they may first repeat memoriter as well as they can possibly. 2. Construe and parse, and scan and prove exactly. 3. Give the tropes and figures, with their definitions. 4. Note out of the phrases and epithets, and other elegances. 5. Give the histories or descriptions belonging to the proper names, and their etymologies.

But after they are well acquainted with this excellent poet, let them take the quantity of an eclogue at once, not minding so much to con their lessons by heart, as to understand and examine them well and often over, according to the directions which Erasmus gives, De modo repetenda lectionis, which Mr. Langley caused to be printed at the end of Lilly's Grammar by him corrected, and Mr. Clark hath worthily inserted in his Dux Grammaticus. There are several translations of Virgil into English verse, by the reading whereof young scholars may be somewhat helped to understand the Latin better, but of all the rest Mr. Ogilby hath done it most completely, and if his larger book may be procured for the school library, the lively pictures will imprint the histories in scholars' memories, and be a means to heighten their fancies with conceits answerable to the author's gallant expressions. After they have passed the Georgics by the master's help, he may leave them to read the Eneads by themselves, having Cerda or Servius at hand to resolve them in places more difficult for them to construe, though Mr. Farnaby's Notes upon Virgil will assist them ever and

anon.

As they read this author, you may cause them sometimes to relate a pleasing story in good English prose, and to try who can soonest turn it into elegant Latin, or into some other kind of verses which you please to appoint for them, either English or Latin, or both.

8. On Tuesdays in the afternoon you may cause them sometimes to translate one of Æsop's Fables, and sometimes one of Elian's Histories, or a chapter in Epictetus, out of Greek into English, and then to turn its English into Latin, and out of Latin into Greek. And on Thursdays in the afternoon they may turn some of Mr. Farnaby's Epigrammata Selecta out of Greek into Latin and English verses, and some of Esop's Fables or Tully's Sentences into Latin and afterwards into Greek verses.

You need not always let your scholars have these Greek books, but sometimes dictate to them what you would have them write, and afterwards let them compare their own doings with their author, to discover their own failings, and this will be a means to help them to write Greek truly of themselves; you may sometimes dictate a colloquy, or epistle, or a sentence, or a short history in English, and let them write it in Latin or Greek as you speak it, and by this you may try their strength at any time, and prepare them for extemporary exercises.

9. Now forasmuch as this form is to be employed weekly in making themes and verses, which they can never well do except they be furnished with matter beforehand, I would have them provide a large commonplace-book, in which they should write at least those heads which Mr. Farnaby hath set down in his Index Rhetoricus, and then busy themselves (especially) on Tuesdays and Thursdays in the afternoon, after other tasks ended, to collect, 1. Short histories out of Plutarch, Valerius Maximus, Justin, Cæsar, Lucius Florus, Livy, Pliny, Paraus Medulla Historiæ, Ælianus, &c. 2. Apologues and Fables out of Æsop, Phædrus, Ovid, Natales Comes, &c. 3. Adages out of Adagia Selecta, Erasmi

Adagia, Drax's Bibliotheca Scholastica, &c. 4. Hieroglyphics out of Pierius and Caussinus, &c. 5. Emblems and symbols out of Alciat, Beza, Quarles, Reusnerus, Chartarius, &c. 6. Ancient laws and customs out of Diodorus Siculus, Paulus Minutius, Plutarch, &c. 7. Witty sentences out of Golden Grove, Moral Philosophy, Sphinx Philosophica, Wits' Commonwealth, Flores Doctorum, Tully's Sentences, Demosthenis Sententiæ, Enchiridion Morale, Stobaeus, Ethica Cireroniana, Gruteri Florilegium, &c. 8. Rhetorical exornations out of Vossius, Farnaby, Butler, &c. 9. Topical places out of Caussinus, Tresmarus, Orator Extemporaneus, &c. 10. Descriptions of things natural and artificial out of Orbis Pictus, Caussinus, Plinius, &c. I may not forget Textor's Officina, Lycosthenes, Erasmi Apothegmata, Carolina Apothegmata, and Polyanthea, which, together with all that can be got of this nature, should be laid up in the school library for scholars to pick what they can out of, besides what they read in their own authors.

Now the manner in which I would have them use them is thus: Having a theme given them to treat of, as suppose this:

Non æstas semper fuerit, componite nidos,

Let them first consult what they have read in their own authors concerning Tempus, Etas, occasio or opportunitas, and then, 2. Let every one take one of those books forementioned and see what he can find in it for his purpose, and write it down under one of those heads in his commonplace-book, but first let the master see whether it will suit the theme. 3. Let them all read what they have written before the master, and every one transcribe what others have collected into his own book; and thus they may always have store of matter for invention ready at hand which is far beyond what their own wit is able to conceive. Now to furnish themselves also with copy of good words and phrases, besides what they have collected weekly and what hath been already said of varying them, they should have these and the like books reserved in the school library, viz., Sylva Synonymorum, Calliepia, Huisse's phrases, Winchester's phrases, Lloyd's phrases, Farnaby's phrases, Enchiridion Oratorium, Clark's Phraseologia and his English Adages; Willis' Anglicisms, Barrett's Dictionary, Hulet or rather Higgins' Dictionary; Drax's Bibliotheca, Parei Calligraphia, Manutii phrases, A little English Dictionary, 16mo., and Walker's Particles; and if at any time they can wittily and pithily invent any thing of their own brain, you may help them to express it in good Latin, by making use of Cooper's Dictionary, either as himself directeth in his preface or Phalerius will more fully show you in his Supplementa ad Grammaticam.

And to draw their words and matter into the form of a theme with ease, let them have sound patterns to imitate, because they in every thing prevail to do it soonest and surest.

First therefore let them peruse that in Merchant Tailors' School Probation Book, and then those at the end of Winchester's phrases, and those in Mr. Clark's Formula Oratoria; and afterwards they may proceed to those in Aphthonius, Rudolphus Agricola, Catineus, Loricheus, and the like, and learn how to prosecute the several parts of a theme more at large by intermixing some of those Formula Oratoria which Mr. Clark and Mr. Farnaby have collected, which are proper to every part, so as to bring their matter into handsome and plain order, and to flourish and adorn it neatly with rhetorical tropes and figures, always

regarding the composition of words, so as to make them run in a pure and even style, according to the best of their authors, which they must always observe as precedents.

But the best way (as I conceive) to encourage children at the first against any seeming difficulty in this exercise of making themes is this: After you have shown them how to find matter, and where to help themselves with words and phrases, and in what order they are to dispose the parts,, and what formulas they are to use in passing from one to another; propound a theme to them in English and Latin, and let them strive who can soonest return you the best exordium in English, and then who can render it into the best Latin, and so you may proceed to the narration and quite through every part of a theme, not tying them to the words of any author, but giving them liberty to contract or enlarge or alter them as they please, so that they still contend to go beyond them in purity of expression. This being done, you may dismiss them to adventure to make every one his own exercise in English and Latin, and to bring it fairly written, and be able to pronounce it distinctly memoriter at a time appointed. And when once you see they have gained a perfect way of making themes of themselves, you may let them go on to attain the habit by their own constant practice, ever and anon reminding them what places in their authors (as they read) are most worthy of notice and imitation, and for what purposes they may serve them.

10. Touching learning to scan and prove and make all sorts of verses, I have spoken in the former chapter; now for diligent practice in this kind of exercise, they may constantly comprise the sum of their themes in a distich, tetrastich, hexastich, or more verses, as they grow in strength. For invention of further matter upon any occasion or subject they are to treat upon, they may sometimes imitate places out of the purest poets, (which Mr. Farnaby's Index Poeticus will point them to, besides what they find in Flores Poetarum and Sabinus de Carminibus ad veterum imitationem artificiose componendis, at the beginning of Textor's Epistles, will further direct them) and sometimes paraphrase or (as some term it) metaphrase upon a piece of a historian or orator, endeavoring in a lively way to express in verse what the author hath written in prose, and for this Mr. Horne hath furnished you with two examples in this excellent xvipaywyia, de usu Authoris.

For variety and copy of poetical phrases, there are many very good helps, viz., Phrases Poetica, besides those of Mr. Farnaby's; Erarium Poeticum, Enchiridion Poeticum, Res Virgiliana, Artis Poeticæ Compendium, Thesaurus Poeticus, and others, worthy to be laid up in the school library. Textor will sufficiently supply choice epithets, and Smetii Prosodia will afford authorities, (which is lately comprised and printed at the end of Lilly's Grammar.) But for gaining a smooth way of versifying, and to be able to express much matter in few words and very fully to the life, I conceive it very necessary for scholars to be frequent in perusing and rehearsing Ovid and Virgil, and afterwards such kind of poets as they are themselves delighted withal, either for more variety of verse or the wittiness of conceit's sake. And the master indeed should cause his scholars to recite a piece of Ovid or Virgil in his hearing now and then, that the very tune of these pleasant verses may be imprinted in their minds, so that whenever they are put to compose a verse, they make it glide as even as those. in their authors. Mr. Rosse in his Virgilius Evangelizans will easily show how a young scholar may imitate Virgil to the life.

From this little that hath been said, they that have a natural aptness and delight in poetry may proceed to more exquisite perfection in that art than any rules of teaching can reach unto; and there are very few so meanly witted, but by diligent use of the directions now given may attain to so much skill as to be able to judge of any verse, and upon a fit occasion or subject to compose a handsome copy, though not so fluently or neatly as they that have a natural sharpness and dexterity in the art of poetry.

11. When they in this form have gone thrice over the Assembly's Catechism in Greek and Latin, they may proceed in Nowel's Catechism, or the Palatinate Catechism in Greek.

And now to sum up all concerning the fifth form, 1. Let them read constantly twelve verses at least in the Greek Testament, before parts. 2. Let them repeat the Latin aud Greek Grammars and Elementa Rhetorices on Thursday mornings. 3. Let them pronounce orations on Mondays, Tuesdays and Wednesdays, instead of parts, out of Livy, &c. 4. Let their forenoon lessons on Mondays and Wednesdays be in Isocrates for three quarters of a year's space, and for the fourth quarter in Theognis. 5. Let their forenoon lessons on Tuesdays and Thursdays be in Justin's History, and afterwards in Caesar's Commentaries, Lucius Florus, or Erasmus' Colloquies. 6. Let their afternoon parts on Mondays and Tuesdays be in Januâ linguarum Græcâ, and 7. Their afternoon lessons in Virgil. 8. Let them on Tuesdays in the afternoon translate out of Greek, Æsop's Fables, Ælian's Histories, Epictetus, or Farnaby's Epigrammata. 9. Let them be employed weekly in making a theme, and 10. In a copy of verses. 11. Let them say Nowel's Catechism or the Palatinate Catechism on Saturdays. By this means they will become familiarly acquainted with the Latin and Greek tongues, and be able to peruse any orator or poet in either language, and to imitate their expressions and apply what matter they find in them to their own occasions. And then they may courageously adventure to the sixth and highest form.

III.-How to enter the scholars of the sixth Form in Hebrew. How to employ them in reading the best and most difficult authors in Latin and Greek, and how to acquaint them with all manner of school exercises, Latin, Greek, or Hebrew.

This sixth form is looked upon as the main credit of a school, and the master commonly delighteth most in teaching it, because therein he seems to reap the fruit of those labors which he hath bestowed formerly. His care therefore is to exercise them in everything that may complete a scholar, so that whether they be privately examined or upon any public solemnity required to show their parts, they may satisfy them that desire an account, and gain to themselves applause. And whereas I observe more variety in teaching this form than the rest, because almost every master observes a several method in reading such authors as himself best liketh, I will not much trouble myself to declare what others do, but as plainly as I can, discover what course I have hitherto taken to enable these highest scholars to shift for themselves.

1. Make them read (at least) twelve verses out of the Greek Testament into Latin or English, or out of the English or Latin Testament into Greek, every morning, before they say parts.

2. Let them repeat parts (as they did before) out of the Latin and Greek Grammars and Elementa Rhetorices every Thursday morning, and give account of what grammatical or rhetorical notes they have collected and written fairly in their commonplace-books for those arts. Besides the books which I formerly

mentioned, I desire that Goclenii observationum linguæ Latina Analecta et Problemata Grammatica may be made use of for this purpose.

3. Their parts on Mondays, Tuesdays and Wednesdays may be to learn the Hebrew tongue, which is very necessary for all such as would be acquainted with the original of the Bible, and is not very difficult to attain to, because it goeth word for word with our English, and is not so copious in words as the Greek and Latin. And whereas many defer the Hebrew to be learned at the university, I may say it is rarely attained there by any that have not gotten (at least) the rudiments of it beforehand at a grammar school.

Now for the entering of them upon this holy language, I conceive Buxtorf's Epitome is the best introduction of Hebrew grammar; partly because it is the most used in schools, and partly because most easy for young scholars to apprehend; though some prefer Martinius, others Bellarmine, others Amoma, others Blebelius, and others Horologium Hebreæ linguæ, before it. Now in teaching Buxtorfe you may read your scholars a part of it, and cause them again to read it over perfectly in your hearing, and then let them get it by heart, as they did other parts, and when they recite be sure to examine how well they understand it. As they go over this grammar they should write out the letters and chiefest rules, but especially the declining of nouns and pronouns, and all the paradigms, of the conjugations both in Hebrew and Latin characters, with their proper significations; and this will cause them to mind the different shape of the consonants and vowels and accents, and help to strengthen their memory in getting the rules by heart. They may get every day a certain number of Hebrew roots, together with their grammar parts, out of some nomenclator or lexicon.

After they have learned the grammar, you may exercise them in those texts of Scripture annexed as a praxis at the end of it, which they must exactly construe and parse, and write fairly, by way of interlineary.

As they go over the Psalter they may sometimes translate their lessons into Latin, and read them out of Latin into Hebrew in a paper book. Then they may with facility run along the Psalter, having Tossani syllabus geminus to help them in every word. Afterwards they may proceed in the Proverbs, Ecclesiastes, Job, of themselves; but be sure they be well acquainted with the rules of finding a radix in Buxtorfe, or Pagnine, or the like useful Lexicon, which are fit to be reserved in the school library. Though it be found a thing very rare, and is by some adjudged to be of little use, for school-boys to make exercises in Hebrew, yet it is no small ornament and commendation to a school (as Westminster School at present can evidence) that scholars are able to make orations and verses in Hebrew, Arabic or other oriental tongues, to the amazement of most of their hearers, who are angry at their own ignorance, because they know not well what is then said or written. As for orations, they may be translated out of Latin into Hebrew by help of Schindleri Pentaglotton, Buxtorfius, Pagnine Crinesius, or Trostius' Lexicon; and for verses, Buxtorf's Thesaurus will afford some rules and precedents, and Aviani Clavis Poeseos Sacræ all sorts of rhythms. They that are more industriously studious in the Hebrew may profit themselves very much by translating Janua Linguarum into that language.

This that I have said may seem enough to be learnt at school, but if one desire to learn those oriental tongues in which the great Bible is now happily printed, (by the great vigilance and industry of Doctor Walton, who hath carried