A New Discovery of the Old Art of Teaching School, Chapter 2
CHAP. II.
How to teach Children in the firſt Forme, the Grounds or Rudiments of Grammar contained in the Accidents, and to prepare them for the Latine tongue with eaſe and delight.
BEing here to deliver my mind concerning entering little ones, by way of Grammar, to the Latine Tongue, (a matter which I may truly ſay hath (ever ſince▪ I began to teach) coſt me more ſtudie and obſervation, then any one point of my profeſſion, and the more becauſe I ſee few able Schoole-Maſters vouchſafe ſo far to unman themſelves as to minde it. I deſire three things may be conſidered by all that goe about to enter children to Grammar-Learning, viz. that
1. There is a great difference betwixt a man that teacheth, and a Childe that is to be taught. For though I do not altogether hold with him that ſayeth a man in his Childe-hood is no better then a bruitbeaſt, and uſeth no power but anger and concupiſcence; nor take upon me here to diſpute whether a Childe learneth more by rote then by reaſon, yet this I dare aver, that the more condeſcention is made to a Childes capacity, by proceeding orderly and plainly from what he knoweth already, to what doth naturally and neceſſarily follow thereupon, the more eaſily he will learn. A man therefore that hath the ſtrength and full uſe of reaſon, muſt conduct his young learner, to follow him in a rational way, though he muſt not expect him to goe aequis poſſibus, as faſt as himſelf. And foraſmuch as a childe is tender, a man muſt abate of his roughneſſe; ſeeing a childe is ſlow of apprehenſion, he muſt not be too quick in his delivery; and ſeeing a childe is naturally aukward to his work, he muſt not be too paſſionate, if he do amiſſe. Tullies obſervation is that, Quo quis doctior eſt, eo iracundius docet; and Mr. Mulcaſter gives notice that there is a number of diſcourſers that can ſay pretty well to a general Poſition, but ſhew themſelves altogether lame in the particular applying it, which is a thing that attendeth onelyonly upon experience and years. He would therefore (and that rightly) have a …rainer of youth reclaimed unto diſcretion, whoſe commendation Ariſtotle placeth in the skil of ſpecialities. And I would adviſe him that hath to deal with a childe, to imitate the nurſe in helping him how to go forward, or the Gardiner in furthering the growth of his young plant. Eſt & hac ſummi ingenii maxima infirmitas non poſſe deſcendere, ſaith a Teacher of eloquence; Tall wits, like long backs, cannot abide to ſtoop, but whoſoever is a Schoole-Maſter, and would do his duty as he ought, muſt account it a point of wiſdom to condeſcend to a childes capacitie, be it never ſo mean. How have I delighted to ſee an Artiſt (I mean a watchmaker or the like) ſpend an hour or two ſometimes in findeing a defect in a piece of work, which he hath afterwards remedied in the turning of a hand; whereas a more haſty work-man hath been ready to throw the thing aſide, and to neglect it as good for no uſe. Let the Maſter ever mind where a childe ſticks, and remove the impediments out of his way, and his Scholar will take pleaſure, that he can go on in learning.
2. There is a great diſproportion betwixt a Childes capacitie, and the Accidents it ſelf. Children are lead moſt by ſenſe, and the Grammar-rules, conſiſting in general Doctrines are too ſubtile for them; Childrens wits are weak, active, and lively, whereas Grammar notions are abſtractive, dull, and liveleſſe; boyes finde no ſap, nor ſweetneſſe in them, becauſe they know not what they mean; and tell them the meaning of the ſame rule never ſo often over, their memories are ſo wateriſh, that the impreſſion (if any were made in the brain) is quickly gone out again. Roat runneth on apace and mindeth nothing ſo much as play; and it is very hard to teach a childe in doing of a thing to heed, much leſſe to judge what he doth, till he feel ſome uſe of reaſon, in the mean time, he will profit more by continual practice and being kept ſtill (as he loves to be) doing, then by knowing why, and being called upon to conſider the cauſes wherefore he doth this or that.
Beſides, it wil clearly appear to any that ſhall but minde the confuſed order (eſpecially of the verbs) and the perplexity of ſome Rules and Examples, that, that book was rather made to informe thoſe of riper years, who knew ſomething of Latine before, with the reaſons of what they knew, then to direct little ones (as we do now) to uſe it as a rule about that, whereof they are ignorant altogether.
3. It is one thing to learn the Latine Tongue, or any other Language, & another to learn the Grammar, as a guide to it, or a means to attain the reaſon of it; we ſee how readily children learn to ſpeak true and proper Engliſh (and they may alſo do the ſame in Latine by daily uſe and imitation of others, long before they are able to apprehend a definition of what Grammar is, or any thing elſe concerning it. And the reaſon hereof is, becauſe the firſt is a work of the imagination and memory, which are apt to take and keep impreſſions, having the ſenſes to help them, but the other belongs to the underſtanding, which for want of the ſtrength of reaſon to aſſiſt it, is hard to be wrought upon in a childe, and till the memory and underſtanding go hand in hand, a child learns nothing to any purpoſe. Hence it cometh to paſſe, that Grammar-learning (as it is generally now uſed) becometh a a work of more difficulty and diſcouragement both to Maſter and Scholar, then any ſtudie or employment they undertake, and that many have ſtriven to contrive more facill Grammars for their Scholars, whereas indeed the right and conſtant uſe of any one that is compleat, ſo as to handle the ſ…bctjectum totale of the Art, doth eaſily reduce all others to its-ſelfe, eſpecially after the Language is ſomewhat gained.
Theſe things thus premiſed, I conceive it very neceſſary for all ſuch as undertake to teach Grammar to little children, to cheriſh and exerciſe thoſe endowments which they ſee do ſhew themſelves moſt vigorous and prompt in them, be they memorie, phanſie, &c. and to proceed orderly and by degrees (for ſo nature it ſelf doth) that they may be able to hold pace with their Teachers, and to perceive how themſelves mount higher and higher, and at every aſſcent to know where they are, and how to adventure boldly to go forward of themſelves. And foraſmuch as the Accidents is generally made uſe of as an introduction to Latine Grammar, (which of it ſelfe is but a bare rule, and a very naked thing, as Mr. M…lchaſter hath well obſerved) and it is one thing to ſpeak like a Grammarian, and another thing to ſpeake like a Latiniſt, as Quintilian hath noted) it is fit that both the Accidents and the Latine tongue together ſhould be brought within Childrens reach, and made more familiar unto them then formerly. And how this may be done even with thoſe of ſeven years of age, or under, I ſhall now go on to diſcover according to what I have tryed, and do every day ſtill put in practiſe. But this I require aforehand (which Mr. M…lchaſter alſo wiſht for) that a childe may have his reading perfect, and ready in both the Engliſh and Latine tongue, and that he can write a fair hand before ever he dream of his Grammar. For theſe will make him he ſhall never complain of after difficulties, but cheerefully make a wonderful riddance in the reſt of his learning.
The commonly received way to teach children the firſt Rudiments of Latine-Speech is, to put them to read the Accidents once or twice over, and then to let them get it without book by ſeveral parts, not reſpecting at all whether they underſtand it, or not. Thus they ſpend two or three years (for the moſt part) in a weariſome toile to no purpoſe, not knowing all the while what uſe they are to make of their book, nor what the learning of ſuch a multitude of Rules may tend to, and in the interim of getting the Accidents by heart (if great care be not taken) they looſe that ability of Reading Engliſh, which they brought from the Petty-Schoole; and this makes the Parents cry out againſt Learning Latine, and complain of their Childrens not profiting at the Grammar-Schooles, whence they are therefore ſometimes taken and ſent back again to a Miſtreſſe of Dame to learn Engliſh better. The conſcientious Maſter all the while ſtriveing to the uttermoſt of his ſtrength and skil to preſerve his credit, and not knowing well how to remedie this miſchief otherwiſe, then by haſtning on the Children in this common road, doth over-toyl (if not deſtroy) himſelf, and diſcourage (if not drive away) his Scholars, by his too much diligence.
Having therefore made ſure that the little Scholars can read very well, and write plainly before-hand, put ſo many of them as are well able to hold pace together into one form, and begin to teach them their Accidents in an underſtanding manner, thus,
1. Give them a glymps or inſight into the introduction or firſt part of it, by dividing it into twelve parts, and making them to take notice of the chief heads in every one; whereof, The firſt may be, concerning the eight parts of ſpeech, of a Noun and its kindes, of Numbers, Caſes, and Genders.
The ſecond of the Declenſions of Nounes ſubſtantives.
The third, of the declining of Adjectives, and their compariſon.
The fourth, of a Pronoune.
The fifth, of a Verb and its Kindes, Moodes, Gerunds, Supines, Tenſes, Perſons and conjugations.
The ſixth, of the Conjugateing of Verbs in O.
The ſeventh, Of the Verb Sum.
The eighth, Of Verbs in OR.
The ninth, Of Verbs irregular, as Poſſ…m, &c.
The tenth, Of a Participle.
The eleventh, Of an Adverb.
The twelfth, Of a Conjunction, a Praepoſition, and an Interjection.
By this means they ſhall know the general terms of Grammar, and where to turn to any Part of Speech, and to what belongs to it in the Book. As they get their Parts, make them one to hear another read it over in their ſeat as they ſit orderly; as they ſay, let every one read a greater or leſſer ſhare, as you pleaſe to appoint, and make the reſt attend to him that readeth; after they have ſaid, one may take the examination of the Accidents, and out of it ask the queſtions belonging to their preſent Part, to which the others may make anſwer out of the words of their Accidents, which if they cannot readily do, he may tell them out of his Book; and if your ſelfe ſometime examine them in the moſt familiar and general queſtions, it will help them to underſtand, and ſharpen their memories very much for the getting of that by heart, whereof they already know ſomewhat.
2. When they get the Introduction memoriter, let them take but a very little at once, that they may get it more perfectly in a little time, and this will be a means ſtill to hearten them on to a new leſſon, but be ſure that every leſſon end at a full Period; and that none may ſeem to be overcharged or hindred, let alwayes the weakeſt childe appoint the task, and cauſe the ſtronger to help him to perform it as he ought.
Foraſmuch as your Scholars memories are yet very weak and ſlipperie, it is not amiſſe to help them by more frequent Repetitions, eſpecially at the end of every part of ſpeech, which they ſhould examine ſo often over, till they can anſwer to any thing, that is in their book concerning it. Then let them proceed to the next in like manner, not forgetting to recall the more general and neceſſary points to memory from the very beginning, and this will be a meanes to make them keep all freſh in minde, and to be able to tell you what Part of Speech any word is which you ſhall name, either in Engliſh or Latine, and what belongs to it, which is one main end for which the introduction was made; you may now and then exerciſe them in diſtinguiſhing the eight Parts of Speech, by giving them a Period, and after they have writ it out, making them to mark every word what part of Speech it by theſe figures, 1, 2, 3, 4, 5, 6, 7, 8.
3. But as they get the introduction by heart, and learn to anſwer to the queſtions raiſed out of it, an eſpecial care and paines muſt be taken ever and anon, to make them very perfect in declining Nounes, and formeing Verbs. Let them therefore as it were by by-tasks, get the examples of the Nounes, and Verbs very perfectly, which are ſet down in their Accidents.
Then, Firſt let them decline the Articles ſeverally or joyntly, for by theſe they may know the Gender, Caſe, and Number of a Noun, though many learned Grammarians of late do leave them off as uſeleſſe. Harum Muſarum was formerly, as much as to ſay that Muſarum is of the Feminine Gender, Genitive Caſe, and Plural Number; And whereas the Rule beginneth with the Genitive Caſe, do you ſupply the Nominative thus,
2. Cauſe them with every example to joyn the Rule of the Declenſion, and thereby to know the due Termination of every caſe in both Numbers, ſaying the Engliſh ſometimes before, and ſometimes after the Latine, the Nom. caſe ſingular of the firſt declenſion endeth in a, as Nominative Hac Muſa a ſong; the Genitive in ae, as Hujus Muſae of a ſong, the Dative in ae, as Huic Muſae, to a ſong, &c.
3. Let them give you the bare Terminations of every declenſion in each caſe in both numbers, as to ſay, The Terminations of the firſt declenſion throughout all caſes in both Numbers are, Singulariter, Nom. a, Gen. ae. Dat. ae, Accuam, &c.
The Terminations of the Nominative caſe ſingular of the five Declenſions are, of the firſt, a. of the ſecond r, us, um- of the third a, c, e, i, l, n, o, r, s, t, x. of the fourth us. of the fifth es.
The Terminations of the Genitive caſe ſingular of the five Declenſions are, Of the firſt ae, the ſecond i, the third is, the fourth us, the fifth ei, &c. And let them take eſpecial notice of the endings of the Genitive caſe ſingular, becauſe thereby they may know of what declenſion a Noun is, when they find it in a Vocabulary, or Dictionary.
4. Furniſh them out of their Vocabularie or otherwiſe, with ſtore of examples for every ſeveral Declenſion, till they can readily decline any regular Noune; but then eſpecially mind them of the Voca. ſingular of thoſe Nounes that end in us of the ſecond Declenſion, and of thoſe that are of the neuter Gender, of the ſecond, third, or 4th declenſion, and what caſes they make all alike in both numbers.
5. Exerciſe them in declining Nounes ſo often, till they can tell you at once the termination of any caſe in either number in one or all the declenſions, and ſay on a ſuddain what any Noune you name to them doth make in any one caſe of each Number in Engliſh or Latine. As, if you ask them of what declenſion, caſe and number this termination os is, they can preſently anſwer, that os is of the ſecond declenſion, Accu. caſe and plural number; or, if you ask them of what Declenſion, Caſe and Number virtute is, they can anſwer, that virtute is of the third declenſion, the Ablative caſe and ſingular number. So in Engliſh, if you ſhould ſay with a pen, they can tell you it is the Ablative caſe and ſingular number, and therefore muſt be ſaid in Latine Penna. Or if in Latine you ſhould ſay pennas, they can tell you it is of the accuſative caſe plural number, and muſt be ſaid in Engliſh pennes or the pennes.
6. In declining Adjectives cauſe them to minde to what declenſion their ſeveral genders belong, and after they can parſe every Gender alone by it ſelf, teach them joyn it to a ſubſtantive of the ſame or a different declenſion, with the Engliſh either before or after the Latine, thus; Singulariter Nominativo Pura charta, fair paper, Gen. purae chartae, of fair paper, &c. Sing. nom. novus Liber a new Book, Gen. novi Libri of a new Book, &c. Sing. Nom. Dulcis conjux. a ſweet wife, Gen Dulcis Conjugis, of a ſweet wife, &c Edentula anus a toothleſs old-woman, Gen. edentulae anus, of a toothleſs old-woman, &c. Frigida glacies, cold ice, Genitivo, frigidae glaciei of cold ice, &c. Gravis Turba, a troubleſome rout, Gen. Gravis Turbae of a troubleſome, rout, &c. Magnum Onus, a great burthen, Gen. magni oneris, of a great burthen, &c.
7. Accquaint them well with the manner of forming the three degrees of compariſon, by ſhewing them how the comparative and ſuperlative are made of the poſitive, according to the rules, and then let them decline an adjective in all the degrees together throughout all caſes and Genders in both Numbers, as well Engliſh as Latine, thus; Sing Nom. durus hard, durior harder, duriſſimus very hard; dura hard, durior harder, duriſſima very hard; durum hard, durius harder, duriſſimum very hard; Gen. duri of hard, durioris of harder, duriſſimi of very hard, &c. Sing. Nom. felix happy, felicior more happy, feliciſſimus, moſt happy; felix happy, felicion more happy, feliciſſima moſt happy; felix happy, felicius more happy, feliciſſimum moſt happy. Gen. felicis of happy, felicioris of more happy, feliciſsimi of moſt happy, &c. then teach them to joyn a Subſtantive with any one or all of the Degrees, thus, Injuſtus pater, a harſh father, iujusta mater, an unjuſt mother, injuſtum animal, an unjuſt creature. Indoctus puer, an unlearned boy. Indoctior puella a more unlearned girle. Indoctiſsimum vulgus the moſt unlearned common people.
8. To help them the better to perform this profitable exerciſe of themſelves, let them ſometimes write a Noun, which you appoint them, at large, and distinguiſh betwixt that part of it which is moveable, and that which is immoveable; I mean betwixt the fore-part of the word, and its termination, thus: Sing. Nom. Menſ-a a Table, Gen. Menſ-ae to a Table. Dat. Menſ-ae, to a Table, &c. to the end.
Thus likewiſe they may be exerciſed in writing out Subſtantives, and Adjectives, and forming the degrees of compariſon, with which work they will be exceedingly much delighted, when once they can write, and by once writing, they will better diſcern what they do, then by ten times telling over; which makes me again preſſe hard, that either a child may be able to write before he be put to the Grammar Schoole, or elſe be put to learn to write ſo ſoon as he comes thither. For beſides the confuſed diſorder it will make in a Schoole, when ſome children are fitted to undergoe their taskes, and others are not, they that can write, ſhall be ſure to profit in Grammar learning, whereas they that cannot, will do little but diſturb the Schoole, and hinder their fellowes, and bring a ſhame upon their Maſter, and a blame upon themſelves, becauſe they do not learn faſter. And, alas poor child, how ſhould he be made to go that wants his legges? if he go upon crutches, it is but lamely. And how ſhould he be taught Grammar, which is the Art of right writing, as well as ſpeaking, that cannot write at all? I wiſh they that take upon them to teach boyes Grammar before they can write, would but take upon them the trouble to teach one to ſpeak well, that cannot ſpeak at all. But I ſay no more of this ſubject, for though what I ſay have ſeemed to ſome a meer Paradox, yet upon triall, they have found it a plain reall Truth; and ſuch as nay man in reaſon will aſſent to.
As for that which is generally objected, that whilſt children are young, their hands are unſteady, and therefore they ſhould go on at their books, till they grow more firm; it will quickly be found a meer idle phanſie, when ſuch objecters ſhall ſee leſſe children then their own every day practiſe fair writing, and make more ſpeedy progreſſe at their books by ſo doing.
Now touching verbs.
1. Be ſure that children be well acquainted with the different kinds of them, diſtinguiſhed, both by ſignification and termination; as alſo with their Moods, Tenſes, and Signes of them, and with the characteriſtical letters of the four conjugations (which are a long, and e long, and e ſhort, and i long.) And as they con…ugate a verb, let them take more particular notice of its Preſent tenſe, Preterperfect tenſe, and firſt Supine, becauſe of theſe, all other tenſes are formed; and theſe therefore are ſpecified in every Dictionary.
2. Let them firſt repeat over the verb Sum, according to four Moods onelyonly, (the Optative, Potential, and Subjunctive being the ſame in all verbs) becauſe it hath a proper manner of declincing, and is moſt frequently uſed, and will be helpful to form the Pretertenſes in the Paſsive voyce, which conſiſt of a Participle joyned with it.
3. Let them get the Active voyce ve…y perfectly by heart, and afterwards the Paſſive, (though they do it more leaſurely, taking but one Mood at a leſſon) and let them not now repeat the paradigmes as they ſtand confuſedly together in their book, but ſever them one from another, and go on with one at once, viz. Amo, by it ſelf, Doceo, by it ſelf, Lego by it ſelf, and Audio by it ſelf, thorow all Moods, Tenſes, Numbers, and Perſons, giving the Engliſh with the Latine, ſometimes putting the one before, and ſometimes the other. And be ſure to make them mind all the ſignes in Engliſh, and the terminations anſwering to them in Latine.
4. Then teach them to form only the firſt perſon ſingular of every conjugation ſeverally, both with Latine before Engliſh, and Engliſh before Latine; as, Amo I love, Amabam I did love, &c. or I love Amo, I did love Amabam, &c.
5. Cauſe them again to form onelyonly the Preſent tenſe, with the tenſes that depend more immediately upon it, and then the Preter tenſe, with thoſe that are formed of it. And give them here to obſerve the Rule in their Accidents touching the Formation of the Tenſes, which is more eaſie to be delivered and remembred, thus; All tenſes that end in ram, rim, ſſem, ro, ſſe, are formed of the Preter tenſe, and all the reſt of the Preſent tenſe, according to the Latine verſe.
Ram, rim, ſſem, ro, ſſe; formabit caetera Praeſens.
6. Make them to give you the terminations of the firſt perſon ſingular throughout all Moods and Tenſes, of each ſeverall Conjugation, as to ſay, The terminations of the firſt perſons ſingular in the firſt Conjugation are o, abam, avi, averam, abo, &c. Then let them run over the Terminations of all the Perſons in both Numbers of every Mood and Tenſe in the ſeverall Conjugations, as to ſay; The Terminations of the Indicative Mood Preſent tenſe of the firſt Conjugation are, o, as, at, amus, atis, ant. Of the Preterimperfect-tenſe, abam, abas, abat, &c.
7. Let them joyn the Terminations of the firſt perſon, with the ſignes of every Tenſe in both voyces, thus, o do, bam, did, i have ram had bo ſhall or will, &c. or am, bar, was, us ſum vel tui, have been, us eram vel fueram, had been, bor, ſhall be, &c. throughout all the Conjugations. And let them withall take notice how the three perſons in both numbers differ both in ſignification and ending, as I o and r, thou s and ris, he t and tur, we mus and mur, ye tis and ni, they nt or ntur.
8. Let them repeat the Active and the Paſſive voyce together, and compare them one with another, as they form them in all perſons throughtout each Mood and Tenſe of every Conjugation, thus; Amo I love, Amor I am loved. Amabam I did love, Amabar I was loved, &c.
9. Exerciſe them well in ſo many ſeverall examples of the four Conjugations, as that on a ſuddain they can render you any Verb out of Latine into Engliſh, or out of Engliſh into Latine, with its right Mood, Tenſe, Number, and perſon, you telling them the firſt word of it, or they knowing it before-hand, as if you ſay we have run, they can anſwer cucurrimus; or if you ſay, I ſhall blot, they can anſwer maculabo, having learnt that Curro is Latine for to run; and that maculo ſignifieth to blot. To make them more fully acquainted with the variation of a verb, it were good ſometimes for them to write one out at full length, both in Engliſh and Latine, making a line betwixt the alterable part of it, and the termination (which remaineth alike to all, thus, Voc-o I call, voc-as thou calleſt, voc-at he calleth, &c.
N. B. The Nouns and Verbs being thus perfectly gotten at the firſt, (till which be done, the Preface before the Grammar counteth not the Scholar ready to go any further, and ſaith it may be done with a quarter of a years diligence, or very little more) the difficulty of the Latine tongue will be quite over-paſt, and a childe will more ſurely and heedfully learn them thus ſingly by themſelves, then by long practice in parſing and making Latine, becauſe then he is to attend many other things together with them, for the better obſervation whereof, theſe will abundantly prepare him.
And becauſe all children are not ſo quick-witted, as fully to apprehend the various alteration of the Nouns and Verbs, till after long and continued practice, it were good if a time were ſet apart once a week, wherein all the Scholars (eſpecially of the three lower forms, and thoſe in the upper that are leſs expert, as having perhaps come from a Schoole wherein they were never thus exerciſed) may be conſtantly employed in this moſt profitable exerciſe. And for more ready diſpatch, amongſt a multitude, it is not amiſs if they repeat them thorow in a round word by word, ſaying every one in order after another, thus: 1. Sing. Nom Muſa, a Song, 2. Gen. Muſae of a Song. 3. Dat. Muſae to a Song, 4. Accuſ. Muſam the ſong, &c. till they have gone thorow all the Declenſions, and Conjugations, and the forementioned variety of practice upon them, according as we may obſerve Corderius in his Colloquies, to have given us a hint. And to ſtirre them all up to more attentiveneſs, the Maſter may (unexpectedly ſometimes) aske the caſe of a Noun, or the Mood and Tenſe of a Verb, of one that he eſpieth more negligent in minding, then the reſt.
As an Help to the better performance of this neceſsary task, I provided a little book of one ſheet, containing the Terminations and Examples of the Declenſions, and Conjugations, which the leſs experienced may make uſe of, till they can exerciſe themſelves without it; by the frequent impreſſion, and ready ſale whereof, I gueſs it hath not been unacceptable to thoſe of my profeſſion, for the purpoſe whereto I intended it: and I have ſometimes in one afternoon made a thorow practice of all that hath here been mentioned touching Nouns and Verbs, without any weariſomneſs at all to my ſelf, or irkſomneſs to my Scholars, who are generally impatient of any long work, if it be not full of variety, and eaſy to be performed.
Some little paines would alſo be taken with the Pronounes, ſo as to ſhew their number, diſtinction, manner, of declining both in Engliſh and Latine, and their perſons: and then with the Participles to mind how their four tenſes are diſtinguiſhed both by their ſignification and ending, and how they are declined, like Adjectives.
Touching Adverbs, Conjunctions, and Interjections, they need only to tell of what ſignification they are; and touching Prepoſitions, let them obſerve which ſerve to an Accuſative caſe, which to an Ablative, and which to both.
Now for the more orderly diſpatch of this firſt part of the Accidents and the better learning of every part of it, not by rote, but by reaſon; and to make children more cunning in the underſtanding of the things, then in rehearſing of the words, and to faſten it well in their memories; I have found it very profitable to ſet apart two afternoons in a week (commonly Tueſdayes and Thurſdayes) for the examination of it all quite thorow, cauſing one ſide of a Form to ask the queſtions out of the examination of the Accidents, and the other to anſwer according to the words of their book, and whether they do this exactly memoriter, or ſometimes looking upon the book, it makes no matter; for the often practiſe hereof, will be ſure to fix it after a little while in their underſtanding and memories ſo faſt, that they will have it ready for uſe, againſt they come to the ſecond part of the Accidents, which concerneth Concordance and Conſtruction.
N. B. When children firſt begin their Introduction, they may provide a little vocabulary (if the Orbis Pictus be too dear, out of which they ſhould be made to read over a Chapter every day, at one or four a clock, and when it is read over you may ſee who can give you the moſt names of things under one head, both Engliſh and Latine, and let him that tells you the moſt, have ſome little reward for encouragement, to draw on others in hope of the like, to do as well as he. This profitable exerciſe was often uſed by Corderius, and is an excellent mean to help children to ſtore of words, which are indeed the ſubject about which Grammar is converſant, ſo that to teach one Grammar without giving him ſome knowledge of words, is to teach him to tye a knot, that hath not a string to tye it upon. They may ſay the Introduction for parts, and the Vocabulary for leſsons, (as you pleaſe) and when ever they go out about neceſsitous buſineſs, be ſure they ſay (at leaſt) four words of thoſe which they have learnt, and let them alwayes carry their Vocabulary about with them, to be looking into it for words.
Thus then I allow one half year for boyes in the loweſt form, that can read and write before hand, to learn the first part of the Accidents, and how to call things by their Latine names, making uſe of a Vocabulary.
And then I would have them divide the whole Introduction into twelve parts, (as they did at the firſt reading of it over) and repeat conſtantly every morning one by heart, to fix it well in the memory: and for fore-noon leſſons (to be ſaid about ten of clock) they may proceed to the ſecond part of the Accidents, commonly called the Engliſh Rules, for the perfect knowledge and exerciſe whereof, they may profitably ſpend the ſucceeding halfe year.
In getting whereof, becauſe cuſtome hath every where carried it (contrary to thoſe excellent directions given in the Preface to the Reader, of which Mr. Hayne mentioneth Cardinal W…lſey to have been the Authour) for children firſt to read them over, and afterwards to con them by heart as they ſtand in the book, (making it a work meerly for the memory, which ſome children are good at, though they underſtand nothing at all; and therefore many unskilful Maſters, not knowing how to do otherwiſe, eſpecially with boyes that cannot write, let them run on by rote, preſuming that when they have got the Rules thus, they may be afterwards made to underſtand them by practiſe in parſing) I will go along with the ſtream, and allow my Scholars to get them by heart, ſaying two or three Rules at a time, as they do in moſt ſchooles; and as they do this, I would have them chiefly to take notice of the Titles, or Heads, and which are the general Rules, and which are the Obſervations, and Exceptions made concerning it, that by this meanes they may learn to turn readily to any one of them that ſhall be called for. But that children may beſt underſtand, and ſooneſt conceive the reaſon of the Rules, and thereby be made acquainted with the f… ſhion of the Latine Tongue, (which is the main ſcope that this part of the Accidents aimeth at) I would have them daily exerciſed in the practice of Concordance and Conſtruction (which will alſo confirm and ready them in the Introduction) after this manner.
1. Let them mark out the more generall and neceſſary Rules (as they go along) with their examples, and after they have got them perfectly by heart, let them conſtrue and parſe the words in the Example, and apply the Rule to the words to which it belongeth, and wherein its force lyeth.
2. Let them have ſo many other examples beſides thoſe that are in their book, as may clearly illuſtrate and evidence the meaning of the Rule, and let them make it wholly their own by practiſing upon it, either in imitating their preſent examples, or propounding others as plain. Thus that examples to the Rule of the firſt Concord may be firſt imitated; Praeceptor legit, vos vero negligitis. The Master readeth; and ye regard not. The Pastors preach, and people regard not. I ſpeak, and ye hear not. We have read, and thou mindeſt not. And the like may be propounded, as, whilest the Cat ſleepeth, the Mice dance. When the Maſter is away, the boyes will play. Thou neglecteſt, when I write. And theſe the children ſhould make out of Engliſh into Latine, unto which you ſhould ſtill adde more, till they be able by themſelves to practiſe according to the Rule.
3. After they have thus gone over the general Rules, Let them together with one Rule get its exceptions, and obſervations, as they lie in order, and learn how they differ from the Rule, and be ſure that they construe and parſe every example, and imitate, and make another agreeable to the Rule, obſervation or exception, as is ſhewed before.
N. B. Now foraſmuch as little ones are too too apt to forget any thing that hath been told them concerning the meaning of a rule and the like, and ſome indeed are of more leaſurely apprehenſions then others, that require a little conſideration of a thing before they can conceive it rightly, they may be helped by making uſe of the ſecond part of the Accidents examined; wherein,
1. The Rules are delivered by eaſie and ſhort queſtions and anſwers, and all the examples are Engliſhed, and the words wherein the force of the example lyeth are applyed to the rule.
2. The examples are Grammatically conſtrued, and all the firſt words in them ſet down in the margent, and referred to an Index, which ſheweth what part of Speech they are, and how to be declined or conjugated. This I contrived at the firſt as a means to prevent Childrens gadding out of their places, under a pretence of asking abler boyes to help them in conſtruing and parſing theſe examples, but upon tryal I found it a great eaſe to my ſelf for telling the ſame things often over, and a notable encouragement to my Scholars to go about their leſſons, who alwayes go merrilier about their task, when they know how to reſolve themſelves in any thing they doubt.
4. When they have got the ſecond Part of the Accidents well by heart, and underſtand it (at leaſt) ſo far as to be able to give you any rule you call for, you may divide it alſo into eight parts, according to the heads ſet down in the book, whereof, the
Firſt, May be concerning the firſt, ſecond, and third Concord.
The ſecond, concerning the caſe of the relative, and the Construction of Subſtantives.
The third, concerning the Conſtruction of Adjectives, and of a Pronoune.
The fourth, concerning the conſtruction of Verbs with a Nominative, and Genitive Caſe.
The fifth, concerning the conſtruction of Verbs with a Dative, Accuſative and Ablative Caſe.
The ſixth, concerning the conſtruction of Paſſives, Gerunds and Supines.
The ſeventh, concerning time, ſpace, place and imperſonals.
The eighth, concerning the Participle, the Adverb, the Conjunction, the Praepoſition, and the Interjection; which being added to the foregoing twelve, the whole Accidents may be eaſily paſſed over at twenty Parts, and kept ſurely in mind by repeating it once a monethmonth for morning Parts, and examining it every Tueſday and Thurſday in the afternoon.
As they made uſe of the Vocabulary, together with the firſt part of the Accidents, ſo may they joyn Sententiae Puerilis, with the ſecond; which book I would have them to provide both in Engliſh and Latine.
1. Becauſe it renders the Book more grateful to Children, who by reading their Leſſons in their Mothers tongue, know better what to make of them.
2. Becauſe they are apt to miſtake what they have been conſtrued, eſpecially in words that have various ſignifications.
3. Their memories being ſhort, they muſt be told the ſame word as oft as they ask it ere they come to ſay, and when they come (perhaps) they cannot conſtrue one Sentence to any purpoſe.
As they learn this book, let them but take three or four lines at once, which they ſhould,
1. Conſtrue out of Latine into Egnliſh, and then out of Engliſh into Latine.
2. Decline the Nounes and form the Verbs in it throughout, and give the rules for the concordance and conſtruction of the Words.
3. Bring their leſſons fair writ out both in Engliſh and Latine in a little paper book, which will exceedingly further them in ſpelling and writing truly.
4. To fix their Leſſons the better in their memorie, you may ask them ſuch plain queſtions, as they can eaſily anſwer by the words in the Sentence.
5. Let them alſo imitate a Sentence ſometimes by changing ſome of the words, and ſometimes altering their Accidents.
6. Give them ſometimes the Engliſh of a Sentence to make into Latine of themſelves, and then let them compare it with the Latine in the book, and ſee wherein they come ſhort of it, or in what Rule they faile.
For though the main end of this Book, which is full of plain leſsons, both of honeſty, and godlineſs, be to inſtill thoſe grave ſayings into childrens minds▪ (ſome of which notwithſtanding are too much beyond their reach) and it be not perhaps ſo uſeful as ſome others are for the ſpeedy gaining of Latine, yet by being thus made uſe of, it may be very much improved to both purpoſes.
Here I think it no digreſſion to tell, how I and ſome School-fellowes (yet living, and eminent in their Scholar-like profeſſions) were nuſled two or three years together in learning this book of Sentences. After we had gone over our Accidents ſeveral times by heart, and had learned part of Propria quae maribus, we were put into this Book, and there made to conſtrue and parſe two or three Sentences at once out of meer Latine, and if in any thing we miſsed, we were ſure to be whipt. It was well, if of 16. or 20. boyes two at any time could ſay, and that they did ſay right, was more by hap-hazard, then any thing that they knew; For we knew not how to apply one rule of Grammar to any word, nor could we tell what part of Speech it was, or what belonged to it; but if the Maſter told us it was a Noun, to be ſure we ſaid it was of the Nominative caſe, and ſingular number, and if a Verb, we preſently gueſsed it to be of the Indicative Mood, Preſent tenſe, ſingular number, and third perſon; becauſe thoſe coming ſo frequent, we erred the leſſe in them. And an ignorant preſumption that we could eaſily ſay, made us ſpend our time in idle chat, or worſe employment; and we thought it in vain for us to labour about getting a leſson, becauſe we had no help at all provided to further us in ſo doing. Yet here and there a Sentence, that I better underſtood then the reſt, and with which I was more affected, took ſuch imimpreſſion, as that I ſtill remember it, as Gallus in ſuo ſtirquilinio plurimum poteſt. Vbi dolor, ibi digitus, &c.
This I have related by the by, to manifeſt by mine own ſenſe and experience what ſeverity children for the moſt part undergo, and what loſs of time befalls them in their beſt age for learning, when they are meerly driven on in the common rode, and are not (rather) guided by a dexterous, diligent, and diſcreet Teacher, to underſtand what they learn in any book they are put into.
Now becauſe all our teaching is but meer trifling, unleſſe withall we be carefull to instruct children in the grounds of true Religion, let them be ſure to get the Lords Prayer, the Creed, and the ten Commandements; Firſt in Engliſh, and then in Latine, every Saturday morning for Leſsons, from their firſt entrace to the Grammar Schoole; and for their better underſtanding of theſe Fundamentals of Chriſtianity, you may (according to Mr. Bernards little Catechiſme) reſolve them into ſuch eaſy queſtions, as they may be able to anſwer of themſelves, and give them the Quotations, or Texts of Scriptures, which confirm or explain the doctrinal points contained in them, to write out the following Lords day, and to ſhow on Monday mornings, when they come to Schoole. In ſhort then, I would have this loweſt Form employed one quarter or half a year in getting the Introduction for Parts and Leſsons, and as long in repeating the Introduction at Morning Parts, and reading the Vocabulary, for After-noons Parts; ſaying the Engliſh Rules for Fore-noon Leſsons. The little Vocabulary for After-noon Parts; and Sententiae Pueriles for Afternoon Leſsons, and the Principles of Christianity for Saturday Leſsons. So that in one years time this work may be fully compleat, of preparing them for the Latine tongue, by teaching them the perfect uſe of the Accidents, and helping them to words, and how to vary them.