A New Discovery of the Old Art of Teaching School, Chapter 2
CHAP. II.
How to teach Scholars in the fifth form to keep and improve the Latine and Greek Grammars, and Rhetorick. How to acquaint them with an Oratory, ſtile and pronunciation. How to help them to tranſlate Latine into Greek, and to make Greek verſes, as they read Iſocrates and Theognis. How they may profit well in reading Virgil, and eaſily learn to make good Theams and elegant Verſes with delight and certainty. And what Catechiſmes they may learn in Greek.
THough it may ſeem a needleſſe labour to preſcribe directions for the Teaching of the two upper forms, partly, becauſe I finde more written concerning them then the reſt, and partly becauſe many very eminent and able Schoole-maſters …mploy moſt of their pains in perfecting …hem, every one making uſe of ſuch Au…hors, and ſuch a Method as in his own …iſcretion he judgeth meeteſt to make …hem Scholars; not to ſay, that the Scho…rs themſelves (being now well acquainted with the Latine and Greek Grammar, and having gotten a good underſtanding (at leaſt) of the Latine Tongue, by the frequent exerciſe of tranſlating and ſpeaking Latine, and writing Colloquies, Epiſtles, Hiſtorical and Fabulous narrations and the like, beſides reading ſome Schoole Authors, and other helpful and profitable books, will be able in many things to proceed without a guide, addicting their mindes chiefly to thoſe ſtudies, which their natural Genius doth moſt prompt them to, either concerning Oratory or Poetry: Yet I think it requiſite for me to go on as I have begun, and to ſhew what courſe I have conſtantly kept with theſe two forms, to make them exactly compleat in the Greek & Latine Tongues, and as perfect Orators, and Poets in both as their young years and capacities will ſuffer; and to enter them ſo in the Hebrew, as that they may be able to proceed of themſelves in that holy Language, whether they go to the Univerſity, or are otherwiſe diſpoſed on to ſome neceſſary calling, which their Parents or Friends think fitting for them.
And firſt, I moſt heartily intreat thoſe (eſpecially that are my loving Friends and acquaintance) of my profeſſion, whoſe years and experience are far beyond mine, that they would candidly peruſe and kindely interpret what I have written, ſeeing I deſire not by any means to impoſe any thing too magiſterially upon them or others, but freely to communicate to all men what I have for many years kept private to my ſelf, and hath by ſome (whoſe ſingle judgement may ſufficiently ſatisfie me) been importunately thus haled to the Preſs; and if in any particular I ſeem to them to deviate from, or fall ſhort of what I aime at, viz. a facilitating the good old way of teaching by Grammar, Authors, and exerciſes; I ſhall take it as a ſingular token of love, that they acquaint me with it, and if by this ruſh-candle of mine, they pleaſe to ſet up their own Tapers, I ſhall rejoyce to receive greater light by them, and be ready to walk in it more vigorouſly. In the interim, I go on with my diſcovery, touching the fifth Forme, which I would have employed in this manner;
1. Let them and the forme above them read daily a dozen verſes out of the Greek Testament before the ſaying of parts.
2. Let them reſerve the Latine and Greek Grammars and Elementa Rhetorices for weekly parts, to be ſaid only on Thurſday mornings, and ſo divided that they may be ſure to go over them all once every quarter. By this means they will keep them in conſtant memory, and have more time allotted them for peruſing Authors and diſpatch of exerciſes. You muſt not forget at every part to let them have your help of explication of the moſt obſcure and difficult places before they ſay, and after they have ſaid to make ſuch diligent examination, as that you may be ſure they underſtand what they learn.
And to make them more fully acquainted with the Accents and Dialects of the Greek Tongue, you may (beſides thoſe few Rules in their Grammar) let them daily peruſe a Chapter in Mr. Franklin's little book De foreign which is excellently helpful to young Graecians, and when they grow ſtronger, that Appendix de Dialectis at the end of Scapula, will be worth their reading and obſerving. It would be good ſometimes to make them compare the Latine and Greek Grammar together, and to ſee wherein they agree, & wherein they differ, but eſpecially in the Rules of Syntaxis, and for this purpoſe Vechneri Hellonexia wil be of excellent uſe.
And as I have directed before, how Scholars ſhould have a Common-placebook for the Latine Grammar, ſo I do here alſo for the Greek, deſire, that after it is learnt, it may be drawne into a Synopſis, and that digeſted into Commonplace heads, to which they may eaſily refer what ever they read worth noting, out of any Greek Grammar they peruſe. And that they may more freely expatiate in ſuch Books, it were good if they had Mr. Busbie's Grammar, Cleonard, Scotus, Chryſolora, Ceporinus, Gaza, Vrbanius, Caninius, Gretſerus, Poſſelii Syntaxis, & as many as can be gotten both ancient and modern, laid up in the Schoole Librarie, to collect Annotations out of, as their leiſure will beſt permits, & you will ſcarce imagine to what exactneſſe a boy will attain, and what a treaſure of good notes he will have heaped up in theſe two years time, if he be moderately induſtrious, and now and then imploy himſelf in collecting of his own accord; and I may adde, that Scholars of any ordinarie ingenuitie, will delight more to be doing ſomething at their book, which they well underſtand, then to be trifling and rambling up and down about idle occaſions.
3. Foraſmuch as it is uſual & commendable to bring on children towards perfection in the Greek Tongue, as they proceed in Oratorie and Poetrie in the Latine, I think it not amiſſe to exerciſe theſe two Forms in ſuch Authours as are commonly received, and may prove moſt advantagious to them in all theſe; yet herein I may ſeem to differ from ſome others, that in ſtead of Grammar parts, (which I reſerve to be conſtantly repeated every Thurſday) I would have this Form to learn ſome lively patterns of Oratory, by the frequent and familiar uſe whereof, and the knowledge of the Hiſtories themſelves, to which they relate; they may at laſt obtain the Artifice of gallant expreſſion, & ſome skil to mannage future affairs, It being requiſite for a Scholar, more then any man, foreign, to be expert in ſpeaking, and doing.
At firſt therefore for morning parts on Mondaies, Tueſdaies, and Wedneſdaies, I would have them exerciſed in Apththonius (if it can be gotten, as I deſire it may be reprinted) both in Greek and Latine. Out of which book, I would have them tranſlate the Fables and Themes (ſo as to finiſh at leaſt every week one) into pure Engliſh, and to repeat them (being tranſlated) in both Languages, that by that means they may gain the Method of theſe kinde of exerciſes, and inure themſelves to Pronunciation. When they have gone over them, they may next tranſlate Tullies ſix Paradoxes, and pronounce them alſo in Engliſh and Latine, as if they were their own-And afterwards they may proceed in thoſe pithy Orations which are purpoſely collected out of Saluſt, Livy, Tacitus, & Quintus Curtius, having the Hiſtories of their occaſions ſummarily ſet down before them. And of theſe I would have them conſtantly to tranſlate one every day into Engliſh, beginning with thoſe that are the ſhorteſt, and once a week to ſtrive amongſt themſelves, who can beſt pronounce them both in Engliſh and Latine. I know not what others may think of this Task, but I have experienced it to be a moſt effectual mean to draw on my Scholars to emulate one-another, who could make the beſt exerciſes of their own in the moſt Rhetorical ſtyle, and have often ſeen the moſt baſhfull, and leaſt-promiſing boyes, to out-ſtrip their fellowes in pronouncing with a courage, and comely geſture; and for bringing up this uſe firſt in my School, I muſt here thank that modeſt and ingenious Gentleman Mr. Edward Perkins, who was then my Uſher, for adviſing me to ſet upon it. For I found nothing that I did formerly to put ſuch a ſpirit into my Scholars, and make them, like ſo many Nightingales, to contend, who could foreign moſt melodiouſly tune his voyce and frame ſtyle, to pronounce and imitate the forementioned Orations.
4. Their forenoon Leſſons on Mondays and Wedneſdays, may be in Iſocrates, and to make them more attend the Greek,
1. Let them (at firſt eſpecially) tranſlate every Leſſon by way of interlineary writing according to the Grammaticall order.
2. Let them parſe the whole Leſſon in that order, and give you the Variation and derivation of the moſt difficult Nouns and Verbs throughout, and the Rules of Syntaxe, and of the Accents.
3. Let them pick out the phraſes, and more elegant words as they go along, and write them in a Paparbook; and tranſcribe what Sentences they meet withall into their Common-place-book. After they are well entered, you may cauſe them to tranſlate the Greek into elegant Latine, and on Fridayes, when they come to repeat, to render their own Latine into Greek, which they ſhould endeavour to write down very true and fair without any help of their Authour, who is then to be thrown aſide, but afterwards compared with what they have done.
Three quarters of a year (I conceive) will be ſufficient to exerciſe them in Iſocrates, till they get a perfect knowledge of Etymologie and Syntaxe in Greek; which they will more eaſily attain to, if out of this Authour (eſpecially) you teach them to tranſlate ſuch examples moſt frequently, as may ſerve to explicate thoſe Rules, which are not to be found in their Latine Grammar, and very ſeldom occurre in the Greek one, which they commonly read. And then you may let them tranſlate a Pſalme out of Engliſh into Latine, and out of Latine into Greek, and compare them with the Septuagint Pſalter. Afterwards you may give them ſome of Demosthenes's Sentences or Similies (collected by Loinus) or of Poſſelius Apophthegmes in Latine only; and let them turn them into Greek, which when they have done, you may let them ſee the Authours, that by them they may diſcover their own failings, and endeavour to amend them.
Their Leſſons then for the fourth quarter on Mondaies and Wedneſdaies ſhould be in Theognis, in which moſt pleaſing Poet, they may be taught not onelyonly to conſtrue and parſe, as formerly, but alſo to minde the Dialects, and to prove and ſcan, and to trie how to make Hex…meter, and Pentameter Greek verſes, as they formerly did Latine ones, out of Ovid de Triſtibus. And here I muſt not forget to give notice to all that are taken with this Authour, that Mr. Castilion's Praelectiones (which he ſometimes read at Oxford, in Magdalene Colledge; and Mr. Langley late School-Maſter of Pauls tranſcribed, when he was Student there) are deſirous to ſee the light, were they but helped forward by ſome Stationer, or Printer, that would a little conſider the Authours paines. I need give the work no more commendations then to ſay, that (beſides Mr. Langley that writ it long agoe) Mr. Busbie, Mr. Dugard, Mr. Singleton, and ſome others of note, have ſeen the Book, and judged it a moſt excellent piece, not onelyonly to help young Scholars in the underſtanding of Theognis, but alſo to furniſh them with abundant matter of invention, and to be a Preſident to Students in the Univerſities, whereby they may learne to compoſe ſuch kind of Lectures upon other Poets, either for their own private recreation, or more publick reading. Screvelii Lexicon Manuale, will be very uſefull to this Form for parſing their Leſsones and Garthii Lexicon (which is annexed to it) Rulandi Synonymia, Morelii Dictionarium, Billii Locutiones, Devarius de Graecis particulis, Poſſelii Calligraphia, for tranſlating Latine into Greek, but nothing is more availeable to gain a good ſtyle, then frequent imitation of ſelect pieces out of Iſocrates and Demostenes, and tranſlating one while out of the Greek into Latine, and another while out of Latine into Greek.
5. For forenoon Leſsons on Tueſdayes and Thurſdayes, I make choyce of Juſtin as a plain Hiſtory, and full of excellent examples, and morall obſervations, which for the eaſineſs of the ſtyle the Scholars of this Form may now conſtrue of themſelves, and as you meet with an Hiſtorical Paſsage that is more obſervable then the reſt, you may cauſe every one of them to write it down in Engliſh, as well as he can poſſibly relate it without his book, and to return it again into good Latine. By this meanes they will not onelyonly well heed the matter, but alſo the words, and phraſes of this ſmooth Hiſtorian. And after halfe, or three quarters of a yeare, you may make uſe of Caeſars Commentaries, or Lucius Florus, in this manner; intermixing ſome of Eraſmus Colloquies now and then, for varieties ſake.
6. Their afternoones Parts on Mondayes and Wedneſday…s, may be in Janua Linguarum Graeca, tranſlated out of Latine by Theodorus Simonius, which they may uſe as they formerly did the Janua Latinae Linguae; viz. after they have conſtrued a Chapter, and analyſed ſome harder Nounes and Verbes, you may let them try who can recite the moſt Greek names of things, and tell you the moſt Greek words for one Latine word, and ſhew their Derivations and differences, and the Rules of their ſeverall Accents. And to acquaint them the better with all the Greek and Latine words, comprized in that book, you may cauſe them at every part to write out ſome of the Latine Index into Greek, and ſome of the Greek Index into Latine, and to note the manner of declining Nouns and Verbes, as the Dictionaries, and Lexicons will ſhew them.
7. Virgil the Prince and pureſt of all Latine Poets doth juſtly challenge a place in Schoole-teaching, and therefore I would have him to be conſtantly and throughly read by this form on Mondaies and Tueſdaies for after-noon leſſons. They may begin with ten or twelve verſes at a leſſon in the Eclogues, which they may firſt repeat memoriter, as well as they can poſſibly.
2. Conſtrue and parſe, and ſcan and prove exactly.
3. Give the Tropes and Figures with their definitions.
4. Note out of the Phraſes and Epithites, and other Elegancies.
5. Give the Hiſtories or deſcriptions belonging to the proper Names, and their Etymologies.
But after they are well acquainted with this excellent Poet, let them take the quantity of an Eclogue at once, not minding ſo much to con their leſſons by heart, as to underſtand and examine them well and often over, according to the directions which Eraſmus gives de modo repetendae lectionis, which Mr. Langley cauſed to be Printed at the end of Lillies Grammar by him corrected, and Mr. Clark hath worthily inſerted in his Dux Grammaticus. There are ſeveral Tranſlations of Virgil into Engliſh verſe, by the reading whereof young Scholars may be ſomewhat helped to underſtand the Latine better, but of all the reſt Mr. Ogilby hath done it moſt compleatly, and if his larger book may be procured to the Schoole-Library, the lively pictures will imprint the Hiſtories in Scholars Memories, and be a means to heighten their phanſies with conceits anſwerable to the Authors gallant expreſſions. After they have paſſed the Georgicks by the Maſters help, he may leave them to read the Aenead's by themſelves, having Cerda, or Servius at hand to reſolve them in places more difficult for them to conſtrue; though Mr. Farnabies notes upon Virgil will aſſiſt them ever and anon.
As they read this Author, you may cauſe them ſometimes to relate a pleaſing ſtory in good Engliſh proſe, and to try who can ſooneſt turn it into elegant Latine, or into ſome other kinde of verſes which you pleaſe for the preſent to appoint them, either Engliſh or Latine, or both.
8. On Tueſdaies in the after-noones you may cauſe them ſometimes to tranſlate one of Aeſops Fables, and ſometimes one of Aelians Hiſtories, or a Chapter in Epictetus out of Greek into Engliſh, and then to turn its Engliſh into Latine, and out of Latine into Greek. And on Thurſdaies in the after-noons they may turn ſome of Mr. Farnabies Epigrammata ſelecta out of Greek into Latine and Engliſh verſes, and ſome of Aeſops Fables or Tullies Sentences into Latine and afterwards into Greek verſes.
You need not alway let your Scholars have theſe Greek Books, but ſometimes dictate to them what you would have them write, and afterwards let them compare their own doings with their author, to eſpie their own failings, and this will be a means to help them to write Greek truly of themſelves; you may ſometimes dictate a Colloquie, or Epiſtle, or a Sentence, or a ſhort Hiſtory in Engliſh, and let them write it in Latine or Greek as you ſpake it, and by this you may try their ſtrength at any time, and ready them for extemporary exerciſes.
9. Now foraſmuch as this form is to be employed weekly in making Theams and Verſes, which they can never well do, except they be furniſhed with matter aforehand; I would have them provide a large Commox-place book, in which they ſhould write at leaſt thoſe heads which Mr. Farnabie hath ſet down in his Index Rhetoricus, and then buſie themſelves (eſpecially) on Tueſdaies and Thurſdaies in the after-noons, after other tasks ended, to collect, 1. Short Hiſtories out of Plutarch. Valerius Maximus. Justin. Caeſar Lucius Florus. Livie. Plinie. Paraeus Medulla Hiſtoriae, Aelianus, &c.
2. Apologues and Fabies out of Aeſop. Phaedrus. Ovid. Natales Comes, &c.
3. Adagies out of Adagia Selecta. Eraſmi Adagia, Drax's Bibliotheca Scholaſtica, &c.
4. Hieroglyphicks out of Pierius and Cauſinus, &c.
5. Emblems and Symbols out of Alciat. Beza. Quarles. Reuſenerus. Chartarius, &c.
6. Ancient Laws and Cuſtoms out of Diodorus Siculus. Paulus Minutius, Plutarch, &c.
7. Witty Sentences out of Golden Grove. Moral Philoſophie. Sphinx Philoſophica. Wits Common Wealth. Flores Doctorum. Tullies Sentences. Demosthenis Sententiae. Enchiridion Morale. Stobaeus. Ethica Cireroniana. Gruteri Florilegium, &c.
8. Rhetorical exornations out of Voſſius, Farnaby, Butler, &c.
9. Topical places, out of Cauſſinus. Treſmarus. Orator Extemporaneus. &c.
10. Deſcriptions of things natural and artificial, out of Orbis Pictus. Cauſſinus. Plinius, &c. that I may not forget Textors Officina. Lycoſthenes. Eraſmi Apophthegmata, Carolina Apophthegmata, and Polyanthea, which, together with all that can be got of this nature, ſhould be laied up in the Schoole Library for Scholars to pick what they can out of; beſides what they read in their own Authours,
Now the manner I would have them uſe them, is thus;
Having a Theme given then to treat of, as ſuppoſe, this;
Non aeſtas ſemper ſuerit, componite nidos.
Let them firſt conſult what they have read in their own Authours, concerning, Tempus, Aetas, occaſio, or opportunitas, and then,
2. Let every one take one of thoſe books forementioned, and ſee what he can finde in it for his purpoſe, and write it down under one of thoſe heads in his Commonplace book; but firſt let the Maſter ſee whether it will ſuit with the Theme.
3. Let them all read what they have written, before the Maſter, and every one tranſcribe what others have collected, into his own book; and thus they may alwayes have ſtore of matter for invention ready at hand, which is far beyond what their own wit is able to conceive. Now to furniſh themſelves alſo with copy of good words and phraſes, beſides, what they have collected weekly, and what hath been already ſaid of varying them, they ſhould have theſe and the like Books reſerved in the Schoole-Library; viz. Sylva Synonymorum, Calliepia. Huiſſe's phraſes, Winchesters phraſes, Lloyds phraſes, Farnabies phraſes, Enchiridion Oratorium, Clarkes Phraſeologia, and his Engliſh Adagies; Willis Angliciſmes, Barrets Dictionary, Hulaet, or rather Higgins Dictionary; Drax Bibliotheca, Parei Calligraphia, Manutii phraſes, A little Engliſh Dictionary, 160. and Walkers Particles: and if at any time they can wittily and pithily invent any thing of their own brain; you may help them to expreſs it in good Latine, by making uſe of Cooper's Dictionary, either as himſelfe directeth in his preface, or Phalerius will more fully ſhew you, in his Supplementa ad Grammaticam
And to draw their words and matter into the Form of a Theme with eaſe, let them have ſound Patterns to imitate, becauſe they in every thing prevaile to do it ſooneſt, and ſurelieſt.
Firſt therefore let them peruſe that in Merchant Taylors School Probation book, and then thoſe at the end of Wincheſters phraſes, and thoſe in Mr. Clarks Formulae Oratoriae; and afterwards they may proceed to thoſe in Aphthonius, Rodulphus Agricola, Catineus, Lorichius, and the like; and learne how to proſecute the ſeverall parts of a Theme more at large, by intermixing ſom of thoſe Formulae Oratoriae, which Mr. Clark and Mr. Farnaby have collected, which are proper to every part; ſo as to bring their matter into handſome and plain order, and to flouriſh and adorne it neatly with Rhetorical Tropes and Figures, alwayes regarding the compoſure of words; as to make them run in a pure and even ſtyle, according to the beſt of their Authours, which they muſt alwayes obſerve, as Preſidents.
But the beſt way (as I conceive) to encourage children at the firſt, againſt any ſeeming difficulty in this exerciſe of making Themes, is this; After you have ſhewed them how to finde matter, and where to help themſelves with words, and phraſes, and in what order they are to diſpoſe the Parts, and what Formula's they are to uſe in paſſing from one to another; propound a Theme to them in Engliſh and Latine, and let them ſtrive who can ſooneſt return you the beſt Exordium in Engliſh, and then who can render it into the beſt Latine, and ſo you may proceed to the narration, and quite thorow every part of a Theme, not tying them to the words of any Authour, but giving them liberty to contract, or enlarge, or alter them as they pleaſe; ſo that they ſtill contend to go beyond them in purity of expreſſion. This being done, you may diſmiſſe them to adventure to make every one his own exerciſe in Engliſh and Latine, and to bring it fair written, and be able to pronounce it diſtinctly memoriter at a time appointed. And when once you ſee they have gained a perfect way of making Themes of themſelves, you may let them go on to attain the habit by their own conſtant practice, ever and anon minding them what places in their Authours (as they read) are moſt worthy notice and imitation, and for what purpoſes they may ſerve them.
10. Touching learning to ſcan and prove, and make all ſorts of verſes, I have ſpoken in the former Chapter; now for diligent practiſe in this kind of exerciſe, they may conſtantly compriſe the ſum of their Themes in a Diſtich, Tetraſtich, Hexaſtich, or more verſes, as they grow in ſtrength. For invention of further matter upon any occaſion or ſubject they are to treat upon, they may ſometimes imitate places out of the pureſt Poets, (which Mr. Farnabies Index Poeticus will point them to, beſides what they finde in Flores Poetarum, & Sabinusde Carminibus ad veterum imitationem artificioſe componendis, at the beginning of Textors Epistles, will further direct them) and ſometime paraphraſe, or (as ſome term it) metaphraſe upon a piece of an Hiſtorian or Oratour, endeavouring more lively to expreſs in verſe what the Authour hath written in proſe, and for this Mr. Horne hath furniſhed you with two examples in his excellent foreign, de uſu Authoris.
For variety and copy of Poetical phraſes, there are many very good helps; viz: Phraſes Poeticae, beſides thoſe of Mr. Farnabies. Aerarium Poeticum, Enchiridion Poeticum, Res Virgiliana, Artis Poeticae compendium, Theſaurus Poeticus, and others, worthy to be laid up in the Schoole-Library. Textor will ſufficiently ſupply choyce Epithites, & Smetii Proſodia, will afford Authorities; (which is lately comprized, and printed at the end of Lilies Grammar) But for gaining a ſmooth way of verſifying, and to be able to expreſſe much matter in few words, and very fully to the life, I conceive it very neceſſary for Scholars to be very frequent in peruſing and rehearſing Ovid and Virgil, and afterwards ſuch kind of Poete, as they are themſelves delighted with all, either for more variety of verſe, or the wittineſſe of conceit ſake. And the Maſter indeed ſhould cauſe his Scholars to recite a piece of Ovid or Virgil, in his hearing now and then, that the very tune of theſe pleaſant verſes may be imprinted in their mindes, ſo that when ever they are put to compoſe a verſe, they make it glide as even as thoſe in their Authours, Mr. Roſse his Virgilius Euangelizans will eaſily ſhew how a young Scholar may imitate Virgil to the life.
From this little that hath been ſaid, they that have a natural aptneſs & delight in Poetry, may proceed to more exquiſite perfection in that Art, then any rules of teaching can reach unto: & there are very few ſo meanly witted, but by diligent uſe of the directions now given, may attain to ſo much skill, as to be able to judge of any verſe, and upon a fit occaſion or ſubject, to compoſe a handſome copy; though not ſo fluently or neatly as they that have a natural ſharpneſſe and dexterity in the Art of Poetry.
11. When they in this Form have gone thrice over the Aſsemblies Catechiſme in Greek and Latine, they may proceed in Nowels Catechiſme, or the Palatinate Catechiſme in Greek.
And now to ſumme up all concerning the fifth Form.
1. Let them read conſtantly twelve verſes at leaſt in the Greek Teſtament, before parts.
2. Let them repeat the Latine and Greek Grammars, and Elementa Rhetorices, on Thurſday Mornings.
3. Let them pronounce Orations on Mondayes, Tueſdayes, and Wedneſdayes, in ſtead of parts, out of Livie, &c.
4. Let their fore-noons Leſſons on Mondayes and Wedneſdayes be in Iſocrates, for three quarters of a years ſpace, and for the fourth quarter in Theognis.
5. Let their fore-noon Leſſons on Tueſdaies and Thurſdaies be in Juſtin's Hiſtory, and afterwards in Caeſars Commentaries, Lucius Florus, or Eraſmus Colloquies.
6. Let their after-noon parts on Mondayes and Tueſdaies be in Januâ linguarum Graecâ, and
7. Their after-noons Leſsons in Virgil.
8. Let them on Tueſdaies in the afternoons tranſlate out of Greek Aeſops Fables, Aelian's Histories, Epictetus, or Farnabies Epigrammata.
9. Let them be imployed weekly in making a Theme, and
10. In a Copy of verſes.
11. Let them ſay Nowels Catechiſme, or …he Palatinate Catechiſme on Saturdaies. By this meanes they will become familiarly acquainted with the Latine and Greek Tongues, and be able to peruſe …ny Orator or Poet in either Language; and to imitate their expreſſions, and apply what matter they finde in them to their own occaſions. And then they may couragiouſly adventure to the ſixth and higheſt Forme.