After chapters therefore read in a morning, let them repeat their wonted parts and afterwards their lessons, all which they will be able to say together out of their several authors, so that some be made to repeat out of one book and some out of another.

For if due care be but had aforehand that scholars be very ready and perfect in their daily tasks, it will take away all toil and timorousness which usually attend these repetitions, and make that this day will become the veriest playday in all the week; when boys shall see that they have nothing to do but what they can do already, (at least) with a little looking of it over on Thursdays towards evening at home. What they have translated out of any author in prose should be read out of English into Latin, and what they learn in poets should be said (as well as can be) by heart, both for the verse and the matter's sake, which will furnish them with authorities and sharpen their invention for versifying.

After repetitions ended, the master should note all the phrases and sentences, and other things observable in their lessons, which they should transcribe into phrase-books and commonplace-books, for their constant use in writing or speaking or making exercises, as we have mentioned already before.

And because the most leisure is gained on Friday afternoons, it will not be amiss about three o'clock to let every form dispute side with side, one after another, after this manner:

1. Let every oue propound to his opposite two or three questions which he thinks most difficult out of his week's work, which if the other can not answer readily before he count six, or ten in Latin, let him be captus, and the questions be propounded to his next fellow. The lowest in the form may begin the dispute, and so go on to the highest on either side, who should keep reckoning of those that are capt, and how often.

2. Besides their week's work, they may try who can most perfectly repeat memoriter a part of the grammar, or any author which they read, or who can recite the most vocabulas under one head, or who can vary a phrase the best, or imitate any piece of an orator or poet.

3. Some time should also be spent in capping Latin verses amongst the lower forms, and Greek verses amongst the highest, for which they may provide themselves out of a Capping-book, which seems to be made on purpose by Bartholomæus Schouborn, or Gnomologicon Poeticum, made lately by Mr. Rosse, besides which they may contrive a little book of their own wherein to write verses alphabetically out of the best poets.

Let that side which appeareth to be the victor have the upper seat in the school till a new choice be made, except the other can win it from them before and bring them back with a hissing disgrace.

Amid these disputes the master must have a great care to suppress noise and tumultuous clamor, and see that no boy stirs out of his appointed place. For they are apt to heighten their spirits beyond moderation if the master's discretion do not settle them.

Let it now be lawful for any lower boy in a form to dispute with one above him for his place. Mr. Stockwood's Disputations will be helpful to the upper scholars.

Now that all your scholars may be thoroughly grounded in their grammar, so as not to be apt to forget what they have learnt in it, let them all be exercised in the examination of a part of it every Saturday morning, thus:

1. Let the first and lowest form examine the two next above them out of the examination of the Accidents, asking them the questions as they are in the book, and causing them to answer without book, and according to the Accidents.

2. Then let all those three forms run over the examples of the declensions and conjugations, as I formerly showed, and try who can puzzle one another in declining any hard noun or conjugating and forming any verb, and give the rule of the genders of the one, or preterperfect tense or supine of the other. When these have done,

3. Let the fourth form examine the two highest forms in Examinatio Latina Grammaticæ, and sometimes in Elementa Rhetorices, and then

4. Let all these three forms run over the paradigms of the Greek declensions and conjugations.

5. Afterwards the two upper forms may bicker with one another touching grammar niceties, either Latin or Greek, which they have taken notice of and collected into a commonplace-book, as I mentioned before. But a principal care must be had to bring all your scholars to a habit of speaking Latin, and therefore a strict law should be made and observed, that every scholar (especially after he hath been one-quarter of a year at school) should either learn to speak in Latin or be forced to hold his tongue. And to help the little ones in so doing, besides those Phrasiuncula at the end of the Grounds of Grammar, they should have Formulæ loquendi quotidianæ, such expressions as are every day used (especially about the school) written down in a little book, that they may get them by heart at by-times. As for the other boys, they will be better guided how to speak by the rules of grammar and the constant use and imitation of approved authors. I conceive the penury of proper words and good phrase with many teachers, is a main reason why children are not as well trained up to speak Latin in England as they are in many places beyond seas, and the ready and frequent use of their mother tongue causeth that they are hardly reclaimed from it to make use of another language. Whereas if whilst they are at the school, they might hear little or no English spoken, nor be suffered to speak it, they would quickly conform themselves to discourse in Latin; as I have known French boys that understood not a word in English, to be able in two or three months to talk it as readily as they that were English born. Only at the first one must wink at their improprieties and harshness in the pronunciation of some words and phrases, and take their meaning by what they speak, and after a while by custom and imitation of others, they will speak in Latin as properly as the best, especially after they have gained the knowledge of grammar, and accustomed themselves to observe the style of Latin authors.

No day in the week should pass on which some declamation, oration or theme should not be pronounced, about a quarter of an hour before the school be broken up, and after lessons are all ended in the forenoon; that by assiduity in these exercises, the scholars may be emboldened to perform them with grace before whomsoever, and upon occasion of any solemnity or coming of friends into the school. There should be two standing desks set opposite in the midst of the school, for boys to stand at when they pronounce.

VIL—Of exercising scholars in the Scriptures. Of using daily prayers and singing psalms. Of taking notes at sermons, and examination after sermons.

1. Besides that course which we have prescribed before to every form, of

reading part of a Latin or Greek chapter before parts, it is necessary for children's more profiting in the Scriptures to cause that an English chapter be read every morning at the beginning, and every night at the giving over teaching. And in this every boy throughout the school should take his turn, that it may be known how perfect he is in reading English readily and distinctly. Let him that is to read take his place at a desk in the middle of the school, and be sure he speak aloud, and let every one reverently attend to what is read, the lower boys looking upon their English and the higher upon their Latin Bibles. Those also that are able to make use of the Septuagint in Greek, may do well to procure them to look upon, especially seeing they are now to be had at a far cheaper rate than formerly, being but lately printed. When the chapter is ended, you may demand of one in each form what he observed, and let any one that is disposed take the liberty to ask his opposite a question or two concerning some passage in it. Mr. Paget's History of the Bible will assist them herein, so they look upon it before the chapter be read; you yourself may do well sometimes to tell them what things are most remarkable in that present chapter. The scholars of the upper forms may do well to carry Memoriale Biblicum constantly in their pocket, by which they may be put in mind at all times what passages they may find in any chapter.

2. After the chapter is ended, they may sing the first, threescore and second, the hundredth, or hundred and thirteenth Psalm in Latin out of a little book formerly printed at Oxford, which one of the head scholars should distinctly read unto them.

3. When the psalm is done, the same scholar should repeat those admonitions at the end of Nowel's Catechism, and then the whole school should rehearse those hymns which are there, the higher side of the school saying one verse, and the lower the next, alternatum et conjunctis vocibus; and at last conclude with one of those prayers for a blessing upon your endeavors.

These prayers and psalms would be.all written together both in English and Latin in a little book, which would be necessary to be kept in the school, for continual and daily use.

Some course should be taken that the master may have notice what scholars omit the reading of a chapter at home every night after supper; but for this pious exercise (I hope) every Christian parent will be ready to call upon and encourage their own children, or others that are under their charge as tablers.

Now that the good schoolmaster may more fully discharge his duty towards God and his Church, (who have both intrusted him with the education of their children,) to nurture and bring them up in the fear of the Lord, it were expedient, if a course could be taken, that he might meet them all at the school every Lord's day in the morning, about an hour before church time, where he may take the opportunity to instruct them in catechetical doctrines, according to what he may read in many excellent books that are as expositions of the Lord's Prayer, the Creed, and the Ten Commandments, and not wile it in a tedious, unmethodized discourse concerning things unnecessary to be taken notice of, and unmeet for children to be puzzled with. And after a psalm sung, and a prayer said, he may see them go all before him orderly by two and two to the church, where it is requisite that they should have a convenient place appointed to sit in together by themselves, and all within the master's view. This would be an especial means to prevent that unreverent behaviour in the

church which is too usual amongst scholars, when they are glad to wander into by-corners to sit down to rest (or rather chat) in, or are ever and anon molested with quarrelsome lads or unmannerly fellows, that are apt to disquiet them and thrust them out of their places. I have heretofore observed how the ninth canon of our Church religiously enjoins every schoolmaster to see his scholars quietly and soberly behave themselves in the church, and examine them at times convenient after their return, what they have borne away of any sermon, which he can not well do except he have them all confined to one place, where himself may sit near them.

After church time ended in the afternoon, the master may do well to see all his scholars go before him in like order to the school, where he should examine them, what they have heard or written at the sermon. Now in repeating sermons this course may be taken:

1. Let every one of the lower scholars repeat the text, or a proof, or some little pious sentence which was then delivered. And these he should get either by his own attention at the church, or by the help of his fellows afterwards. For there should be no stir made in the church, upon pretense of getting notes there.

2. Those in the four middlemost forms should mind to write the text, doctrines, reasons, uses, motives, and directions, with the quotations of Scripture places, as they are best able.

3. Those in the highest form should strive to write as much and in as good order as possibly may be, yourself now and then hinting to them some direction what method they should observe in writing sermons, and that may digest what they have written into that order wherein they heard it delivered. Let them have a little time of respite amongst themselves, to compare their notes one with another, and to supply their defects and amend what they have mistaken. Then

4. You may first cause one of your higher scholars to read distinctly what he hath written, and afterwards two or three of other forms, whom you please to pick out; and last of all, let every one of the lowest form tell you what he hath observed of the sermon.

These things being orderly done, you may enlarge a little upon what point you think most necessary for them to remember and practice, and conclude this holy day's exercise with the singing of a psalm and devout prayers, and charging your scholars to spend the rest of the time in reading the Scriptures and such religious books as tend to their farther profiting in Christian piety, you may comfortably dismiss them to their several homes, and expect God's blessing upon your endeavors for the week following.

VIII. Of the Monitor's Bill; and of rewards and punishments in a Grammar School.

That no disorder or vice committed either at school, church, or elsewhere, may pass unnoted by the master, he may cause his scholars in the two upper forms to play the monitor in their weekly turns, from Friday to Friday.

They may make one bill to serve for all the week, proportionable to the number of scholars of every form, after this manner: [e. g., First Form.]

Wherein you see the letters above denoting the days of the week, the letters on the side show the place where every scholar's name should be written, and the pricks within the lines, how every default may easily be marked with a pin or a pen. So that,

1. This bill may serve as a catalogue to be called over every day at school hours to know who are absent, and may save a deal of trouble in making little notes of scholars' frequent misdemeanors.

2. If you cause every bill to be dated, and keep them by you, you may know at any time who is the shrewdest or most orderly boy amongst the rest, and give public notice accordingly, that the one may be admonished to amend his manners, and the other encouraged to go on in well doing.

3. Besides, it will work the greater awe among all the scholars, when they shall know that every fault they commit whilst they are at the school will be upon record, though the master doth never punish it.

4. You shall find it a means of much ease to yourself when you shall need only to bid the monitor take notice of a neglect or fault committed, and let it so remain till some fitter opportunity or just occasion invite or (rather) enforce you to call to a reckoning.

5. For when you perceive any general disorder, or some gross thing is done which ought not to escape correction, you may call for the bill, and then censure those only for example whom you find to be most often and notoriously peccant, suffering the rest (that you called forth) to escape with an admonition to beware for the future.

Thus you shall gain your scholars' affections when they shall see you unwil ling to punish any without great cause, and avoid that common outery which is wont to be made against a schoolmaster, upon report of a multitude of boys being whipped at once.

6. So many marks as are found upon any boy's name may be said to deserve so many jerks; but herein much discretion is to be used, that you seem not too severe nor prove too partial. You may sometimes tell your scholars what faults deserve more or fewer marks, as idleness one, wandering forth one, fighting three, swearing four, or the like; which are to be noted in the bill more or less, according to the nature of the faults themselves.

He that is public monitor in one of the two highest forms may appoint two private monitors to himself in every other form, who may give him secret information of every misdemeanor committed in any place; and this will be an especial means to keep all in very good order, with seldom and moderate correction, a thing to be desired by every schoolmaster for his own ease and his scholars' better encouragement.

Those scholars in every form which are indeed the most studious and diligent in their tasks and constantly observant to keep good order, should often be commended to their fellows as patterns for them to imitate; and when any one hath performed any task or exercise better than ordinary, he should receive some