IT is apparant by that which you haue sayd,* that you take the benefit to bee very great, which may come by such translations rightly vsed.

I do indeed; and that for all these things following, which seem most strange and hard to be done by children.

1 Teaching to resolue Latine Grammatically:* which is the foundation of the rest.

2 In construing,* to direct to do it artificially by rule, and also in propriety of words, and in true sense.

3 For parsing to do it of themselues:* as reading a lecture without any question asked, vnlesse some which they omit: which maner of parsing gaineth half the time which is spent therin commonly, when otherwise each question is asked and stood vpon.

4 For making latine,* to be able to make the very same la∣tine of their Authors vpon sure grounds; & therby to be in∣couraged to go on boldly & certainly, with cheerfulnes and confidence: when little children shall see, that they are able to make the same latine which their Authors do, as was said, & haue also the Author to iustify that which they haue don.

5 For prouing latine,* specially for the Syntaxe, when Page  106 each principall word going before, directs th•se which fol∣low, except in some few.

6 For composing artificially,* by continuall comparing this Grammaticall order, to the order of the Author, and marking why the Author placed otherwise; and by being helped by a few rules, which I will shew after.

7 To helpe the younger schollars to vnderstand their lectures,* so farre as need is; of the benefit of which vnder∣standing we haue spoken before.

8 Also to take their lectures for most part of themselues,* as was sayd; to get and bring their lectures more surely and sooner then by the masters teaching alone, as a little expe∣rience will shewe.

9 To construe and parse their lectures,* out of the Eng∣lish as out of the Latine (which is a continuall making la∣tine, as we heard) and so to read their lectures first in the na∣turall order, then as they are in their Authors.

10 To bee able to correct their Authors of themselues,* if they be false printed.

11 To keepe all which they haue learned in their Au∣thors so perfectly,* as to be able in good sort to construe or parse at any time, in any place out of the bare translation, onely by reading them oft ouer out of the translation.

12 To saue all the labour of learning most Authours without booke,* as all Authors in prose; which labour in many schooles is one of the greatest tortures to the poore schollars, and cause of impatience and too much seueritie to the Masters, though with very little good for most part: to be able as it were by playing, only reading their Authors out of the English ouer & ouer,* at meet times, to haue them much better for all true vse and each good purpose, then by all saying without booke; to trouble the memorie one∣ly with getting rules of Grammars and the like, and such o∣ther of most necessary vse, as the Poets: which also are ex∣ceedingly furthered hereby.

13 To helpe to proceed as well in our English tonge as in the latine,* for reading, and writing true orthographie; to Page  107 attaine variety and copie of English words, to expresse their mindes easily, and vtter any matter belonging to their Au∣thors. And so in time, to come to proprietie, choise, and puritie, aswell in our English as in the Latine.

14 To learne the propriety of the Latine tongue,* as they goe forward; to bee able to iustifie each phrase, and in time to remember words and phrases, for almost whatsoe∣uer they haue learned, and where. Also by reading Tully, and other purer Authors constantly out of such translati∣ons, first Grammatically, then Rhetorically, to attaine to make a more easie entrance, to that purity of the Latine tongue, wherof sundry great learned men haue giuen pre∣cepts, then by precepts alone; and much more by ioining precepts and this practice together.

15 By the translations of the Poets,* as of Ouid, and Vir∣gil, to haue a most plain way into the first entrance into ver∣sifying, to turne the prose of the Poets into the Poets owne verse, with delight, certainty and speed, without any bodg∣ing; and so by continuall practice to grow in this facilitie, for getting the phrase and veine of the Poet.

16 To be (as was noted) not only insteed of Masters,* or Vshers, to giue each lower lecture perfectly, for all the sub∣stance; but also to be after insteed of their owne presence, or of Dictionaries in euery one of those fourmes continu∣ally, to direct them, vntill euery one of the fourm can con∣strue, parse, make the same latine, and proue it. Heereby both to free the children from that feare which they will haue ordinarily,* to go to their Masters for euery word; and also to free the Masters from that trouble and hindrance to tell them euery word, so oft as they forget, and the vexati∣on and fretting to see the childrens dulnesse and forgetful∣nesse. For the helpe of the Master, or Vsher, in the meane time what it ought to bee, wee shall see after in the vse of these.

17 Hereby schollars hauing been well entered,* and ex∣ercised in their lower Authors, shall be able to proceede to their higher Authors, ex tempore; and goe on with ease, by Page  108 the assistance of the Master, where they need, and by the helpe of Commentaries; that they may be thus inabled to construe any Author, and bee fitted for the studies of the Vniuersitie, at their first entrance thither.

18 These will be also a helpe to many weaker Schoole∣masters,* for right and certaine construction, without so oft seeking Dictionaries for English, and proprietie of words; and so for parsing, and all sorts of the former direc∣tions.

19 A•so,* weaker schollars in the Vniuersities, who haue not been so well grounded in the Grammar schooles, may proceed in their priuate studies, by the vse of some of these translations, either one alone, or two or three together; and increase both for construing, vnderstanding, and writing latine. Also they may haue continuall vse of tran∣slating both into English, and Latine; whether reading out of the Authour into the translation, or out of the tran∣slation into the Author, or doing it by pen; and euer a di∣rection to trie all by, and as a priuate helpe: which continu∣all translating both waies is a most speedy way to learning, as M. Askam proueth at large.

20 Likewise,* any who haue lost the knowledge of the Latine tongue, may recouer it hereby within a short time; and they who haue had but a smattering, or some little be∣ginning, may soone come to vnderstand any ordinary Au∣thor, and proceed with pleasure and certaintie.

21 Finally,* hereby schollars may haue daily much sure practice both of Analysis and Genesis; that is, resoluing and making Latine: which as was noted, all the learned doe ac∣knowledge to bee almost all in all, in getting all learning: for all this practice by them is nothing else but Analysis and Genesis, as we shewed before.

THese benefits are indeede very great, and worthy the labour of euery childe, or other who would attaine them, if it be as you say: yet by your fa∣uour, many of them cannot be obtained by bare Gramma∣ticall Translations alone; as to get the propriety of both the tongues, both of Latine and English together, with va∣riety of phrase, the sense, and the like. Therefore what course haue you obserued in your Translations, to make them to serue to all these purposes?

I haue obserued these things following,* so neere as I haue beene able for the present: I shall amend them af∣ter God willing.

1 This naturall or Grammaticall order throughout.*

2 That the English Translation is set downe alone,* with∣out the Latine adioyning, to auoyde the inconueniences of hauing the Latine and English together; as of making Truant, or the like: whereof I shall speake after.

3 The propriety of the English words,* answering to the Latine, in the first and naturall signification, and expressing the force of the Latine words, so neere as I could, is set down in the first place.* And where the Latine phrase is somewhat hard or obscure to bee expressed in our English tongue, word for word; there I haue also expressed that by a more plaine phrase, sometimes included within two markes, al∣most like a Parenthesis, with [or] thus. Or else I haue set it euer in the Margent: where also I haue oft placed the mea∣ning, with variety of other phrases ouer against the word, and noted them with a character or letter, answering to the word in the Text.

Moreouer,* where any phrase is ouer-harsh in our English tongue, to expresse the Latine verbatim, viz. word for word, or in good propriety; that harsh phrase is also placed in the Margent, ouer against the Latine phrase, with this marke, Page  110(Verb) or (ver. (or v.) signifying verbatim, word by word, or word for word, and the more easie phrase set in the Text.

Likewise where there may be two senses or constrctions,* I haue commonly expressed both: the more likely and na∣turall in the Text, the other in the Margent. This I haue done, to the end that the Schollar may see both constructi∣on and meaning together; with the propriety of the tongue, whereunto I haue chiefly laboured.

So that there is no varying from the propriety,* saue where necessity inforced, for the impropernesse of the phrase in our speech▪ or in some few places, where the con∣struction is easie and familiar; and there is set in the Mar∣gent (Verb) as was said before.

Lastly,* where in the Grammaticall order in Latine, the Substantiue goeth before the Adiectiue, the gouernour or guider first; in our English Dialect, the Adiectiue is most commonly set before: as vir bonus, a good man; not a man good: vnlesse the Adiectiue be diuided from the Substan∣tiue; as where it passeth the signification into some at•er word gouerned of it: as vir praestans ingenio, a man excel∣ling in wit.

So in the Aduerbe Non: as Non est, It is not; wee doe not say, Not it is. Also in the Enclyticall Conjunctio••quen, and the like; as id{que}, and that.

In the first and lowest Authours is commonly translated Thou,* Thee, Not you; because of the difficulty for children, to distinguish betweene Thou, and You.

Thus I place ordinarily the Accusatiue case before the Infinitiue moode, in plaine wordes, for the ready and easie making the Latine out of it: as Multum eum praeuidisse di∣cimus, we say him to haue foreseene much: and in the mar∣gent vsually thus; We say, that he foresaw much: according to our English phrase.

THese things diligently obserued,* must needes be very auaileable to the purposes, which you haue mentioned: the very propriety alone, I meane the knowledge of words, in their first and proper significa∣tion, is a singular helpe to learning. For reason will com∣monly teach, both the change of the signification by the circumstances of the place, & also the cause of the change. But I pray you, how might my Schollars vse these Transla∣tions so, as that I might finde the benefits of them.

You may cause them to vse them after these dire∣ctions following:

1 First,* you are to see that euery one who is to vse them, can repeate the rule of construing, and answere the questi∣ons thereof, according to the briefest forme of it at least. And if your leasure will serue, to heare your selfe how they can take their Lectures of themselues, according to the same.

2 Where your leisure will not well permit you to see all Lectures giuen,* you may appoint at the taking of the Le∣ctures, that some one or two of the best of each fourme, doe looke vpon the Translation; and in the lower fourmes doe first reade ouer the Translation once, onely to giue them some light, for the meaning and vnderstanding of their Lectures; the rest looking on their Authours, or onely harkening to the meaning: although in the higher fourms which vse them, they will not neede so much as once rea∣ding ouer before, vnlesse in some difficult places: onely he who looketh on the Translation, may reade the Translation after, for their more full vnderstanding of the Lecture, and more easie remembrance of it.

3 After that to appoint another,* first, to reade ouer their Lecture in the Latine distinctly, as it is in the Author, and to trie how he can construe; beating it out according Page  112 to the rule.* In the meane time cause him who hath the Translation, to be in stead of your selfe amongst the rest, to see that they goe right; and where the construer sticketh, or goeth amisse, to call him backe to the rule, and wish the rest to helpe to finde it out by the same rule.

And when al the fourme are at a stand,* and none of them can beat it out, then onely he who hath the booke, to do it; as the cunning Hunts-man, to helpe a little at the default, to point and to direct them where to take it: and thus so ma∣ny to construe ouer, or so oft, vntill all of them can con∣strue.

In the mean time your selfe or Vsher,* in the middest, both to haue an eye to them,* that they take this course; and also to helpe yet further, where neede is: And after the taking of the Lecture, to note out vnto them al the difficult or new wordes in their Lecture, to examine and direct them, for the parsing of them: and also to cause each of the fourme to marke out those wordes, to take speciall paines in them; to make them perfect aboue all the rest: because they haue learned the rest before, and haue but so many new wordes to get in that Lecture.

4 According to the order as they construe,* cause them to parse,* as we shewed; eyther looking vpon the Authour, or vpon the Translation alone. But I finde it farre the su∣rer and better, in al who are able, both to construe and parse out of the Translation: because thereby they are learning continually, both to make and proue their Latine; and so doe imprint both the matter and Latine, more firmely in their memory. So also all of ability, to construe and parse onely out of the Translation, when they come to say; and out of it to giue the reason of euery thing. This they will doe most readily, with a little practice.

5 To the end that they may may keepe all their Au∣thors perfectly,* which they haue learned (which is thought of many almost impossible, and doth indeed so much in∣courage young Schollars, and grace the Schooles when they can doe it) let them but vse this practice:* Euery day Page  113 after that they haue said their Lectures,* cause each fourme which vse these translations, to goe immediately to con∣struing ouer all which they haue learned, each day a peece, euery one a side of a leafe, or the like in order, vntill they haue gone through all; construing it only out of the trans∣lation: to spend an houre or more therein, as time will per∣mit: one or two who sit next vnto the construer, to looke on the Translation with him,* to helpe where hee sticketh; the rest to looke on their Authours. Appoint withall some of the Seniors of the fourme, to examine shortly the harde wordes of each page as they goe; I meane those wordes, which they marked when they learned them.

And when they become perfect in construing out of the English,* cause them for more speedy dispatch, but onely to reade their Authours into Latine, forth of the Translation; first in the Grammaticall order: after as they are in the Au∣thor. They will thus soone runne ouer all which they haue learned, without the least losse of time: for this will be found the best bestowed time, to keepe perfectly that which they haue gotten. And what they can so construe or reade out of the English into Latine, they can also doe it out of the Latine into English ordinarily.

Then,* as they waxe perfect in that which they haue lear∣ned, and grow a little to vnderstanding; they may practice of themselues by the same meanes, to reade ouer the rest of their Authour, which they learned not, or some easie Au∣thour, which they haue not read; as first Corderius, or the like, by the helpe of the same translations: first to construe ex tempore amongst themselues, after to reade out of the Translations; according to the same manner as they did in that which they haue learned:* wherein they will do more then you will easily beleeue, vntill you see experience.*

After this, as they come to higher fourmes, and more iudgement,* they may be appointed likewise to reade ex tem∣pore some other Authour, whereof they haue the Translati∣on to direct them; and that both out of the Authour into English: first, after the Grammaticall manner, and then in a Page  114 good English stile: afterwards out of the English into La∣tine, both wayes, both in Grammaticall order, and after in Composition, according to the Authour. And within a time that they haue beene thus exercised, they will be able to doe this, almost as easily and readily, as that which they haue learned. I finde Tullies sentences, and Tully de natura Deo∣rum, with Terentius Christianus, to be singular books to this purpose for the best vses.

By this meanes it must come to passe by daily practice,* that they shall attaine to the phrase, stile & Composition of any Authour which they vse to reade oft ouer, & to make it their owne; euen of any peece of Tully himselfe (as was said) & much sooner then can be imagined, vntill triall be made: though this must needes require meet time. For what thing of any worth can be obtained, but by time, industry, & con∣tinuall practice? much lesse such copy, choyse, propriety, and elegancy, as Tully doth affoord.

AS you haue shewed me the benefites which may come by Grammaticall Translations; and also how to vse them, that Schollars may attaine the same: so giue me leaue to propound what doubts I may su∣spect concerning the same for the present; and moe here∣after, as I shall make triall of them.

Very willingly; for I doe desire to finde out all the inconueniences that can be imagined, which may comeby by them: but for mine owne part, I can finde none, if they be vsed according to the former direction; and yet I haue done what I could, to finde out whatsoeuer euils might be to follow of them. Obiect whatsoeuer you can, I thinke I am able plainly to answere it, and to satisfie you fully in e∣uery point.

I will therefore deale plainly with you, in what I can conceiue for the present.

1. Translations in Schooles haue not bin found to bring any such benefite, but rather much hurt; and ther∣fore the best and wisest Schoole-masters haue not beene wont to suffer any of them amongst their Schollars.

I will first answere you for the benefites:* That it is true indeede, that these vses and benefites cannot bee made of any other Translation of any one of our Schoole Au∣thours. The reasons are euident: first, because none of the Translators haue followed, nor so much as propounded to themselues to follow this Grammaticall rule in Transla∣ting: which you see is the meane foundation of all true construing, parsing, making and trying Latine: and of all these benefites, to keepe Schollars to goe surely. Secondly, none of them which I know, haue laboured to expresse the propriety and force of the Latine, in the first and natiue sig∣nification; which this intendeth continually: and how much lieth vpon the knowledge of the propriety of the wordes for the certaine getting of any tongue, euery Schol∣lar knoweth. Thirdly, none of them haue indeauoured by a double Translation to make all things plaine, as these do euery where; labouring to expresse with the wordes, and Grammar, the sense and meaning also in all obscure places, with variety of English wordes or phrase: to the end to teach children thereby, Grammar, propriety, sense with variety of phrase to expresse their mindes in English, as wel as in Latine: and all vnder one, that nothing bee wan∣ting.

Besides that they leade Schollars a∣misse very ordinarily in construing, almost in euery sen∣tence; they are found also to make Schollars Tru∣ants, or to goe by rote (as wee commonly call it) which is worse.

For the first part, that they leade Schollars a∣misse, I haue answered; that, that is onely in such Transla∣tions, which respect the sense alone, but doe not respect the Grammar.

Page  117 Secondly,* for making truants, I aunswere; that these Grammaticall translations being thus meerly English, and separate from the Latine altogether, can neuer indan∣ger any waie to make truants, if they bee vsed according to the directions prescribed. For first, for construing latine, there can bee no likelihood hereof, if the translation bee onely vsed; first to giue some light and vnderstanding of the lecture amongst the younger; after, to bee onely in place of the Master, where he cannot be himselfe.

Also, where all of the fourme cannot beat out the con∣struing by the Grammaticall rule, there to direct and point it out how to take it. Likewise, to giue propriety of Eng∣lish, and to guide the schollars in place of the Master (who cannot bee alwaies with euery one) to the end, that in all things they may goe surely. Secondly, for construing and making the Latine out of the translation, it chiefly consists vpon vnderstanding and conceit; and shall more stirre vp the wit and memory to get propriety and copie of words and phrases, then all getting without booke can possibly doe. In getting without book alone, words and sentences may bee learned, as by Parats, without any vnderstanding: hereby children must needes vnderstand them: For, ha∣uing nothing but the bare translation, they must be driuen of necessitie to beate out the latine, by learning and by rea∣son, with diligence; and so stirre vp their memories continu∣ally. Also, hereby whensoeuer they shall haue againe the same English words or phrases to make in Latine, to write or to speake; the verie same Latine words and phrases, which they learned in their Authours, doe come straight wayes to their memories to expresse their mindes. And in what things they can giue Latine to the English, in that, as was sayd, they can ordinarily giue English to the Latine.

Indeede,* where the translation is ioined with the Au∣thour, and so they are set together answerably word for word, eyther as the Interlineal set ouer the head, or the Eng∣lish word or phrase set after the Latine; there the eie of the Page  118 childe is no sooner vpon the one, but it will be vpon the o∣ther: and so the memory is not exercised, neither can this mischiefe be auoided. Yea, where the Author is of the one page, the translation is on the other ouer against it (like as it is in Theognis, and some other Greeke Poets) there must be much discretion for the right vsing of them; otherwise many inconueniences must needes follow amongst chil∣dren. But in these bare translations so by themselues, these surmised daungers are preuented; if they bee vsed as hath been shewed. Although for them who are of full dis∣cretion to vse them (as those who would study priuately for the reoouering their Latine, or increasing therin) it may bee the most profitable of all, to haue the translation ouer-against the latine, directly on the other page, after the man∣ner as Theognis is printed; that folding the booke, they may looke vpon the one, when they would finde out the o∣ther; and yet haue the other euer at hand, as a master, to helpe in an instant, where they need.

But the schollars may be idle, when they seem to be construing, when as one only construeth, and the rest looke on their bookes.

So they may be idle in whatsoeuer exercise they do amongst themselues,* vnlesse the Master be vigilant: but let the master vse any diligent circumspection, and they cannot possibly be idle in this, of all other; no not one in any fourme. For, let but the Master or Vsher haue an eye to all in generall, though they bee in hand in hearing any fourme; and where they do marke or but suspect any one of all the fourmes to bee carelesse, or not to attend; there let them step to such a one of a sodaine, and bid him set his finger to the last word which was spoken: and so if any bee idle, he may bee catched presently. Prouided alwaies, that no one keep his finger at the book, lest by them the truants see where it is; but euery one to vse only his eye and his eare. Some of the most negligent and stubborne so ouertaken now and then, and sharpely corrected for ensample, will continually keepe all the rest in order and diligence, at this Page  119 time specially. This practice may serue for whatsoeuer they construe,* parse, or examine together, to keepe them fro• loytering or carelesnesse.

Wel: you seeme to haue answered the euils which I feared for the schollars; I shall thinke further of them. But there may bee greater inconueniences in them concerning the Masters: as 1. These may bee a meanes to make the Master idle, by freeing them from giuing lec∣tures, and much other imployment about the same, which they are wont to be exercised in.

The best things may be abused some waie: but o∣therwise there cannot be any such danger of idlenesse to the Master,* who makes conscience of this dutie, or hath any de∣sire to see his schollars to profit; but an incouragement here∣by to take all possible paines, by seeing the ease and fruite of his labours. Also, besides the continuall eye that hee is to haue, that euery one be painfully exercised by them in e∣uery fourme, and his marking out all the difficult words, that they may labour those aboue all, and helping in each fourme where neede is, the Master may bestowe the more time with the higher fourms; and in poasing & examining, which is the life of all learning, as hath bin & shall be shew∣ed further in due place. As before lectures, he may spend more time continually in examining parts, and in more exquisite reading lectures in the higher formes, or hearing them to reade their owne lectures, which is farre the best of all; or taking paines with the first enterers for euerie tit∣tle: so in examining and trying exercises and lectures af∣ter.

You seeme to bee maruellous confident in all things, for the vse and benefit of these translations; and to make a principall reckoning of them.

I do indeed make a principall account of them ve∣ry iustly;* and doe acknowledge my selfe bound vnto God chiefly for them, aboue al other things which he hath made knowne vnto me in all my search and trauell.

For these are for me insteed of mine owne selfe, hearing Page  120 and directing in euery other fourm which I cannot be with∣all, or as so many helpers. And by the help and benefit of these, all my younger Schollars doe seeme to attaine almost double learning to that, that by mine owne paines being farre greater, and my griefe much more, I was euer a∣ble to bring them vnto before. For, before the time that I came to the knowledge and vse of these, as I taught at one end, my children would forget at an other; and bee as rawe in that which was learned a quarter or halfe a yeere before, as if they either had not learned it, or neuer learned it well; which was no small griefe vnto mee whensoeuer they were examined: but now take them where you will of a sodaine, in all the Authors which they haue learned; and they shall be able in good sort, not onely to construe or parse, but al∣so to reade out of the English into the Latine and proue it: at least so many of them as are apt, and the rest in better maner then I could haue expected of them, vnless the fault be in my selfe; and that without any losse of time: and to goe faster forwarde in their Authors then euer they were wont to do; and without any such fretting or vexing to my selfe, though I haue but some one written copie in a fourm. Now trie this amongst your schollars, whether they be able to doe the like at any time of a sodaine, by all your labour. For mine owne part, I could neuer by all meanes attaine vnto it in any measure, especially hauing many fourmes: neither can I see how I could haue done it, vnlesse I had had so many bodies, or so many to haue bin continually in my place, in each fourme one.

A small triall will soone make this euident;* proouing some schollars with them, others learning the same things without them, in some quarter or halfe yeeres space, whe∣ther haue learned more and the surelier. And therefore I dare bee bolde to commend this vnto you vpon most vn∣doubted experience.

I do not doubt then, but vpon this so happy an experience you haue thus translated many of our schoole Authors.

I haue indeed taken paines in translating so many of them,* as I haue had occasion for my schollars to vse, since God made knowne vnto me the benefit of them; and haue either finished them wholly, or some part of each of them; and hope in time to go thorough them wholly, if the Lord vouchsafe me life. As namely, to begin at the lowest:

Schoole Authors transla∣ted or in hand.
• Pueriles confabulatiunculae.
• Sententiae pueriles.
• Cato.
• Corderius dialogues.
• Esops fables.
• Tullies Epistles gathered by Sturmius.
• Tullies Offices with the books adioind to them; de Amicitia, Senectute, Paradoxes.
• Ouid de Tristibus.
• Ouids Metamorphosis.
• Virgil.

Also these books following,* wherof I find great benefit:

1 Tullies Sentences for entring schollars, to make latine truly and purely in steed of giuing vulgars, and for vse of daily translating into latine, to furnish with variety of pure latine and matter.

2 Aphthonius for easie entrance into Theames, for vn∣derstanding, matter and order.

3 Drax his phrases, to helpe to furnish with copie of phrase both english and latine, and to attaine to propriety in both.

4 Flores poëtarum, to prepare for versifying; to learn to versifie, ex tempore, of any ordinary Theame.

5 Tully de Natura Deorum; for purity, easinesse, varie∣ty, to helpe to fit with a sweet stile for their disputations in the Vniuersities.

6 Terentius Christianus.

Of the further vses of all of which I shall speak in their proper places:* though this I must needs confesse vnto you, that I know them all to be very imperfect, and to haue many defects: which I euery day obserue, and am continually a∣mending, Page  122 hoping to bring them to much more perfection, as either my selfe, or you, or any other good friend, to whose hands they shall come, shall obserue the slips, and God vouchsafe life & his gracious assistance. In the meane time I intreat you to suspend your iudgement, vntill you haue seene some triall, if you haue any further doubt concerning the benefit of them; and then to let me heare plainly as you finde.

I Rest in these your answeres, which you giue vpon your experience, for the doubts which may bee made concerning the Grammaticall translations, and so for the vse and benefits of them; and also for the construing of those lower Schoole Authors, which are so translated. But when your schollars haue gon through these Authors, what helpes may they vse for the higher Schoole Authors?* as Horace, Persius, and the like; and so for all other things to be construed ex tempore.

By this time they will do very much in construing any ordinary Author of themselues, ex tempore; thorough their perfect knowledge and continuall practice of the rule of construing,* and by that helpe of their reading in the lower Authors: I meane the help of the matter, words and phrase which they are well acquainted with, and of being a∣ble to cast the words into the naturall order.

Yet besides these, and the assistance of the Master where need is, they may vse also these helpes following:

1 The best and easiest Commentaries of the hardest and most crabbed Schoole Authors;* as M. Bonde vpon Horace: who hath by his paines made that difficult Poet so easie, that a very childe which hath been well entred, and hath read the former Schoole Authors in any good man∣ner may go thorough it with facilitie,* except in very few pla∣ces. Of him, it were to be wished, for his singular dexteritie in making that difficult Poet plaine in so few words, that he would take the like paines in the rest of that kinde: as in Page  123 Persius and Iuvenall, for the great benefit of Schooles. Or that som other would do it, following his example.

Next vnto him, of those which I haue seene are these: Murmelius & Buschius vpon Persius,* a double Commenta∣rie; the one shortly expressing the matter, and beating out the sense & meaning, the other the words. Lubin also vpon Persius, and Iuvenal,* is much commended. For short com∣ments and annotations of Virgil, there may be vsed Ramus vpon the Eclogues & Georgicks. Also the Virgils printed with H. Stephens annotations; and with Melancthons.

2 Where they haue no help but the bare Author, & that they must cōstrue wholly of themselues cal vpon them oft, to labour to vnderstand & keep in fresh memory the Argu∣ment, matter & drift of the place,* which they are to cōstrue: which matter,* they may either find prefixed generally be∣fore the beginning of the treatises, or chapters, in the Argu∣mēts, or else they are to demand the vnderstanding in gene∣ral, of the Master or examiner, what the matter of the place is, or what it about. Otherwise many places may trouble the greatest schollars at the first sight.*

3. To consider wel of all the circumstances of each place,* which are cōprehended most of them in this plaine verse:

Quis, cui, causa, locus, quo tempore, prima sequela.

That is, who speaks in that place, what he speaks, to whom he speakes,* vpon what occasion he speaks, or to what end, where he spake, at what time time it was, what went before in the sentences next, what followeth next after. This verse I would haue euery such schollar to haue readily; and alwaies to thinke of it in his construing.* It is a very principall rule for the vnderstanding of any Author or matt•r whatsoeuer.

4 In all hard words or phrases let them first call to re∣membrance where they haue learned them, or the primi∣tiue word whereof they come,* or some words neere vnto them: or otherwise to search them out by inquiring of the Master, Vsher, or som follow; or of the Dictionaries, which they ought to haue euer at hand.

And in construing their own Authors, let them remem∣ber Page  124 that generall precept, to marke the newe words with a line vnder them, as was aduised before; that they may oft go ouer them: or if they feare they cannot so remember them, to write them in their books ouer the word, or in the mar∣gents ouer against the words, in a fine small hand, it will not hurt their bookes: or for sauing their books, let euery one haue a little paper booke,* and therein write onely all the new and hard words as was obserued generally, to bee very perfect in those each way, by oft reading ouer; and so they shal come on very fast: hauing those (as I said) they haue all. So that these things obserued shall accomplish your desire.

1. Consider and way wel the generall matter & argument.*

2. Marke all the hard words in their proper significati∣ons.

3. Keepe in mind that verse of the circumstances of pla∣ces; Quis, cui, &c.

4. Cast and dispose the words in the proper Grammati∣call order.

5. See that nothing bee against sense,* nothing against Grammar: but if either the sense be absurd, or constructi∣on against Grammar, cast it, and try it another way vntill you find it out.

Finally,* giue me leaue to adde this, before wee end this matter of construing; That all these kinds of construing, or rather of expounding and expressing their minds, may be v∣sed by schollars of ripenesse, and with much profit.

1 According to the bare words in their first signification, and in the naturall order plainly.

2 According to the sense to expresse the mind of the Au∣thor with vnderstanding.

3 More elegantly, in finenesse of words and phrase.

4 Paraphrastically, by exposition of words and matter more at large, to make as it were a Paraphrase of it. And to do this last in good Latine, where they are of ability.

Sir, you haue satisfied me at large for all this mat∣ter of cōstruing: now I pray you let vs come to parsing, and the manner of it, which followeth next; that I may haue Page  125 your helpe therein. For this hath beene no lesse wearinesse and vexation vnto me, then the construing hath beene.

Before we come to parsing,* let me also tell you this one thing:* That besides my Schollars ordinary Le∣ctures, and repeating daily some part of that which they haue learned in the lower fourmes; I finde very great good in causing them euery day in each fourme to construe a peece of their Authours where they haue not learned; and that ex tempore, aside, or a leafe at a time, as leisure will per∣mit: hearing them eyther my selfe, or by some other very sufficient, how they can doe it; and posing onely some hard things as they goe forward: noting also the harder wordes and more difficult places, as was shewed. Also in those bookes, where of they haue Translations, I cause them by course sometimes to construe or reade the same, out of the Translations: as at other times to reade out of the Authour into English; according to the maner of the Translation.

This must needes bee exceeding profitable: I likewise will put it in practice forthwith, if God will; and do heartily thanke you for imparting it vnto me. But now if you haue done, to the matter of parsing.

Let me heare of you, what course you haue vsed therein, and I will supply whatsoeuer I can.