<P_11>

<heading>

Chap. III (HOOLE-E3-P1,11.3)

How to teach a childe to spell distinctly . (HOOLE-E3-P1,11.4)

</heading>

The common way of teaching a childe to spell , is , after he know's the
letters in his Alphabet , to initiate him in those few syllables ,
which consist of one vowell before a consonant , as <font> ab , eb , ib
, ob , ub </font> , &c. or of one vowel after a consonant , as <font>
ba , be , bi , bo , bu </font> , &c. in the Horn-book , & thence to
proceed with him little and little to the bottom of the book , hereing
him twice or thrice over till he can say his lesson , and then putting
him to a new one . In which course I have known some more apt children
to have profited prety well , but scarce one of ten , when they have
gone thorow the book , to be able to spell a word that is not in it ;
(HOOLE-E3-P1,11.6)

And some have been certaine years daily exercised in saying lessons
therein , who after much endeavour spent , have been accounted <P_12>
meer block-heads , and rejected alltogether as uncapable to learn any
thing ; whereas some Teachers that have assayed a more familiar way ,
have professed , that they have not met with any such thing as a Dunse
amid a great multitude of little Schollars . (HOOLE-E3-P1,12.7)

Indeed it is <font> Tullies </font> observation of old , and <font>
Erasmus </font> his assertion of latter years , that it is as natural
for a childe to learn , as it is for a beast to go , a bird to fly , or
a fish to swim , (HOOLE-E3-P1,12.8)

and I verily beleeve it , (HOOLE-E3-P1,12.9)

for the nature of man is restlessely desirous to know things ,
(HOOLE-E3-P1,12.10)

and were discouragements taken out of the way , and meet helps afforded
young learners , they would doubtless go on with a great deal more
cherefulness , and make more proficiency at their books then usually
they do ; (HOOLE-E3-P1,12.11)

and <font> could the Master have the discretion to make their lessons
familiar to them , children would as much delight in being busied about
them , as in any other sport , if too long continuance at them might
not make them tedious </font> . (HOOLE-E3-P1,12.12)

Amongst those that have gone a readier way to reading , I shall onely
mention Mr. <font> Roe </font> , and Mr. <font> Robinson </font> , the
latter of whom I have known to have taught little children not much
above four years old to read distinctly in the Bible , in six <P_13>
weekes time , or under ; (HOOLE-E3-P1,13.13)

their books are to be had in print , (HOOLE-E3-P1,13.14)

but every one hath not the art to use them . (HOOLE-E3-P1,13.15)

And Mr. <font> Cootes </font> English-School-Master seem's rather to be
fitted for one that is a Master indeed , then for a Scholar .
(HOOLE-E3-P1,13.16)

Besides the way then which is usuall , you may <paren> if you think
good </paren> make use of that which I have set down in the new Primar
to help little ones to spell readily , (HOOLE-E3-P1,13.17)

and it is this . (HOOLE-E3-P1,13.18)

1 . (HOOLE-E3-P1,13.19)

Let a childe be well acquainted with his vowells , and made to
pronounce them fully by themselves , because they are able to make a
perfect sound alone . (HOOLE-E3-P1,13.20)

2 . (HOOLE-E3-P1,13.21)

Teach him to give the true valour or force of the consonants , and to
take notice how imperfectly they sound , except a vowel be joyned with
them . (HOOLE-E3-P1,13.22)

Both these are set apart by themselves . <paren> p. 2. </paren>
(HOOLE-E3-P1,13.23)

3 . (HOOLE-E3-P1,13.24)

Proceed to syllables made of one consonant set before a vowel <paren>
Sect. 5. </paren> (HOOLE-E3-P1,13.25)

and let him joyne the true force of the consonant with the perfect
sound of the vowel , as to say , <font> ba , be , bi , bo , bu , &c .
</font> (HOOLE-E3-P1,13.26)

Yet it were good to leave <font> ca , ce , ci , co , cu </font> , and
<font> ga , ge , gi , go , gu </font> , to the last , because the valor
of the consonant in the second and third sylables doth differ from that
in the rest . (HOOLE-E3-P1,13.27)

<P_14>

4 . (HOOLE-E3-P1,14.29)

Then exercise him in syllables made of one vowel set before one
consonant , <paren> Sect. 6. </paren> as to say , <font> ab , eb , ib ,
ob , ub , &c. </font> till he can spell any syllable of two letters ,
backwards or forwards , as , <font> ba , be , bi , bo , bu ; ab , eb ,
ib , ob , ub ; ba , ab ; be , eb ; bi , ib ; bo , ob ; bu , ub </font>
; and so in all the rest comparing one with another .
(HOOLE-E3-P1,14.30)

5 . (HOOLE-E3-P1,14.31)

And if to any one of these syllables you adde a letter , and teach him
how to joyne it in sound with the rest , you will make him more ready
in spelling ; (HOOLE-E3-P1,14.32)

as , if before <font> ab </font> you put <font> b </font> , and teach
him to say <font> bab </font> ; if after <font> ba </font> , you put
<font> d </font> , and let him pronounce it <font> bad </font> , he
will quickly be able to joyne a letter with any of the rest , as ,
<font> nip , pin , but , tub , &c . </font> (HOOLE-E3-P1,14.33)

To enure your young Scholar to any , even the hardest syllable , in an
easie way . (HOOLE-E3-P1,14.34)

1 . (HOOLE-E3-P1,14.35)

Practise him in the joyning of consonants that begin syllables <paren>
Sect. 7. </paren> so as that he may give their joynt forces at once ;
(HOOLE-E3-P1,14.36)

thus , Having shewed him to sound <font> bl </font> or <font> br
</font> together , make him to pronounce them , and a vowel with them ,
<font> bla , bra , ble , bre </font> , and so in any of the rest .
(HOOLE-E3-P1,14.37)

2 . (HOOLE-E3-P1,14.38)

Then practise him likewise in consonants that end syllables , <paren>
Sect. 8. </paren> (HOOLE-E3-P1,14.39)

make him first to give the force of the <P_15> joyned consonants , and
then to put the vowels before them ; as , <font> ble </font> with the
vowels before them sound <font> able , eble , ible , oble , uble
</font> , to all which you may prefix other consonants and change them
into words of one syllable , as , <font> fable , peble , bible , noble
, bubble </font> : <paren> with a <font> b </font> inserted or the
<font> like </font> . Where observe that <font> e </font> in the end of
many words , being silent , doth qualifie the sound of the foregoing
vowel , so as to make words different from those that have not <font> e
</font> ; as , you may see <font> made </font> , differeth quite from
<font> mad </font> , <font> bete </font> from <font> bet </font> ,
<font> pipe </font> from <font> pip </font> , <font> sope </font> from
<font> sop </font> , and <font> cube </font> from <font> cub </font> .
Whereby I think them in an error , that leave out <font> e </font> in
the end of words , and them that in pronouncing it make two syllables
of one , in <font> stable , bible , people , &c . </font> which
judicious Mr. <font> Mulcaster </font> will not allow .
(HOOLE-E3-P1,15.40)

In this exercise of spelling you may do well sometime to make all the
young beginners stand together , and pose them one by one in all sorts
of syllables , till they be perfect in any ; (HOOLE-E3-P1,15.41)

and , to make them delight herein , 1. Let them spell many syllables
together which differ onely in one letter ; as , <font> and , band ,
hand , land , sand </font> . (HOOLE-E3-P1,15.42)

2 . (HOOLE-E3-P1,15.43)

Teach them to frame any word of one syllable , by joyning any of the
consonants <P_16> which go before vowels , with those that use to
follow vowels , and putting in vowels betwixt them ; as <font> black ,
block , clack , clock </font> . (HOOLE-E3-P1,16.44)

And this they may do afterwards amongst themselves , having severall
loose letters made and given them , to compose or divide in a sporting
manner , which I may rightly terme the Letter-sport .
(HOOLE-E3-P1,16.45)

When a childe is become expert in joyning Consonants with the vowels ,
then take him to the Diphthongs <paren> Sect. 9. </paren>
(HOOLE-E3-P1,16.46)

and there , 1. Teach him the naturall force of a Diphthong <paren>
which consists of two vowels joyned together </paren>
(HOOLE-E3-P1,16.47)

and make him to sound it distinctly by it self , as , <font> ai , ei ,
&c . </font> (HOOLE-E3-P1,16.48)

2 . (HOOLE-E3-P1,16.49)

Let him see how it is joyned with other letters , and learne to give
its pronountiation together with them , minding him how the same
Diphthong differs from its self sometimes in its sounds , and which of
the two vowels in it hath the greatest power in pronouncation , as , in
<font> people e </font> seemeth to drown the <font> o </font> .
(HOOLE-E3-P1,16.50)

And besides those words in the Book , you may adde others of your own ,
till by many examples the childe do well apprehend your meaning , and
so , as that he can boldly adventure to imitate <P_17> you , and
practise of himself . (HOOLE-E3-P1,17.51)

Thus after a childe is throughly exercised in the true sounding of the
vowels and consonants together , let him proceed to the spelling of
words , first of one syllable <paren> Sect. </paren> then of two
<paren> Sect. 11. </paren> then of three <paren> Sect. 12. </paren>
then of four <paren> Sect. 13 </paren> in all which let him be taught
how to utter every syllable by it self truly and fully ,
(HOOLE-E3-P1,17.52)

and be sure to speak out the last . (HOOLE-E3-P1,17.53)

But in words of more syllables , let him learn to joyne and part them
according to these profitable rules . (HOOLE-E3-P1,17.54)

1 . (HOOLE-E3-P1,17.55)

An English syllable may sometimes consist of eight letters , but never
of more , as , <font> strength </font> . (HOOLE-E3-P1,17.56)

2 (HOOLE-E3-P1,17.57)

In words that have many syllables , the consonant between two vowels
belongeth to the latter of them ; as , Hu-mi-li-tie .
(HOOLE-E3-P1,17.58)

3 . (HOOLE-E3-P1,17.59)

Consonants which are joyned in the beginning of words , are not to be
parted in the middle of them ; as , <font> My-ste-ry </font> .
(HOOLE-E3-P1,17.60)

4 . (HOOLE-E3-P1,17.61)

Consonants which are not joyned in the beginning of words , are to be
parted in the middle of them ; as , <font> for-get-ful-ness </font> .
(HOOLE-E3-P1,17.62)

5 . (HOOLE-E3-P1,17.63)

If a consonant be doubled in the middle of a word , the first belong's
to the syllable foregoing , and the latter to the following ; as ,
<font> pos-ses-si-on </font> . (HOOLE-E3-P1,17.64)

<P_18>

6 . (HOOLE-E3-P1,18.66)

In compound words , every part which belongeth to the single words ,
must be set by it self ; as , <font> In-a-bi-li-ty </font> .
(HOOLE-E3-P1,18.67)

And these rules have I here set down rather to informe the less skilful
teacher , how he is to guide his learner , then to puzle a childe about
them , who is not yet so well able to comprehend them .
(HOOLE-E3-P1,18.68)

I have also divided those words in the Book , to let Children see how
they ought to divide other polysyllable words , in which they must
alwayes be very carefull <paren> as I said </paren> to sound out the
last syllable very fully . (HOOLE-E3-P1,18.69)

To enable a child the better to pronounce any word he meets withall in
reading , I have set down some more hard for pronuntiation ; <paren>
Sect. 14 </paren> in often reading over which he may be exercised to
help his utterance ; (HOOLE-E3-P1,18.70)

and the Master may adde more at his own discretion , till he see that
his willing Scholar doth not stick in spelling any , be it never so
hard . (HOOLE-E3-P1,18.71)

And that the child may not be amused with any thing in his book , when
he cometh to read , I would have him made acquainted with the pauses ,
<paren> Sect. 15 </paren> with the figures , <paren> Sect. 16 </paren>
numerall letters , <paren> Sect. 17 </paren> Quotations <paren> Sect.
18. </paren> and Abbreviations <paren> Sect. 19 </paren> which <P_19>
being but a work of few houres space , may easily be performed after
<font> he can readily spell </font> , which when he can do , he may
profitably be put to reading , but not before ; (HOOLE-E3-P1,19.72)

for I observed it a great defect in some of Mr. <font> R. </font>
Scholars , <paren> whose way was to teach to read presently without any
spelling at all </paren> that when they were at a losse about a word ,
they made an imperfect confused sound , in giving the force of the
consonants , which if they once missed they knew not which way to help
themselves , to find what the word was , whereas if after a childe know
his letters , he be taught to gather them into just syllables , and by
the joyning of syllables together to frame a word , <paren> which as it
is the most antient , so certainely it is the most naturall method of
teaching </paren> he will soon be able , if he stick at any word in
reading , by the nameing of its letters , and pronouncing of its
syllables to say what it is , (HOOLE-E3-P1,19.73)

and then he may boldly venture to read without spelling at all ,
touching the gaining of a habit whereof , I shall proceed to say
somewhat in the next chapter . (HOOLE-E3-P1,19.74)

<P_20>

<heading>

Chap. IIII . (HOOLE-E3-P1,20.77)

How a child may be taught to read any English Book perfectly .
(HOOLE-E3-P1,20.78)

</heading>

The ordinary way to teach children to read is , after they have got
some knowledge of their letters , & a smattering of some syllables and
words in the horn-book , to turn them into the <font> ABC. </font> or
Primar , and therein to make them name the letters , and spell the
words , till by often use they can pronounce <paren> at least </paren>
the shortest words at the first sight . (HOOLE-E3-P1,20.80)

This method take's with those of prompter wites , (HOOLE-E3-P1,20.81)

but many of more slow capacities , not finding any thing to affect them
, and so make them heed what they learned , go on remissely from lesson
to lesson , (HOOLE-E3-P1,20.82)

and are not much more able to read , when they have ended their book ,
then when they begun it . (HOOLE-E3-P1,20.83)

Besides , the <font> ABC. </font> being now <paren> I may say </paren>
generally thrown aside , and the ordinary Primar not printed , and the
very fundamentalls of christian Religion <paren> which were wont to be
contained in those books , and were commonly taught children at home by
heart before they went to Schoole </paren> with sundry people <paren>
almost <P_21> in all places </paren> slighted , the matter which is
taught in most books now in use , is not so familiar to them , and
therefore not so easie for Children to learn . (HOOLE-E3-P1,21.84)

But to hold still to the sure foundation , I have caused the Lords
Prayer <paren> Sect. </paren> the Creed <paren> Sect. 21. </paren> and
the ten Commandements <paren> Sect. 23. </paren> to be printed in the
Roman character , that a childe having learned already to know his
letters and how to spell , may also be initiated to read by them ,
which he will do the more cheerfully , if he be also instructed at home
to say them by heart . (HOOLE-E3-P1,21.85)

As he read's these , I would have a childe name what words he can at
the first sight , and what he $can $not {TEXT:cannot} , to spell them ,
and to take notice what pauses and numbers are in his lesson . And to
go them often over , till he can tell any tittle in them , either in or
without the book . (HOOLE-E3-P1,21.86)

When he is thus well entered in the Roman character , I would have him
made acquainted with the rest of the characters now in use <paren>
Sect. 23. </paren> which will be easily done , by comparing one with
another , and reading over those <font> sentences , Psalms ,
Thanksgivings </font> , and <font> Prayers </font> <paren> which are
printed in greater <P_22> and less character of sundry sorts </paren>
till he have them pretty well by heart . (HOOLE-E3-P1,22.87)

Thus having all things which concerne reading English made familar
{COM:sic} to him , he may attaine to a perfect habit of it . 1. By
reading <font> the single Psalter </font> . 2. <font> The Palmes in
meeter </font> . 3. <font> The Schoole of good manners </font> , or
such like easie books , which may both profit and delight him . All
which I would wish he may read over at lest thrice , to make the matter
, as well as the words , leave an impression upon his mind .
(HOOLE-E3-P1,22.88)

If any where he stick at any word <paren> as seeming too hard </paren>
let him marke it with a pin , or the dint of his nayle ,
(HOOLE-E3-P1,22.89)

and by looking upon it againe , he will remember it .
(HOOLE-E3-P1,22.90)

When he can read any whit readily , let him begin the Bible , and read
over the book of <font> Genesis </font> , <paren> and other remarkable
Histories in other places of Scripture , which are most likely to
delight him </paren> by a chapter at a time ; (HOOLE-E3-P1,22.91)

But acquaint him a little with the matter beforehand ,
(HOOLE-E3-P1,22.92)

for that will intice him to read it , and make him more observant of
what he read's . (HOOLE-E3-P1,22.93)

After he hath read , aske him such generall Questions out of the Story
, as are most easie for him to answer , (HOOLE-E3-P1,22.94)

and he will the better remember it . (HOOLE-E3-P1,22.95)

I have <P_23> known some , that by hiring a child to read two or three
chapters a day , and to get so many verses of it by heart , have made
them admirable proficients , (HOOLE-E3-P1,23.96)

and that betimes , in the Scriptures ; which was <font> Timothies
</font> excellency , and his Grandmothers great commendation .
(HOOLE-E3-P1,23.97)

Let him now take liberty to exercise himself in any English book
<paren> so the matter of it be but honest </paren> till he can
perfectly read in any place of a book that is offered him ;
(HOOLE-E3-P1,23.98)

and when he can do this , I adjudge him fit to enter into a <font>
Grammar </font> Schoole , but not before . (HOOLE-E3-P1,23.99)

For thus learning to read English perfectly , I allow two or three
years time , so that at seven or eight years of age , a child may begin
Latine . (HOOLE-E3-P1,23.100)

{COM:insert_helsinki_sample_here}

<P_28>

<heading>

Chap. VI (HOOLE-E3-P1,28.104)

Of the founding of a Petty-Schoole . (HOOLE-E3-P1,28.105)

</heading>

The Petty-Schoole is the place where indeed the first Principles of all
Religion and learning ought to be taught , (HOOLE-E3-P1,28.107)

and therefore rather deserveth that more encouragement should be given
to the Teachers of it , then that it should be left as a work for poor
women , or others , whose necessities compel them to undertake it , as
a meer shelter from beggery . (HOOLE-E3-P1,28.108)

Out of this consideration it is <paren> perhaps </paren> that some
nobler spirits , whom <P_29> God hath enriched with an over-plus of
outward means , have in some places whereunto they have been by birth
<paren> or otherwise </paren> related , erected Petty-Schoole-houses ,
and endowed them with yearly salaries ; (HOOLE-E3-P1,29.109)

but those are so inconsiderate towards the maintenance of a Master and
his familie , or so over-cloyed with a number of Free-Scholars , to be
taught for nothing , that few men of parts will daigne to accept of
them , or continue at them for any while ; (HOOLE-E3-P1,29.110)

and for this cause I have observed such weak foundations to fall to
nothing . (HOOLE-E3-P1,29.111)

Yet if any one be desireous to contribute towards such an eminent work
of charity , my advice is , that he erect a Schoole and dwelling house
together , about the middle of a Market-Town , or some populous
Country-Village , and acomodate {COM:sic} it with a safe yard adjoyning
to it , if not with an Orchard or Garden , and that he endow it with a
salery of <paren> at least </paren> twenty pounds <font> per annum
</font> , in consideration wherof all such poor boyes as can
conveniently frequent it , may be taught <font> gratis </font> , but
the more able sort of neighbours may pay for childrens teaching , as if
the Schoole was not free ; (HOOLE-E3-P1,29.112)

for they will find it no small advantage to <P_30> have such a Schoole
amongst them . (HOOLE-E3-P1,30.113)

Such a yearly stipend and convenient dwelling , with a liberty to take
young children to board , and to make what advantage he can best by
other Scholars , will invite a man of good parts to undertake the
charge , and excite him to the diligent and constant performance of his
duty ; especially , if he be chosen into the place by three or four
honest and discreet Trustees , that may have power also to remove him
thence , if by his uncivil behaviour , or grose neglect he render
himself uncapable to perform so necessary a service to the Church and
Common-Wealth . (HOOLE-E3-P1,30.114)

As for the Qualifications of one that is to be the Teacher of a
Petty-Schoole , I would have him to be a Person of a pious , sober ,
comely and discreet behaviour , and tenderly affectionate towards
children , haveing some knowledge of the Latine Tongue , and abilitie
to write a fair hand , and good skil in Arithmetick , and then let him
move within the compasse of his own orb , so as to teach all his
Scholars <paren> as they become capable </paren> to read English very
well , and afterwards to write and cast accounts . (HOOLE-E3-P1,30.115)

And let him not meddle at all with teaching the Accidents , <P_31>
except onely to some more pregnant wits , which are intended to be set
forwards to learn Latine , (HOOLE-E3-P1,31.116)

and for such be sure that he ground them well , or else dismisse them
as soon as they can read distinctly , and write legibly , to the
Grammar School . (HOOLE-E3-P1,31.117)

I should here have closed my discourse ; and shut up this Petty-Schoole
, were it not that I received <font> a model for the maintaining of
Students </font> from a worthy friends hands <paren> & one that is most
zealously and charitably addicted to advance Learning , and to help it
in its very beginnings to come forwards to its full Rise </paren> by
which I am encouraged to addresse my remaining words to the
Godly-minded Trustees and Subscribers for so good a work , <paren>
especially to those amongst them that know me , and my
School-endeavours </paren> (HOOLE-E3-P1,31.118)

and this I humbly request of them , that as they have happily contrived
a Model for the education of Students , and brought it on a suddain to
a great degree of perfection , so they would also put to their hands
for the improvement of Schoole-learning , without which such choise
abilities as they aim at in order to the Ministry $can $not
{TEXT:cannot} possibly be obtained . (HOOLE-E3-P1,31.119)

And for the <P_32> first foundation of such a work , I presume to offer
my advise , that in some convenient places , within and about the City
, there may be Petty-Schooles erected , according to the number of
wards , unto which certain poor children out of every Parish may be
sent , and taught <font> gratis </font> , and all others that please to
send their children thither may have them taught at a reasonable rate ,
and be sure to have them improved to the utmost of what they are
capable . (HOOLE-E3-P1,32.120)

And I am the rather induced to propound such a thing , because that
late eminent , Dr. <font> Bathurst </font> lately deceased , Mr. <font>
Gouge </font> and some others yet living did out of their own good
affection to learning , endeavour at their own charge to promote the
like . (HOOLE-E3-P1,32.121)

<P_33>

<heading>

CHAP. VII (HOOLE-E3-P1,33.124)

Of the discipline of a Petty-Schoole . (HOOLE-E3-P1,33.125)

</heading>

The sweet and orderly behaviour of children addeth more credit to a
Schoole then due and constant Teaching , because this speaketh to every
one that the Childe is well taught , though <paren> perhaps </paren> he
learn but little ; (HOOLE-E3-P1,33.127)

and good manners indeed are a main part of good education .
(HOOLE-E3-P1,33.128)

I shall here therefore take occasion to speak somewhat concerning the
Discipline of a Petty-Schoole , leaving the further Discourse of
Childrens Manners to Books that treat purposely of that subject : as
<font> Erasmus de moribus , Youths Behaviour , &c . </font>
(HOOLE-E3-P1,33.129)

1 . (HOOLE-E3-P1,33.130)

Let every Scholar repair to Schoole before eight a clock in a morning ,
or in case of weaknesse before nine ; (HOOLE-E3-P1,33.131)

and let him come fairly washed , neatly combed , and hansomly clad ,
(HOOLE-E3-P1,33.132)

and by commending his cleannesse , and shewing it to his fellowes ,
make him to take pleasure betimes <P_34> of himself to go neat and
comely in his clothes . (HOOLE-E3-P1,34.133)

2 . (HOOLE-E3-P1,34.134)

Let such as come before Schoole-time take liberty to recreate
themselves about the Schoole , yet so as not to be suffered to do any
thing , whereby to harm themselves , or Schoole-fellowes , or to give
offence , or make disturbance to any neighbour . (HOOLE-E3-P1,34.135)

3 . (HOOLE-E3-P1,34.136)

When Schoole-time calleth , let them all go orderly to their own places
, and there apply themselves digligently to their books , without noyse
, or running about . (HOOLE-E3-P1,34.137)

4 . (HOOLE-E3-P1,34.138)

When the Master cometh into the Schoole , let them all stand up , and
make obeysance , (HOOLE-E3-P1,34.139)

<paren> so likewise when any stranger cometh in </paren>
(HOOLE-E3-P1,34.140)

and after notice taken who are absent ; let one that is most able read
a chapter , and the rest attend , and give some littlt {COM:sic}
account of what they heard read ; (HOOLE-E3-P1,34.141)

Then let him that read , say a short prayer fitted for the Schoole ,
(HOOLE-E3-P1,34.142)

and afterward let every one settle to his present taske .
(HOOLE-E3-P1,34.143)

5 . (HOOLE-E3-P1,34.144)

The whole Schoole may not unfitly be divided into four formes ; whereof
the first and lowest should be of those that learn to know their
letters , whose lessons may be in the <font> Primar </font> . The
second <P_35> of those that learn to spell , whose lessons may be in
the Single-Psalter . The third of these {COM:sic} that learn to read ,
whose lessons may be in the Bible . The fourth of those that are
exercised in reading , writeing , and casting accounts , whose lessons
may be in such profitable English-Books as the Parents can best provide
, and the Master think fittest to be taught . (HOOLE-E3-P1,35.145)

6 . (HOOLE-E3-P1,35.146)

Let their lessons be the same to each boy in every form ,
(HOOLE-E3-P1,35.147)

and let the Master proportion them to the meanest capacities ,
(HOOLE-E3-P1,35.148)

thus those that are abler may profit themselves by helping their weaker
fellowes , and those that are weaker be encouraged to see that they can
keep company with the stronger . (HOOLE-E3-P1,35.149)

And let the two highest in every forme give notice to the Master when
they come to say , of those that were most negligent in geting the
lesson . (HOOLE-E3-P1,35.150)

7 . (HOOLE-E3-P1,35.151)

When they come to say , let them all stand orderly in one or 2 rowes ,
(HOOLE-E3-P1,35.152)

& whilst one sayeth his lesson , be sure that all the rest look upon
their books , (HOOLE-E3-P1,35.153)

and give liberty to him $that $'s {TEXT:thats} next to correct him that
is saying if he mistake , (HOOLE-E3-P1,35.154)

and in case he can say better , let him take his place , and keep it
till the same boy or another <P_36> win it from him .
(HOOLE-E3-P1,36.155)

The striveing for places <paren> especially </paren> amongst little
ones , will whet them all on to more diligence , then any encouragement
that can be given them ; (HOOLE-E3-P1,36.156)

and the Master should be very sparing to whip any one for his book ,
except he be sullenly negligent , (HOOLE-E3-P1,36.157)

and then also I would chuse rather to shame him out of his
untowardnesse by commending some of his fellowes , and asking him why
he $can $not {TEXT:cannot} do as well as they , then by falling upon
him with rating words , or injurious blowes . (HOOLE-E3-P1,36.158)

A great care also must be had that those children that are slow witted
and of a tender spirit , be not any way discouraged , though they $can
$not {TEXT:cannot} make so good performance of their task as the rest
of their fellowes . (HOOLE-E3-P1,36.159)

8 . (HOOLE-E3-P1,36.160)

On Mundayes , Wednesdayes and Fridayes they may say two lessons in a
forenoon and two in an afternoon ; (HOOLE-E3-P1,36.161)

and on Tuesdayes and Thursdays in the forenoons they may also say two
lessons ; (HOOLE-E3-P1,36.162)

but on Tuesdayes and Thursdayes in the afternoons , and on Saturday
mornings I would have the time spent in examineing , and directing how
to spell and read a right , and hearing them say the Graces , Prayers ,
and Psalms , and especially <P_37> the Lords Prayer , the Creed , and
the Ten Commandements <paren> which are for that purpose set down in
the <font> New-Primar </font> very perfectly by heart .
(HOOLE-E3-P1,37.163)

And those that can these well may proceed to get other Catechisms ,
(HOOLE-E3-P1,37.164)

but be sure they be such as agree with the Principles of Christian
Religion . (HOOLE-E3-P1,37.165)

9 . (HOOLE-E3-P1,37.166)

Their lessons being all said , they should be dismissed about eleven a
clock , (HOOLE-E3-P1,37.167)

and then care must be taken that they go every one orderly out of the
Schoole , and passe quietly home without any stay by the way .
(HOOLE-E3-P1,37.168)

And to prevent that too too common clamour , and crouding out of the
Schoole door , let them rise out of their places one by one with their
hat , and book in their hand , and make their honours to their Master
as they passe before his face , one following another at a distance out
of the Schoole . (HOOLE-E3-P1,37.169)

It were fittest and safest that the least went out the foremost , that
the bigger boyes following may give notice of any misdemeanour upon the
way . (HOOLE-E3-P1,37.170)

. (HOOLE-E3-P1,37.171)

Their return to Schoole in the after-noon should be by one of the clock
, (HOOLE-E3-P1,37.172)

and those that come before that hour , should be permitted to play
within their bounds till the clock strike one , (HOOLE-E3-P1,37.173)

<P_38>

and then let them all take their places in due order , and say their
lessons as they did in the fore-noon . (HOOLE-E3-P1,38.175)

After lessons ended , let one read a chapter , and say a Prayer ,
(HOOLE-E3-P1,38.176)

and so let them again go orderly and quietly home , about five a clock
in the summer , and four in the winter season . (HOOLE-E3-P1,38.177)

11 . (HOOLE-E3-P1,38.178)

If necessity require any one to go out in the School time , let him not
interrupt the Master by asking him leave , (HOOLE-E3-P1,38.179)

but let him leave his book with his next fellow above him , for fear he
should else spoile it , or loose it , (HOOLE-E3-P1,38.180)

and in case he tarry too long forth , let notice be given to the
Monitor . (HOOLE-E3-P1,38.181)

12 . (HOOLE-E3-P1,38.182)

Those children in the upper form may be monitors , every one a day in
this turn , (HOOLE-E3-P1,38.183)

and let them every evening after all lessons said , give a bill to the
Master of their names that are absent , and theirs that have committed
any disorder ; (HOOLE-E3-P1,38.184)

and let him be very moderate in correcting , and be sure to make a
difference betwixt those faults that are vitiously enormous , and those
that are but childish transgressons ; (HOOLE-E3-P1,38.185)

Where admonition readily take place , it is a needlesse trouble to use
a rod , (HOOLE-E3-P1,38.186)

and as for a <font> ferula </font> I wish it were utterly banished out
of all Schooles . (HOOLE-E3-P1,38.187)

<P_39>

If one , before I conclude , should ask me , how many children I think
may be well and profitably taught <paren> according to the method
already proposed </paren> in a Petty-School ; I return him answer ,
that I conceive fourty boyes will be enough throughly to employ one man
, to hear every one so often as is required , (HOOLE-E3-P1,39.189)

and so many he may hear and benefit of himself , without making use of
any of his Scholars to teach the rest , which however , it may be
permitted , and is practised in some Schooles , (HOOLE-E3-P1,39.190)

yet it occasioneth too much noyse and disorder , (HOOLE-E3-P1,39.191)

and is no whit so acceptable to Parents , or pleasing to the children ,
be the work never so well done . (HOOLE-E3-P1,39.192)

And therefore I advise , that in a place where a great concours of
children may be had , there be more Masters then one employed according
to the spatiousnesse of the room , and the number of boyes to be taught
; so that every fourty Scholars may have one to teach them ;
(HOOLE-E3-P1,39.193)

and in case there be boyes enough to be taught , I would appoint one
single Master , to attend one single forme , and have as many Masters
as there are forms , (HOOLE-E3-P1,39.194)

and then the work of teaching little ones to the height of their best
improvement may be throwly done , especially <P_40> if there were a
writeing-master employed at certain houres in the Schoole , and an
experienced Teacher encouraged as a supervisor , or inspector , to see
that the whole Schoole be well and orderly taught , and disciplined .
(HOOLE-E3-P1,40.195)

What I have here writ concerning the Teaching and ordering of a
Petty-Schoole , was in many particulars experienced by my self with a
few little boyes , that I taught amongst my Grammar-Scholars in London
, (HOOLE-E3-P1,40.196)

and I know those of eminent worth , and great learning that upon tryal
made upon their own children at home , and others at Schoole are ready
to attest the ease and benefit of this method . Insomuch as I was
resolved to have adjoyned a Petty-Schoole to my Grammar-Schoole at the
Token-house in <font> Lothbury London </font> , and there to have
proceeded in this familiar and pleasing way of Teaching , had I not
been unhansomly dealt with by those whom it concerned , for their own
profit sake to have given me lesse discouragement .
(HOOLE-E3-P1,40.197)

Neverthelesse , I think it my duty to promote Learning what I can , and
to lay a sure foundation for such a goodly structure as learning is ;
(HOOLE-E3-P1,40.198)

And <P_41> though <paren> perhaps </paren> I may never be able to
effect what I desire for its advancement , yet it will be my comfort ,
to have imparted somwhat to others that may help thereunto .
(HOOLE-E3-P1,41.199)

I have here begun at the very ground work , intending <paren> by Gods
blessing </paren> forthwith to publish <font> The New Discovery of the
Old Art of Teaching </font> , which doth properly belong to a
Grammar-Schoole . (HOOLE-E3-P1,41.200)

In the mean time I intreat those into whose hands this little work may
come , to look upon it with a single eye , and whether they like or
dislike it , to think that it is not unnecessary for men of greatest
parts to bestow a sheet or two at leasure time upon so mean a subject
as this seem's to bee . And that God which causeth immense rivers to
flow from small spring-heads , vouchsafe to blesse these weak beginings
in tender age , that good learning may proceed hence to its full
perfection in riper years . (HOOLE-E3-P1,41.201)

Finis . (HOOLE-E3-P1,41.202)

{COM:insert_helsinki_sample_here}

<P_228>

It would withall be a great encouragement to these poorer sort of
children to learn , if some whom God hath enriched with more then
enough , would spend the <font> supererrogation </font> of their wealth
, <paren> as <font> Mr. Mulchaster </font> terms it </paren> in
affording exhibitions of 8. or l. <font> per annum </font> towards
keeping them at the Schoole , or sending them abroad as they are fit ,
to Trades , or Universities . (HOOLE-E3-P1,228.205)

They that go thither , should have larger exhibitions allowed them ,
upon condition that they employ more time then others in the study of
tongues , and critical learning ; for the promoting whereof I shall
onely propound <font> Mr. Mulcaster's </font> question in his own words
, which are these ; (HOOLE-E3-P1,228.206)

<font> If there were one Colledge , where nothing should be professed ,
but Languages onely , <paren> as there be some people which will
proceed no further </paren> to serve the Realme abroad , and studies in
the Universitie , in that point excellently & absolutely , were it not
convenient ? (HOOLE-E3-P1,228.207)

nay , were it not most profitable </font> , &c. (HOOLE-E3-P1,228.208)

As for what he writes further , <paren> in Chap. 41. of his <font>
Positions </font> </paren> touching the <font> division of Colledges by
<P_229> profession and faculties </font> ; and <font> Mr. John Drury
</font> hath lately published <paren> in his reformed Schoole </paren>
and his <font> Supplement </font> thereto , concerning the <font>
bringing together into one society , such as are able to exercise
themselves in any , or all kind of Studies , that by their mutuall
Association , Communication , and assistance in reading , meditating ,
and conferring about profitable matters , they may not onely profit
their own abilities , but advance the superstructures of all learning
to the perfection which by such meanes is attainable </font> ;
(HOOLE-E3-P1,229.209)

I refer the more judicious to their Books , (HOOLE-E3-P1,229.210)

and leave it to the consideration of those that endevour to promote
Schoole-teaching , whether such a Schoole as I have now delineated ,
would not be of great concernment to Church and Common-wealth ,
where-out to pick more able Schoole-masters , that by degrees have been
exercised in teaching all sorts of Scholars , for <paren> at least
</paren> seven years together , then many men that have scarce saluted
, or are newly come from the Universities , can suddenly prove to be .
(HOOLE-E3-P1,229.211)

For I think it one thing to be a good Schoole-master , and another
thing to be a good Scholar , though the former $can $not {TEXT:cannot}
well do his duty as he ought , except he be also the latter .
(HOOLE-E3-P1,229.212)

<P_230>

I might here bewayle the unhappy divertment of <font> Jesus College
</font> in <font> Rotherham </font> , in which Town , one <font> Thomas
Scot , alias Rotherham </font> <paren> a poor boy in <font> Ecclesfield
</font> Parish </paren> having had his education , and being advanced
to the Arch-bishoprick of <font> York </font> , in the time of <font>
Edward </font> the fourth , did out of love to his country and
gratitude to the Town , erect a Colledge as a Schoole , for a Provost
who was to be a Divine , and to preach at <font> Ecclesfield </font> ,
<font> Laxton </font> , and other places <paren> where the Colledge
demeanes lay ; </paren> and three Fellowes , whereof one was to teach
<font> Grammar </font> , another <font> Musick </font> , and the third
<font> Writing </font> ; besides a number of Scholars ; for some of
whom he also provided Fellowships in <font> Lincolne Colledge </font>
in <font> Oxford </font> . (HOOLE-E3-P1,230.214)

But in the time of <font> Henry </font> the eighth , the Earle of
<font> Shrowesbury </font> <paren> who as I have heard , was the first
Lord that gave his vote for demolishing of Abbies </paren> having
obtained <font> Roughford Abbey </font> in <font> Nottinghamshire
</font> , <paren> to the <font> Prior </font> whereof the Lordship of
the Town of <font> Rotherham </font> belonged </paren> took advantage
also to sweep away the Revenues of <font> Rotherham Colledge </font>
<paren> which according to a rentall that I have seen , amounted to
about l. <font> per annum </font> (HOOLE-E3-P1,230.215)

and after a while <paren> having engratiated himself with some Townsmen
, and Gentlemen thereabout <P_231> by erecting a Cock-pit </paren> he
removed the Schoole out of the Colledge into a sorry house before the
gate , leaving it destitute of any allowance , till <font> Mr. West
</font> <paren> that writ the <font> Presidents </font> </paren> in the
time of Queen <font> Elizabeth </font> <paren> and when <font> Mr.
Snell </font> was Schoolmaster </paren> obtained a yearely Salary of
tenne pounds <font> per annum </font> , which is since Paid out of the
Exchequer , by the Auditor of accounts . (HOOLE-E3-P1,231.216)

I remember how often , and earnestly <font> Mr. Francis West </font> ,
who had been Clerk to his Uncle , would declaime against the injury
done to the Schoole , which indeed <paren> as he said </paren> ought
still to have been kept in the Colledge , and how when I was a
Schoole-master there , he gave me a Copy of the Foundation , and showed
me some rentalls of Lands , and told me where many Deeds and Evidences
belonging thereunto were then concealed , and other remarkable passages
, which he was loth to have buried in silence . (HOOLE-E3-P1,231.217)

But I onely mention thus much touching that worthy foundation , to shew
how charitably some men have been addicted to cherish the roots of
learning , and how covetously others have been bent to destroy the
whole body of it , even in former ages ; (HOOLE-E3-P1,231.218)

And I hope none will be discouraged from Pious undertakings , for feare
least <P_232> his benevolence should in these , or after time be
perverted , when he considereth that God looketh upon the sincerity of
his ends , and will accordingly reward him , though what he religiously
intended , may unhappily be abused by others , contrary to his minde .
(HOOLE-E3-P1,232.219)

I shall now to end this Chapter , recite some <font> remarkable
passages of Mr. Mulcasters </font> out of his <font> Positions </font>
<paren> Ch. </paren> which I leave to the consideration of others , to
think how far they concurre with what I have said , as well concerning
the foundation of a Petty , as {COM:concerning_the_foundation_of} a
Grammar-Schoole . (HOOLE-E3-P1,232.220)

' If any well-disposed wealthy man , for the honour that he beareth to
the murthered infants <paren> as all our erections have some respect
that way </paren> would begin some building , even for the little yong
ones which were no increase to Schooles , but an help to the elementary
degree , all they would pray for him , (HOOLE-E3-P1,232.221)

and he himself should be bound to the memory of the young infants ,
which put him in remembrance of so vertuous an act .
(HOOLE-E3-P1,232.222)

The opportunity of the place , and the commodity of able Trainers ,
whereof a small time will bring forth a great many , will draw many on
, and procure good Exhibitours , to have the thing go forward .
(HOOLE-E3-P1,232.223)

<P_233>

I could wish we had fewer Schooles , so they were more sufficient , and
that upon consideration of the most convenient seats for the Countries
, and Shires , there were many put together , to make some few good .
(HOOLE-E3-P1,233.225)

The use of under-teachers is not , as we now practise it in Schooles ,
where indeed Ushers be Masters of themselves , but to assist the Master
in the easier points of his charge , which ought to have all under his
own teaching , for the chief points , and the same under the Ushers ,
for the more usual , and easie . (HOOLE-E3-P1,233.226)

