5Spoud.
6    That I may begin at the very first entrance of the
7Schoole: let me inquire this of you, how soon you
8would have your childe set unto the Schoole; for
9I thinke that worthy to be first knowne, if so be
10that you purpose to have your scholler fitted for the Universitie,
11by fifteene yeeres of age.

12Phil.     I like your reason well, to enter there. But to the
13intent that I may more fully make knowne unto you, what
14I thinke, and have found in this behalfe, let mee heare first
15of you, as I wished in generall, at what age you use in your
16countrey, to set your children to begin to learne.

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17Spoud.     For the time of their entrance with us, in our
18countrey schooles, it is commonly about seven or eight
19yeeres old: sixe is very soone. If any beginne so early, they
20are rather sent to the schoole to keepe them from troubling
21the house at home, and from danger, and shrewd turnes,
22then for any great hope and desire their friends have that
23they should learne any thing in effect.

24Phil.     I finde that therein first is a very great want generally;
25for that the child, if hee be of any ordinary towardnesse
26and capacitie, should begin at five yeere old at the uttermost,
27or sooner rather. My reasons are these:
28    1. Because that then children will begin to conceive of
29instruction, and to understand; and bee able not onely to
30know their letters, to spell and to reade, but also to take a
31delight therein, and to strive to goe before their fellowes.
32Experience heerein will quickely teach every one, who
33shall make triall of it, if so be that they doe follow a right
34course.
35    2. Very reason must needs perswade every one of this.
36For, if they bee apt much before five yeeres of age,
37to learne shrewdnesse, and those things which are hurtfull,
38which they must bee taught to unlearne againe; why are
39they not as well fit to learne those things which are good
40and profitable for them, if they be entred and drawne on in
41such a manner, as they may take a delight and finde a kinde
42of sport and play in the same? This delight may and ought
43to be in all their progresse, and most of all in their first entrance,
44to make them the better to love the schoole, and
45learning, as we shall see after.
46    3. Many of them doe learne so much untowardnesse and
47naughtinesse amongst other rude children, in that time
48before they come to schoole, that they are worse for it continually
49after: and also they feele such sweetnesse in play
50and idlenesse, as they can hardly bee framed to leave
51it, and to take a delight in their bookes without very much
52adoe.

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53    4. This first age is that wherein they are most pliant, and
54may bee bended and fashioned most easily to any good
55course. And being thus accustomed to good things from
56their infancie, and kept so much as may be, from all practice
57and sight of evill, custome becomes unto them another nature.
58So great a thing it is (according to the old proverbe)
59to accustome children, even from their tender yeeres; and
60so undoubtedly true is that common verse,
61Quo semel est imbuta recens seruabit odorem testa diu.
62    5. Above all these is a principall benefit, that by this
63meanes two or three yeeres may well be gained, to fit your
64Scholler so much sooner for the Universitie, or for any honest
65trade or calling. So that a child thus entred rightly, shall
66doe much more at eight yeeres old, then another so neglected
67can doe at ten, or it may bee at eleven or twelve. Also
68many such shall be meete for trades and like imployments,
69when they have no learning to fit them thereunto. This must
70needs be a great griefe to the Parents of such, whose children
71have so lost their time, as it is a joy to others whose
72children have beene so well brought up, when they see
73their children compared together.
74    6. Lastly, our time being so short, it much concerneth
75every parent, to see their children to have the best education
76and instruction, which is the chiefe patrimonie, and the
77greatest comfort and hope both of the Parents and Children,
78and also of their houses and posteritie. And this so
79soone as ever may bee, to fit them for some profitable imploiment
80for Church or Common-wealth.

81Spoud.     But they will say with us, that it will hinder the
82growth of their children to be set to schoole so young.

83Phil.     Let the schoole be made unto them a place of play:
84and the children drawn on by that pleasant delight which
85ought to be, it can then no more hinder their growth then
86their play doth, but rather further it, when they sit at their
87ease; besides that continuall experience doth confute this
88errour.

89Spoud.     Bee it so as you say: yet this is a received opinion,

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90that it will cause them to hate the schoole, whe~ they should
91be set to it in good earnest.

92Phil.     Nay rather it is clean contrary: for being acquainted
93with the schoole so young, and with the sport and pleasure
94which they finde amongst other children there; and
95also being kept from feeling the overmuch sweetnesse in
96play, it shall cause them to love & to delight in the schoole
97continually, and to goe on without any repining, or so
98much as thinking of being away from the schoole: whereas
99they being nuzled up in play abroad, are very hardly
100reclaimed and weaned from it, to sticke to their bookes
101indeede.

102Spoud.     But yet it is thought that they can get but little
103learning then, being so very young, and therefore there is
104the smaller losse of a yeere or two, at that time.

105Phil.     The losse will bee found in the end, although it bee
106indeed in the beginning. For looke how many yeeres they
107lose in the beginning if they bee apt, so many in the end
108they will bee shorter, of such of their fellowes, who are but
109of their owne age, and applied all alike being of like capacitie.
110Therefore, as wee will not let them lose a day, when
111they grove towards the Universitie, so neither should we
112when they are young; but prevent this losse, and take the
113time in the beginning.

114Spoud.     We see notwithstanding some very long ere ever
115they begin, who then goe forward with it the fastest of all.

116Phil.     It is true in some pregnant wits, and who are industrious:
117but you shall have others as blockish and dull. Also,
118for those, if they go so fast in the rudiments & first grounds,
119how much more would they doe so at the same time in better
120studies? Neither can they have halfe that learning in all
121things, which others of like age and aptnesse have, who have
122been well applyed from their first yeeres.

123Spoud.     I yeeld to all which you have said in this behalfe;
124and I doe see plainely the exceeding benefits, that
125must needs come hereby, especially in gaining of time;
126if they may bee entred in that playing manner, and goe forward

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127with alacritie and contention; and moreover so,
128that they bee not any way overloaded or discouraged, nor
129yet indangered, by the overcharging of their wits and
130memories.

131Phil.     For that take you no feare; you shall (God willing)
132see the evidence of that, and a plaine direction in every
133Chapter, how to proceede in that easie and playing kinde.
134Therefore, if you be satisfied in this, let us come unto the
135next point.

136Spoud.     Very gladly Sir: for I long to heare this, how you
137would teach your child being so yong, to reade so soon and
138readily.

139Phil.     I like the point well: proceed according to your
140order.

148Spoud.
149    Before wee enter into this question, let me put you
150in minde of one thing, which doth much trouble
151mee concerning this very matter. That it seemeth
152to mee an unreasonable thing, that the Grammar
153Schooles should bee troubled with teaching A.B.C. seeing
154it is so great a hinderance to those paines which wee
155should take with our Grammar Schollers, for whom wee
156are appointed: Because it doth take up almost one halfe
157of our time, and thereby doth deprive us of a chiefe
158part of the fruit of our labours; especially when our
159mindes are so distracted, and our thoughts carried so
160many wayes, to doe good to all. The very little ones in
161a towne, in most countrey townes which are of any bignesse,

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162would require a whole man, of themselves, to bee alwaies
163hearing, poasing & following them, so as they ought
164to be applyed: for continuall applying in a right course, is
165in this and all other parts of learning, above all other
166meanes. And young ones, by a little slaking our hands, run
167faster backe, then ever they went forward; as boates going
168up the streame.
169    Besides, it is an extreme vexation, that we must be toiled
170amongst such little petties, and in teaching such matters,
171whereof wee can get no profit, nor take any delight in our
172labours.

173Phil.     I am well inured with this grievance, which you
174speake of, and doe know by long experience your complaint
175to bee just in this behalfe. I myselfe have complained
176of it many a time. For it were much to be wished,
177that none might bee admitted to the Grammar schooles,
178untill they were able to reade English: as namely, that they
179could reade the New Testament perfectly, and that they
180were in their Accidences, or meet to enter into them. There
181might bee some other schoole in the towne, for these little
182ones to enter them. It would helpe some poore man or woman,
183who knew not how to live otherwise, and who might
184doe that well, if they were rightly directed. Also it would be
185such an ease to all Grammar Schoolemasters, as they might
186doe much more good in their places. Wherefore, all such
187Schoolemasters who are incumbered with this inconvenience,
188are not onely to wish, but also to labour to have it
189reformed in their severall schooles. Yet notwithstanding,
190where it cannot be redressed, it must be borne with wisdome
191and patience as an heavy burden. Patience shall make it
192much more light. And therefore every one is to doe his
193best indeavour, to know how to make it most easie, if it
194doe lie upon him. Moreover, seeing we purpose, God willing,
195to goe thorow all the whole course of learning, and
196also sith our labour is to finde out the meanes, whereby to
197make the way plaine, to traine up every childe from
198the very first entrance into learning, (as was said)

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199untill wee have brought him into the Universitie, we cannot
200omit any point, which may tend unto the fame, much
201lesse the first steppe of all. For, a child well entred is halfe
202made: according to that Proverbe, Principium, dimidium
203totius . The foundation well layd, the building must needs
204goe forward much more happily. This is specially true in
205learning; wherein children feeling a sweetnesse in the beginning,
206are very much incouraged, as daily experience
207will manifest to every one.

208Spoud.     I see well the necessitie of undergoing this burden,
209in those places where remedy cannot be had, without
210greater inconveniences. And therefore, sith that necessitie
211hath no law, nor for myselfe I know no meanes how to
212bee freed from it; I pray you let us returne againe unto the
213point, and let mee still intreat of you your best direction,
214to make this burden so light as may bee. This is a thing
215worth the diligence of all, who must be imployed amongst
216little ones: to wit, to teach children how to read well, and
217to pronounce their letters truly; as also to spell right, and
218to know how to write true Orthography in a short space.
219For (that I may acknowledge the truth, and which hath bin
220no small discredit unto mee in this behalfe) I have had some
221who have beene with me, two or three yeeres, before they
222could reade well. And that which hath yet been much more
223grievous to me. I have sometimes beene so abashed and
224ashamed, that I have not knowne what to say, when some
225being a little discontented, or taking occasion to quarrel about
226paying my stipend, have cast this in my teeth, that
227their children have been under me sixe or seven yeeres, and
228yet have not learned to reade English well. I myselfe have
229also knowne, that their complaints have been true in part;
230though I have taken all the paines with them that ever I
231could devise. Therefore good Sir, set downe as plainely and
232shortly as you can, how this may be helped. Both myselfe
233and many other shal be much beholden for your direction
234in this first entrance. For my maner of entring them, it is
235that which I take to be everywhere: to teach & heare them

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236so oft over untill they can say a lesson, and so to a new.

237Phil.     I likewise have been well acquainted with this your
238trouble: and therefore I will indevour, to afford you so
239much as I have yet learned, how to avoid these clamours;
240and how any poore man who will imploy his paines, may
241learn to teach children to read well in a short time, though
242this may seeme unbefitting our profession.
243    First the childe is to be taught, how to call every letter,
244pronouncing each of them plainely, fully and distinctly; I
245meane, in a distinct and differing sound, each from others,
246and also naturally, from the very first entrance to learning.
247More specially to bee carefull, for the right pronouncing
248the five vowels, in the first place, as a, e, i, o, u . Because these
249are first and most naturall, and doe make a perfect sound,
250so that they may bee pronounced fully of themselves;
251and they being rightly uttered, all the rest are more plaine.
252After these vowels, to teach them to pronounce every other
253letter: which are therefore called Consonants, because
254they cannot make a perfect sound of themselves, without a
255Vowell.
256    This may be done, and also the teaching of children to
257spell any syllable, before the child do know any letter on
258the booke; and that, some wise and experienced doe hold
259the surest and best course. But they are, at least, to be taught
260to pronounce their letters thus, as they doe learne them; to
261prevent the griefe and wearisomnesse of teaching them to
262forget evil customes in pronouncing, which they tooke
263up in their first ill learning. And so ever in teaching to read,
264the teachers are to continue the like care of sweet and naturall
265pronunciation.
266    Secondly, for the knowing of the letters (besides that
267common manner practised in Schooles, which is by oft
268reading over all the letters forwards and backwards untill
269they can say them) they may be much furthered thus; That
270is, by causing the childe to find out, and to shew you which
271is a , which b , which c , which f , and so any other letter. First
272to finde them in the Alphabet, then in any other place.

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273Or if you will let them learne but one letter at once, untill
274they can readily know or finde out that letter in any place,
275and after that another in the same manner: This is holden
276the surer and more easie way: But this at your owne
277judgement.

286Phil.     
287For the generall Observations, the first may be this:
288    1. That Schollers be taught to do all things with
289understanding; and to be able to give a reason of every
290matter which they learne. And so in every lecture
291which they learne in any tongue, first to understand the
292matter of it, and the lesson will be learned presently.
293    But before I speake any more of this, I pray you let me
294heare of you what course you have taken in this point.

295Spoud.     This first observation seemeth strange unto me, at
296the very naming of it. I my selfe have used onely this course,
297and I thinke it to be all that is done in most of our countrey
298Schooles; To give Lectures to the severall formes, or cause
299some Scholler to do it. And therein first to reade them over
300their Lecture, then to construe them, and in the lower formes
301to parse them. So when they come to say; to heare them
302whether they can reade, say without booke, construe and
303parse. More, as I take it, is not much used, for the understanding
304and making use of them.

305Phil.     I know it to be as you say; and do hold it to be a
306verie great defect in Schooles generally: yea a farre greater
307hinderance to learning, then that of letting them to
308lose so many yeeres, before they begin to learne. For this
309is a matter which of all other concerneth the credit of
310Schooles, and furthereth learning wonderfully; to teach
311Schollers to understand whatsoever they learne, and to be

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312able to give a reason of every thing why it is so; and to doe
313this from the lowest to the highest. My reasons are these:
314    1. Because if it were rightly knowne, and constantly practised
315in Schooles, it would bring forth very neere double so
316much good and sound learning, as is now gotten co~monly.
317    2. It would bring withall, so much ease, pleasure and delight,
318both to all teachers and learners, and also so much
319certainety, and cause them to go forward with such cheerefulnesse,
320boldnesse and contention, as will hardly be beleeved
321untill it be tried by experience. In a word; it would cause all
322things to be gotten much more speedily, layed up more safely,
323and kept more surely in memory. Therefore, that old rule
324is true;
325Legere & non intelligere negligere est.
326    To reade and not to understand what we reade, or not to
327know how to make use of it, is nothing else but a neglect of
328all good learning, and a meere abuse of the meanes and helps
329to attaine the same. It is no other thing but a very losse of
330our precious time, and of all our labour and cost bestowed
331therein, in regard of that which is read with understanding.
332    We may see triall here of sundry wayes.
333    1. Let children be examined together; I meane such as of
334whom one of them alone hath beene taught to do all things
335by reason and with understanding; so that he is able to give
336you a plaine reason, and make the right use of every thing,
337which he hath learned: the other have learned onely to say
338without booke, to construe and parse; then marke the difference.
339Although all these learne one and the same Author;
340yet when they come to the triall, you would thinke that one
341to have all learning, when you heare him to give a reason of
342every thing, and that he can make use of all things; all the
343rest to have almost nothing at all, or at least nothing in regard
344of that one so taught.
345    2. Prove it thus in getting learning.
346Teach your Scholler one lesson which you cause him to
347understand perfectly before: another of the same matter,
348whereof he understandeth little or nothing; and then trie

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349whether he will not do that, whereof he understandeth the
350meaning and reasons, almost in halfe the time, which the other
351will require. And this also so, as you may evidently discerne
352it, that he will do it with much more ease, certainety
353and boldnesse, then he can do the other.
354    3. We our selves may make triall of it by our owne experience,
355in construing any difficult piece of Latine, Greeke,
356or Hebrew, or committing any thing to memorie; whether
357if so be that we do but understand the matter of it before
358perfectly, we shall not do it in halfe the time, and with one
359halfe of the labour, that otherwise it would require.
360    Or if we would write or speake of any thing, let us prove
361it but thus: If we first understand the matter well, and have
362it perfectly in our head, whether words to expresse our
363minds will not follow as of themselves.
364    To this very purpose, for confirming the truth hereof,
365and to keepe a continuall remembrance of this point; these
366three verses of Horace were worthy to be written in letters
367of gold, and to be imprinted in the memorie of every one
368who is desirous to get the best learning: for so they would
369indeede prove golden verses, and make undoubtedly
370golden times;
371Scribendi recte sapere est & principium & fons:
372Rem tibi Socraticae poterunt ostendere chartae;
373Verbaque prouisam rem non inuita sequentur.
374    The meaning of the verses, I take it to be this: To attaine
375to this facultie, to be able to write or speake of any matter,
376and so to come to all excellent learning, the very first
377and chiefe fountaine, and that which is all in all, is to understand
378the matter well in the first place. As for store of
379matter, the writings of learned men (such as Socrates was)
380will furnish you abundantly therewith.
381    And when you have the matter thoroughly in your head,
382words will follow, as waters out of a Fountaine, even almost
383naturally, to expresse your mind in any tongue, which you
384studie in any right order.

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385    This will be found to be true in Latine, Greeke, Hebrew,
386and by a like reason in every other tongue, and in every facultie:
387whether we would write, speake, learne, resolve, or
388remember and lay up for ever.
389    This was a principall cause that made Tully, Ovid, Virgil ,
390and some others so to flow in eloquence; and especially
391Virgil , whom men worthily account the chiefe of all
392Latine Poets, because they did understand so fully whatsoever
393they writ of. I might instance this also in Preachers,
394by our daily experience; of whom some are better able to
395preach powerfully in two dayes warning, and having words
396at will, then other in two moneths; and all because the one
397sort are so full of understanding and matter, the other are
398so barren thereof.
399    Thus in all these examples, every man may see a plaine
400demonstration of the truth of these verses of Horace , which
401he no doubt did write upon his owne experience, as every
402man shall find, who wil set himselfe to make triall. Prove and
403confirme what tongue soever your Scholler learnes, even
404from the first reading of English, if he can repeate you the
405matter, or the summe of it, or have it in his head, trie whether
406he will not have the words presently. The plentifull experience
407which I have seene, of the sweete delight and fruite
408of this course, of causing children to do all things with understanding
409and reason, compared with the fruitlesse toyles
410and griefes of former times, do make me not onely confident
411for the thing, but also desirous to make all other partakers
412of the benefit.

413Spoud.     I do fully see the evidence of all that which you
414have said, and therefore I must needs be perswaded of it. I
415do heartily thanke God for it, and will endevor myselfe to put
416it in practise continually. Only here is the difficulty, how a
417Schoolemaster may do this, to teach his Scholler so to proceede
418with understanding, and how to give a reason of every
419matter which they learne, to make use of all their learning.
420    Above all, how hee may beginne to fraught young

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421Schollers with all store of matter, as they goe on: this very
422much passeth my skill. I should thinke my selfe most happy,
423to obtaine this knowledge, if it possibly can be done.

424Phil.     Attend to those things which I shall relate, and I
425have no doubt, but I shall very much accomplish your desire
426in this: for our whole conference doth tend chiefely to
427this end. As all learning is grounded on reason: so in every
428Chapter I shall endeavour my selfe to manifest the reasons
429of every thing, and how you may teach others; so farre
430forth, as hither to the Lord hath made them knowne unto
431me. And more hereafter, as I shall learne more. The principall
432meanes for their understanding, is, by asking short
433questions of the matter: for so they will understand any
434thing, which they are to learne. But of that more hereafter
435in the particular examples; and chiefly, Chap. 23.

436Spoud.     If you have done then with this, let us goe forward
437to your next generall observation; and so thorow
438them all, as briefly as you can.

439Phil.     My next observation is this: that as I would have
440them to do all things with understanding; so to learne onely
441such bookes and matters, as whereof they may have the
442best use, and that perpetually in all their learning, or in their
443whole life. For this is well knowne to every one; that things
444well learned in youth, will be kept most surely all the life
445long; because in that age they are most easily imprinted,
446and sticke the longest in fresh memory. And for that cause,
447children should spend no time unfruitfully in such bookes,
448as whereof they cannot have both very good and continuall
449use. This cannot be but a great folly, to mis-spend our
450precious time in such studies, whereof neither our selves
451nor others can have benefit after; or else in such, as the
452knowledge whereof will vanish for want of practise: and
453much more in those, which will corrupt and hurt in stead
454of doing good. And therefore all filthy places in the Poets
455would be wisely passed over, or wearily expounded. It were
456well if there were an Index Expurgatorius , to purge out all
457the filth out of these by leaving it out, or changing it.

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458    Third rule, and that generall for all Students, is this: that
459whatsoever difficult words, or matters of speciall observation,
460they do reade in any Author, be marked out; I meane
461all such words or things, as either are hard to them in the
462learning of them, or which are of some speciall excellency,
463or use, worthy the noting: or which after that they have
464beene a certaine time in construction, they have not either
465learned, or at least they know not where they have learned
466them. For the marking of them, to do it with little lines
467under them, or above them, or against such parts of the
468word wherein the difficulty lieth, or by some prickes, or
469whatsoever letter or marke may best helpe to call the knowledge
470of the thing to remembrance, yet so much as may be,
471without marring of their books. To do this, to the end that
472they may oft-times reade over these, or examine and meditate
473of them more seriously, untill that they bee as perfect
474in them, as in any of the rest of their bookes: for having these,
475then have they all.
476    This would be universall, in getting all kinde of learning;
477after that children do grow to any discretion to marke such
478things rightly: you will marvell (if you have not made triall
479of it) how much they will go thorow, and what sound knowledge
480they will come unto in any kinde of study; and how
481soone by this helpe, more then they can do without it. And
482when they have once gotten it, they may as easily keepe it,
483and as surely, by oft-times running over those things, which
484are so noted, above all the rest. This is the reason that you
485shall have the choysest bookes of most great learned men,
486and the notablest students, all marked thorow thus, in all
487matters either obscure, or of principall and most necessary
488use. And this one chife meanes, whereby Schollers may
489have the difficultest things in their Authours so perfectly, as
490that whensoever they shall bee examined of a sudden, they
491shall be very ready, to their great praise, and to the just commendation
492of the Schoole. For the manner of noting, it is
493best to note all School bookes with inke; and also all others,
494which you would have gotten ad unguem , as we use

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495to say, or whereof we would have daily or long practice;
496because inke will indure: neither will such bookes be the
497worse for their noting, but the better, if they be noted with
498judgement. But for all other bookes which you would have
499faire againe at your pleasure; note them with a pensil of
500blacke lead: for that you may rub out againe when you will,
501with the crums of new wheat bread.
502    The very little ones, which reade but English, may
503make some secret markes thus at every hard word; though
504but with some little dint with their naile: so that they doe
505not marre their bookes.
506    Of this I shall speake more particularly in the manner of
507parsing, Chap. 9.
508    A fourth observation, is this: That whatsoever bookes
509or matter Schollers do learne, after they beginne to learne
510without booke; that they learne them so perfectly, and
511hold them so surely, by daily repetition and examination,
512that they may have in their minds such an absolute knowledge
513of all the words, and matters which they have learned;
514as wheresoever they shall meete with the same againe, or
515shall have occasion to use them, they may not neede to be
516driven to learne then anew; but that they may tell of a sudden
517where they have learned them, or can repeat the place:
518and so make their use and benefit of them.
519    To teach the same things twise, or thrise, is a double labour
520and griefe: but to have all things which they have
521learned, ever in readinesse, is a singular benefit, and a rare
522commendation. For besides the preventing of all losse of
523labour and time, it shall be to the great delight of all who
524heare them tried, and the exceeding furtherance of their
525continuall growth in all good learning.
526    And to effect this yet more fully; acquaint them in all
527their Lectures and exercises, some one of them or other,
528who can tell first, to repeate where they have learned every
529hard word: and that chiefly in their Grammar, if they have
530learned it there, to have that exceeding perfect; and to
531marke surely every new word, according to the direction
532which I have before given.

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533    A fift generall observation, and which is not inferiour
534to any of the former, for the good both of Masters and
535Schoollers, and the very great benefit of Schooles, is this:
536that the whole Schoole be divided into so few fourmes as
537may be, of so many as can any way be fitted to goe together:
538though they be sixteene, or twenty, yes, fortie in a
539fourme, it is not the worse.
540    The reasons of it are most cleere.
541    1. In most things it is almost the same labour to teach
542twenty, as to teach two: as in reading all Lectures and rules
543unto them, in examining all parts and Lectures. Like as it
544is in Sermons, and Catechisings, where it is the same labour
545to teach one, that it is to teach a thousand, if all can heare alike.
546This is very generall, except in exercises of writing;
547wherin also great advantage may be gotten by this meanes,
548if right order be observed, as we shall shew after.
549    2. Secondly, the fewer fourmes there are, the more time
550may be spent in each fourme; and more labour may be bestowed
551in examining every tittle necessary. Which worke
552of continuall examination, is a notable quickner and nourisher
553of all good learning; helping marvellously understanding,
554audacity, memory, and provoking emulation of
555the Schollers: and therefore a principall part of the Master's
556labour, and of the time in the Schoole, would be imployed
557in this.
558    3. By this meanes, every one of a fourme shall some way
559provoke, or incourage the rest of their fellowes. If they be
560but dull, the rest will thinke to go before them; but if they
561be more pregnant and witty, or more painefull and diligent,
562they shall put spirits into all the rest, and be as a spurre unto
563them. For there is in our nature an inbred desire to ayme at
564the best, and to wish to equalize them in each commendable
565quality: if there be right meanes of direction and incouragement
566thereunto.
567    Also every one of a forme may someway helpe the rest:
568for none are so dull, but they may happely remember some
569thing, which none of the rest did.