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English tongue, "the purity and elegance of which is the chief part of the honor of our nation." One chief means to this end, is reading the best English authors, and continual practice of writing English and translating the Latin author into good readable English.

The author often and strongly enough inveighs against "the continual and terrible whipping," and quotes "Mr. Ascham's" authority against its necessity.

The author closes with a summary of the principal heads of these things which should be kept ever in memory, to be put in practice by the Master continually.

1. To cause all to be done with understanding.

2. To cut off all needless matters, so much as may be, and pass by that which is unprofitable.

3. To note all hard and new words: to observe matter and phrase care

fully.

4. To learn and keep all things most perfectly, as they go.

5. To have few formes (classes).

6. To discourage none, but to draw on all by a desire of commendation.

7. To stir up to emulation of adversaries, and to use all good policy for one to provoke another.

8. Continual examining (which is the life of all) and chiefly posing of the most negligent.

9. Right pronunciation.

10. Some exercise of memory daily.

11. To have the best patterns for every thing; and to do all by imitation.

12. The Master to stir up both himself and his scholars to continual cheerfulness.

13. Constancy in order.

These were generally premised. To these we may add :

14. To get an Idea or short sum and general notation of every Treatise or Chapter.

15. To parallel all by examples, or to give like examples for each thing, and where they have learned them.

16. To see that they have continually all necessaries.

17. To countenance and prefer the best, to be marks for the rest to aim at, and that all may be encouraged by their example.

18. Maintaining authority, by careful execution of justice in rewards and punishments, with demonstration of love, faithfulness and painfulness in our place, with gravity; working by all means a love of learning in the Scholars, and a strift who shall excel most therein, of a conscience to do most honor and service unto the Lord, both presently and chiefly in time to come.

19. In a word, serving the Lord with constant cheerfulness, in the best courses which he shall make known unto us, we shall undoubtedly see his blessings, according to our hearts.

Mr. Ascham hath these steps to learning: First, Aptness of nature: Secondly, Love of learning: Thirdly, Diligence in right order: Fourthly, Constancy with pleasant moderation: Fifthly, Always to learn of the most learned; pointing and aiming at the best, to match or go beyond them.

Philip Melanchton also, in his Preface before Hesiod, adviseth after this manner: To strive to make Scholars exceeding cunning in every Author which they read. To do this by oft reading and construing over their Authors, causing them to note every thing worthy of observation, with some mark, to run often over those, not regarding how many the Authors are, but how exactly they learn them; chiefly all their sentences and special phrases, that the speech of the children may ever savor of them.

JOHN BRINSLY, author of Ludus Literarius, was born about 1587, in Lincolnshire, and was both schoolmaster and non-conformist minister at Great Yar mouth. He died in 1665. In 1617 he published Pueriles Confabulationculæ, and in 1647, Vocabularium Metricum. The following is the title of a treatise of his printed in 1622:

A Consolation for our Grammar Schooles: or a faithful and most comfortable Encouragement for laying a sure foundation of a Good Learning in our Schooles, and for a prosperous building thereupon. More Specially for all those of the inferior sort, and all ruder countries and places; namely, for Ireland, Wales, Virginia, with the Summer Islands, and for their more speedie attaining of our English tongue, &c. London, 1622.

EDWARD COOTE-THE ENGLISH SCHOOLMASTER.*

Hoole, in his Petty School, refers to the English Schoolmaster as better fitted for master than scholar. But the following homely advice seems very easily understood by the latter:

THE SCHOOLMASTER TO HIS SCHOLARS.

"My child and scholar take good heed

unto the words that here are set,

And see thou do accordingly,

or else be sure thou shalt be beat.

First, I command thee God to serve, then, to thy parents, duty yield; Unto all men be courteous,

and mannerly, in town and field.

Your cloaths unbuttoned do not use,
let not your hose ungartered be;
Have handkerchief in readiness,
Wash hands and face, or see not me.
Lose not your books, ink-horns, or pens,
nor girdle, garters, hat or band,
Let shooes be tyed, pin shirt-band close,
keep well your hands at any hand.

If broken-hos'd or shoe'd you go,
or slovenly in your array,
Without a girdle, or untrust,

then you and I must have a fray.

If that thou cry, or talk aloud,

or books do rend, or strike with knife Or laugh, or play unlawfully,

then you and I must be at strife.

If that you curse, miscall, or swear,
if that you pick, filch, steal, or lye;
If you forget a scholar's part,
then must you sure your points untye.
If that to school you do not go,
when time doth call you to the same;
Or, if you loiter in the streets,
when we do meet, then look for blame.

Wherefore, my child, behave thyself,

so decently, in all assays,

That thou may'st purchase parents love,

and eke obtain thy master's praise."

* The following is the title-page of this once famous school-book, printed from a copy of the fortieth edition, presented to the author of this sketch, by George Livermore, Esq., of Cambridge, Mass.

"THE ENGLISH

SCHOOL-MASTER.

Teaching all his Scholars, of what age so ever, the most easy, short, and perfect order of distinct Reading, and true Writing our English-tongue, that hath ever yet been known or published by any.

And further also, teacheth a direct course, how many unskilful person may easily both understand any hard English words, which they shall in Scriptures, Sermons, or else where hear or read; and also be made able to use the same aptly themselves; and generally whatsoever is necessary to be known for the English speech: so that he which hath this book only need. eth to buy no other to make him fit from his Letters to the Grammar-School, for an Apprentice, or any other private use, so far as concerneth English: And therefore it is made not only for Children, though the first book

be meer childish for them, but also for all other; especially

for those that are ignorant in the Latin Tongue.

In the next Page the School-Master hangeth forth his Table to the view of all beholders, setting forth some of the chief Commodities of his profession.

Devised for thy sake that wantest any part of this skill; by Edward Coote, Master of the Freeschool in Saint Edmund's-Bury.

Perused and approved by publick Authority; and now the 40 time Imprinted: with certain Copies to write by, at the end of this Book, added.

Printed by A. M. and R. R. for the Company of Stationers, 1680.

JO. WEBSTER.

ACADEMIARUM EXAMEN: or, THE EXAMINATIONS OF ACADEMIES. By Jo. Webster. London: 1654.

In this little treatise of 110 pages, dedicated to Rt. Hon. Major-Gen. Lambert, the author labors to interest "all who truly love the Advancement of Learning in the Universities of Cambridge and Oxford, and in the purging and reforming of Academies." The Contents embraces eleven chapters, as follows:

I. The general ends of erecting public Free Schools.-II. Division of Academic Learning-School Theology.-III. Humane Learning-Tongues.IV. Logic.-V. Mathematical Sciences.-VI. Scholastic Philosophy.- VII. Metaphysics, Ethics, Politics, Economics, Poesie, and Oratory.-VIII. Custom and Method.-IX. Remedies in Theology, Grammar, Logic, and Mathematics.X. Helps in Natural Philosophy.-XI. Expedients concerning their Customs and Method.

The author is very severe on the attention paid to the scholastic philosophy, and the almost utter neglect of the mathematics, "the prime and main stone of the whole fabric," and especially its many applications to astronomy, geography, navigation-"one of the most necessary employments and advantages of our nation." Logic-the art of reasoning, "not the parrot-babblement of the schools," physics, natural philosophy and chemistry should be cultivated, and anatomy and physiology should receive attention. Christian Ethics should supersede the moral philosophy of Aristotle. The colleges should vary in their subjects of instruction, and the degrees be conferred according to industry and capacity, and not for certain equal residence. The methods of Comenius and Brinsly are commended, as well as that Baconian philosophy of induction and the English language should receive more attention.

CHRISTOPHER WASE.-1645-1690.

CONSIDERATIONS CONCERNING FREE SCHOOLS AS SETTLED IN ENGLAND. Oxford and London: 1678.

In this essay of 112 pages, dedicated to Henry Clerke, President of Magdalene College, and Dr. Tho. Boucherier, King's Professor of the Civil Law in Oxford, the author in 43 Sections labors to show the usefulness and necessity of a larger number of Free or Endowed Public Schools of a high grade, by considerations drawn from their past history, the condition of certain professions, particularly the clerical, with suggestions for making them more efficient by augmentation of the masters' salaries, by bringing children of the gentry and townspeople into the same school, by excluding scholars who "prove untoward to learning after seven years tryal," by judicious courses of study and the methods of master-builders (like Ascham, Hoole, and William Walker), and by "a training in the Christian religion entire and incorrupt." These schools should be subjected to regular and responsible visitation, and their ends be promoted by a good library attached to each, consisting of Dictionaries, and all the "Locks and Keys and Doors of Language," Chronological and Geographical Tables and Charts, and all Orators, Poets, Historians, and books on Common Life, Morals, and Politics. The author closes with the suggestion that arithmetic and writing should have a place in all public Free Schools.

VII. ENGLISH PEDAGOGY-OLD AND NEW.

CHARLES HOOLE.

CHARLES HOOLE, an eminent schoolmaster in his day, and the author of at least twenty-four contributions to the pedagogical literature of the English language, was born in Wakefield, Yorkshire, in 1610. After receiving his elementary training in the free school of his native place under Robert Doughtie, a Cantabrigian of high reputation, he proceeded at the age of eighteen to Lincoln College, Oxford, on the advice of his kinsman, Dr. Robert Sanderson, where he earned the reputation of a superior scholar in the Latin, Greek and Hebrew languages, and in philosophy. After receiving the degree of bachelor of arts, he commenced teaching in 1633 in Lincolnshire, and in Rotherham, Yorkshire, and acquired from the start considerable note in his vocation, and about 1649 he was invited to London by several noted citizens to start a private grammar school, first in Redcross Lane, and afterward (1651) in Token House Garden in Lothbury near the Royal Exchange, where, according to Wood, "the generality of the youth under him were instructed to a miracle." He afterward removed to Montmouthshire on the urgent request of some of his old London patrons, but not being satisfied with the result, he accepted a prebendship in the church in Lincoln offered him by Bishop Sanderson, and soon after became rector of Stock Billerica, near Chelmsford in Essex, where he died March 7, 1666, and " was buried in the chancel of the church, under an arch in the wall, near the communion table," according to Wood.

Mr. Hoole published in 1633 "Pueriles Confabulatiunculæ, &c.;" in 1637 he composed "The Usher's Duty; or a Platform of Teaching Lily's Grammar," and "The New Discovery of the Old Art of Teaching," which were printed in 1659, together with a little treatise entitled "The Petty-Schoole"-which together throw more light on the old and the improved methods of teaching, than any one publication of that period which has come to our notice. In 1653 he published "Phraseological Pueriles, &c. ;" and in 1654 his "Grammar in Latin and English in four parts," first intended

for the use of his private grammar school, but which passed through several editions on the recommendation of Dr. Sanderson and others, of being "the shortest, orderliest, and plainest, for ease both of master and scholars, that has been then extant."

Hoole was one of the pioneer educators of his century; with others, he labored to improve the elementary school by composing and publishing a "Plain and Easy Primer for Children wherein the Pictures of Beasts and Birds for each Letter in the Alphabet are set down, &c.," and by translating and publishing in 1659 the "Orbis Sensualium Pictus" of Comenius, under the title of "The Visible World; or a Picture or Nomenclature of all the Chief Things that are in the World, and of Men's Employments therein ""adorned with pictures, to make children understand it the better." The preface anticipates many of the arguments advanced two hundred years later in favor of Object Teaching, as will be seen by these

extracts.

The Cultivation of Perception and Conception.-"The ground of this business is, that sensual objects may be rightly presented to the senses, for fear they may not be received. I say, and say it again aloud, that this last is the foundation of all the rest. Now there is nothing in the understanding which was not before in the sense; and therefore to exercise the senses well about the right perceiving the differences of things, will be to lay the grounds for all wisdom and all wise discourse; which, because it is commonly neglected in schools, and the things which are to be learned are offered to scholars without being understood or being rightly presented to the senses, it cometh to pass that the work of teaching and learning goeth heavily onward, and affordeth little benefit."

The Understanding to be cultivated as well as the Memory.—“For to pack up many words in memory, of things not conceived in the mind, is to fill the head with empty imaginations, and to make the learner more to admire the multitude and variety, and thereby to become discouraged, than to care to treasure them up, in hopes to gain more knowledge of what they mean. Descend to the very bottom of what is taught, and proceed as nature itself doth, in an orderly way; first to exercise the senses well, by representing their objects to them, and then to fasten upon the intellect, by impressing the first notions of things upon it, and linking them one to another by a rational discourse. Missing this way, we do teach children as we do parrots, to speak they know not what."

Lessons with real Objects.—“ Since some things can not be pictured out with ink, for this reason it were to be wished, that things rare, and not easy to be met with withal at home, might be kept ready in every great school, that they may be showed also, as often as any words are to be made of them to the scholars. Thus at last this school would indeed become a school of things obvious to the senses, and an entrance to the school intellectual." Is not the germ of Pestalozzianism here? The words "pictured out" are put in italics by our selves to call attention to the old use of this now popular phrase.

Use of Pictorial Illustrations.—" Pictures are the representations of all visible things of the whole world. Such a dress may entice witty children, that they may not conceit a torment to be in the school. For it is apparent that children,

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