Certaine epistles of Tully verbally translated: together with a short treatise, containing an order of instructing youth in grammer, and withall the use and benefite of verball translations

〈 in non-Latin alphabet 〉〈 in non-Latin alphabet 〉.

PAïdeutico —Grammati∣ce, or the right way to in∣struct Youth in Gram∣mer: that is, the Hebrue, Greeke, Latine, or any o∣ther, is by Analysis and Genesis. Analysis is a re∣solving or undoing of the matter of Gram∣mer, wisely fitted to the understanding and capacity of the learners. Here we are speci∣ally to take heed, that nothing bee passed o∣ver, either not sufficiently made plaine by the Teacher, or not well understood by the Learner: then which evill, nothing is more pernicious in a Schoole. And Analysis, is either of the precepts of the art it selfe, or the examples.

The Analysis of the precepts is, of the de∣finitions, divisions, proprieties, and trans∣itions, from which onely all the knowledge of the Art is perfected. But there is a parti∣cular and peculiar exposition of every pre∣cept,

whence the right understanding there∣of is gotten. And it is Etymologicall or Syntacticall. Etymologicall is the explaining of the whole matter of Etymology, in Let∣ters, Syllables, and single-words. Where to∣gether with the Adsignifications of words, their significations also, both proper and borrowed, offer themselues necessary to bee explained. Hither likewise belong the Idi∣omes and proprieties of tongues, the obser∣vation whereof cannot without great losse of learning bee passed over. Syntacticall is a manifest explaining of the matter belonging to Syntax, in sentences, and the parts there∣of. Here the expresse signification of words, the elegancies of phrases, the propriety of speech, the apt placing of words, the natu∣rall habit of the language, and the whole dis∣posing and framing of all things is to be ob∣serued. Thus much of the Analysis of Pre∣cepts.

The Analysis of examples follows, which are indeed most aptly framed after the exact rule of the precepts. But the Analysis of the example, is a skilfull applying of the example to the precept. Whence it commeth to passe, that the very precepts do more clearely ap∣peare in the understandings of the learners,

and are more surely kept in their memory. And this is briefer, or longer. The briefer is that which explaines those examples, which immediately are applyed to make cleare and demonstrate the precepts of Art.

The resolving of these is so farre to bee made, as maketh for the understanding of that precept, whereof it is an example. But the longer is that which explaines the longer examples and treatises of Oratours, Histori∣ans, Poëts, and others whatsoeuer. The use and daily practise of this, maketh ready and perfect Grammarians, and that in a short time: especially if the Maister, wisely and after good deliberation resolving upon: first a certainty of Authors, exercises, and pro∣gresse for every severall forme: secondly, one set taske, or exercise for every severall houre, which in no wise shall exceede the compasse thereof: thirdly, that one houres Lecture requireth the practise of sixe houres at the least, for the applying of the same un∣to all manner of use, for writing and spea∣king: fourthly, a constancy for using and observing the same from weeke to weeke, from month to month, and so forth: If the Maister, I say, hath out of the artificiall mea∣sure and number, and the elegantly-compo∣sed

order of such classicall Authors, whereof there is in the whole life of man, good and continuall use, construed: that is, verbally translated, and with good iudgement fitted, every word and phrase thereof to the Lear∣ners capacity, out of Latine into English a∣lone, and out of Hebrue or Greeke into English or Latine alone: for there is one rea∣son of all. First, by setting each thing in his Grammaticall and naturall order: that is, all such words as doe governe and are declared by others, in the former places, & such as be governed, or doe declare, necessarily depen∣ding on the former, in the places next fol∣lowing: and withall sufficiently instructing and informing his Scholars in the reasons of this his placing of them according to Gram∣mer. Secondly, by giving them their proper and naturall significations, so farre forth as sense, and the propriety of the English phrase will in any wise permit: If otherwise, by rea∣son of some trope, vnusuall phrase, or harder sentence, let him set v. in the margent, * 1.1 or in a different letter in the Text, to shew, that adverbum, it is otherwise: i. for id est, to ex∣plaine the sence, and so forth. Which being used by the Scholars accordingly, hath the effects and benefites following.

Benefits of verball Translations to the Scholars.

FIrst, they may by their often reading their new Lecture, thus verbally by their Maister translated into English alone, easily conceiue, truly understand, and well remem∣ber the generall drift and scope of their Au∣thour for their present Lecture: and can, after they haue bene a little practised therein, and accustomed to it, make conuenient report thereof, before they come to construe it. Which thing if they endevour to doe with proper words, fit sentences, good grace and constantly, is a matter of great worth and strange consequence. Further, the under∣standing and knowing of the matter being the beginning and fountaine of writing e∣legantly, speaking readily, and to the point, the rest: whether words or phrases with their significations or uses of them, will far more easily follow, and be much the sooner lear∣ned. And this is the ready entrance to the A∣nalysis by verball translations.

Secondly, boyes alone, or a forme by it selfe, the argument and matter being first well knowne, can by using verball transla∣tions, take new Lectures, construing first

out of the English into Latine, and backe a∣gaine out of the Latine into English. Which indeed, beeing truely considered, is nothing else but a cōtinuall making of Latine, as out of the Maisters Dictates, or an answering in Latine, to one that in leading them by the hand, goeth from point to point, before them in English. In which taking of lectures by themselues, as, first they are rightly dire∣cted, and certainly guided, to giue every word his true force, every phrase his right sence, and every thing his owne place: So secondly, for the preventing of discontent∣ment to their Maister by forgetfulnesse, and the better imprinting of all things in their minds, they may, without ever failing, bee more constantly instructed, then by the liuely voyce of the Maister alone, which may bee hindered by forgetfulnesse, some employ∣ment, interruption, wearinesse, absence, sick∣nesse, age, and so forth: And which not∣withstanding: he may, if the obscure and hid∣den sence of the Authour require, use at his pleasure, whereas on the other side, verball translations, subject to none of these, are con∣tinually ready, and at hand, preventing all losse of time and labour.

Thirdly, if the Scholars doe so well un∣derstand,

and truely know the paradeigma∣ta of Nounes and Verbes, and the most usu∣all examples of Syntax, that they be able to parallell, that is, to shew what case of Noune person of Verbe, or example of Syntax, every word in their Lecture is like (for till that time no man of judgement in this kind, will thinke the Scholars fit to go any further,) and also finding the words in their Gram∣maticall & naturall order as they were con∣strued, may now easily, for to gaine time, a∣lone, and by themselues parse and examine their Lecture without further helpe, or as∣king, or being asked any question, and that without errour, rendring a reason why every word is so as it is, and not other∣wise: that is to say, why a word is the singu∣lar number, and not the plurall, and the con∣trary: why the Nominatiue case, and not the Genitiue: why the Present tense, and not the Future, or any else: and so for any other like circūstance of Etymology or Syntax. All this the Scholars may do, as out of their Lecture, as it lies in their Author, or else as it is dayly (for that end) written in their paper booke in the Grammaticall & naturall order in La∣tine alone: so also much better, and far more profitably out of the verball translations

in English-alone.

Fourthly, verball translations are a very notable meanes, as in men, for the recove∣ring of knowledge decayed, and the encrease and growth thereof in such as are but entred into the tongue: so also in children for the keeping in minde of things before learned: for by helpe hereof, they may by a daily and continuall repeating every one his section or part, out of English into Latine, and backe againe out of Latine into English, in a short time go over, and so easily keepe long trea∣tises, that were once well knowne, perfectly understood, and the repetition thereof not long intermitted. The same also may bee said for the keeping of Dictates that haue beene carefully corrected by their Maister, whether in the forme of Colloquies, Epi∣stles, Theames, and so forth. And in case they doe againe and againe forget, (as children often doe) they may hereby easily refresh their memory at their pleasure. Doubtlesse hereby they shall attaine to so perfect, and absolute a knowledge in all things learned, and circumstances thereof, that for the same, and the like of that nature and kinde, they will be so prompt and ready, that they shall never afterward neede, for the words and

phrases Lexicon or Dictionary▪ or for the matter, instructer, or teacher: because all things thus learned, iterated, exercised, yea imprinted and engraven in them, will sticke so fast in their memory, that they will bee a∣ble, as out of a rich store-house (fully fraught with wares of great worth and price) perpe∣tually to bring forth their owne stuffe, old and new, choyce and good, and that more surely for all uses of writing and speaking so∣dainly or otherwise, then by the ordinary means of learning the most Authours with∣out booke. Which practise notwithstanding for the increase and maintaining of me∣mory, that without daily exercise decayeth, is very necessary. And then onely without te∣diousnesse, may Lectures and Treatises bee committed to memory, when they haue beene by often reading, construing, parsing, making manifold use & great practise there∣of, throughly knowne, and perfectly under∣stood. Therfore all such precious & unreco∣uerable time as hath been ill, or to no great purpose usually spent, Centies agendo centies actum, an hundred times going over that that had beene already an hundred times done, may by the wise Maister bee wholly gained, and kept as an unknowne treasure, to be bet∣ter

and more wisely imployed in all the pra∣ctises of memory for the retaining of all things before learned.

Fifthly, verball translations help very much to attaine a variety and copy of words and phrases, and in time to a laudable propriety, and purity of writing and speaking the Eng∣lish tongue, the very maine end, why more then nine ten parts of children bee set to Schoole. Which seeing it is our naturall tongue, and in any course of life afterward altogether in use, ought much more then it is, to bee Grammatically knowne, and af∣ter the course here set downe for the Latine, parsed and examined, and in all Schoole ex∣ercises (after Tullies example, who as well in matters of Oratory, as Philosophy, Cum Grae∣cis Latina coniunxit) daily practised: yea the Idiomes, proprieties, and elegancies, pecu∣liar to this tongue, are as much, and as con∣stantly by the Maister to be shewed, taught, inculcated, exercised and learned, as the Latinismes, Grecismes, Hebraismes, and so forth. Thus much of the benefites to the Scholars.

Benefits of Ʋerball Translations to the Maister.

FIrst, he having once advisedly writtē the verball Translations in English alone, is for ever afterward freed from iterating the same, neither shall hee need, or any for him, any more to interpret and construe those Authors so verbally translated.

Secondly, what occasions soever do be∣fall him of absence, or other lets and inter∣ruptions, his Scholars enured to the man∣ner of verball Translations, haue a sure and never-failing guide for their daily and suffi∣cient proceeding.

Thirdly, he shall not need to be troubled with telling, and many times telling what is forgotten, or doubted of, or so much vex∣ed with his scholars dulnesse and untoward∣nesse, as before, seeing they by these verbal Translations can of themselues learne their Lectures, and forgetting any thing therein, may herewith also refresh their memoryes, and by taking paines, make themselues prompt and ready in all circumstances there∣of.

Fourthly, the Maister being hereby freed

from that▪ that is the least part of his Office, the toyle of exact reading of Lectures to his Scholars, assured also that in his very ab∣sence, they doe hereby make sufficient pro∣gresse, may in his daily taking account and examining every Lecture, by hearing, exhor∣ting, correcting, and every way exercising them, and by all his words, deeds, examples, wisely ordering, & discreetly guiding them, which be the chiefest points of his function: (for men are made exquisitely skilfull in Tongues, and Arts by example, imitation, diligence and custome, much better then by precepts) he, I say, may bestow the greater paines: first, upon all such words and phra∣ses as be specially to be observed and noted, for extraordinary use, excellency, or unusu∣all difficulty, as being some strange Ano∣maly in Latine, or some phrase much diffe∣ring from the vulgar tongue, Secondly, with a purpose to leaue nothing therein (that concerns thē any way to know) unsearched out, familiarly, plainly, and from point to point (as the proverbe saith) going before them, in propounding questions of the mat∣ter of their Lecture, that even therein also, for the increase and growth of their judge∣ment, they may be familiarly acquainted, &

surely grounded, using the very words and phrases thereof in English and Latine toge∣ther, and the Scholar answere likewise; then in Latine alone. Which exercise if hee once a day constantly practise, in teaching them as well the words, phrases, sentences, and so forth, as the matter of any new Lecture, or short sentence unlearned, or unheard of be∣fore, without the helpe of any booke, or so much as once telling them any thing, except when he can by no circumstance bolt it out, or finde it in them, for making both the tongue and the matter their owne, is a nota∣ble instrument, for remembrance leaveth a most deepe impression, and for any conse∣quence of Schoole-learning hath very admi∣rable effects.

Fifthly, his great labour of moving, ite∣rating, and many times iterating questions in parsing, may be, by this meanes also after some reasonable practise, if not utterly re∣moved, yet much eased: for even young Scholars, may by, and among themselues, with some reasonable over-looking and di∣recting, performe it to very good purpose. Thus much of the fourth and last Gramma∣ticall Analysis.

Genesis is the making of a Grammer exer∣cise

handsomely and wormanlike fashioned to the rule of the precepts. And it is either an imitation of some approved author, or the invention of the maker. An imitation is a Genesis, made after the examples of the best Authors, as of Cicero, Cesar, Livy, Ʋirgill, O∣vid, Horace, Terence, and so forth. Here foure observations are most necessary: First, that the Maister dictate and go before his Scho∣lars in every Genesis, vntill they bee compe∣tently able to make them alone and by them∣selues, alwais over every unknowne word or phrase in English, writing the proper word or phrase in Latine. The second, that every Genesis be made in the very steps of the Grammaticall Analysis. The third, that as in every new Genesis there bee a continuall practising of some words formerly learned, so also that they make greatest practise, and most vses of the obscurest things, and spend their chiefest pains upon those elegant phra∣ses and sentences,* 1.2 which differ most from 〈…〉〈…〉. The fourth, that the 〈…〉〈…〉 by tongue and 〈…〉〈…〉 any 〈…〉〈…〉, sentence, the matter 〈…〉〈…〉, Epistle, and so forth.

The first imitation is of the word governing, and the word governed alone, with any least alteration of number case, gender, tense, or person. The second imitation is of them which we commonly call Phrases & f••rmulae loquenai: and also of a whole sentence of two, or moe clauses, by changing therein one, two, or moe words. The third imit••tion, when the two former haue been▪ by conti∣nuall and long practise the very 〈◊〉〈◊〉, and ne∣ver deceiving guide to all good learning, made easie and familiar: is 〈◊〉〈◊〉 about the help of their author 〈…〉〈…〉, wherein their Lectures be writ∣ten, in the Grammaticall and naturall order in Latine alone, or else out of their verball translations in English, againe to frame ••n measure and number the Latine, as every word had beene before artificially compo∣sed, and cunningly placed in their Authour▪ yea and to make every word and phrase in their Dictates sutable, and every way answe∣rable to the same elegant composed stile. Which Genesis if it be from verball translati∣ons of Poëts, (and that they vnderstand the quantities of syllables, with the reason of feet and verses) maketh the entrance into versi∣fying most ready and pleasant: and with ma∣nifold

use of Parodiae and imitation of verses, it also maketh the veine and phrases of Po∣ets easie and familiar. In these severall sorts of Genesis, even the young Scholar may bee bold and confident, that his Latine is right, good and pure, the order of words, elegant, neat, and sweet: Lastly, his verse true, plaine and easie, having his author to avouch and warrant the same, as the examining and try∣ing of all wil shew plainly, and proue direct∣ly. The fourth and last imitation when they be as familiarly acquainted with, and as wel able to practise this third, as the two former, is to goe forward with some well and cun∣ningly composed Genesis, whether in a Col∣loquy, Epistle, or other usuall Schoole-ex∣ercise, wherein is required more discretion and choyce, then in the former. This is chiefly made by changing the purpose of the Author, and his course of speech: so that it may seeme to be their owne invention, ra∣ther then the imitation of another. It is ei∣ther addition, which therunto applieth some thing divised by themselues, or borrowed elsewhere: or else detraction, whereby those things are cut away which most bewray their imitation, or serue not so fitly to their present purpose. Which thing is here especi¦ally

to be remembred, lest they should seeme to haue learned the art of stealing, rather then the skill of writing and speaking. I will not here meddle with (seeing it re∣quireth more both maturity of wit, & sound∣nesse of judgement, then is usually to bee found in Grammer Scholars) that last Gene∣sis, which very notably painting out the Summum bonum of the Art it selfe, as beeing indeed the very marke whereat we aime, and the true perfection of all professions in lear∣ning, is the devisers meere invention. Then which nothing in the common course of mans life is more commendable, nothing to Church and Common-wealth more profita∣ble. Genesis hath beene thus far.

By these and the like meanes the Maister that is carefull to do good by all means pos∣sible in his place, and willing to uphold his authority, by joyning wise and graue seve∣rity with kind and loving feare, will bend all his endevors, to make the schoole by all good policy an house of play and pleasure. And because Fax mentis honestae gloria, praise is a great inflamer of an honest disposition, and the best whetstone to set an edge upon a dull wit, he will striue: first, by all the means of cheerefulnesse, in countenance, words,

gestures, and deeds to put life and spirit into the very wit of his Scholars, for their better conceiving: into their memory, for retai∣ning: into their will, for labouring: into their disposition, for the attaining of piety, vertue, knowledge, and all goodnesse.

Secondly, by sowing amongst them mat∣ter of all honest contention, and laudable e∣mulation, and provoking them every way, day by day, to excell one another by talking together, as in Corderius: by disputing one a∣gainst another, as in Stock-wood: by writing one to another, as imitating one and the same Epistle of Tully: by representing the persons of others, in pronouncing and acting some Scene in Terence: by giving the summe or argument of a Treatise, Epistle, Oration, Poëme, Story, and so forth: by reporting some fable of Aesope: by writing the Ro∣mane and Secretary hands: by striving who can finde most errours in each others exer∣cises, and the like. O then how eagerly will they striue, who shall performe the matter propounded and prescribed, with greatest commendations, profite most, and proue best learned. The pregnant and quicker sort will striue to supply the first rankes; and the dull and heavy disposition, at least desiring, if no

way to be equall with, to second, or come neere the best, yet certainly to point & aime at the worthiest. Of so great worth is a wise and discreete Maister, that of all them that come under his tuition, and charge, the natu∣rall foole onely is finally found uncapable of his discipline. All the Maister his endevours shall bee the more effectuall, if parents and friends at home (wisely preventing all odi∣ous telling tales out of the Schoole) would by propounding to their children if they profite in learning, and deserue wel, rewards: but if if all, punishment: constantly and with good descretion, exact at their hands a rea∣son, and an account of their daily & whole employment in the Schoole. For discipline at Schoole alone moveth somewhat: but at home and Schoole too, promoteth learning greatly. This would, in stead of causing boyes by any bitter discouragement of words, or otherwise, to distaste and abhorre the Schoole, before they know, or can be ac∣quainted with the sweetnesse of knowledge: make them to be greatly enflamed with the desire and loue of learning, which as it is of it selfe sweet and pleasant: so it is naturally inbred in all men, though by perverse pro∣ceeding, disorderly courses, and uneasie

meanes of teaching it bee made unpleasant, tedious, and so, for the most part, be negle∣cted, yea rejected and contemned, as a thing utterly fruitlesse and un-necessary.

All things then being well considered, children may by these courses, upon surer ground, with better courage, more ease, gre∣ter pleasure, much more constantly, & in far shorter time, then usually heretofore, attaine unto more sound schoole-learning, keepe it more faithfully in memory, and make more true use of it, to the great content of their pa∣rents, & friends, their owne benefites in the whole course of their life, the advancemēt of learning & all good Arts, the singular good of Church & Commonwealth, & their Mai∣sters great joy, and much encouragement, when he may in the singlenesse of his heart, a good conscience, and unspeakeable com∣fort cheerefully goe on in this his calling, though painfull, and little esteemed, yet most necessary, and profitable, knowing assu∣redly, that with the Lord whom he serveth, his reward is laid vp in heaven.

Notes

• * 1.1

  Whatsoe∣uer is so ex∣prest in the Text, is not to bee con∣strued with the rest of the Text.
• * 1.2

  〈…〉〈…〉