A New Discovery of the Old Art of Teaching School, Chapter 1
CHAP. 1.
How to make the Scholars of the fourth Form very perfect in the Art of Grammar, and Elements of Rhetorick; & how to enter them upon Greek in an eaſy way. How to practiſe them (as they read Terence, and Ovid de Triſtibus, and his Metamorphoſis, and Janua Latinae linguae, and Sturmius, and Textor's Epiſtles) in getting Copy of words, and learning their Derivations and Differences, and in varying phraſes. How to ſhew them the right way of double tranſlating, and writing a moſt pure Latine ſtyle. How to acquaint them with all ſorts of Engliſh and Latine verſes, and to enable them to write faimiliar and elegant Epiſtles either in Engliſh or Latine, upon all occaſions.
THe Vſher having throughly performed his Duty, ſo as to lay a ſure foundation by teaching Grammar, and lower Authours and uſing other helps for mentioned, to acquaint his Scholars with the words, and order of the Latine tongue, as well for ſpeaking, as writing it: The Maſter may more cheerfully proceed to build further, and in ſo doing, he ſhould be as carefull to keep what is well gotten, as diligent to adde thereunto. I would adviſe therefore, that the Scholars of this fourth form may,
1. Every morning read ſix or ten verſes (as formerly) out of the Latine Teſtament into Engliſh, that thus they may be become well acquainted with the matter, and words of that moſt holy Book; and after they are acquainted with the Greek Teſtament, they may proceed with it in like manner.
2. Every Thurſday morning repeat a part out of the Latine Grammar, according as it is laſt divided, that by that meanes they may conſtantly ſay it over once every quarter. And becauſe their wits are now ripe for underſtanding Grammar notions, where ever they meet with them, I would have them every one to provide a Paper-book of two quires in Quarto, in the beginning whereof, they ſhould write the Heads of Grammar by way of common place, as they ſee it in my Latine Grammar, and having noted the pages, they ſhould again write over the ſame Heads, (leaving a larger or leſſe diſtance betwixt them, as they conceive they may finde more or leſſe matter to fill them withall) in the leaves of their Book, and inſert all niceties of Grammar that they finde, either in their daily leſſons, or in peruſing other Books at ſpare houres, eſpecially ſuch as either methodically, or critically treat of Grammar; amongſt which I commend Mr. Brinſley's poſing of the Accidents. The Animadverſions upon Lilies Grammar, Stockwoods diſputations, Mr. Pooles Engliſh Accidents, Hermes Anglo-Latinus, Phalerii Supplementa ad Grammaticam, Mr. Birds, Mr. Shirleyes, Mr. Burleyes, Mr. Hawkins, Mr. Gregories, Mr. Haynes, Mr. Danes, Mr. Farnabies, and other late printed new Grammars, (which they may read in private one after another) will afford them ſeveral obſervations. As for Authores Grammaticae Antiqui, which are commonly printed together; Diſpauterius, Linacer, Melancthon, Valerius, Alvarez, Rhemus, Sulpitius, Voſſius, and the like, either ancient or modern, they may take the opportunity to read them, after they come to higher Forms, and pick out of them ſuch pretty notes, as they have not formerly met withall, and write them in their Common-place-booke. And becauſe it may ſeem a needleſſe labour for every Scholar to be thus imployed, and it is (almoſt) impoſſible for one alone to procure ſo many Grammars, it were to be wiſhed, that in every Schoole of note, there might be a Library, wherein all the best Grammars that can be gotten, might be kept, and lent to thoſe boyes, that are more industriouſly addicted to Grammar Art, and which intend to be Scholars, that they may read them over, and refer what they like in them to its proper Head. And to encourage them in ſo doing, the Maſter may do well at the firſt to direct them, and afterwards at leiſure times to caſt an eye upon their Books, and ſee what they have collected of themſelves. But be ſure that they keep their Paper-book fair, and that they write conſtantly in it, with a legible and even hand.
3. Thus they may have liberty to learn Rhetorick on Mondayes, Tueſdayes, and Wedneſdayes, for morning Parts. And to enter them in that Art of fine ſpeaking, they may make uſe of Elementa Rhetorices, lately printed by Mr. Dugard, and out of it learn the Tropes and Figures, according to the definitions given by Talaeus, and afterwards more illuſtrated by Mr. Butler. Out of either of which books, they may be helped with ſtore of examples, to explain the Definitions, ſo as they may know any Trope or Figure that they meet with in their own Authours. When they have throughly learnt that little book, they may make a Synopſis of it, whereby to ſee its order, and how every thing hangs together, and then write the Common place heads in a Paper-book (as I have mentioned before touching Grammar) unto which they may referre; whatever they like in the late Engliſh Rhetorick, Mr. Farnabies Index Rhetoricus, Suſenbrotus, Mr. Hornes Compendium Rhetorices, or the like, till they be better able to peruſe other Authours, that more fully treat of the Art; as, Voſſius's Partitiones Oratoriae. Orator extemporaneus, Teſmari exercitationes Rhetoricae, Nic. Cauſſinus. Paiot de elequentiâ, and many others; with which a School-Library ſhould be very well furniſhed for the Scholars to make uſe on, accordingly as they increaſe in ability of learning.
Theſe Elementa Rhetorices in their firſt going over, ſhould be explained by the Maſter, and conſtrued by the Scholars, and every example compared with its Definition. And the Scholars ſhould now be diligent of themſelves to obſerve every Trop and Figure, that occurre in their preſent Authours, and when they ſay, to render it with its full definition, and if any be more eminent and worthy obſervation then others, to write it down in their Common-place-book, and by this means they will come to the perfect underſtanding of them in a quarter of a yeares time, and with more eaſe commit it all to memory by conſtant parts, ſaying a whole Chapter together at once; which afterwards they may keep by conſtant Repetitions, as they do their Grammar.
4. When they have paſſed their Rhetorick, you may let them beſtow thoſe hours, which they ſpent about it, in getting the Greek Grammar for morning parts. And becauſe in learning this Language, as well as the Latine, we are to proceed by one Rule, which is moſt common and certain; I preferre Camdens Greek Grammar before any that I have yet ſeen, (though perhaps it be not ſo facill, or ſo compleat as ſome latelier printed, eſpecially thoſe that are ſet out by my worthy friends, Mr. Busbie of Weſtminſter, and Mr. Dugard of Merchant Taylors Schoole) in the firſt going over of which, I would have them to repeat onelyonly the Greek letters, and their diviſions, the Accents, and eight Parts of Speech, the Articles, Declenſions, and Conjugations, the Adverbs, Conjunctions, and Prepoſitions by ſeveral parts, as they are beſt able to get them, and to write down ſo much as they ſay at once in a fair Paper-book, very exactly obſerving and marking every Accent, and note of diſtinction. And this will quickly enable them to write or read Greek very truly, eſpecially if they minde the abbreviated characters, which are now lately printed at the end of moſt of theſe Grammars. This work will take up about a quarter of a years time.
In the next half year, they may get over the whole Grammar in that order, as it is printed. And in the interim thereof, they may make uſe of their Greek Testament every morning after prayers, in like manner as they formerly uſed their Latine one. They may begin with the Goſpel of S. John, which at the firſt you may help them to conſtrue and parſe verbatim, but after a while when they have gathered ſtrength to do ſomewhat of themſelves, you may let them make uſe of Paſors Lexicon, which they will better do, by help of the Themes, which I cauſed to be printed in the Margent of the Greek Testament, which will lead them to Paſor, to ſee the Analyſis of any word in the Teſtament. Mr. Dugard hath lately compleated his Lexicon Graeci Teſtamenti Alphabeticum, unâ cum explicatione Grammaticâ vocum ſingularum in uſum Tironum; nec non concordantia ſingulis vocibus appoſita, in uſum Theologiae canditatorum; which were it once committed to the preſſe, as it now lyeth ready in his hand, would be a moſt excellent help to young Scholars, to proceed in the Greek Testament of themſelves, in an underſtanding and Grammatical way. And I hope it will not be long ere he publiſh it for common uſe. When they have gone over the Declenſions and Conjugations, and are able to write Greek in a very fair and legible character, let them write out the Paradigmes of every Declenſion and Conjugation, and divide the moveable part of the words, from the Terminatious, as you may ſee it done in Mr. Dugards Rudimenta Grammaticae Graecae. After they are thus acquainted with every particular example, they may write out all the Declenſions one by another, and the three voyces of the Verbs throughout all moods and tenſes in all Conjugations, that ſo they may more readily compare them one by another, and ſee what Tenſes are alike, or which are wanting in every voyce. If theſe things were drawn into Tables, to be hanged up in the Schoole, they would help the weaker boyes.
And to ſupply them with ſtore of Nouns & Verbs, you may let them repeat as many nouns as they can wel get at once, out of Mr. Gregories Nomenclatura; and afterwards as many Sentences as they can wel ſay at once, out of Seidelius, or the latter end of Clavis Graecae linguae, by the repeating, conſtruing and parſing, whereof they will learn all the Primitive words of the Greek Tongue, and be able to decline them. And thus they will be very well fitted to fall upon any approved Greek Authour, when they come into the next Form. But if you would have them learne to ſpeak Greeke, let them make uſe of Poſselius's Dialogues, or Mr. Shirleyes Introductorium, in Engliſh, Latine, and Greek. I commonly appointed Tueſdayes and Thurſdayes afternoones for this employment, before or afafter my Scholars had performed their other Tasks.
5. Terence, of all the School-Authours that we read, doth deſervedly challenge the firſt place, not onelyonly becauſe Tully himſelf hath ſeemed to derive his eloquence from him, and many noble Romans are reported to have aſſiſted him in making his Comedies; but alſo becauſe that Book is the very quinteſſence of familiar Latine, and very apt to expreſſe the most of our Angliciſmes withall. The matter of it is full of morality, and the ſeveral Actors therein, moſt lively ſeem to perſonate the behaviour and properties of ſundry of the like ſort of people, even in this age of ours. I would have the Scholars, therefore of this form to read him ſo thorowly, as to make him wholly their own. To help them in ſo doing, I have rendred a good part of it into Engliſh, anſwerable to the Latine line by line, in the adverſe page, and I intend (God willing) ere long to compleat the whole, according to what I have formerly undertaken, and promiſed.
This Authour I would have the Scholars to read conſtantly every Monday, Tueſday, Wedneſday, and Thurſday, for fore-noon Leſſons, taking about half a page at once, till they begin to reliſh him, and then they will eaſily take more, and delight to be exerciſed in him in this manner.
1. Let them write out every Leſſon very fair and exactly, as they ſee it printed before them both in Engliſh and Latine. And this will be a means to perfect them in Orthography, and to imprint what they learn in that Authour in their mindes. They ſhould have a Quarto Paper-book for this purpoſe, wherein nothing elſe ſhould be written.
2. Let them tranſlate about four or ſix lines Grammatically in a looſe paper, that by this means they may better take notice of the way of conſtruing.
3. Let them conſtrue the whole Leſſon both Grammatically, and according to the phraſe, and this will acquaint them with the proprieties of both Tongues.
4. Let them parſe it according to the Grammatical order, examining every word to the utmoſt of what Grammar teacheth concerning it, and this will make them thorowly to underſtand Lilie, and ſometimes to conſult other Grammars, where he comes ſhort in a Rule.
5. Let them cull out the moſt ſignificant words, and phraſes, and write them in a Pocket-book, with figures referring where to finde them in their Authour; and ſet them ever and anon be conning theſe by heart, becauſe theſe (of all others) will ſtand them in moſt ſtead for ſpeaking Latine, or writing Colloquies and Epiſtles.
In reading of this book, it is not amiſſe for the Maſter to minde his Scholars of the true decorum of both things and words, and how fitting they are for ſuch perſons to do or ſpeak, as are there repreſented, and upon ſuch occaſions as they did, and ſpake them. As in Andria, they may obſerve not onelyonly in generall, how apt young men are to be enticed, old men to chide, ſervants to deceive, &c. but more particularly they may ſee how ſome men are more apt to be carried away by paſſion then others are, and how different their natures are ſometimes, though their age and breeding may be the ſame. Thus they ſhall finde Simo and Chremes, two old Citizens, the one pettiſh and apt to overſhoot himſelf in many things, the other more cal me and circumſpect, and therefore better able to pacify and adviſe others. Likewiſe, they ſhall meet with two young Gentlemen, Pamphilus and Charinus, the one whereof, being very towardly and hopefull, was drawn away by ill company, and thereby brought into much trouble of mind, betwixt a fear to offend his Father, and a care to make amends for his fault committed; but the other being raſh and childiſhly diſpoſed, is ſet upon what he deſireth with ſuch eagerneſſe, that he will have it, though it be impoſſible for him to obtain it, and he be utterly ignorant of uſing any meanes to come by it. But above all, they will laugh at the knave Davus, to read how he preſuming upon his own cunning wit, diſpleaſeth Sim…, & enſnareth Pamphilus, and at laſt brings himſelf within the compaſſe of the laſh. And, in this and other comedies, they may obſerve many remarkable ſayings and actions, which will hint much to abundant matter of invention for future exerciſes. As when they hear Davus cry Hem aſtutias! Fie upon craft! they may take an occaſion to enlarge upon the matter, as to ſay; One may quickly, perceive by Davus in Terence, what a miſchievous wit will come to, that doth alwayes buſie it ſelf to circumvent and entrap others; for this fellow, after he had cozened his old Maſter, and unhappily taught his Maſters ſon to tell his father a lie, and intangle himſelf in a double marriage, and ſaw his knavery could not help him to eſcape his own danger, was ready at laſt to hang himſelf; and though he came off pretty well with his young Maſter, by condemning himſelf, and asking forgiveneſſe, and promiſing to amend the matter he had utterly ſpoyled; yet in the height of his jollity, the old man catcheth him at unawares, and without hearing him to ſpeak a word for himſelf, calleth for Dromo, and makes him hoiſe him up, and carry him away to the houſe of correction, and there to tye him neck and heels together, and whip him ſmartly for the roguery he had done. Such Dictates as theſe, the Maſter may give his Scholars ſometimes to turn into pure Latine, till they be able to make the like of themſelves. And this is indeed to make a true uſe of this excellent Authour, according to what Eraſmus directs in his golden little book, de Ratione inſtituendi Diſcipulos, which is worth ones peruſal, that is exerciſed in teaching youth.
When you meet with an Act or Scene that is full of affection, and action, you may cauſe ſome of your Scholars, after they have learned it to act it, firſt in private amongſt themſelves, and afterwards in the open Schoole before their fellowes; and herein you muſt have a main care of their pronunciation, and acting every geſture to the very life. This acting of a piece of a Comedy, or a Colloquy ſometimes, will be an excellent means to prepare them to pronounce Orations with a Grace, and I have found it an eſpeciall remedy to expell that ſubruſtick baſhfulneſſe, and unreſiſtable timorouſneſſe, which ſome children are naturally poſſeſſed withall, and which is apt in riper yeares to drown many good parts in men of ſingular endowments.
6. Their after-noon parts, on Mondays and Wedneſdays, may be in Janua Latinae linguae; which book ſhould be often read over, becauſe it will at once furniſh them with the knowledge of words and things, into the reaſons of which, they will now be more induſtriouſly inquiſitive, then furmerly; becauſe their preſent years do teach them to be more diſcurſive in their underſtanding, as growing more towards men. And therefore in this book they ſhould not onelyonly firſt minde the ſignification, and Grammatical conſtruction of words, but Secondly, endeavour to gain a Copy of good and proper words for expreſſion of one and the ſame thing, as that they may not only tell you that domus but alſo aedes is Latine for a houſe, & that decor, and pulchritudo are Latine for beavty as well as forma; and in finding ſuch Synonyma's as theſe, they may be helped as well by Dictionaries, as by frequent reading. Thirdly, They may with every part bring a piece of the Index tran…ated into Engliſh. Fourthly, Becauſe …hey muſt now begin to uſe their judgement in the right choyce of words, (when they finde many heaped together) it were not amiſſe to let them enquire the Original out of Rider's Latine Dictionary, or Beckman do Originibus Latinae linguae; and to conſider the differences that are betwixt words of the ſame ſignification; which they may learn out of Auſonius Popma, Laurentius Valla, Cornelius Fronto, Varro de linguâ Latinâ, and the like books fit to be kept in the Schoole Library.
7. On Tueſdaies and Thurſdaies in the after-noons, I would have this Form employed in ſome of Tullies Epiſtles, (either thoſe collected formerly by Sturmius, or thoſe of late made uſe of in Weſtminſter Schoole) but Sturmius's I rather prefer as more eaſie to begin withall, the others may be uſed afterwards, together with Textors Epiſtles. And▪
1. I would have them be exerciſed in double tranſlating theſe Epiſtles, ſo as to render many of them into good Engliſh, and after a while to turn the ſame again into Latine, and to try how near they can come to their Authour in the right choice, and orderly placing of words in every diſtinct Period. And becauſe the Authours ſtyle and expreſſion will in many particulars ſeem hard to thoſe that have not formerly read ſome of his Epiſtles, I have thought good at firſt to give my Scholars a taſte of an Epiſtolary ſtyle, by tranſlating a Century of ſelect Epiſtles, out of Tully and other choice Authours, making the Engliſh anſwer to the Latine, Period, by Period. And theſe I cauſe them to write over, and in ſo doing, to take notice of the placing of every word, and its manner of ſignification. By this means they both better themſelves in Orthography, and eaſily become ſo acquainted with Tullies expreſſions, that they can adventure to conſtrue any of his Epiſtles of themſelves, and turn them into Engliſh, as they ſee I have done the like before them.
2. Then do I cauſe them (as I ſaid) to make double tranſlations of themſelves; one while writing down both the Engliſh and Latine together, as they conſtrue it, (which ſome call Metaphraſis, an example or two whereof you may ſee in Merchant Taylors School Probation) and another while, and moſt frequently, writing the Engliſh out of the Latine by it ſelf, which within ten dayes after, they try how to turn into the like good Latine again. And this is the way that Mr Brinſley ſo much commendeth, and Mr. Aſeham was moved to think to be onelyonly, or chiefly the fitteſt, for the ſpeedy and perfect attaining of any Tongue.
3. After they are grown pretty quick in tranſlating both wayes, you may write them down a little Engliſh Epiſtle of like matter & words to that in their book, directed to ſome of their own acquaintance, which they may turn into Latine, Period after Period, by themſelves. To begin therefore with the firſt Epiſtle in Sturmius, which may be writ down tranſlated thus.
M. T. C. Terentiae, Salutem plurimam dicit.
Mark Tully Cicero, ſendeth hearty commendations to (his wife) Terentia.
SI vales, bene eſt, ego val…o.
If you be in good health, it is well: I am in good health.
Nos quotidie tabellarios veſtros expectamus, qui ſi venerint, fortaſſe erimus certiores, quid nobis faciendum ſit, faciemuſque te ſtatim certiorem.
We everyday expect your Letter-poſts: who if they come, we ſhall be perhaps more certain, what we are to do, and we will certifie you forthwith.
Valetudinem tuam cura diligenter, vale.
Look diligently to your health, farewell.
Calendis Septembris.
The firſt day of September.
And you may ſhew them how to imitate it, (obſerving our Engliſh manner of writing Letters) thus;
To his very loving Friend Mr. Stephen Primato at the Seven Stars neer Newgate, LONDON, theſe.
Amantiſſimo ſuo amico Domino Stephano Primatae ad inſigne Septentrionum juxta novam Portam Londinenſem, haſce dabis.
Moſt ſweet Stephen,
IF you be all in good health at London, it is very well; we are all very well at Barnet: The Lord God be praiſed.
Stephane mellitiſſime,
Si vos omnes Londini valetis, optime eſt: nos quidem omnes Barnetae valemus: Laudetur Dominus Deus.
I have every day expected a Letter from you, for this whole week together, which if it come, is like to be very welcome to me, I pray you therefore write to me, and let me know what you do, and I will write back again to you forthwith.
Ego quotidie literas tuas, per hanc totam hebdomadem expectavi; quae ſi venerint gratiſſimae mihi futurae ſunt; oro igitur ut ad me ſcribas, & certiorem me facias, quid agis, & ego ſtatim ad te reſcribam.
Give your minde diligently to learning: Farewell heartily.
Studio literarum diligenter incumbe. Vale feliciter.
Your moſt loving friend Robert Burrows. Barnetae. Octob. 4. 1659. Amantiſſimus tuus amicus Robertus Burrowes.
They may imitate the ſame Epiſtle again in framing an anſwer to the particulars of the foregoing letter after this manner; obſerving the form of compoſition, rather then the words.
To his very much reſpected friend Mr. Robert Burrows neere the Mitre at Barnet, theſe deliver.
Obſervantiſſimo ſuo amico Roberto Burrows haud ita procul a Mitrâ Barnetae, haſce dabis.
Deare Robert,
I Am very glad, I am certified by your Letter, that you and all our friends are in good health. Lo, I have now at laſt ſent you my letter, which I am ſorry, that I have made you ſo long to look for, before it came to your hand. And foraſmuch as you deſire to know what I do, I thought good to certify you, that I am wholly buſied at my book, inſomuch as I could willingly finde in my heart to die at my ſtudies: ſo true is that which we ſometimes learned in our Accidents, To know much is the moſt pleaſant and ſweeteſt life of all. You need not therefore truly (to ſpeak plainly) perſwade me further to give my mind to learning, which I had much rather havee then all, even the moſt precious jewels in the world. Farewell, and write as often as you can to
Your very loving friend Stephen Primate.
Chariſſime Roberte,
QVòd ex tuis literis certior fiam, te, & omnes noſtros bene valere, magnopere gaudeo. Ecce, noſtras, jam tandem ad te miſi. Quas, quoniam in causâ fui, ut diutiùs expectes, priuſquam ad vos venerint, vehementer doleo. Cùm autem quid ego agam, ſcire cupias; certiorem te facere velim, me totum in libris eſse occupatum; uſque adeò, ut vel emori ſtudiis mihi dulce erit: Ita verum eſt, quod è Rudimentis Grammatices olim ebibimus; Multum ſcire eſt vita jucundiſſima. Non igitur opus eſt, ut ulteriùs mihi ſuadeas, ſtudio literarum & doctrinae incumbere, quae quidem (ut planè loquar) omnibus gemmis, vel pretioſiſſimis cupidiſſimè malim. Vale, & literas quam ſepiſſime mitte ad
Amantiſſimum tui Robertum Burrows.
THus you may help them to take ſo much as is needfull and fit for their purpoſe out of any Epiſtle, and to alter and apply it fitly to their ſeveral occaſions of writing to their friends; and where Tully's expreſſions will not ſerve them, let them borrow words and phraſes out of the books that they have learn't, (but eſpecially out of Terence) and take care to place them ſo, that they may continually ſeem to imitate Tullie's form in writing Epiſtles, though they be not altogether tyed to his very words. And this I give as a Caution both in ſpeaking and writing Latine, that they never utter or write any words or phraſes, which they are not ſure they have read or heard uſed in the ſame ſenſe, that they there intend them.
It were neceſſary for them, as they proceed in reading Epiſtles, to pick out all ſuch familiar expreſſions, as are incident to be uſed in writing letters, and to note them in a paper book, kept for the purpoſe, digeſted into certain places, that they may help themſelves with them as they have occaſion, you may ſee a Preſident hereof in Fabritius's Elegantiae Pueriles. And becauſe the ſame phraſe, is not often to be repeated in the ſame words, they ſhould now ſtrive to get more liberty of expreſſing their mindes by learning to vary one and the ſame phraſe both in Engliſh and Latine, ſometimes ex tempore, before the Maſter, and ſometimes amongſt themſelves by writing them down, & then appealing to the Maſter to judge, who hath done the beſt. To enter them upon this work, you may firſt begin with Mr. Clarks Dux oratorius, and then make uſe of that excellent book of Eraſmus de cop â verborum, which was purpoſely by him intended, and contrived for the benefit of Pauls Schoole, and I am ſorry to ſee it ſo little made uſe of in moſt of our Grammar Schooles in England.
To encourage them to begin to write of themſelves, and to help their invention ſomewhat for inditing Epiſtles, you may take this courſe at once with a whole form together, which I have experienced to be very eaſie, and generally pleaſing to young Scholars.
1. Ask one of your boyes, to whom, and for what, he is minded to write a letter; and, according as he ſhall return you an anſwer, give him ſome general inſtructions how to do it.
2. Then bid him and all his fellows let you ſee which of them can beſt indite an Engliſh letter upon that occaſion, and in how ſhort a time.
3. Let them every one bring his own letter fairly written, that you may ſhew them how to amend the imperfections you finde in it
4. Take his, that hath done the beſt, and let every one give you an expreſſion of his own gathering, for every word and phraſe that is in it, and let it be different (if it may be) from that which another hath given already before him.
5. As they give in their expreſſions, do you, or an able Scholar for you, write them all down in a paper, making a note that directeth to the place to which they belong.
6. Then deliver them the paper, and let every one take ſuch words or phraſe, as is moſt agreeable to the compoſition of an Epiſtolary ſtyle (ſo that he take not the ſame that another uſeth) and bring the letter writ fair, and turned out of Engliſh into Latine. And thus you ſhall finde the ſame Epiſtle varied ſo many ſeveral wayes, that every boy will ſeem to have an Epiſtle of his own, and quite differing in words from all thoſe of his fellowes, though the matter be one and the ſame.
To help the young beginners to avoid Barbariſmes, and Angliciſmes, (to which they will be very ſubject, if not timely prevented) you may make uſe of a little Dictionary Engliſh and Latine in Octavo, which reſolve's the difficulties of Tranſlating either way and Mr. Walkers uſeful Book of Particles, which is lately printed; As a ſo Mr. Willis Angliciſmes Latinized, …nd Mr. Clerks Phraſeologia Puerilis; not mention to Turſelinus, or Doctor Hawkins particulae Latinae orationis, which may be afterwards made uſe of, when Scholars grow towards more perfection in the Latine Tongue, and can read them without your help. But for their further aſſiſtance in this moſt p…ofitable and commendable kinde of exerciſe; I commend unto you Mr. Clerks Epiſtolographia, and Eraſmus de conſcribendis Epiſtolis; to which you may adde Buchleri Theſaurus conſcribendarum Epiſtolarum, Verepaeus de conſcribendis Epiſtolis, and others, fitting to be reſerved in the School-Library, for your Scholars to peruſe, and collect notes out of, at their leaſure hours. He that will be excellent in any Art, muſt not onelyonly content himſelf with the beſt Preſidents, which in many particulars may (perhaps) exceed a…l others; but alſo now and then take notice what others have attempted in that kinde, and ſometimes he ſhall finde the meaneſt to afford him matter of good uſe. And therefore I would adviſe that the Scholars in the upper Forms may often imploy themſelves in peruſal of all Tullies Epiſtles, and ſometimes in thoſe of Pliny, Seneca, Eraſmus, Lipſius, Manutius, Aſcham, Politianus, and whatever they finde in the Schoole Library, (which ſhould indeed be very well furniſhed with Epiſtolary books) that out of them they may learn to expreſſe their mindes to the full, upon any ſubject or occaſion, to whomſoever they write, and to uſe a ſtyle befitting both the mat…er and perſons, be they never ſo lofty and mean.
After this Form is once well entered to write Epiſtles of themſelves, they may make two Epiſtles every week, (one in anſwer to the other) to be ſhewed fair on Saturdaies, ſo they do not exceed a quarter of a ſheet on one ſide, becauſe great heed ſhould be taken in the compoſing of them.
And let this Rule be obſerved in performing theſe and all manner of exerciſes; that they never go about a new one, till they have finiſhed that they began. It were better for Scholars ſometimes to do one and the ſame exerciſe twice or thrice over again, that in it they may ſee and correct their own errours, and ſtrive to outdoe themſelves; then by ſlipping from one work to another, and leaving that in their hands incompleat, to get an ill habit of poſting over buſineſſe to little or no purpoſe Non quàm multùm ſed quàm bene, ſhould be remembred in Scholars exerciſes.
8. Their afternoon Leſſons on Mondayes and Wedneſdayes, for the firſt halfe year (at leaſt) may be in Ovids little book de triſtibus, wherein they may proceed by ſix or eight verſes at a Leſſon; which they ſhould firſt repeat memoriter as perfectly as they can poſſibly, becauſe the very repetition of the verſes, and much more the having of them by heart, will imprint a lively pattern of Hexameters and Pentameters in their minds, and furniſh them with many good Authorities.
2. Let them conſtrue verbatim, and if their Leſſon be harder then ordinary, let them write it down conſtrued.
3. Let them parſe every word moſt accurately, according to the Gramatical order.
4. Let them tell you what Tropes and figures they finde in it, and give you their Definitions.
5. Let them ſcan every verſe, and after they have told you what feet it hath in it, and of what ſyllables they conſiſt, let them give the Rule of the quantity of each ſyllable, why it is long or ſhort; the ſcanning and proving verſes, being the main end of reading this Authour, ſhould more then any thing be inſiſted upon, whilſt they read it. And now it will be requiſite to try what inclination your young Scholars have towards Poetry: you may therefore let them learn to compoſe Engliſh verſes, and to inure them ſo to do, you ſhould 1. Let them procure ſome pretty delightful and honeſt Engliſh Poems, by peruſal whereof they may become acquainted with the Harmony of Engliſh Poeſie. M. Hardwicks late Tranſlation of Mantuan, Mr Sandys of Ovid, Mr. Ogleby's of Virgil, will abundantly ſupply them with Heroick Verſes; which after they can truly and readily make, they may converſe with others, that take liberty to ſport it in Lyrick verſes. Amongſt all which, Mr. Herberts Poems are moſt worthy to be mentioned in the firſt place, and next to them (I conceive Mr. Quarles divine Poems, and his divine Fanſies; beſides which, you may allow many others full of wit and elegancie; but be ſure you admit of none which are ſtuff't with drollary or ribauldry, which are fitter to be burnt, then to be ſent abroad to corrupt good manners in youth
2. After they are thus become acquainted with variety of meeter, you may cauſe them to turn a Fable of Aeſop into what kinde of verſe you pleaſe to appoint them; and ſometimes you may let them tranſlate ſome ſelect. Epigrams out of Owen, or thoſe collected by Mr. Farnaby or ſome Emblemes out of Alciat, or the like Flouriſhes of wit, which you think will more delight them and help their fanſies. And when you ſee that they begin to exerciſe their own wits for enlargement, and invention, you may leave them to themſelves, to make verſes upon any occaſion or ſubject; yet to furniſh them with Rhymes, Epithites, & varietie of elegant expreſſions, you may let them make uſe of the pleaſant Engliſh Parnaſſus, compoſed by the true lover of the Muſes, Mr. Joſuah Poole, my quandam School-fellow at Wakefield, who like another Daphnis, may truly be ſaid (what I now ſigh to write) to have been at the Blew houſe in Hadley Pariſh, now daily in my ſight, Formoſi pecoris cuſtos, formoſior ipſe.
When you have taugt them truly to ſcan and prove any kinde of Latine verſe, and made them to taſte the ſweetneſſe of poetizing in Engliſh; you may prepare them them further for making Latine verſes out of their preſent Authours thus;
1. Take a Diſtick or two, which they know not where to finde, and tranſpoſe the words, as different as may be from a verſe, and when you have made one to conſtrue them, diſmiſſe them all to their ſeates, to try who can return them firſt into true verſes, without one anothers ſuggeſting. When they have all diſpatched, cauſe him whom you conceive to be the weakeſt, to compare what he hath done with his Authour, and to prove his verſes by the Rules of Proſodia.
2. You may ſometimes ſet them to varie one and the ſame verſe, by tranſpoſing the ſame words, as many ſeveral wayes as they can. Thus this verſe may be turned 104. waies.
Eſt mea ſpes Chriſtus ſolus qui de cruce pendet.
And ſometimes you may cauſe them to keep the ſame ſenſe, and alter the words. Thus this Diſtick is found in Mr. Stockwoods Progymnaſma Scholaſticum to be varied 450. waies.
Linque cupido jecur, cordi quoque parcito, ſi via Figere, fige alio, tela cruenta loco.
To direct and encourage your young Scholars in turning verſes, you may make uſe of the book laſt mentioned, and for further inſtructions concerning making verſes, I refer you to Mr. Clerks Dux Poeticus.
9. To enable your Scholars yet more to write good Latine in proſe, and to prepare them further for verſes by reading Poetical books, which abound with rich expreſſions of fanſie, I would have them ſpend the next halfe year in Ovids Metamorphoſis; out of which Authour you may make choice of the moſt pleaſing and profitable Arguments, which it is beſt for you your ſelf to conſtrue and explain unto them, that they may diſpatch the more at a Leſſon, and with more eaſe. When they come to ſay,
1. Let them repeat four or ſix verſes, (which you judge moſt worthy to be committed to memory) by heart.
2. Let them conſtrue the whole leſſon venbatim, minding the proprietie of the words, and the elegancie of every phraſe.
3. Let them parſe every word Grammatically, as they have uſed to do in other Authours.
4. Let them give you the Tropes and Figures, the Derivations and Differences of ſome words, and relate ſuch Hiſtories as the proper names will hint at, which they may peruſe before hand in their Dictionarie. And let them not forget to ſcan and prove every verſe, and to note more difficult quantities of ſome ſyllables.
5. Let them ſtrive (who can beſt) to turn the Fable into Engliſh proſe, and to adoru and amplifie it with fit Epithetes, choice Phraſes, acute Sentences, wittie Apophthegmes, livelie ſimilitudes, pat examples, and Proverbial Speeches; all agreeing to the matter of moralitie therein couched; all which they ſhould divide into ſeveral Periods, and return into proper Latine, rightlie placed according to the Rules of Rhetorical compoſition.
6. Let them exerciſe their wits a little in trying who can turn the ſame into moſt varietie of Engliſh verſes.
Mr. Sandy's Tranſlation of this book, in Folio, and Mr. Roſſe's Engliſh Mythologiſt, will be very delightfull helps to your Scholars for the better underſtanding thereof; and if to theſe you adde Sir Francis Bacon's little book de Sapientiâ veterum, Natales comes, and Verderius's Imagines Deorum, Lexicon Geographicum, Poeticum, & Hiſtoricum; and the like fitting to be reſerved for your Scholars uſe in the Schoole-librarie) it will invite them like ſo many bees to buſie themſelves ſucking up matter and words to quicken their invention and expreſſion; And if you would have thoſe in this form acquainted with variety of Latine verſes, and how to change them one into another, you may ſometimes exerciſe them in Buchan's Pſalms, and partlie out of Voſſius's, partlie out of Mr. I loyd's Grammar latelie printed, you ſhall find ſufficient ſtore, and ſeveral kinds of verſes to delight and profit them withall.
Whereas Wits Common-Wealth is generally impoſed upon young Scholars to tranaſlte out of Engliſh into Latine, and I obſerve it very difficult to be done by reaſon of the many uncouth words and meere Angliciſmes that are in it, concerning which they cannot any way help themſelves by common Dictionaries or phraſe-books; I have thought good to frame an Alphabetical Index of every Engliſh word and phraſe therein contained, with figures pointing to the Chapter and verſe where it is uſed, and ſhewing what Latine or Greek expreſſion is moſt proper to be made in that place.
And this I would have annexed to that uſeful book, that by help thereof the Scholars may of themſelves be able to tranſlate thoſe pretty Sentences out of Engliſh into Latine orderly compoſed, and afterwards with the ſame eaſe out of Latine into Greek. If the Stationers do not accord, that they may be printed together, know, that the Index may be had ſingle by it ſelf, as well as the book, and he that buyeth one cannot well be without the other; they are both ſo neceſſary and neerly related to one another.
They in this Forme may learn the Aſſemblies leſſer Catechiſme in Latine and Greek, which is elegantly tranſlated into thoſe Languages, by Doctor Harmar.
Thus then in ſhort, I would have them employed. 1. In reading out of the Latine Teſtament every morning, till they be able to go on with the Greek which may then take place. 2. In repeating a Grammar part every Thurſday morning. 3. In Learning the Rhetorick when they have done that. 4 Camdens Greek Grammer on Mondaies, Tueſdaies, and Wedneſdaies for morning parts. 5. In uſing Terence on Mondaies, Tueſdaies, Wedneſdaies and Thurſdaies for fore-noon leſſons. 6. In Janua Latinae Linguae for after-noon parts on Mondaies and Wedneſdaies. 7. In ſome of Sturmius, or Textor's Epiſtles, on Tueſdaies and Thurſdaies after-noons, and Shirley's Introductorium after taxes ended. 8. In Ovid de Triſtibus on Mondaies and Wedneſdaies in the after-noons for the firſt, and in Ovids Metamorphoſis for the ſecond half Year; They may tranſlate four Verſes every night out of Wits Common-wealth, and ſay leſsons on Saturdaies in the Aſſemblies Catechiſme; and by the diligent improvement of theſe books to their ſeveral uſes, they may firſt become perfectly readie in the Latine and Greek Grammar, and the Elements of Rhetorick. 2. They may get Coppy of words and learn to know their derivations and differences, as alſo how to varie phraſes. 3. They may gain the right way of double tranſlating and writing a pure Latine ſtile. 4. They may be helped in their invention, and eaſily taught to make all ſorts of Engliſh and Latine Verſes, and to write familiar and elegant Epiſtles upon all occaſions; for the performance of all which works though more then ordinary care and pains may ſeem to be required in the Maſter, and a great deal of ſtudie and diligence may be thought to be exacted of the Scholars, above what is uſual in many Schools; Yet a little experience will evidence that all things being orderly and ſeaſonably done, will become eaſie and pleaſing to both after a very little while. And if the maſter do but conſider with himſelf, and inform his Scholars, that they ſhall all ere long reap the ſweet of their preſent labours, by a delightful and profitable peruſal of the choiſeſt Authors both Greek and Latine, whom as they muſt ſtrive to imitate, ſo they may hope to aequalize in the moſt noble ſtile and lofty ſtrains of Oratorie, and Poeſie; it will encourage them to proceed ſo chearfully, that they will not be ſenſible of any toil or difficultie, whileſt in a profiting way they paſs, this form, and endeavour to come to the next, which we intend to treat of in the following Chapter.