CHAP. II . (BRINSLEY-E2-H,8.3) WHEN THE SCHOLLER SHOULD FIRST BE SET TO THE SCHOOLE . (BRINSLEY-E2-H,8.5) 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 ; (BRINSLEY-E2-H,8.7) 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 . (BRINSLEY-E2-H,8.8) Phil. I like your reason well , to enter there . (BRINSLEY-E2-H,8.9) 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 . (BRINSLEY-E2-H,8.10) Spoud. For the time of their entrance with us , in our countrey schooles , it is commonly about seven or eight yeeres old : (BRINSLEY-E2-H,9.12) sixe is very soone . (BRINSLEY-E2-H,9.13) 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 . (BRINSLEY-E2-H,9.14) 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 . (BRINSLEY-E2-H,9.15) My reasons are these : (BRINSLEY-E2-H,9.16) 1 . (BRINSLEY-E2-H,9.17) 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 . (BRINSLEY-E2-H,9.19) 2 . (BRINSLEY-E2-H,9.20) Very reason must needs perswade every one of this . (BRINSLEY-E2-H,9.21) 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 ? (BRINSLEY-E2-H,9.22) 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 . (BRINSLEY-E2-H,9.23) 3 . (BRINSLEY-E2-H,9.24) 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 : (BRINSLEY-E2-H,9.25) 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 . (BRINSLEY-E2-H,9.26) 4 . (BRINSLEY-E2-H,10.28) This first age is that wherein they are most pliant , and may bee bended and fashioned most easily to any good course . (BRINSLEY-E2-H,10.29) 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 . (BRINSLEY-E2-H,10.30) So great a thing it is according to the old proverbe to accustome children , even from their tender yeeres ; (BRINSLEY-E2-H,10.31) and so undoubtedly true is that common verse , Quo semel est imbuta recens seruabit odorem testa diu . (BRINSLEY-E2-H,10.32) 5 . (BRINSLEY-E2-H,10.33) 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 . (BRINSLEY-E2-H,10.34) Also many such shall be meete for trades and like imployments , when they have no learning to fit them thereunto . (BRINSLEY-E2-H,10.35) 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 . (BRINSLEY-E2-H,10.36) 6 . (BRINSLEY-E2-H,10.37) 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-3 of the Parents and Children , and also of their houses and posteritie . (BRINSLEY-E2-H,10.38) And this so soone as ever may bee , to fit them for some profitable imploiment for Church or Common-wealth . (BRINSLEY-E2-H,10.39) Spoud. But they will say with us , that it will hinder the growth of their children to be set to schoole so young . (BRINSLEY-E2-H,10.40) 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 , (BRINSLEY-E2-H,10.41) it can then no more hinder their growth then their play doth , but rather further it , when they sit at their ease ; (BRINSLEY-E2-H,10.42) besides that continuall experience doth confute this errour . (BRINSLEY-E2-H,10.43) Spoud. Bee it so as you say : (BRINSLEY-E2-H,10.44) yet this is a received opinion , that it will cause them to hate the schoole , whe~ they should be set to it in good earnest . (BRINSLEY-E2-H,11.45) Phil. Nay rather it is clean contrary : (BRINSLEY-E2-H,11.46) 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 . (BRINSLEY-E2-H,11.47) 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 . (BRINSLEY-E2-H,11.48) Phil. The losse will bee found in the end , although it bee indeed in the beginning . (BRINSLEY-E2-H,11.49) 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 . (BRINSLEY-E2-H,11.50) 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 . (BRINSLEY-E2-H,11.51) Spoud. We see notwithstanding some very long ere ever they begin , who then goe forward with it the fastest of all . (BRINSLEY-E2-H,11.52) Phil. It is true in some pregnant wits , and who are industrious : (BRINSLEY-E2-H,11.53) but you shall have others as blockish and dull . (BRINSLEY-E2-H,11.54) 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 ? (BRINSLEY-E2-H,11.55) 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 . (BRINSLEY-E2-H,11.56) Spoud. I yeeld to all which you have said in this behalfe ; (BRINSLEY-E2-H,11.57) 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 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 . (BRINSLEY-E2-H,12.58) Phil. For that take you no feare ; (BRINSLEY-E2-H,12.59) 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 . (BRINSLEY-E2-H,12.60) Therefore , if you be satisfied in this , let us come unto the next point . (BRINSLEY-E2-H,12.61) Spoud. Very gladly Sir : (BRINSLEY-E2-H,12.62) for I long to heare this , how you would teach your child being so yong , to reade so soon and readily . (BRINSLEY-E2-H,12.63) Phil. I like the point well : (BRINSLEY-E2-H,12.64) proceed according to your order . (BRINSLEY-E2-H,12.65) CHAP. III . (BRINSLEY-E2-H,12.67) HOW THE SCHOLLER MAY BE TAUGHT TO READE ENGLISH SPEEDILY , TO FIT HIM THE SOONER , AND BETTER FOR THE GRAMMAR SCHOOLE . (BRINSLEY-E2-H,12.68) 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 . (BRINSLEY-E2-H,12.70) The very little ones in a towne , in most countrey townes which are of any bignesse , would require a whole man , of themselves , to bee alwaies hearing , poasing & following them , so as they ought to be applyed : (BRINSLEY-E2-H,13.71) for continuall applying in a right course , is in this and all other parts of learning , above all other meanes . (BRINSLEY-E2-H,13.72) And young ones , by a little slaking our hands , run faster backe , then ever they went forward ; as boates going up the streame . (BRINSLEY-E2-H,13.73) 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 . (BRINSLEY-E2-H,13.74) Phil. I am well inured with this grievance , which you speake of , (BRINSLEY-E2-H,13.75) and doe know by long experience your complaint to bee just in this behalfe . (BRINSLEY-E2-H,13.76) I myselfe have complained of it many a time . (BRINSLEY-E2-H,13.77) 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 . (BRINSLEY-E2-H,13.78) There might bee some other schoole in the towne , for these little ones to enter them . (BRINSLEY-E2-H,13.79) 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 . (BRINSLEY-E2-H,13.80) 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 . (BRINSLEY-E2-H,13.81) Yet notwithstanding , where it $can $not {TEXT:cannot} be redressed , it must be borne with wisdome and patience as an heavy burden . (BRINSLEY-E2-H,13.82) Patience shall make it much more light . (BRINSLEY-E2-H,13.83) And therefore every one is to doe his best indeavour , to know how to make it most easie , if it doe lie upon him . (BRINSLEY-E2-H,13.84) 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 untill wee have brought him into the Universitie , we $can $not {TEXT:cannot} omit any point , which may tend unto the $same {TEXT:fame} , much lesse the first steppe of all . (BRINSLEY-E2-H,14.85) For , a child well entred is halfe made : according to that Proverbe , Principium , dimidium totius . (BRINSLEY-E2-H,14.86) The foundation well layd , the building must needs goe forward much more happily . (BRINSLEY-E2-H,14.87) 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 . (BRINSLEY-E2-H,14.88) Spoud. I see well the necessitie of undergoing this burden , in those places where remedy $can $not {TEXT:cannot} be had , without greater inconveniences . (BRINSLEY-E2-H,14.89) 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 , (BRINSLEY-E2-H,14.90) and let mee still intreat of you your best direction , to make this burden so light as may bee . (BRINSLEY-E2-H,14.91) 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 . (BRINSLEY-E2-H,14.92) 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 . (BRINSLEY-E2-H,14.93) 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 . (BRINSLEY-E2-H,14.94) 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 . (BRINSLEY-E2-H,14.95) Therefore good Sir , set downe as plainely and shortly as you can , how this may be helped . (BRINSLEY-E2-H,14.96) Both myselfe and many other shal be much beholden for your direction in this first entrance . (BRINSLEY-E2-H,14.97) For my maner of entring them , it is that which I take to be everywhere : to teach & heare them so oft over untill they can say a lesson , and so to a new . (BRINSLEY-E2-H,15.98) Phil. I likewise have been well acquainted with this your trouble : (BRINSLEY-E2-H,15.99) 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 . (BRINSLEY-E2-H,15.100) 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 . (BRINSLEY-E2-H,15.101) 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 ; (BRINSLEY-E2-H,15.102) and they being rightly uttered , all the rest are more plaine . (BRINSLEY-E2-H,15.103) After these vowels , to teach them to pronounce every other letter : which are therefore called Consonants , because they $can $not {TEXT:cannot} make a perfect sound of themselves , without a Vowell . (BRINSLEY-E2-H,15.104) This may be done , and also the teaching of children to spell any syllable , before the child do know any letter on the booke ; (BRINSLEY-E2-H,15.105) and that , some wise and experienced doe hold the surest and best course . (BRINSLEY-E2-H,15.106) 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 . (BRINSLEY-E2-H,15.107) And so ever in teaching to read , the teachers are to continue the like care of sweet and naturall pronunciation . (BRINSLEY-E2-H,15.108) 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 . (BRINSLEY-E2-H,15.109) First to finde them in the Alphabet , then in any other place . (BRINSLEY-E2-H,15.110) 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 : (BRINSLEY-E2-H,16.112) This is holden the surer and more easie way : (BRINSLEY-E2-H,16.113) But this at your owne judgement . (BRINSLEY-E2-H,16.114) CHAP. V . (BRINSLEY-E2-H,41.117) OF CERTAINE GENERALL OBSERVATIONS TO BEE KNOWNE OF SCHOOLE-MASTERS , AND PRACTISED CAREFULLY IN ALL GRAMMAR LEARNING CHIEFELY . (BRINSLEY-E2-H,41.118) AND FIRST , OF CAUSING ALL THINGS TO BE DONE WITH UNDERSTANDING . (BRINSLEY-E2-H,41.119) 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 . (BRINSLEY-E2-H,41.121) And so in every lecture which they learne in any tongue , first to understand the matter of it , (BRINSLEY-E2-H,41.122) and the lesson will be learned presently . (BRINSLEY-E2-H,41.123) But before I speake any more of this , I pray you let me heare of you what course you have taken in this point . (BRINSLEY-E2-H,41.124) Spoud. This first observation seemeth strange unto me , at the very naming of it . (BRINSLEY-E2-H,41.125) I my selfe have used onely this course , (BRINSLEY-E2-H,41.126) 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 . (BRINSLEY-E2-H,41.127) And therein first to reade them over their Lecture , then to construe them , and in the lower formes to parse them . (BRINSLEY-E2-H,41.128) So when they come to say ; to heare them whether they can reade , say without booke , construe and parse . (BRINSLEY-E2-H,41.129) More , as I take it , is not much used , for the understanding and making use of them . (BRINSLEY-E2-H,41.130) Phil. I know it to be as you say ; (BRINSLEY-E2-H,41.131) 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 . (BRINSLEY-E2-H,41.132) 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 able to give a reason of every thing why it is so ; and to doe this from the lowest to the highest . (BRINSLEY-E2-H,42.133) My reasons are these : (BRINSLEY-E2-H,42.134) 1 . (BRINSLEY-E2-H,42.135) 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 . (BRINSLEY-E2-H,42.137) It would bring withall , so much ease , pleasure and delight , both-1 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 . (BRINSLEY-E2-H,42.138) In a word ; it would cause all things to be gotten much more speedily , layed up more safely , and kept more surely in memory . (BRINSLEY-E2-H,42.139) Therefore , that old rule is true ; Legere & non intelligere negligere est . (BRINSLEY-E2-H,42.140) 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 . (BRINSLEY-E2-H,42.141) 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 . (BRINSLEY-E2-H,42.142) We may see triall here of sundry wayes . (BRINSLEY-E2-H,42.143) 1 . (BRINSLEY-E2-H,42.144) 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 ; (BRINSLEY-E2-H,42.145) then marke the difference . (BRINSLEY-E2-H,42.146) 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 . (BRINSLEY-E2-H,42.147) 2 . (BRINSLEY-E2-H,42.148) Prove it thus in getting learning . (BRINSLEY-E2-H,42.149) Teach your Scholler one lesson which you cause him to understand perfectly before : another of the same matter , whereof he understandeth little or nothing ; (BRINSLEY-E2-H,42.150) and then trie whether he will not do that , whereof he understandeth the meaning and reasons , almost in halfe the time , which the other will require . (BRINSLEY-E2-H,43.151) 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 . (BRINSLEY-E2-H,43.152) 3 . (BRINSLEY-E2-H,43.153) 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 . (BRINSLEY-E2-H,43.154) 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 . (BRINSLEY-E2-H,43.155) 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 : (BRINSLEY-E2-H,43.156) 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 . (BRINSLEY-E2-H,43.157) The meaning of the verses , I take it to be this : (BRINSLEY-E2-H,43.158) 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 . (BRINSLEY-E2-H,43.159) As for store of matter , the writings of learned men such as Socrates was will furnish you abundantly therewith . (BRINSLEY-E2-H,43.160) 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 . (BRINSLEY-E2-H,43.161) 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 . (BRINSLEY-E2-H,44.163) 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 . (BRINSLEY-E2-H,44.164) 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 ; (BRINSLEY-E2-H,44.165) and all because the one sort are so full of understanding and matter , the other are so barren thereof . (BRINSLEY-E2-H,44.166) 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 . (BRINSLEY-E2-H,44.167) Prove and confirme what tongue soever your Scholler learnes , even from the first reading of English , (BRINSLEY-E2-H,44.168) 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 . (BRINSLEY-E2-H,44.169) 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 . (BRINSLEY-E2-H,44.170) Spoud. I do fully see the evidence of all that which you have said , (BRINSLEY-E2-H,44.171) and therefore I must needs be perswaded of it . (BRINSLEY-E2-H,44.172) I do heartily thanke God for it , (BRINSLEY-E2-H,44.173) and will endevor myselfe to put it in practise continually . (BRINSLEY-E2-H,44.174) 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 . (BRINSLEY-E2-H,44.175) Above all , how hee may beginne to fraught young Schollers with all store of matter , as they goe on : (BRINSLEY-E2-H,45.176) this very much passeth my skill . (BRINSLEY-E2-H,45.177) I should thinke my selfe most happy , to obtaine this knowledge , if it possibly can be done . (BRINSLEY-E2-H,45.178) Phil. Attend to those things which I shall relate , (BRINSLEY-E2-H,45.179) and I have no doubt , but I shall very much accomplish your desire in this : (BRINSLEY-E2-H,45.180) for our whole conference doth tend chiefely to this end . (BRINSLEY-E2-H,45.181) 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 . (BRINSLEY-E2-H,45.182) And more hereafter , as I shall learne more . (BRINSLEY-E2-H,45.183) The principall meanes for their understanding , is , by asking short questions of the matter : (BRINSLEY-E2-H,45.184) for so they will understand any thing , which they are to learne . (BRINSLEY-E2-H,45.185) But of that more hereafter in the particular examples ; and chiefly , Chap. 23 . (BRINSLEY-E2-H,45.186) 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 . (BRINSLEY-E2-H,45.187) 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 , (BRINSLEY-E2-H,45.188) and that perpetually in all their learning , or in their whole life . (BRINSLEY-E2-H,45.189) 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 . (BRINSLEY-E2-H,45.190) And for that cause , children should spend no time unfruitfully in such bookes , as whereof they $can $not {TEXT:cannot} have both very good and continuall use . (BRINSLEY-E2-H,45.191) This $can $not {TEXT: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 . (BRINSLEY-E2-H,45.192) And therefore all filthy places in the Poets would be wisely passed over , or wearily expounded . (BRINSLEY-E2-H,45.193) 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 . (BRINSLEY-E2-H,45.194) 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 ; (BRINSLEY-E2-H,46.196) 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 . (BRINSLEY-E2-H,46.197) 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 . (BRINSLEY-E2-H,46.198) 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 : (BRINSLEY-E2-H,46.199) for having these , then have they all . (BRINSLEY-E2-H,46.200) This would be universall , in getting all kinde of learning ; after that children do grow to any discretion to marke such things rightly : (BRINSLEY-E2-H,46.201) 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 . (BRINSLEY-E2-H,46.202) 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 . (BRINSLEY-E2-H,46.203) 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 . (BRINSLEY-E2-H,46.204) 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 . (BRINSLEY-E2-H,46.205) 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 to say , or whereof we would have daily or long practice ; because inke will indure : (BRINSLEY-E2-H,47.206) neither will such bookes be the worse for their noting , but the better , if they be noted with judgement . (BRINSLEY-E2-H,47.207) But for all other bookes which you would have faire againe at your pleasure ; note them with a pensil of blacke lead : (BRINSLEY-E2-H,47.208) for that you may rub out againe when you will , with the crums of new wheat bread . (BRINSLEY-E2-H,47.209) 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 . (BRINSLEY-E2-H,47.210) Of this I shall speake more particularly in the manner of parsing , Chap. 9 . (BRINSLEY-E2-H,47.211) 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 $them {HELSINKI: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 . (BRINSLEY-E2-H,47.212) To teach the same things twise , or thrise , is a double labour and griefe : (BRINSLEY-E2-H,47.213) but to have all things which they have learned , ever in readinesse , is a singular benefit , and a rare commendation . (BRINSLEY-E2-H,47.214) 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 . (BRINSLEY-E2-H,47.215) 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 : (BRINSLEY-E2-H,47.216) 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 . (BRINSLEY-E2-H,47.217) A fift generall observation , and which is not inferiour to any of the former , for the good both-2 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 , (BRINSLEY-E2-H,48.219) it is not the worse . (BRINSLEY-E2-H,48.220) The reasons of it are most cleere . (BRINSLEY-E2-H,48.221) 1 . (BRINSLEY-E2-H,48.222) 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 . (BRINSLEY-E2-H,48.223) 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 . (BRINSLEY-E2-H,48.224) 2 . (BRINSLEY-E2-H,48.225) Secondly , the fewer fourmes there are , the more time may be spent in each fourme ; (BRINSLEY-E2-H,48.226) 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 : (BRINSLEY-E2-H,48.227) and therefore a principall part of the Master's labour , and of the time in the Schoole , would be imployed in this . (BRINSLEY-E2-H,48.228) 3 . (BRINSLEY-E2-H,48.229) By this meanes , every one of a fourme shall some way provoke , or incourage the rest of their fellowes . (BRINSLEY-E2-H,48.230) If they be but dull , the rest will thinke to go before them ; (BRINSLEY-E2-H,48.231) 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 . (BRINSLEY-E2-H,48.232) 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 . (BRINSLEY-E2-H,48.233) Also every one of a forme may someway helpe the rest : (BRINSLEY-E2-H,48.234) for none are so dull , but they may happely remember some thing , which none of the rest did . (BRINSLEY-E2-H,48.235)