the master being led by so sure a guide, and the scholar being brought into so plain and easy a way. And therefore we do not contemn rules, but we gladly teach rules, and teach them more plainly, sensibly, and orderly than they be commonly taught in common schools. For when the master shall compare Tully's book with the . scholar's translation, let the master at the first lead and teach his scholar to join the rules of his grammar book with the examples of his present lesson, until the scholar by himself be able to fetch out of his grammar every rule for every example, so as the grammar book be ever in the scholar's hand, and also used of him as a dictionary for every present use. This is a lively and perfect way of teaching of rules; where the common way used in common schools, to read the grammar alone by itself, is tedious for the master, hard for the scholar, cold and uncomfortable for them both.

"Let your scholar be never afraid to ask you any doubt, but use discreetly the best allurements you can to encourage him to the same, lest his overmuch fearing of you drive him to seek some misorderly shift, as to seek to be helped by some other book, or to be prompted by some other scholar, and so go about to beguile you much, and himself more.

"With this way of good understanding the matter, plain construing, diligent parsing, daily translating, cheerful admonishing, and heedful amending of faults, never leaving behind just praise for well doing, I would have the scholar brought up withal, till he had read and translated over the first book of Epistles chosen out by -Sturmius, with a good piece of a comedy of Terence also.

"All this while, by mine advice, the child shall use to speak no Latin; for, as Cicero saith in like matter,

with like words, Loquendo, malè loqui discunt; and that excellent learned man G. Budæus, in his Greek commentaries, sore complaineth, that when he began to learn the Latin tongue, use of speaking Latin at the table and elsewhere unadvisedly did bring him to such an evil choice of words, to such a crooked framing of sentences, that no one thing did hurt or hinder him more all the days of his life afterward, both for readiness in speaking, and also good judgment in writing."

Upon the subject of speaking Latin, the author admits that if children could be brought up in a house or a school in which the Latin tongue was properly and perfectly spoken, then the daily use of speaking would be the best and readiest way to learn the language. But in the best schools in England he contends that no such constant propriety of expression was to be heard. If the object therefore be that the scholar shall learn not only to speak Latin, but to speak it well, our author's opinion is that he will best acquire this faculty by use of writing.

After some time when the scholar is found to perform this first kind of exercise with increasing ease and correctness, he must have longer lessons to translate, and must also be introduced to the second stage in the order of teaching; that is to say, he is to be taught to know and distinguish, both in nouns and verbs, what is proprium (literal), and what is translatum (metaphorical); what synonymum (synonymous), what diversum (differing in signification in certain respects); which words are contraria (opposite in signification to each other), and which are the most remarkable phrases or idiomatic expressions, throughout the whole passage which forms. his lesson. For this purpose he must have a third paper book; in which after he has done his double translation

he must write out and arrange what is to be found in the lesson under each of these heads. Should the passage contain nothing under certain of them, he ought still to enter the head or title: thus, diversa nulla (no words differing in signification); contraria nulla (no words of opposite signification), &c.

"This diligent translating," says the author, "joined with this heedful marking in the foresaid Epistles, and afterward in some plain Oration of Tully, as Pro Lege Manilia, Pro Archia Poëta, or in those three Ad C. Cæsarem, (he means those three commonly entitled Pro Q. Ligario, Pro Rege Dejotaro, and Pro M. Marcello) shall work such a right choice of words, so strait a framing of sentences, such a true judgment, both to write skilfully and speak wittily, as wise men shall both praise and marvel at.”

He then proceeds to the proper subject of this portion of his work, the general manner and temper in which the instruction of youth ought to be conducted :--

"If your scholar do miss sometimes, in marking rightly these foresaid six things, chide not hastily; for that shall both dull his wit, and discourage his diligence: but monish him gently, which shall make him both willing to amend, and glad to go forward in love, and hope of learning.

"I have now wished twice or thrice this gentle nature to be in a schoolmaster. And that I have done so, neither by chance nor without some reason, I will now declare at large why in mine opinion love is fitter than fear, gentleness better than beating, to bring up a child rightly in learning.

"With the common use of teaching, and beating in common schools of England, I will not greatly contend; which if I did, it were but a small grammatical contro

versy, neither belonging to heresy nor treason, nor greatly touching God nor the prince; although in very deed, in the end, the good or ill bringing up of children, doth as much serve to the good or ill service of God, our Prince, and our whole country, as any one thing doth beside.

"I do gladly agree with all good schoolmasters in these points; to have children brought to good perfectness in learning, to all honesty in manners; to have all faults rightly amended; to have every vice severely corrected. But for the order and way that leadeth rightly to these points, we somewhat differ; for commonly many schoolmasters, some as I have seen, more as I have heard tell, be of so crooked a nature, as when they meet with a hard-witted scholar, they rather break him than bow him, rather mar him than mend him. For when the schoolmaster is angry with some other matter, then will he soonest fall to beat his scholar; and though he himself should be punished for his folly, yet must he beat some scholar for his pleasure, though there be no cause for him to do so, nor yet fault in the scholar to deserve so.

"These, ye will say, be fond schoolmasters, and few they be, that be found to be such. They be fond, indeed, but surely over many such be found every where. But this will I say, that even the wisest of your great beaters do as oft punish nature, as they do correct faults. Yea, many times the better nature is sorer punished. For, if one by quickness of wit take his lesson readily, another by hardness of wit taketh it not so speedily; the first is always commended; the other is commonly punished: when a wise schoolmaster should rather discreetly consider the right disposition of both their natures, and not

so much weigh what either of them is able to do now, as what either of them is likely to do hereafter. For this I know, not only by reading of books in my study, but also by experience of life abroad in the world, that those which be commonly the wisest, the best learned, and best men also, when they be old, were never commonly the quickest of wit when they were young. The causes why, amongst other, which be many, that move me thus to think, be these few which I will reckon.

"Quick wits commonly be apt to take, unapt to keep; soon hot, and desirous of this and that; as soon cold, and weary of the same again; more quick to enter speedily, than able to pierce far; even like our sharp tools, whose edges be very soon turned. Such wits delight themselves in easy and pleasant studies, and never pass far forward in high and hard sciences. And therefore the quickest wits commonly may prove the best poets, but not the wisest orators: ready of tongue to speak boldly, not deep of judgment, either for good counsel, or wise writing. Also for manners and life, quick wits commonly be, in desire, new-fangled; in purpose, unconstant, light to promise anything, ready to forget everything, both benefit and injury; and thereby neither fast to friend, nor fearful to foe; inquisitive of every trifle, not secret in the greatest affairs; bold with any person; busy in every matter; soothing such as be present, nipping any that is absent: of nature also always flattering their betters, envying their equals, despising their inferiors; and by quickness of wit, very quick and ready to like none so well as themselves.

"Moreover, commonly, men very quick of wit be also very light of conditions; and thereby very ready of disposition to be carried over quickly by any light company to any riot and unthriftiness when they be young;