they do not begin with h, which is the note or letter of Aſperation.
He will quickly ſhew you whether he underſtandeth his Rules touching the Quantities of Syllables, or not, by writing out a ſentence or two, and marking the ſyllables of every word, in this manner;
Cūr vĕŭuit vōs Dĕūus vēſcī ēx ōmnĭbŭs ārbŏrĭbūs pōmāĭī? lĭcēt nōbīs vēſcī frūctĭbŭs ārbŏrūm pōmārĭī tāntūm Dĕūs nōbī, ĭintērdīxĭt ĕā ā bō …ĕ, qūae ēſt īn mĕdĭō pōmārĭō, nē veſcĕ ēmūr f…ūctu ēūs, nēvĕ ĕtĭam ātrīngĕ ēmūs, nĭ…ĭ vēllēmus mŏri.
2. Let him caſt the words of his Authour into the Grammatical order, and analyſe every one of them exactly according to Etymology, and Syntaxis which is the uſuall way of parſing) after this manner.
Cur Deus vetuit vos veſci ex omnibus arboribus pomarii? licet nobis veſci fructibus arborum pomarii; tantùm Deus interdixit nobis eâ arbore, quae eſt in medio pomario, ne veſceremur fructu ejus, ne've etiam attingeremus, niſi vellemus mori.
Cur is an Adverb of asking.
Deus is a Noun Subſtantive Common, of the Singular number, Nominative caſe, Maſculine Gender (becauſe Maſcula in er, &c.) of the ſecond Declenſion, Sing. Nom. hic Deus, Gen. hujus Dei. &c.
It maketh its Vocative caſe o Deus, and wa…teth the Plural number, becauſe Deus verus caret plurali. It cometh before the verb vetuit.
Vetuit is a verb perſonal neuter, of the Indicative mood, Preterperfect tenſe, ſingular number, and third perſon, becauſe it agreeth with its Nominave caſe Deus, by the Rule Verbum Perſonale cohaeret, &c. It is of the firſt Conjugation, Veto, vetas, vetui; (veto quod vetui dat) vetare; vetandi, vetando, vetandum, vetitum, vetitu; (Quod dat ui dat itum) vetans vetiturus.
Vos is a Pronoun Primitive, of the Plurall number, the Accuſative caſe, the Maſculine Gender, and the firſt Declenſion. Sing. Nom Tu, Gen. tui, &c. It hath the Vocative caſe, Et Praenomina praeter &c. It is the Accuſative caſe after vetuit, becauſe verba Tranſitiva, &c.
Veſci is a verb Deponent like legi. Veſcor, veſceris, vel veſcere, paſtus ſum vel fui, veſci paſtus veſcendus; becauſe Sic Poſcunt veſcor, medeor, &c. It is of the Infinitive mood, and Preſent Tenſe, without number and Perſon, and is governed of v…tuit, becauſe Q…ibuſdam tum verbis, &c.
Ex is a Prepoſition ſerving to the Ablative caſe.
Omnibus is a Noun Adjective of three Articles, like Triſtibus Hic, & haec omnis, & hoc omne, becauſe ſub geminâ, &c.
It is of the plural number, the Ablagive caſe, and Feminine Gender, and agreeth with its Subſtantive Arboribus, becauſe Adjectivum cum Subſtantivo, &c.
Arboribus is a Noun Subſtantive Common, like Lapidibus, Sing. Nom. haec Arbor, Gen. hujus arboris, &c. Grando, fides, &c. It is of the Ablative caſe, Singular number, Feminine Gender, and third Declenſion, governed of ex the Prepoſition, which requireth an Ablative caſe.
Pomarii is a Noun Subſtantive Common, like Regni. Sing. Nom. hoc Pomarium, Gen. hujus pomarii, &c. Omne quod exit in um, &c. It is of the Singular number, the Genitive caſe, the Neuter Gender, and ſecond Declenſion, and is governed of the Subſtantive Arboribus, becauſe Quum duo Subſtantiva, &c.
Licet is a verb Imperſonal declined in the third perſon ſingular only, Licet, licebat, licuit & licitum eſt, &c. Et licet adde, Quod licuit, licitum. It is of the Indicative mood, Preſent tenſe, ſingular number, and third Perſon, and hath no Nominative caſe, becauſe Imperſonalia praecedentem, &c.
Nobis is a Pronoun Primitive, of the Plural number, Dative caſe, Maſculine Gender, and firſt Declenſion. Sing. Nom. Ego, Gen. mei, It wants the Vocative caſe, becauſe Et Pronomina, &c. and is governed of licet, becauſe In Dativum feruntur, &c.
Veſci, ut ſupra.
Fructibus is a Noun Subſtantive Common, like manibus. Sing. Nom. hic Fructus, Gen. hujus Fructus, &c. Maſcul… in er, &c. It is of the Ablative caſe, Plural number, Maſculine Gender, and fourth Declenſion, governed of veſci, becauſe Fungor, fruor, utor, &c.
Arborum ut ſupra in Arboribus, It is of the Genitive caſe plural, governed of fructibus, becauſe Quum duo Subſtantiva, &c.
Pomarii ut ſuprá.
Tantùm is an Adverb of quantity, made of an Adjective of the Neuter Gender, becauſe Aliquando neutra Adjectiva, &c▪
Deus ut ſuprá, but here it cometh before the verb interdixit.
Interdixit is a verb Perſonal Active, compounded of inter and dico, conjugated like legit, Interdico, is, xi, becauſe Pr…teritum dat idem, &c. interdixi, interdictum, becauſe Compoſitum ut ſimplex, &c. It is of the Indicative mood, Preterperfect tenſe, Singular number, and third perſon, and agreeth with its Nominative caſe, Deus, becauſe Verbum Perſonale, &c.
Nobis, ut ſuprá, but here it is the Dative caſe governed of interdixit, becauſe Dativum poſtulant, &c.
Eâ is a Pronoun Primitive of the ſecond Declenſion, Sing. Nom is, ea, id. Gen, ejus, &c. It is of the Singular number, Ablative caſe, and Feminine Gender, and agreeth with its Subſtantive arbore, becauſe Ad eundem modum, &c.
Arbore ut ſuprá, but here it is the Ablative caſe ſingular governed of interdixit, which verb doth often govern a Dative caſe with an Ablative, though we have no expreſſe Rule for it in our Grammar.
Quae is a Pronoun Relative, of the ſecond Declenſion. Sing. Nom. Qui, quae, quod. Gen. cujus, &c. It is of the ſingular number, Femine Gender, and third Perſon, and agreeth therein with its Antecedent arbore, becauſe Relativum cum Antecedente, &c. It is of the Nominative caſe, and cometh before the verb eſt, becauſe Q…oties nullus Nominativus, &c.
Eſt is a verb Perſonal neuter Subſtantive, having a proper manner of declining, Sum, es, fui, &c. becauſe, Et à fuo ſum fui. It is of the Indicative mood Preſent tenſe, ſingular number, and third perſon, and agreeth with its Nominative caſe Quae, becauſe Verbum Perſonale, &c.
In is a Praepoſition ſerving to the Ablative caſe.
Medio is a Noun Adjective of three terminations, like Bono; Sing. Nom Medius, media, medium, &c.
At ſi tres variant voces, &c. It is of the Ablative caſe, Neuter Gender, and Singular number, and agreeth with its Subſtantive, Pomario becauſe Adjectivum cum Subſtantivo. Pomario ut ſuprá, but here it is of the Ablative caſe, becauſe in is a Prepoſition ſerving to the Ablative caſe.
Ne is an Adverb of forbidding, and governeth a Subjunctive mood. Ne prohibendi, &c▪
Veſceremur, …t ſuprá in veſci; but here it is of the Subjunctive mood, preterimperfect tenſe, plural number, and firſt perſon, like legeremur, and agreeth with its nominative caſe nos, which is not expreſſed, becauſe Nontinativus primae vel ſecundae perſonae, &c.
Fructu, ut ſuprá; but here it is of the Ablative caſe ſingular, governed of veſce rem…r, becauſe Fungor, fruor, &c.
Ejus, ut ſuprà in eâ; but here it is of the Genitive caſe ſingular, and Feminine Gender, governed of fructu, becauſe Quum duo Subſtantiva, &c. Here note that ejus is a Relative, and agreeeth with its Antecedent Arboris, underſtood.
Ne've conſiſteth of two words, whereof ne is an Adverb of forbidding, and ve is an inclinative conjunction.
Etiam is a Conjunction copulative.
Attingeremus is a verb Perſonal Active, like legeremus It is compounded of Ad and tango, and maketh at for ad for better ſound ſake, and tingo for tango, becauſe Haec habeo, lateo, &c. It maketh the Preterperfect tenſe attigi and not attetigi becauſe Sed ſyllaba ſemper &c. and the Supines attactum, attactu, becauſe Compopoſitum ut ſimplex, &c. It is of the Subjunctive mood, Preterimperfect tenſe, plural number, and firſt perſon, and agreeeth with its Nominative caſe nos, which is underſtood, becauſe Nominativus primae vel ſecundae perſon…, &c.
Niſi is a Conjunction exceptive, and ſerveth to a Subjunctive mood, Ni, niſi, ſi, ſiquidem, &c.
Vell…mus is a verb Perſonal neuter irregular, Volo, vis, volui, becauſe lo fit, ui, &c. Supinis care…, becauſe, Pſallo, volo, nolo, &c. It is of the Subjunctive mood, Preterimperfect tenſe, plural number, and firſt perſon, and agreeth with its Nominative caſe nos, which is underſtood, becauſe Nominativus primae, &c.
Mori is a verb Perſonal Deponent of the third Conjugation, like legi. Morior, moreris vel morere, mortuus ſum vel fui, (moriórque mortuus) mori, moriens, mortuus, moriturus. It is of the Infinitive mood, having neither number, nor perſon, nor nominative caſe, and is governed of Vellemus, becauſe Quibuſdam tum verbis, &c.
Thus let every particular boy in a form, practiſe a while by himſelf upon a ſeveral piece of Latine, and it will ſhew you plainly what he is able to do, and make that the moſt negligent and heedleſſe amongſt them, ſhall know how to make perfect uſe of his whole Grammar, though (perhaps) for all you could do to him, he never heeded it before.
What I have hitherto mentioned touching the well gounding of children, hath chiefly reſpect unto Lilies Grammar, which is yet conſtantly made uſe of in moſt Schools in England; and from which I think it not good for any Maſter to decline, either in a private or publique courſe of Teaching, for theſe reaſons following.
1▪ Becauſe no man can be aſſured, that either his Scholars will ſtick to him, or that he ſhall continue with them, till he have perfectly trained them up by another Grammar.
2 Becauſe, if children be made to change their Grammars, as often as they uſe to change their Maſters (eſpecially in a place where many Schooles are) they will be like thoſe that runne from room to room in a Labyrinth, who know not whether they go backward or forward, nor which way to take towards the door; I mean, they may be long converſant in Grammar books, and never underſtand the Art it ſelf.
3. Becauſe I have known many, and thoſe men of excellent abilities for Grammar-learning, who having endeavored to proceed by an eaſier way, then Lilies is, have been quite decried by the generality of them that hold to the Common-Grammar, and have had much adoe to bear up the credit of their School, though their Scholars have been found to make very good Proficiency, and more then others.
4. Becauſe, when a Maſter hath grounded a Scholar never ſo well, if he (in hopes of an exhibition or Scholarſhip, or other preferment to be had) be removed from him to one of our greater Schooles, he ſhall be made pro formâ, to get Lilies Grammar by heart, and to neglect what he hath formerly learned, as unneceſſary and uſeleſſe.
5. Becauſe children in their tender age are generally like leaking veſſels, and no ſooner do they receive any inſtructions of Grammar, but they forget them as quickly, till by frequent repetitions and examinations, they be rev… ted into them, and by aſſiduity of long practice brought to an habit, which cannot be bred in them under two or three yeares time; in which ſpace they may be as well habituated and perfected by Lilies Grammar as any other, according to the Plat-form of teaching it, which I have already ſhewed, and by means of thoſe helps which I have publiſhed for the better explication of ſome parts of it.
Yet I do not deny, but a far eaſier way may be taken to teach children; Firſt the grounds and Rudiments, and afterwards the whole Syſteme of Grammar, then that which is generally now in uſe according to Lilie, whom after I had obſerved many eminent School-maſters (who have publiſhed Grammars of their own) to condemn of many Tautologies, defects, and errours; and withall, to endevour to retain the ſubſtance of his Grammar, I eſſayed my ſelf to ſee what might be done in that kinde, with an eſpeciall eye upon the ſlender capacities of children, with whom I had to do. And after triall made, that ſuch inſtruments would forward my work, I was bold to publiſh firſt An eaſie entrance to the Latine tongue, and then The Latine Grammar fitted for the uſe of Schooles, which, how I have for ſundry yeares taught, together with Lilies Grammar, I ſhall now briefly declare.
1. As children are going over the Accidents, and that part of the Grammar, which concerneth the Genders of nouns, and the Preterperfect tenſe, and Supines of verbs, I make them one day to peruſe that part of the Grounds of Grammar, which concerneth the eight parts of Speech ſeverally handled, and another day to read that which concerneth their conſtruction, and every Saturday morning to run over their examination, which being but a Task of about half an hour, doth exceedingly help their underſtanding and memory in getting their every dayes parts, and keeping them in minde; eſpecially if they be made ſometimes to look upon their Synopſis's, and thereby to take notice how handſomely and orderly the Rules hang together.
2. Likewiſe, as children proceed in Lilies Grammar (which commonly is but very ſlowly, becauſe it being all in Latine is hard to be underſtood, and being ſomewhat long in learning, boyes are apt to forget one end of it, before they can come to another) I cauſe them to make uſe of the Latine Grammar, which I fitted to the uſe of Schooles together with it. This I uſually divide into twelve or ſixteen parts, (letting the Appendix alone till they underſtand all the reſt) in reading of which I cauſe them to ſpend half an hour for the moſt part every day, and by comparing what they read with that in Lilies Grammar, I make them to obſerve how what they learn in Lily, ought rightly to be placed, according to the true method of Grammar Art, which they ſee analyſed in the Synopſis. They may firſt read it over in Engliſh only, and then in Latine and Engliſh together, and afterwards only in Latine. And becauſe frequent examination is a main expedient to faſten what is taught, I cauſe them every Saturday morning, to make uſe of Examinatio Latinae Grammaticae, (which is now lately printed) and let one boy ask the queſtions out of the Book, and the reſt anſwer him orderly out of the Grammars in their hands. And this I finde, that a natural and clear method of teaching Grammar, is the beſt means that can be deviſed to open the underſtanding for the receiving, or to ſtrengthen the memory for the retaining of any inſtructions that can be given concerning it. And I judge that method to be moſt natural and eaſie, which doth at once lay open the ſubject that it treateth of, and enlighten a mean capacity to apprehend it on a ſuddain; and which hath withall a power in it ſelf, that whether the diſcourſe upon the matter be more contracted or enlarged, it can bring all that can be ſaid of it under a few certain and general Heads, by way of Common-place; which being ſurely kept in minde, all other documents depending on them, as particulars, will eaſily be remembred.
Thus have I freely imparted my thoughts touching the moſt familiar way that I have hitherto known (either by my Maſters, or my own practice, or any thing that I have obſerved by reading, or converſe with experienced School-maſters) of teaching the Common Grammar, and making uſe of theſe ordinary School-books in every form, which are taught in moſt Schooles in England. And becauſe it belongs chiefly to the Vſher in moſt of our Grammar-Schools, to teach children to underſtand and make uſe of their Grammar, and by degrees to furniſh them with proper words or good phraſe, that they may be able of themſelves to write or ſpeak true Latine, or tranſlate either way pretty elegantly, before they come under the Maſter; I call this part of my diſcovery The Vſhers duty, wherein he may plainly ſee how he ought to reſpect the end, the means, and the manner how to uſe every help or mean for the better diſpatch of that which he is continually imployed about; viz. the well grounding of Children in Grammar learning: which may be done in three yeares, with the ordinary ſort of boyes, even thoſe of the meaneſt capacity, if Diſcretion in every particular be uſed, which is beyond any directions that can be given. So that under the Uſher I admit of three forms; The firſt of Enterers, The ſecond of Practitioners, The third of Proficients in the knowledge of Grammar.
Having done therefore with grounding children, (whoſe inanimadvertency is the Teachers daily trouble (and not to mention their other infirmities) requireth, that they be held long in one and the ſame work, and be made ever and anone to repeat again what they formerly learned) I ſhall next adde ſomewhat concerning teaching men at ſpare hours in private, with whom (by reaſon of their ſtronger capacities, and more uſe of reaſon) a far ſpeedier courſe may be taken, and greater Proficiency may be made in half a year, then can be expected from children in three years ſpace. And what I ſhall here deliver is confirmed by that experiment which I have made with many young Gentlemen, for theſe eleven or twelve years together laſt paſt, in London; who being very ſenſible of their own want of the Latine tongue, and deſirous (if poſſibly) to attain it, have thought no coſt nor pains too little to be employed for gaining of it, and yet in few moneths, they have either been ſo grounded, as to be able to help themſelves in a plain Authour, in caſe they knew nothing before; or ſo perfected, as to grapple with the moſt difficult and exacteſt Authours, in caſe they had formerly but a ſmattering of the Language; and this they have obtained at leiſure time, and at far leſſe expenſe, then they now prize the jewel at, which they hav. In teaching of a man then, I require none of thoſe helps, which I have provided for childrens uſes, (though perhaps he may find benefit to himſelf by peruſing them in private) only I deſire him at the firſt to get an eaſie entrance to the Latine tongue, and by it I ſhew him as briefly, orderly and plainly as I can,
1. How he ought to diſtinguiſh words, ſo as to know what part of Speech any word is.
2. To tell what belongeth to every ſeveral Part of Speech.
3. To get the Examples of the Declenſions & Conjugations very exactly, ſo as to know what any Noun or Verb ſignifieth, according to its Termination: and to ſtore him with words, I adviſe him to peruſe a Chapter in the Vocabulary (at leaſt) once every day, and to obſerve the Latine names of ſuch things as are common in uſe, and better known to him.
4. Then I acquaint him with the moſt general Rules of Concordance and Conſtruction, and help him to underſtand them by ſundry ſhort examples appliable thereunto.
5. Laſt of all, I cauſe him to take ſome of the Collectanea, and help him to conſtrue, parſe, imitate, and alter them, untill he be able to adventure upon ſome eaſy Authour.
After he be thus made well acquainted with the Grounds of Grammar, I bid him to procure the Latine Grammar fitted for his uſe, as well as for Schooles; and together with it a Latine Teſtament, or Bible, and then I cauſe him to read over his Grammar (by as much at once as he can well peruſe in halfe an houre) and be ſure that he thorowly underſtand it; and after every one of the foure Parts of Grammar, I give him a Praxis of it; by exerciſing whereof, he may eaſily know how to uſe his Rules, and where to find them.
When by this meanes he can tell what to do with his Grammar, I turn him to the Latine Testament, (beginning with the firſt Chapter of Saint Johns Goſpel, becauſe it is moſt eaſy) and there I make him (by giving him ſome few directions, which he hath, together with his Grounds of Grammar) to learn to conſtrue of himſelfe ſix, eight, or ten verſes, with the help of his Engliſh Bible; and to parſe them exactly according to his Grammar, and by going over three or four Chapters, he will be able to proceed underſtandingly in his Latine Bible without help.
Which when he can do, I adviſe him to get Corderius Engliſh and Latine, where he is chiefly to take notice of the phraſes, how they differ, in both languages, and to imitate here and there a Colloquie, to try what good Latine he can write or ſpeak of himſelf. And now I commend to his own private reading, Dialogi Gallico Anglo-Latini, by D…gres, Dictionarium octo-lingue, or the Schoolmaster, Printed formerly by Michael Sparks, and Janua Linguarum, or rather Janua Latinae linguae, and the like; by peruſal of which, together with Corderius, he may be furniſhed with copy of words and phraſes, for common diſcourſe in Latine. Afterwards I help him in reading Aeſop's Fables, to conſture and parſe, and imitate a Period, or more in … of them, thereby to acquaint himſelf … the artificial manner of placing words. And when I ſee he dare adventure upon the Latine alone, I make him read Terence over and over, and to obſerve all the difficulties of Grammar that he meets in him, and after he is once Maſter of his ſtile, he will be pretty well able for any Latine Book, of which I allow him to take his choice.
VVhether he will read Tully, Pliny, Seneca, or Lipſius for Epiſtles. Justin, Salust, Lucius Florus, or Caeſar for Hiſtory. Virgil, Ovid, Lucan, or Horace for Poetry.
And when I ſee he can read theſe underſtandingly, I judge him able to peruſe any Latine Authour of himſelf, by the help of Coopers Dictionary, and good Commentators, or Scholiaſts.
Theſe Authors which I have mentioned▪ are moſt of them in Engliſh; as alſo Livie Plinies natural History, Tacitus, and othe… excellent Books, which he may peruſe together with the Latine, and by comparing both Languages together, he may become very expert in both. Yet I would adviſ… him to tranſlate ſome little Books of himſelf; Firſt out of Latine into Engliſh, and then out of Engliſh into Latine, which will at once furniſh him with all points o… Grammar, and the right uſe and orderi… of words, and in a ſhort time bring … to the like eloquence.
Mr. Aſcham commendeth Tully de ſenctute, and his Epiſtles. Ad Quintum Fratrem, & ad Lentulum, for this purpoſe.
If he would exerciſe himſelf in Oratory or Poetry, I ſuppoſe his beſt way is to imitate the moſt excellent pieces of either, that he findes in the beſt and pureſt Authors, (eſpecially Tully and Virgil) till he can do well of himſelf Horace and Buchanan's Pſalms will ſufficiently ſtore him with variety of Verſes.
And now if one ſhould ask me before I conclude this Book, and begin with the next, whether it be not poſſible for men or children to learn Latine, as well as Engliſh, without Grammar-Rules.
I anſwer. Firſt, that it is hardly poſſible, becauſe the Latine tongue is not ſo familiarly ſpoken, as Engliſh; which is gotten only by hearing and imitation.
2. That it is not the better way, partly becauſe they that are well acquainted with Grammar, know when they or others ſpeak well, and when they ſpeak ill; whereas they that are ignorant of the Rules, take any Latine for good, be it never ſo barbarous, or full of Solaeciſmes, and partly, becauſe they that are skilful in Grammar, are able to doe ſomething in reading Authours, or tranſlating, or writing Epiſtles, or the like, by themſelves; whereas they that learne Latine without any Rule, are able to do nothing ſurely if their Teacher be away. Beſides, if the Latine be once well gotten by Rule, it is not ſo apt to be forgotten; as if it be learned only by rote, becauſe the learner is at any time able to recover what he hath loſt by the help of his own intellect, having the habit of Grammar in his mind. Yet (I conceive) it is the readieſt way to the gaining of this Language; to joyn aſſiduity of ſpeaking and reading, and writing, and eſpecially double tranſlating to the Rules; for as the one affordeth us words and phraſe, and the other directs us how to order them for a right ſpeech; ſo the exerciſe of both will at laſt beget ſuch an Habit in us, that we may increaſe our ability to ſpeak and underſtand pure Latine, though (perhaps) the Rules of Grammer, be forgotten by us.
Having here done with the Vſhers Duty, I ſhall (God willing) go on to diſcover the Masters Method in every particular, according to what I have either practiſed my ſelf, or obſerved from others of my profeſſion. And I hope this my ſlender diſcovery will excite ſome of greater practiſe and experience, to commit alſo to publick their own obſervations; by whom if I may be convinced, that I have any where gone in an erroneous way, I ſhall willingly retract my courſe, and endevour to ſtere by any mans Chart, that I finde more caſte and ſure, to direct me. In the mean time, I commit my little veſſel to the waters all alone, and deſire God, that whatever Dangers attend it, he would ſo protect and proſper it, that it may ſafely arrive to the Port which I chiefly aim at; viz. the honour and ſervice of his divine Majeſty, and the benefitting of both Church and Common wealth, in the good education of children.
THE MASTERS METHOD, OR THE Exerciſing of Scholars In GRAMMARS, Authours, and Exerciſes; GREEK, LATINE, and HEBREW. By C. H.
LONDON, Printed by J. T. for Andrew Crook, at the Green Dragon in Pauls Church-yard; 1659.