“The for parts, and formed a person of

“The custom was to enter boys to the Schooled one by one, as they were fit for the Accidents and to let them proceed therein severally, till so many others came to them, as were fit to be ranked with them in a form. These were first put to read the Accidents, and afterwards made to commit it to memory; which when they had done, they were exercised in construing and parsing the examples in the English Rules, and this was called the first form: of which it was required to say four Lessons a day: but of the other forms, apart and a Lesson in the afternoons, and a Lesson only in the after.  “The second form was to repeat the Accidents for Parts; to say afternoon lessons in Propria quae maribus, Quae genus, and as in praesenti, which they repeated memoriter, construed and parsed; to say an afternoon lesson in Sententiae Pueriles, which they repeated by hart, and construed and parsed; they repeated their tasks every Friday memorizer, and parsed their Sentences out of the English.   “The third form was enjoyed first to repeat two parts together every morning, one out of the Accidents and the other out of that fore mentioned part of the Grammar, and together with their parts, each one was made to form one person of a verb Active in any of the four Conjugations: their afternoons lessons were in Syntaxis, which they used to say memoriter, then to construe it, and parse only the words which contain the force of the Rule; their fore-noon lessons were two days in Aesop’s Fables, and other two days in Cato; both which they construed and parsed, and said Cato memoriter; these Lessons they translated into English, and repeated all on Fridays, construing out of the Translations into Latin.   “The fourth form having ended Syntaxes, first repeated it, and Propria quae maribus, etc., together for parts, and formed a person of a verb Passive, as they did the Active before; for Lessons they proceeded to the by-rules, and so to Figure and Prosodia; for after-noon lessons they read Terence two days, and Mantuan two days, which they translated into English, and repeated on Fridays, as before.  “The fifth form said one part in the Latin, and another in the Greek Grammar together; their afternoon Lessons was in Butler’s Rhetorick, which they said memoriter, and then construed, and applied the example to the definition; their afternoons lessons were two days in Ovid’s Metamorphosis, and two days Tullie’s Offices, both which they translated into English; they learned to scan and prove verses in Flores Poetarum, and repeated their week’s works on Fridays, as before.   “The sixth form continued their parts in the Greek Grammar, and formed a verb Active at every part; they read the Greek Testament for afternoon lessons, beginning with Saint John’s Gospel; their afternoon lessons were two days in Virgil, and two days in Tullie’s Orations. They construed the Greek Testament into Latin, and the rest into English.   “The seventh form went on with the Greek Grammar, forming at every part a verb Passive or Medium; they had their afternoon Lessons in Isocrates, which they translated into Latin; their afternoon lessons were two days in Horace, and two days in Seneca’s Tragedies; both which they translated into English.   “In the eighth form, Hesiod was read in the morning, while Juvenal and Persius were construed in the afternoon.”  The ninth form was wholly occupied with Greek books. 


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