Chap. III (HOOLE-E3-P1,11.3) How to teach a childe to spell distinctly . (HOOLE-E3-P1,11.4) 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 ab , eb , ib , ob , ub , &c. or of one vowel after a consonant , as ba , be , bi , bo , bu , &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 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 Tullies observation of old , and Erasmus 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 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 . (HOOLE-E3-P1,12.12) Amongst those that have gone a readier way to reading , I shall onely mention Mr. Roe , and Mr. Robinson , 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 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. Cootes 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 if you think good 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 . p. 2. (HOOLE-E3-P1,13.23) 3 . (HOOLE-E3-P1,13.24) Proceed to syllables made of one consonant set before a vowel Sect. 5. (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 , ba , be , bi , bo , bu , &c . (HOOLE-E3-P1,13.26) Yet it were good to leave ca , ce , ci , co , cu , and ga , ge , gi , go , gu , 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) 4 . (HOOLE-E3-P1,14.29) Then exercise him in syllables made of one vowel set before one consonant , Sect. 6. as to say , ab , eb , ib , ob , ub , &c. till he can spell any syllable of two letters , backwards or forwards , as , ba , be , bi , bo , bu ; ab , eb , ib , ob , ub ; ba , ab ; be , eb ; bi , ib ; bo , ob ; bu , ub ; 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 ab you put b , and teach him to say bab ; if after ba , you put d , and let him pronounce it bad , he will quickly be able to joyne a letter with any of the rest , as , nip , pin , but , tub , &c . (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 Sect. 7. so as that he may give their joynt forces at once ; (HOOLE-E3-P1,14.36) thus , Having shewed him to sound bl or br together , make him to pronounce them , and a vowel with them , bla , bra , ble , bre , 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 , Sect. 8. (HOOLE-E3-P1,14.39) make him first to give the force of the joyned consonants , and then to put the vowels before them ; as , ble with the vowels before them sound able , eble , ible , oble , uble , to all which you may prefix other consonants and change them into words of one syllable , as , fable , peble , bible , noble , bubble : with a b inserted or the like . Where observe that e 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 e ; as , you may see made , differeth quite from mad , bete from bet , pipe from pip , sope from sop , and cube from cub . Whereby I think them in an error , that leave out e in the end of words , and them that in pronouncing it make two syllables of one , in stable , bible , people , &c . which judicious Mr. Mulcaster 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 , and , band , hand , land , sand . (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 which go before vowels , with those that use to follow vowels , and putting in vowels betwixt them ; as black , block , clack , clock . (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 Sect. 9. (HOOLE-E3-P1,16.46) and there , 1. Teach him the naturall force of a Diphthong which consists of two vowels joyned together (HOOLE-E3-P1,16.47) and make him to sound it distinctly by it self , as , ai , ei , &c . (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 people e seemeth to drown the o . (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 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 Sect. then of two Sect. 11. then of three Sect. 12. then of four Sect. 13 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 , strength . (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 , My-ste-ry . (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 , for-get-ful-ness . (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 , pos-ses-si-on . (HOOLE-E3-P1,17.64) 6 . (HOOLE-E3-P1,18.66) In compound words , every part which belongeth to the single words , must be set by it self ; as , In-a-bi-li-ty . (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 as I said 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 ; Sect. 14 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 , Sect. 15 with the figures , Sect. 16 numerall letters , Sect. 17 Quotations Sect. 18. and Abbreviations Sect. 19 which being but a work of few houres space , may easily be performed after he can readily spell , 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. R. Scholars , whose way was to teach to read presently without any spelling at all 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 , which as it is the most antient , so certainely it is the most naturall method of teaching 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) Chap. IIII . (HOOLE-E3-P1,20.77) How a child may be taught to read any English Book perfectly . (HOOLE-E3-P1,20.78) 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 ABC. or Primar , and therein to make them name the letters , and spell the words , till by often use they can pronounce at least 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 ABC. being now I may say generally thrown aside , and the ordinary Primar not printed , and the very fundamentalls of christian Religion which were wont to be contained in those books , and were commonly taught children at home by heart before they went to Schoole with sundry people almost in all places 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 Sect. the Creed Sect. 21. and the ten Commandements Sect. 23. 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 Sect. 23. which will be easily done , by comparing one with another , and reading over those sentences , Psalms , Thanksgivings , and Prayers which are printed in greater and less character of sundry sorts 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 the single Psalter . 2. The Palmes in meeter . 3. The Schoole of good manners , 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 as seeming too hard 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 Genesis , and other remarkable Histories in other places of Scripture , which are most likely to delight him 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 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 Timothies excellency , and his Grandmothers great commendation . (HOOLE-E3-P1,23.97) Let him now take liberty to exercise himself in any English book so the matter of it be but honest 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 Grammar 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} Chap. VI (HOOLE-E3-P1,28.104) Of the founding of a Petty-Schoole . (HOOLE-E3-P1,28.105) 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 perhaps that some nobler spirits , whom God hath enriched with an over-plus of outward means , have in some places whereunto they have been by birth or otherwise 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 at least twenty pounds per annum , in consideration wherof all such poor boyes as can conveniently frequent it , may be taught gratis , 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 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 as they become capable 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 , 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 a model for the maintaining of Students from a worthy friends hands & 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 by which I am encouraged to addresse my remaining words to the Godly-minded Trustees and Subscribers for so good a work , especially to those amongst them that know me , and my School-endeavours (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 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 gratis , 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. Bathurst lately deceased , Mr. Gouge 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) CHAP. VII (HOOLE-E3-P1,33.124) Of the discipline of a Petty-Schoole . (HOOLE-E3-P1,33.125) 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 perhaps 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 Erasmus de moribus , Youths Behaviour , &c . (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 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) so likewise when any stranger cometh in (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 Primar . The second 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 win it from him . (HOOLE-E3-P1,36.155) The striveing for places especially 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 the Lords Prayer , the Creed , and the Ten Commandements which are for that purpose set down in the New-Primar 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) 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 ferula I wish it were utterly banished out of all Schooles . (HOOLE-E3-P1,38.187) If one , before I conclude , should ask me , how many children I think may be well and profitably taught according to the method already proposed 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 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 Lothbury London , 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 though perhaps 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 by Gods blessing forthwith to publish The New Discovery of the Old Art of Teaching , 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} 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 supererrogation of their wealth , as Mr. Mulchaster terms it in affording exhibitions of 8. or l. per annum 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 Mr. Mulcaster's question in his own words , which are these ; (HOOLE-E3-P1,228.206) If there were one Colledge , where nothing should be professed , but Languages onely , as there be some people which will proceed no further 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 , &c. (HOOLE-E3-P1,228.208) As for what he writes further , in Chap. 41. of his Positions touching the division of Colledges by profession and faculties ; and Mr. John Drury hath lately published in his reformed Schoole and his Supplement thereto , concerning the 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 ; (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 at least 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) I might here bewayle the unhappy divertment of Jesus College in Rotherham , in which Town , one Thomas Scot , alias Rotherham a poor boy in Ecclesfield Parish having had his education , and being advanced to the Arch-bishoprick of York , in the time of Edward 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 Ecclesfield , Laxton , and other places where the Colledge demeanes lay ; and three Fellowes , whereof one was to teach Grammar , another Musick , and the third Writing ; besides a number of Scholars ; for some of whom he also provided Fellowships in Lincolne Colledge in Oxford . (HOOLE-E3-P1,230.214) But in the time of Henry the eighth , the Earle of Shrowesbury who as I have heard , was the first Lord that gave his vote for demolishing of Abbies having obtained Roughford Abbey in Nottinghamshire , to the Prior whereof the Lordship of the Town of Rotherham belonged took advantage also to sweep away the Revenues of Rotherham Colledge which according to a rentall that I have seen , amounted to about l. per annum (HOOLE-E3-P1,230.215) and after a while having engratiated himself with some Townsmen , and Gentlemen thereabout by erecting a Cock-pit he removed the Schoole out of the Colledge into a sorry house before the gate , leaving it destitute of any allowance , till Mr. West that writ the Presidents in the time of Queen Elizabeth and when Mr. Snell was Schoolmaster obtained a yearely Salary of tenne pounds per annum , which is since Paid out of the Exchequer , by the Auditor of accounts . (HOOLE-E3-P1,231.216) I remember how often , and earnestly Mr. Francis West , who had been Clerk to his Uncle , would declaime against the injury done to the Schoole , which indeed as he said 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 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 remarkable passages of Mr. Mulcasters out of his Positions Ch. 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 as all our erections have some respect that way 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) 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)