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1

CHAP. I.

2
3

HOW A CHILDE MAY BE HELPED IN THE FIRST PRONOUNCIATION
4OF HIS LETTERS.

5
6    My aim being to discover the old
7Art of teaching Schoole, and
8how it may be improved in
9every part suteable to the
10years and capacities of such
11children as are now commonly taught;
12I shall first begin my discourse concerning
13a petty-Schoole, & here or else where
14I shall not busie my self or Reader about
15what a childe of an extraordinary towardliness,
16and having a teacher at
17home, may attain unto, and in how
18short a space, but onely shew how a multitude
19of various wits may be taught all
20together with abundance of profit and
21delight to every one, w^ch is the proper
22and main work of our ordinary Schooles.
23    Whereas then, it is usual in Cities and

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24greater Towns to put children to Schoole
25about four or five years of age, and in
26Country villages, because of further distance,
27not till about six or seven; I conceive,
28The sooner a child is put to School, the
29better it is , both to prevent ill habits, which
30are got by play and idleness, and to enure
31him betimes to affect learning and well
32doing. Not to say, how the great uncertainty
33of parents lives, should make
34them careful of their Childrens early education,
35which is like to be the best
36part of their patrimony, what ever good
37thing else they may leave them in this
38World.
39    I observe that betwixt three and four
40years of age a childe hath great propensity
41to peep into a book, and then
42is the most seasonable time (if conveniences
43may be had otherwise) for him
44to begin to learn; and though perhaps
45then he cannot speak so very distinctly,
46yet the often pronounciation
47of his letters, will be a means to
48help his speech, especially if one take notice
49in what organ or instrument he is
50most defective, and exercise him chiefly
51in those letters which belong unto it.
52    Now there are five organs or instruments
53of speech, in the right hitting of
54which, as the breath moveth from within,

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55through the mouth, a true pronunciation
56of every letter is made, viz.
57the lips, the teeth, the tongue, the roof
58of the mouth, and the throat; According
59to which if one rank the twenty four
60letters of our English Alphabet, he shall
61find that A, E, I, O, V, proceed by degrees
62from the throat, along betwixt the
63tongue and the roof of the mouth to the
64lips contracted, and that Y is somewhat
65like I , being pronounced with other letters,
66but if it be named by it self, it requireth
67some motion of the lips. B, F, M,
68P, W , and V consonant, belong to
69the lips. C, S, X, Z, to the teeth. D, L,
70N, T, R, to the tongue. B, H, K, Q,
71to the roof of the mouth. But the sweet
72and natural pronunciation of them is
73gotten rather by imitation then precept,
74and therefore the teacher must be careful
75to give every letter its distinct and
76clear sound, that the childe may get it
77from his voice, and be sure to make the
78child open his mouth well as he uttereth
79a letter, lest otherwise he drown or
80hinder the sound of it. For I have
81heard some foreiners to blame us English-men
82for neglecting this mean to a
83plain and audible speaking, saying, that
84the cause, why we generally do not speak
85so fully as they, proceeded from an ill

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86habit of mumbling, which children got
87at their first learning to read; which it
88was their care; therfore to prevent or remedy
89betimes, and so it should be ours,
90seeing Pronounciation is that that sets out a
91man, and is sufficient of it self to make one an
92Oratour .
93
94

CHAP II.

95
96

HOW A CHILDE MAY BE TAUGHT WITH DELIGHT TO
97KNOW ALL HIS LETTERS IN A VERY LITTLE TIME.

98
99    The usual way to begin with a child,
100when he is first brought to Schoole,
101is to teach him to know his letters in the
102Horn-book, where he is made to run over
103all the letters in the Alphabet or
104Christ-cross-row both forwards & backwards,
105until he can tel any one of them,
106which is pointed at, and that in the English
107character.
108    This course we see hath been very effectual
109in a short time, with some more
110ripe witted children, but othres of a
111slower apprehension (as the most and
112best commonly are) have been thus
113learning a whole year together, (and
114though they have been much chid and
115beaten too for want of heed) could scarce

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116tell six of their letters at twelve moneths
117end, who, if they had been taught in a
118way more agreeable to their meane
119apprehensions (w^ch might have wrought
120more readily upon the senses, and affected
121their mindes with what they did)
122would doubtlesse have learned as cheerfully,
123if not as fast as the quickest.
124    I shall therefore mention sundry ways
125that have been taken to make a childe
126know his letters readily, out of which
127the discreet Teacher may chuse what is
128most likely to suit his Learner.
129    I have known some that (according
130to Mr. Brinsley's direction) have taught little
131ones to pronounce all the letters, and
132to spell pretty well, before they knew
133one letter in a book; and this they did,
134by making the childe to sound the five
135vowels a, e, i, o, u, like so many bells upon
136his fingers ends, and to say which
137finger was such or such a vowel, by changes.
1382 Then putting single consonants
139before the vowels, (leaving the hardest
140of them till the last) and teaching him
141how to utter them both at once, as va, ve,
142vi, vo, vu, da, de, di, do, du. 3. and again,
143by putting the vowels before a
144consonant to make him say, as, es, is, os,
145us, ad, ed, id, od, ud. Thus; they have proceeded
146from syllables of two or three; or

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147more letters, till a child hath been pretty
148nimble in the most. But this is rather
149to be done in a private house, then a
150publick Schoole; how ever this manner
151of exercise now and then amongst little
152Scholars will make their lessons more familiar
153to them.
154    The greatest trouble at the first entrance
155of children is to teach them how
156to know their letters one from another,
157when they see them in the book altogether ;
158for the greatnesse of their number
159and variety of shape do puzle young wits
160to difference them, and the sence can
161but be intent upon one single object at
162once, so as to take its impression, and
163commit it to the imagination and memory.
164Some have therefore begun but
165with one single letter, and after they
166have shewed it to the childe in the Alphabet,
167have made him to finde the same any
168where else in the book, till he knew that
169perfectly; and then they have proceeded
170to another in like manner, and so
171gone through the rest.
172    Some have contrived a piece of ivory
173with twenty four flats or squares, in every
174one of which was engraven a several
175letter, and by playing with a childe in
176throwing this upon a table, and shewing
177him the letter onely which lay uppermost,

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178have in few dayes taught him the whole
179Alphabet.
180    Some have got twenty four pieces of
181ivory cut in the shape of dice, with a letter
182engraven upon each of them, and
183with these they have played at vacant
184hours with a childe, till he hath known
185them all distinctly. They begin first with
186one, then with two, afterwards with
187more letters at once, as the childe got
188knowledge of them. To teach him likewise
189to spell, they would place consonants
190before or after a vowel, and then
191joyn more letters together so as to make
192a word, and sometimes divide it into syllables,
193to be parted or put together; now
194this kind of letter sport may be profitably
195permitted among you beginers in a School
196& in stead of ivory, they may have white
197bits of wood, or small shreads of paper
198or past-board, or parchment with a
199letter writ upon each to play withall amongst
200themselves.
201    Some have made pictures in a little book
202or upon a scroll of paper wrapt upon
203two sticks within a box of iceing-glass,
204and by each picture have made three sorts
205of that letter, with which its name beginneth;
206but those being too many at
207once for a childe to take notice on, have
208proved not so useful as was intended.

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209Some likewise have had pictures and letters
210printed in this manner on the back
211side of a pack of cards, to entice children,
212that naturally love that sport, to the love
213of learning their books.
214    Some have writ a letter in a great character
215upon a card, or chalked it out upon
216a trencher, and by telling a child
217what it was, and letting him strive to
218make the like, have imprinted it quickly
219in his memory, and so the rest one
220after another.
221    One having a Son of two years and a
222half old, that could but even go about
223the house, and utter some few gibberish
224words in a broken manner; observing
225him one day above the rest to be
226busied about shells, and sticks, and such
227like toys, which himself had laid together
228in a chair, and to misse any one that
229was taken from him, he saw not how, and
230to seek for it about the house; became
231very desireous to make experiment what
232that childe might presently attain to in
233point of learning; Thereupon he devised
234a little wheel, with all the Capital
235Romane letters made upon a paper to
236wrap round about it, and fitted it to turn
237in little a round box, which had a hole so
238made in the side of it, that onely one letter
239might be seen to peep out at once;

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240This he brought to the childe, & showed
241him onely the letter O, and told him
242what it was; The childe being overjoyed
243with his new gamball, catcheth the
244box out of his Fathers hand, and run's
245with it to his playfellow a year younger
246then himself, and in his broken language
247tell's him there was an O, an O; And
248when the other asked him where, he
249said, in a hole, in a hole, and shewed
250it him; which the lesser childe then took
251such notice of, as to know it againe ever
252after from all the other letters. And
253thus by playing with the box, and enquiring
254concerning any letter that appeared
255strange to him, what it was, the
256childe learnt all the letters of the Alphabet
257in eleven dayes, being in this Character
258A B C , and would take pleasure
259to shew them in any book to any of his
260acquaintance that came next. By this
261instance you may see what a propensity
262there is in nature betimes to learning,
263could but the Teachers apply themselves
264to their young Scholars tenuity;
265and how by proceeding in a cleare & facil
266method, that all may apprehend, every
267one may benefit more or less by degrees.
268According to these contrivances to forward
269children, I have published a New
270Primar ; in the first leafe, whereof I have

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271set the Roman Capitalls (because that
272Character is now most in use, & those letters
273the most easie to be learn't) and have
274joyned therewith the pictures or images
275of some things whose names begins with
276that letter, by which a childs memory
277may be helped to remember how to call
278his letters; as A, for an Ape, B. for a
279Bear, &c. This Hieroglyphicall devise
280doth so affect Children (who are generally
281forward to communicate what they
282know) that I have observed them to
283teach others, that could not so readily
284learn, to know all the letters in a few
285houres space, by asking them, what
286stands A. for? and so concerning other
287letters backwards and forwards, or as
288they best liked.
289    Thus when a childe hath got the names
290of his letters, & their several shapes withall
291in a playing manner, he may be easily
292taught to distinguish them in the following
293leaf, which containeth first the
294greater, and then the smaller Roman
295Characters, to be learned by five at
296once or more, as the childe is able to remember
297them; other Characters I would
298have forborn, till one be well acquainted
299with these, because so much variety
300at the first doth but amaze young
301wits, and our English characters, (for

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302the most part) are very obscure, & more
303hard to be imprinted in the memory.
304And thus much for the learning to know
305letters; we shall next (and according to
306Order in Teaching) proceed to an easie
307way of distinct spelling.

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308

CHAP. V.

309
310

WHEREIN CHILDREN, FOR WHOM THE LATINE TONGUE
311IS THOUGHT TO BE UNNECESSARY, ARE TO BE EMPLOYED
312AFTER THEY CAN READ ENGLISH WELL.

313
314    It is a fond conceit of many, that
315have either not attained, or by their

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316own negligence have utterly lost the use
317of the Latine Tongue, to think it altogether
318unnecessary for such children to
319learn it, as are intended for Trades, or
320to be kept as drudges at home, or employed
321about husbandry. For first there
322are few children, but (in their playing-years,
323and before they can be capable of
324any serious employment in the meanest
325calling that is) may be so far grounded
326in the Latine, as to finde that little
327smattering they have of it, to be of singular
328use to them, both for the understanding
329of the English Authors (which
330abound now a dayes with borrowed
331words) and the holding discourse with
332a sort of men that delight to flant it in
333Latine.
334    Secondly, Besides I have heard it
335spoken to the great commendation of
336some Countries, where care is had for
337the well education of children, that every
338Peasant (almost) is able to discourse
339with a stranger in the Latine tongue; and
340why may not we here in England obtain
341the like praise, if we did but as they,
342continue our children at the Latine
343Schoole, till they be well acquainted
344with that language, and thereby better
345fitted for any calling.

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346    Thirdly, And I am sorry to adde, that
347the non-improvement of childrens time
348after they can read English any whit
349well, throweth open a gap to all loose
350kinde of behaviour; for being then (as
351it is too commonly to be seen, especially
352with the poorer sort) taken from the
353Schoole, and permitted to run wildeing
354up and down without any control, they
355adventure to commit all manner of
356lewdnesse, and so become a shame and
357dishonour to their Friends and Countrey.
358    If these or the like reasons therefore
359might prevail to perswade them that
360have a prejudice against Latine, I would
361advise that all children might be put to
362the Grammar-Schoole, so soon as they
363can read English well; and suffered to
364continue at it, till some honest calling
365invite them thence; but if not, I would
366wish them rather to forbear it; then to
367become there an hinderance to others,
368whose work it is to learn that profitable
369Language. And that they may not
370squander away their time in idleness, it
371were good if they were put to a Writing-Schoole,
372where they might be, First
373helped to keep their English, by reading
374of a chapter (at least) once a day; and

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375second. taught to write a fair hand; and
376thirdly afterwards exercised in Arithmatique,
377and such preparative Arts, as
378may make them compleatly fit to undergoe
379any ordinary calling. And being
380thus trained up in a way of discipline,
381they will afterwards prove more
382easily plyable to their Masters
383commands.
384    Now, forasmuch as few Grammar-Schooles
385of note will admit children into
386them, till they have learn't their Accidents;
387the teaching of that book, also becometh
388for the most part a work for a Petty-Schoole,
389where many that undertake
390to teach it, being altogether ignorant of
391the Latine Tongue, do sorrily performe
392that taske, and spend a great deal of time
393about it to little or no purpose. I would
394have that book, therefore by such let alone,
395and left to the Grammar-School, as
396most fitting to be taught there onely, because
397it is intended as an introduction
398of Grammar, to guide children in a
399way of reading; writing, and speaking
400Latine, and the Teachers of the Grammar-Art
401are most deeply concerned to
402make use of it for that end. And in stead
403of the Accidents, which they do neither
404understand nor profit by, they may be

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405benefitted in reading Orthodoxal Catechismes
406and other Books, that may instruct
407them in the Duties of a Christian,
408such as are The Practise of Piety, The Practise
409of Quietnesse, The whole duty of Man ;
410and afterwards in other delightful books
411of English History; as, The History of
412Queen Elizabeth ; or Poetry, as Herberts
413Poems, Quarl's Emblems ; and by this
414means they will gain such a habit and
415delight in reading, as to make it their
416chief recreation, when liberty is afforded
417them. And their acquaintance with
418good books will (by Gods blessing) be
419a means so to sweeten their (otherwise
420sowr) natures, that they may live comfortably
421towards themselves, and amiably
422converse with other persons.
423    Yet if the Teacher of a Petty-Schoole
424have a pretty understanding of the Latine
425Tongue, he may the better adventure
426to teach the Accidents, and proceed
427in so doing with far more ease and profit
428to himself and learner, if he observe a
429sure method of grounding his children
430in the Rudiments of Grammar, and preparing
431them to speak and write familiar
432Latine, which I shall hereafter discover,
433having first set down somewhat how to
434remedy that defect in reading English,

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435with which the Grammar-Schooles are
436very much troubled, especially, where
437there is not a good Petty-Schoole to discharge
438that work afore-hand. And before
439I proceed further, I will expresse my
440minde in the two next chapters touching
441the erecting of a Petty-Schoole, and
442how it may probably flourish by good
443Order and Discipline.

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444

CHAP. 1.

445
446

OF THE FOUNDING OF A
447GRAMMAR-SCHOOLE.

448
449    The most of the Grammar Schools
450which I have yet taken notice
451of in England , are of two sorts ;
452    The first I may call mixt
453Schooles , where a structure is
454made, and an allowance given of ten,
455twenty, or thirty pounds per annum
456onely to one man to teach children
457freely, that inhabit within the precincts
458of one Parish, or of three or four
459neigbouring Hamlets, adjoyning. And
460such Schooles as these very seldom or
461never improve Scholars further, then to
462teach them to read and write, and
463learne some little (they know not what
464it meaneth) in the common Grammar;
465partly because the Master is overburdened
466with too many petty Scholars, and
467partly because many parents will not
468spare their children to learne, if they

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469can but finde them any employment about
470their domestick or rureall affairs,
471whereby they may save a penny. In
472some places more populous, an allowance
473is made to a Master of about twenpounds
474per annum to attend Grammarians
475onely, and ten pounds to an Usher,
476whose work it is to teach the Petties: in
477such Schooles as these, I have knowne
478some boyes more pregnant witted then
479the rest, to have proved very good
480Grammarians, and to have profited so
481in the Latine and Greek Tongues, as to
482come to good maturity in University
483studies, by a Tutors guidance. But the
484Masters of such Schooles for the most
485part, either weaken their bodies by excessive
486toyle, and so shorten their dayes;
487or as (soon as they can fit themselves
488for a more easie profession, or obtain a
489more profitable place) after a few years
490quit their Schoole, and leave their Scholars
491to anothers charge, that either hath
492his method to seek, or else traines
493them up in another, quite different from
494that which they had been used to. And
495thus thorow the change of Masters the
496Scholars are either dispersed, or hindered
497from going on with that alacrity and
498profit, which otherwise they might.

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499    The second sort of Schooles are those
500which are purely Grammatical , being especially
501conversant in teaching the Art of
502Grammar. Now some of these have
503yearely salaries for a Master and one
504Usher, where the Master is employed in
505perfecting those Scholars, which the
506Usher hath already grounded. And many
507of these Schooles, (especially if they
508be situate in places where accommodation
509is to be had for Tabling) do happily
510train up many Scholars, which about
511sixteen or seventeen years of age, are fit
512to be sent to the University. But in regard
513there is no preferment attending these
514Schooles, the most pregnant witted
515children are commonly taken thence,
516after they are well grounded, and disposed
517on to other places, where they
518may gain it. So that of all others our
519collegiate Schooles or those that come nearest
520them, have the greatest advantage
521of making most Scholars. For these
522having commonly large revenues belonging
523to them, do not onely provide
524sufficiently for a Master and one
525Usher at lest, but also for a certaine
526number of Scholars, which being for
527the most part the choycest wits, pickt
528out of other Schooles, and such as depend

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529upon hopes of advancement, do
530industriously bestirre themselves to attain
531what learning they can, and submit
532themselves orderly to such Discipline
533as is there exercised. But forasmuch
534as these greater Schooles rather
535intend the forwarding of such children
536as are already grounded, then busie
537themselves about meere Rudiments; it
538causeth many parents to disperse their
539little ones abroad to Tabling-Schooles,
540where (for the most part) there is but
541one man to teach a few promiscuously
542hand-over-head, without any setled
543Method, and these changing and removing
544ever and anon, as cause is offered,
545do seldome attain any stable proficiencie
546in Grammar-learning. Yet in
547some of these, where an able Schoole-Master
548is well seated, and provided with
549all fitting accommodations, so as to
550entertain many Gentlemens sonnes of
551good quality, and an able Usher to assist
552him in Teaching, I have observed
553children to make double profiting, in
554respect of other Schooles, because they
555have the advantage to spend much of
556that time at their bookes, which others
557trifle away, in running up and down
558about home; not to say, that the constant

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559eye of the Master is an especiall
560means to regulate them in point of
561behaviour.
562    Now comparing all the Schooles
563which we have in England , with some
564that I read of in other countries, (that
565I may speak freely, and without offence
566to any man, submitting my self herein
567also to the judgement of those of my
568Profession) I do not know one that is
569so compleated, as (perhaps) many might
570easily be, with all necessary accommodations,
571and advantages to improve
572children to what they are capable of,
573in their playing years, and wherein we
574evidently see, how many places of education
575beyond the Seas, do quite outstrip
576us.
577    And therefore from what I have heretofore
578read in Mr. Mulcasters Positions
579concerning the training up of children, in ch.
58040. (which he writ when he had been
581twenty years Schoole-master at Merchant
582Tailors Schoole , which was erected 1561.
583being afterwards head Master of Pauls , in
5841600.) and what I have been informed
585touching Mr. Farnabies improvement of
586a private Grammar Schoole in Gold-Smiths
587Alley , now called New street , also
588Jewen Street ; and what I my self have

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589experienced for about fourteen years together,
590both in that place, and in Lothbury
591Garden , I am induced to think, that it
592is a matter very feaseable to raise many of
593our Grammar-Schooles to a far higher
594pitch of learning, then is ordinarily yet
595attained to in England . For whereas in most
596of our Grammar-Schooles (as I have noted)
597there is but one, two, or three Ushers
598besides a Master, imployed in teaching
599the Latine and Greek Tongues, and some
600smattering of the Hebrew, together in one
601room, to six or seven Forms of Scholars,
602who by reason of the noise of one another,
603(not to mention the clamour of children)
604and the multiplicity of their Work,
605with several boyes in each Form, do both
606over-tire themselves, and many times
607leave things to the halves; I conceive a
608course may be taken (especially) in Cities,
609and Townes of greater concourse, to
610teach a great multitude of Scholars (as
611Corderius professeth to have taught 500.
612and I have been informed, that in some
613places beyond Seas, 2500. are taught in one
614Schoole) without any noise, in a pleasing &
615profiting manner, & in their playing years;
616not onely the English, Latine, and Greek
617Tongues, (together with the Duties of Piety,
618and civil behaviour) but also the Easterne,

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619and other needful forreign Languages, SOURCE TEXT: Languaguages
620besides fair writing, Arithmetick,
621Musick, and other Preparatory Arts
622and Sciences, which are most obvious to
623the Senses; and whereof their younger
624yeares are very capable; that thereby
625they may be throughly fitted for ingenuous
626Trades, or to prosecute higher studies
627in the Universities, and so be able (when
628they come to mans estate) to undertake
629the due management of private or publick
630Affaires, either at home, or in other
631countries.
632    He that shall but consider the low ebbe
633that learning was brought to (by reason
634of the Danish barbarisme) in England ,
635in King Alfred's dayes, who could not
636finde a Master in all his dominions, to
637teach him the Latine Tongue, (which he
638began to learn at thirty six years of age,
639having begun to read English at twelve,
640which his elder brethren, because less studious,
641could not attain to) and the paucity
642of them that understood Greek, not much
643above threescore yeares agoe, when a Scholar
644yet living of thirteen years old from
645the Schoole, was owned as a better Grecian,
646then most of the Fellowes of the
647Colledge to which he went; he that, I
648say, shall consider the former rareness of

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649the Latine and Greek Tongues in England ,
650and now see how common they are
651(especially since Queen Elizabeths dayes,
652in whose time, more Schooles were
653built, then there were before in all her
654Realm) and withall, take notice what an
655excellent improvement that noble-spirited
656Mr. Busbie hath of late made at Westminster
657Schoole, where the Easterne Languages are
658now become familiar to the highest sort
659of Scholars, will undoubtedly think (as I
660do) that our children may be brought on
661to far more knowledge of Language and
662things, then hitherto they have been, and
663that also in a more easie manner.
664    And forasmuch as I observe it as a
665great Act of Gods mercy towards his
666Church, that, in this jangling age of ours,
667wherein too many decry learning, he hath
668raised up the Spirit of some, that know
669better what it is, to endeavour heartily to
670advance it, I shall here addresse my words
671to such whosoever they are, but more especially
672to the Honourable and Reverend
673Trustees for the maintenance of Students.
674And as before I have hinted somewhat
675touching the erecting of Petty-Schooles
676(whereof there is great need, especially) in
677London ; so I will here presume (and I hope
678it will prove no offence) to publish what I

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679have often seriously thought, and sometimes
680spoken with some mens approbation,
681touching the most convenient founding
682of a Grammar-Schoole; that if it shall
683please God to stirre up any mans spirit to
684perform so pious a Work, he may do it,
685to the best advantage for the improvement
686of Piety and learning. For when I see in
687many places of this land, what vast summes
688have been expended (even of late) in erecting
689stately houses, and fencing large parcels
690of ground for Orchards and Gardens,
691and the like; and how destitute for the
692most part they stand, and remain without
693inhabitants; I am too too apt to think, that
694those persons which have undergone so
695great a charge, to so little purpose, would
696willingly have disbursed as much money
697upon a publick good, did they but rightly
698know how to do it; since thereby their
699name and memory will be more preserved;
700especially, if they have no children
701or posterity of their own to provide
702for.
703    But to return to the contrivance of a
704Schoole, which is to be in many things
705(as I have mentioned) above the ordinary
706way of Schooling, yet gradually distant
707from, and subordinate to University Colledges,
708which would thence also take a

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709further rise towards perfection in all kinds
710of Study and Action, For the better grounded
711a Scholar is in the principles of useful
712matters, when he comes to the University,
713the greater progress he will make there in
714their superstructures, which require more
715search and meditation; so that at last he
716will be able to discover many particulars,
717which have not yet been found out by others,
718who (perhaps) have not gone so rationally
719to work, as he may do, having
720obtained the whole EnsyclopaediaEncyclopaedia of learning,
721to help him in all sorts of Books.
722    Such a Schoole then as may be fit for
723the education of all sorts of children (for
724we have seen the very poorest to have come
725to dignities of preferment by being learned)
726should be situated in a City or Town
727of great concourse and trading, whose
728inhabitants are generally addicted, and
729sufficiently accommodated to entertain
730Tablers, and are unanimously well-affected
731towards Piety, Learning, and Vertue.
732The place should be healthfully and
733pleasantly seated in a plentifull country,
734where the wayes on all sides are most
735commonly faire, and convenient passage
736to be had from remoter parts, both by
737land and by water.
738    The Schoole-house should be a large

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739and stately building, placed by it selfe
740about the middle of the outside of a Town,
741as near as may be to the Church, and not
742far from the fields, where it may stand in
743a good aire, and be free from all annoyances.
744It should have a large piece of
745ground adjoyning to it, which should be
746divided into a paved Court to go round
747about the Schoole, a faire Orchard and
748Garden, with Walks and Arbors, and a
749spacious green close for Scholars recreations;
750and to shelter the Scholars against
751rainy weather, and that they may not injure
752the Schoole in times of play, it were
753good if some part of the Court were sheded,
754or cloystered over.
755    This Schoole-house should be built
756three stories high, whereof the middlemost,
757for more freedome of the aire, should
758be the highest above-head, and so spacious
759that it may contain (at least) 500. Scholars
760together, without thronging one another.
761It should be so contrived with
762folding doors made betwixt every Form,
763as that upon occasion it may be all laid
764open into one roome, or parted into six,
765for more privacie of hearing every Form
766without noyse, or hinderance one of
767another. There should be seats made in
768the Schoole, with Deskes before them,

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769whereon every Scholar may write, and
770lay his book, and these should be so placed,
771that a good space may be left in the
772middle of the Schoole, so as six men a
773breast may walk up and down from Form
774to Form. The Ushers Pucs should be set
775at the head ends of every Form, so as they
776may best see and hear every particular
777boy. And the Masters Chaire should be so
778raised at the upper end of the Schoole, as
779that he may be able to have every Scholar
780in his eye, and to be heard of all, when he
781hath occasion to give any common charge,
782or instruction. There may be shelves
783made round about the Schoole, and boxes
784for every Scholar to put his books in, and
785pins whereon they may hang their hats;
786that they be not trodden (as is usual) under
787feet. Likewise every Form should
788have a Repository near unto it, wherein to
789lay such Subsidiary books as are most proper
790for its use. The lowest story may be divided
791into several rooms, proportioned according
792to the uses for which they are intended,
793whereof one should be for a writing-Schoole,
794another for such Languages
795as are to be taught at spare houres; and
796a third as a Petty-Schoole for such children
797as cannot read English perfectly, and
798are intended for the Grammar-Schoole.

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799A fourth room may be reserved for laying
800in wood and coales, and the rest made use
801on for Ushers or Scholars to lodge in, or the
802like occasion, as the Master shall think best
803to dispose of them to the furtherance of
804his Schoole. In the uppermost story, there
805should be a faire pleasant Gallery wherein
806to hang Maps, and set Globes, and to lay
807up such rarities as can be gotten in presses,
808or drawers, that the Scholars may know
809them. There should likewise be a place
810provided for a School-Library, and the rest
811may be made use of as Lodging roomes,
812for Ushers and Scholars. But the whole
813Fabrick should be so contrived, that there
814may be sufficient lights and chimneys to
815every Form and roome. As for an house
816of Office, it should be made a good distance
817from the Schoole, in some corner of
818the close, where it may be most out of
819sight, and least offensive.
820    The Masters dwelling-house should be
821nigh the Schoole, and should contain in it
822all sorts of roomes convenient for entertainment
823and lodging, and necessary offices
824that pertain to a great family. It
825should have a handsome Court before it,
826and a large yard behind it, with an Orchard
827and Garden, and some inclosure of
828pasture ground. And there should be two

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829or three roomes made a little remote from
830the dwelling house, to which Scholars
831may be removed and kept apart, in case
832they be sick, and have some body there to
833look to them.
834    Now that every Scholar may be improved
835to the utmost of what he is capable,
836the whole Grammar Schoole should
837be divided into six Forms, and those placed
838orderly in one roome, which (as I
839have described) may be so divided into
840six, that the noyse of one form may not
841at all disturb or hinder another. There
842should also be six able Ushers, for every particular
843form one, whose work should be to
844teach the Scholars according to the method
845appointed by the Master, and (that
846every one may profit in what he learneth)
847to be sure to have respect to the weakest,
848and afford them the most help.
849    The Master should not be tyed (as is
850ordinary) to a double work, both to
851teach a main part of the Schoole himselfe,
852and to have the inspection and government
853over all; but his chief care should be
854(and it wil be businesse enough for one) to
855prescribe Taskes, and to examine the
856Scholars in every form, how they profit,
857and to see that all exercises be duely performed,
858and good order constantly observed,

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859and that every Usher be dexterous
860and diligent in his charge, and moderate
861in executing such correction, as is necessary
862at any time to be inflicted for vitious
863enormities, but seldome or never, for errours
864committed at their Books.
865    As for the maintenance of such a School,
866it should be so liberal, that both Master
867and Ushers may think their places to be
868preferment sufficient, & not to be enforced
869to look for further elsewhere, or to direct
870their spare houres studies towards other
871Callings. It were to be wished therefore,
872that a constant Salary of (at least) 100 £.
873per annum might be allowed to the Master,
874and 30 £. 40 £. 50 £. 60. 70 £. 80 £. per annum
875to his six Ushers. The raising of
876which maintenance, (to use Mr. Mulcasters
877words) as it will require a good minde,
878and no meane purse; so it needs neither the
879conference of a countrey, nor yet the Revenue
880of a Romane Emperour. Besides, the
881Master for his encouragement, should have
882liberty to make what benefit he can by
883tabling in strangers; and every of the abler
884sort of inhabitants in the Town, should
885pay him (at least) 10.s per quarter, for a
886sons teaching, but all the poorer children
887should be taught gratis , on condition they
888be sent constantly to the Schoole, and that

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889their Parents do engage they shall keep
890good order, and be cleanly and neat in
891their apparel; that they may not seem to
892disgrace their fellowes, or to be disdained
893by them for their poverty.