<B CEEDUC2A>
<Q E2 EX EDUC BRINSLEY>
<N LUDUS LITERARIUS>
<A BRINSLEY JOHN>
<C E2>
<O 1570-1640>
<M X>
<K X>
<D ENGLISH>
<V PROSE>
<T EDUC TREAT>
<G X>
<F X>
<W WRITTEN>
<X MALE>
<Y 40-60>
<H PROF>
<U PROF>
<E X>
<J X>
<I X>
<Z EXPOS>
<S SAMPLE X>


[^BRINSLEY, JOHN.
LUDUS LITERARIUS OR THE GRAMMAR
SCHOOLE (1627).
ED. E. T. CAMPAGNAC.
LIVERPOOL: UNIVERSITY PRESS 
AND LONDON: CONSTABLE & CO. LTD., 1917.
PP. 8.19 - 16.5     (SAMPLE 1)
PP. 41.1 - 48.37    (SAMPLE 2)^]

<S SAMPLE 1>
<P 8>
[}CHAP. II.}]
[}WHEN THE SCHOLLER SHOULD FIRST BE SET TO THE
SCHOOLE.}]

(^Spoud.^)
   That I may begin at the very first entrance of the
Schoole: let me inquire this of you, how soon you 
would have your childe set unto the Schoole; for
I thinke that worthy to be first knowne, if so be
that you purpose to have your scholler fitted for the           #
Universitie,
by fifteene yeeres of age.
   (^Phil.^) I like your reason well, to enter there. But to    #
the
intent that I may more fully make knowne unto you, what
I thinke, and have found in this behalfe, let mee heare first
of you, as I wished in generall, at what age you use in your
countrey, to set your children to begin to learne.
<P 9>
   (^Spoud.^) For the time of their entrance with us, in our
countrey schooles, it is commonly about seven or eight
yeeres old: sixe is very soone. If any beginne so early, they
are rather sent to the schoole to keepe them from troubling
the house at home, and from danger, and shrewd turnes,
then for any great hope and desire their friends have that 
they should learne any thing in effect.
   (^Phil.^) I finde that therein first is a very great want    #
generally;
for that the child, if hee be of any ordinary towardnesse
and capacitie, should begin at five yeere old at the uttermost,
or sooner rather. My reasons are these:
   1. Because that then children will begin to conceive of
instruction, and to understand; and bee able not onely to
know their letters, to spell and to reade, but also to take a
delight therein, and to strive to goe before their fellowes.
Experience heerein will quickely teach every one, who
shall make triall of it, if so be that they doe follow a right
course.
   2. Very reason must needs perswade every one of this.
For, if they bee apt much before five yeeres of age,
to learne shrewdnesse, and those things which are hurtfull,
which they must bee taught to unlearne againe; why are
they not as well fit to learne those things which are good
and profitable for them, if they be entred and drawne on in 
such a manner, as they may take a delight and finde a kinde
of sport and play in the same? This delight may and ought
to be in all their progresse, and most of all in their first    #
entrance,
to make them the better to love the schoole, and
learning, as we shall see after.
   3. Many of them doe learne so much untowardnesse and
naughtinesse amongst other rude children, in that time
before they come to schoole, that they are worse for it         #
continually
after: and also they feele such sweetnesse in play
and idlenesse, as they can hardly bee framed to leave
it, and to take a delight in their bookes without very much
adoe.
<P 10>
   4. This first age is that wherein they are most pliant, and
may bee bended and fashioned most easily to any good
course. And being thus accustomed to good things from
their infancie, and kept so much as may be, from all practice
and sight of evill, custome becomes unto them another nature.
So great a thing it is (according to the old proverbe)
to accustome children, even from their tender yeeres; and
so undoubtedly true is that common verse,
(\Quo semel est imbuta recens seruabit odorem testa diu.\)
   5. Above all these is a principall benefit, that by this
meanes two or three yeeres may well be gained, to fit your
Scholler so much sooner for the Universitie, or for any honest
trade or calling. So that a child thus entred rightly, shall
doe much more at eight yeeres old, then another so neglected
can doe at ten, or it may bee at eleven or twelve. Also
many such shall be meete for trades and like imployments,
when they have no learning to fit them thereunto. This must 
needs be a great griefe to the Parents of such, whose children
have so lost their time, as it is a joy to others whose
children have beene so well brought up, when they see
their children compared together.
   6. Lastly, our time being so short, it much concerneth
every parent, to see their children to have the best education 
and instruction, which is the chiefe patrimonie, and the
greatest comfort and hope both of the Parents and Children,
and also of their houses and posteritie. And this so
soone as ever may bee, to fit them for some profitable          #
imploiment
for Church or Common-wealth.
   (^Spoud.^) But they will say with us, that it will hinder    #
the
growth of their children to be set to schoole so young.
   (^Phil.^) Let the schoole be made unto them a place of play:
and the children drawn on by that pleasant delight which
ought to be, it can then no more hinder their growth then
their play doth, but rather further it, when they sit at their 
ease; besides that continuall experience doth confute this
errour.
   (^Spoud.^) Bee it so as you say: yet this is a received      #
opinion, 
<P 11>
that it will cause them to hate the schoole, whe~ they should
be set to it in good earnest.
   (^Phil.^) Nay rather it is clean contrary: for being         #
acquainted
with the schoole so young, and with the sport and pleasure
which they finde amongst other children there; and
also being kept from feeling the overmuch sweetnesse in
play, it shall cause them to love & to delight in the schoole
continually, and to goe on without any repining, or so
much as thinking of being away from the schoole: whereas
they being nuzled up in play abroad, are very hardly
reclaimed and weaned from it, to sticke to their bookes 
indeede.
   (^Spoud.^) But yet it is thought that they can get but       #
little
learning then, being so very young, and therefore there is
the smaller losse of a yeere or two, at that time.
   (^Phil.^) The losse will bee found in the end, although it   #
bee
indeed in the beginning. For looke how many yeeres they
lose in the beginning if they bee apt, so many in the end
they will bee shorter, of such of their fellowes, who are but
of their owne age, and applied all alike being of like          #
capacitie.
Therefore, as wee will not let them lose a day, when
they grove towards the Universitie, so neither should we
when they are young; but prevent this losse, and take the 
time in the beginning.
   (^Spoud.^) We see notwithstanding some very long ere ever
they begin, who then goe forward with it the fastest of all.
   (^Phil.^) It is true in some pregnant wits, and who are      #
industrious:
but you shall have others as blockish and dull. Also,
for those, if they go so fast in the rudiments & first grounds,
how much more would they doe so at the same time in better
studies? Neither can they have halfe that learning in all
things, which others of like age and aptnesse have, who have
been well applyed from their first yeeres.
   (^Spoud.^) I yeeld to all which you have said in this        #
behalfe;
and I doe see plainely the exceeding benefits, that
must needs come hereby, especially in gaining of time;
if they may bee entred in that playing manner, and goe forward
<P 12>
with alacritie and contention; and moreover so, 
that they bee not any way overloaded or discouraged, nor
yet indangered, by the overcharging of their wits and 
memories.
   (^Phil.^) For that take you no feare; you shall (God         #
willing)
see the evidence of that, and a plaine direction in every 
Chapter, how to proceede in that easie and playing kinde.
Therefore, if you be satisfied in this, let us come unto the
next point.
   (^Spoud.^) Very gladly Sir: for I long to heare this, how    #
you
would teach your child being so yong, to reade so soon and
readily.
   (^Phil.^) I like the point well: proceed according to your 
order.

[}CHAP. III.}]

[}HOW THE SCHOLLER MAY BE TAUGHT TO READE ENGLISH
SPEEDILY, TO FIT HIM THE SOONER, AND BETTER FOR
THE GRAMMAR SCHOOLE.}]

(^Spoud.^) 
   Before wee enter into this question, let me put you
in minde of one thing, which doth much trouble
mee concerning this very matter. That it seemeth
to mee an unreasonable thing, that the Grammar
Schooles should bee troubled with teaching A.B.C. seeing
it is so great a hinderance to those paines which wee
should take with our Grammar Schollers, for whom wee
are appointed: Because it doth take up almost one halfe
of our time, and thereby doth deprive us of a chiefe
part of the fruit of our labours; especially when our
mindes are so distracted, and our thoughts carried so
many wayes, to doe good to all. The very little ones in
a towne, in most countrey townes which are of any bignesse,
<P 13>
would require a whole man, of themselves, to bee alwaies
hearing, poasing & following them, so as they ought
to be applyed: for continuall applying in a right course, is
in this and all other parts of learning, above all other
meanes. And young ones, by a little slaking our hands, run
faster backe, then ever they went forward; as boates going
up the streame.
   Besides, it is an extreme vexation, that we must be toiled
amongst such little petties, and in teaching such matters,
whereof wee can get no profit, nor take any delight in our
labours.
   (^Phil.^) I am well inured with this grievance, which you
speake of, and doe know by long experience your complaint
to bee just in this behalfe. I myselfe have complained
of it many a time. For it were much to be wished,
that none might bee admitted to the Grammar schooles,
untill they were able to reade English: as namely, that they
could reade the New Testament perfectly, and that they
were in their Accidences, or meet to enter into them. There
might bee some other schoole in the towne, for these little
ones to enter them. It would helpe some poore man or woman,
who knew not how to live otherwise, and who might
doe that well, if they were rightly directed. Also it would be
such an ease to all Grammar Schoolemasters, as they might
doe much more good in their places. Wherefore, all such
Schoolemasters who are incumbered with this inconvenience,
are not onely to wish, but also to labour to have it
reformed in their severall schooles. Yet notwithstanding,
where it cannot be redressed, it must be borne with wisdome
and patience as an heavy burden. Patience shall make it
much more light. And therefore every one is to doe his
best indeavour, to know how to make it most easie, if it
doe lie upon him. Moreover, seeing we purpose, God willing,
to goe thorow all the whole course of learning, and
also sith our labour is to finde out the meanes, whereby to
make the way plaine, to traine up every childe from
the very first entrance into learning, (as was said)
<P 14>
untill wee have brought him into the Universitie, we cannot
omit any point, which may tend unto the fame, much
lesse the first steppe of all. For, a child well entred is      #
halfe
made: according to that Proverbe, (\Principium, dimidium
totius\) . The foundation well layd, the building must needs
goe forward much more happily. This is specially true in
learning; wherein children feeling a sweetnesse in the          #
beginning,
are very much incouraged, as daily experience
will manifest to every one.
   (^Spoud.^) I see well the necessitie of undergoing this      #
burden,
in those places where remedy cannot be had, without
greater inconveniences. And therefore, sith that necessitie
hath no law, nor for myselfe I know no meanes how to 
bee freed from it; I pray you let us returne againe unto the
point, and let mee still intreat of you your best direction,
to make this burden so light as may bee. This is a thing
worth the diligence of all, who must be imployed amongst
little ones: to wit, to teach children how to read well, and
to pronounce their letters truly; as also to spell right, and
to know how to write true Orthography in a short space.
For (that I may acknowledge the truth, and which hath bin
no small discredit unto mee in this behalfe) I have had some
who have beene with me, two or three yeeres, before they
could reade well. And that which hath yet been much more
grievous to me. I have sometimes beene so abashed and
ashamed, that I have not knowne what to say, when some
being a little discontented, or taking occasion to quarrel      #
about
paying my stipend, have cast this in my teeth, that 
their children have been under me sixe or seven yeeres, and
yet have not learned to reade English well. I myselfe have
also knowne, that their complaints have been true in part;
though I have taken all the paines with them that ever I
could devise. Therefore good Sir, set downe as plainely and
shortly as you can, how this may be helped. Both myselfe
and many other shal be much beholden for your direction
in this first entrance. For my maner of entring them, it is
that which I take to be everywhere: to teach & heare them
<P 15>
so oft over untill they can say a lesson, and so to a new.
   (^Phil.^) I likewise have been well acquainted with this     #
your
trouble: and therefore I will indevour, to afford you so
much as I have yet learned, how to avoid these clamours;
and how any poore man who will imploy his paines, may
learn to teach children to read well in a short time, though
this may seeme unbefitting our profession.
   First the childe is to be taught, how to call every letter,
pronouncing each of them plainely, fully and distinctly; I
meane, in a distinct and differing sound, each from others,
and also naturally, from the very first entrance to learning.
More specially to bee carefull, for the right pronouncing
the five vowels, in the first place, as (^a, e, i, o, u^) .     #
Because these
are first and most naturall, and doe make a perfect sound,
so that they may bee pronounced fully of themselves;
and they being rightly uttered, all the rest are more plaine.
After these vowels, to teach them to pronounce every other
letter: which are therefore called Consonants, because 
they cannot make a perfect sound of themselves, without a
Vowell.
   This may be done, and also the teaching of children to
spell any syllable, before the child do know any letter on
the booke; and that, some wise and experienced doe hold
the surest and best course. But they are, at least, to be       #
taught
to pronounce their letters thus, as they doe learne them; to
prevent the griefe and wearisomnesse of teaching them to
forget evil customes in pronouncing, which they tooke 
up in their first ill learning. And so ever in teaching to      #
read,
the teachers are to continue the like care of sweet and         #
naturall
pronunciation.
   Secondly, for the knowing of the letters (besides that
common manner practised in Schooles, which is by oft
reading over all the letters forwards and backwards untill
they can say them) they may be much furthered thus; That
is, by causing the childe to find out, and to shew you which
is (^a^) , which (^b^) , which (^c^) , which (^f^) , and so     #
any other letter. First
to finde them in the Alphabet, then in any other place.
<P 16>
Or if you will let them learne but one letter at once, untill
they can readily know or finde out that letter in any place,
and after that another in the same manner: This is holden
the surer and more easie way: But this at your owne 
judgement.       
  
<S SAMPLE 2>
<P 41>
[}CHAP. V.}]
[}OF CERTAINE GENERALL OBSERVATIONS TO BEE KNOWNE OF
SCHOOLE-MASTERS, AND PRACTISED CAREFULLY IN ALL
GRAMMAR LEARNING CHIEFELY. AND FIRST,
OF CAUSING ALL THINGS TO BE DONE
WITH UNDERSTANDING.}]

(^Phil.^) 
For the generall Observations, the first may be this:
   1. That Schollers be taught to do all things with
understanding; and to be able to give a reason of every
matter which they learne. And so in every lecture
which they learne in any tongue, first to understand the
matter of it, and the lesson will be learned presently.
   But before I speake any more of this, I pray you let me
heare of you what course you have taken in this point.
   (^Spoud.^) This first observation seemeth strange unto me,   #
at
the very naming of it. I my selfe have used onely this course,
and I thinke it to be all that is done in most of our countrey
Schooles; To give Lectures to the severall formes, or cause
some Scholler to do it. And therein first to reade them over
their Lecture, then to construe them, and in the lower formes
to parse them. So when they come to say; to heare them
whether they can reade, say without booke, construe and
parse. More, as I take it, is not much used, for the            #
understanding
and making use of them.
   (^Phil.^) I know it to be as you say; and do hold it to be a
verie great defect in Schooles generally: yea a farre greater
hinderance to learning, then that of letting them to
lose so many yeeres, before they begin to learne. For this
is a matter which of all other concerneth the credit of
Schooles, and furthereth learning wonderfully; to teach
Schollers to understand whatsoever they learne, and to be
<P 42>
able to give a reason of every thing why it is so; and to doe
this from the lowest to the highest. My reasons are these:
   1. Because if it were rightly knowne, and constantly         #
practised
in Schooles, it would bring forth very neere double so
much good and sound learning, as is now gotten co~monly.
   2. It would bring withall, so much ease, pleasure and        #
delight,
both to all teachers and learners, and also so much
certainety, and cause them to go forward with such              #
cheerefulnesse,
boldnesse and contention, as will hardly be beleeved
untill it be tried by experience. In a word; it would cause all
things to be gotten much more speedily, layed up more safely,
and kept more surely in memory. Therefore, that old rule
is true;
(\Legere & non intelligere negligere est.\)
   To reade and not to understand what we reade, or not to
know how to make use of it, is nothing else but a neglect of
all good learning, and a meere abuse of the meanes and helps
to attaine the same. It is no other thing but a very losse of
our precious time, and of all our labour and cost bestowed
therein, in regard of that which is read with understanding.
   We may see triall here of sundry wayes.      
   1. Let children be examined together; I meane such as of
whom one of them alone hath beene taught to do all things
by reason and with understanding; so that he is able to give
you a plaine reason, and make the right use of every thing,
which he hath learned: the other have learned onely to say
without booke, to construe and parse; then marke the            #
difference.
Although all these learne one and the same Author;
yet when they come to the triall, you would thinke that one
to have all learning, when you heare him to give a reason of
every thing, and that he can make use of all things; all the
rest to have almost nothing at all, or at least nothing in      #
regard
of that one so taught.
   2. Prove it thus in getting learning.
Teach your Scholler one lesson which you cause him to
understand perfectly before: another of the same matter,
whereof he understandeth little or nothing; and then trie
<P 43>
whether he will not do that, whereof he understandeth the
meaning and reasons, almost in halfe the time, which the other
will require. And this also so, as you may evidently discerne
it, that he will do it with much more ease, certainety
and boldnesse, then he can do the other.
   3. We our selves may make triall of it by our owne           #
experience,
in construing any difficult piece of Latine, Greeke,
or Hebrew, or committing any thing to memorie; whether
if so be that we do but understand the matter of it before
perfectly, we shall not do it in halfe the time, and with one
halfe of the labour, that otherwise it would require.
   Or if we would write or speake of any thing, let us prove
it but thus: If we first understand the matter well, and have
it perfectly in our head, whether words to expresse our
minds will not follow as of themselves.
   To this very purpose, for confirming the truth hereof,
and to keepe a continuall remembrance of this point; these
three verses of (^Horace^) were worthy to be written in letters
of gold, and to be imprinted in the memorie of every one
who is desirous to get the best learning: for so they would
indeede prove golden verses, and make undoubtedly
golden times;
(\Scribendi recte sapere est & principium & fons:
Rem tibi Socraticae poterunt ostendere chartae;
Verbaque prouisam rem non inuita sequentur.\)
   The meaning of the verses, I take it to be this: To attaine
to this facultie, to be able to write or speake of any matter,
and so to come to all excellent learning, the very first
and chiefe fountaine, and that which is all in all, is to       #
understand
the matter well in the first place. As for store of
matter, the writings of learned men (such as (^Socrates^) was)
will furnish you abundantly therewith.
   And when you have the matter thoroughly in your head,
words will follow, as waters out of a Fountaine, even almost
naturally, to expresse your mind in any tongue, which you
studie in any right order.
<P 44>
   This will be found to be true in Latine, Greeke, Hebrew,
and by a like reason in every other tongue, and in every        #
facultie:
whether we would write, speake, learne, resolve, or
remember and lay up for ever.
   This was a principall cause that made (^Tully, Ovid,         #
Virgil^) ,
and some others so to flow in eloquence; and especially 
(^Virgil^) , whom men worthily account the chiefe of all
Latine Poets, because they did understand so fully whatsoever
they writ of. I might instance this also in Preachers,
by our daily experience; of whom some are better able to
preach powerfully in two dayes warning, and having words
at will, then other in two moneths; and all because the one
sort are so full of understanding and matter, the other are
so barren thereof.
   Thus in all these examples, every man may see a plaine
demonstration of the truth of these verses of (^Horace^) ,      #
which
he no doubt did write upon his owne experience, as every
man shall find, who wil set himselfe to make triall. Prove and
confirme what tongue soever your Scholler learnes, even
from the first reading of English, if he can repeate you the
matter, or the summe of it, or have it in his head, trie        #
whether
he will not have the words presently. The plentifull experience
which I have seene, of the sweete delight and fruite
of this course, of causing children to do all things with       #
understanding
and reason, compared with the fruitlesse toyles
and griefes of former times, do make me not onely confident
for the thing, but also desirous to make all other partakers
of the benefit.
   (^Spoud.^) I do fully see the evidence of all that which you
have said, and therefore I must needs be perswaded of it. I
do heartily thanke God for it, and will endevor myselfe to put
it in practise continually. Only here is the difficulty, how a
Schoolemaster may do this, to teach his Scholler so to proceede
with understanding, and how to give a reason of every
matter which they learne, to make use of all their learning.
   Above all, how hee may beginne to fraught young
<P 45>
Schollers with all store of matter, as they goe on: this very
much passeth my skill. I should thinke my selfe most happy,
to obtaine this knowledge, if it possibly can be done.
   (^Phil.^) Attend to those things which I shall relate, and I
have no doubt, but I shall very much accomplish your desire
in this: for our whole conference doth tend chiefely to 
this end. As all learning is grounded on reason: so in every
Chapter I shall endeavour my selfe to manifest the reasons
of every thing, and how you may teach others; so farre
forth, as hither to the Lord hath made them knowne unto 
me. And more hereafter, as I shall learne more. The principall
meanes for their understanding, is, by asking short
questions of the matter: for so they will understand any
thing, which they are to learne. But of that more hereafter
in the particular examples; and chiefly, Chap. 23.
   (^Spoud.^) If you have done then with this, let us goe       #
forward
to your next generall observation; and so thorow
them all, as briefly as you can.
   (^Phil.^) My next observation is this: that as I would have
them to do all things with understanding; so to learne onely
such bookes and matters, as whereof they may have the
best use, and that perpetually in all their learning, or in     #
their
whole life. For this is well knowne to every one; that things
well learned in youth, will be kept most surely all the life
long; because in that age they are most easily imprinted,
and sticke the longest in fresh memory. And for that cause,
children should spend no time unfruitfully in such bookes,
as whereof they cannot have both very good and continuall
use. This cannot be but a great folly, to mis-spend our
precious time in such studies, whereof neither our selves
nor others can have benefit after; or else in such, as the
knowledge whereof will vanish for want of practise: and
much more in those, which will corrupt and hurt in stead
of doing good. And therefore all filthy places in the Poets
would be wisely passed over, or wearily expounded. It were
well if there were an (\Index Expurgatorius\) , to purge out    #
all
the filth out of these by leaving it out, or changing it.
<P 46>
   Third rule, and that generall for all Students, is this:     #
that
whatsoever difficult words, or matters of speciall observation,
they do reade in any Author, be marked out; I meane
all such words or things, as either are hard to them in the
learning of them, or which are of some speciall excellency,
or use, worthy the noting: or which after that they have 
beene a certaine time in construction, they have not either
learned, or at least they know not where they have learned
them. For the marking of them, to do it with little lines
under them, or above them, or against such parts of the
word wherein the difficulty lieth, or by some prickes, or
whatsoever letter or marke may best helpe to call the knowledge
of the thing to remembrance, yet so much as may be,
without marring of their books. To do this, to the end that
they may oft-times reade over these, or examine and meditate
of them more seriously, untill that they bee as perfect
in them, as in any of the rest of their bookes: for having      #
these,
then have they all.
   This would be universall, in getting all kinde of learning;
after that children do grow to any discretion to marke such
things rightly: you will marvell (if you have not made triall
of it) how much they will go thorow, and what sound knowledge
they will come unto in any kinde of study; and how
soone by this helpe, more then they can do without it. And
when they have once gotten it, they may as easily keepe it,
and as surely, by oft-times running over those things, which
are so noted, above all the rest. This is the reason that you
shall have the choysest bookes of most great learned men,
and the notablest students, all marked thorow thus, in all
matters either obscure, or of principall and most necessary
use. And this one chife meanes, whereby Schollers may
have the difficultest things in their Authours so perfectly, as
that whensoever they shall bee examined of a sudden, they
shall be very ready, to their great praise, and to the just     #
commendation
of the Schoole. For the manner of noting, it is
best to note all School bookes with inke; and also all others,
which you would have gotten (\ad unguem\) , as we use
<P 47>
to say, or whereof we would have daily or long practice;
because inke will indure: neither will such bookes be the
worse for their noting, but the better, if they be noted with
judgement. But for all other bookes which you would have
faire againe at your pleasure; note them with a pensil of
blacke lead: for that you may rub out againe when you will,
with the crums of new wheat bread.
   The very little ones, which reade but English, may
make some secret markes thus at every hard word; though
but with some little dint with their naile: so that they doe
not marre their bookes.
   Of this I shall speake more particularly in the manner of
parsing, Chap. 9.  
   A fourth observation, is this: That whatsoever bookes
or matter Schollers do learne, after they beginne to learne
without booke; that they learne them so perfectly, and
hold them so surely, by daily repetition and examination,
that they may have in their minds such an absolute knowledge
of all the words, and matters which they have learned;
as wheresoever they shall meete with the same againe, or
shall have occasion to use them, they may not neede to be
driven to learne then anew; but that they may tell of a sudden
where they have learned them, or can repeat the place:
and so make their use and benefit of them.
   To teach the same things twise, or thrise, is a double       #
labour
and griefe: but to have all things which they have
learned, ever in readinesse, is a singular benefit, and a rare
commendation. For besides the preventing of all losse of
labour and time, it shall be to the great delight of all who
heare them tried, and the exceeding furtherance of their
continuall growth in all good learning.
   And to effect this yet more fully; acquaint them in all
their Lectures and exercises, some one of them or other,
who can tell first, to repeate where they have learned every
hard word: and that chiefly in their Grammar, if they have
learned it there, to have that exceeding perfect; and to
marke surely every new word, according to the direction
which I have before given.
<P 48>
   A fift generall observation, and which is not inferiour
to any of the former, for the good both of Masters and
Schoollers, and the very great benefit of Schooles, is this:
that the whole Schoole be divided into so few fourmes as
may be, of so many as can any way be fitted to goe together:
though they be sixteene, or twenty, yes, fortie in a
fourme, it is not the worse.
   The reasons of it are most cleere.
   1. In most things it is almost the same labour to teach
twenty, as to teach two: as in reading all Lectures and rules
unto them, in examining all parts and Lectures. Like as it
is in Sermons, and Catechisings, where it is the same labour
to teach one, that it is to teach a thousand, if all can heare  #
alike.
This is very generall, except in exercises of writing;
wherin also great advantage may be gotten by this meanes,
if right order be observed, as we shall shew after.
   2. Secondly, the fewer fourmes there are, the more time
may be spent in each fourme; and more labour may be bestowed
in examining every tittle necessary. Which worke 
of continuall examination, is a notable quickner and nourisher
of all good learning; helping marvellously understanding,
audacity, memory, and provoking emulation of
the Schollers: and therefore a principall part of the Master's
labour, and of the time in the Schoole, would be imployed
in this.
   3. By this meanes, every one of a fourme shall some way
provoke, or incourage the rest of their fellowes. If they be
but dull, the rest will thinke to go before them; but if they
be more pregnant and witty, or more painefull and diligent,
they shall put spirits into all the rest, and be as a spurre    #
unto
them. For there is in our nature an inbred desire to ayme at
the best, and to wish to equalize them in each commendable
quality: if there be right meanes of direction and              #
incouragement
thereunto.
   Also every one of a forme may someway helpe the rest:
for none are so dull, but they may happely remember some
thing, which none of the rest did.



