| |
 The
first three years are spent first in Learning by heart & then
acc:[ording] to their capacities understanding the Accidence
and Nomenclator, in construing & parsing acc:[ording)
to the English rules of Syntax, Sententiae Pueriles, Cato
& Corderius & Aesops Fables.
4.
The 4th year, or sooner if their capacities allow it, they are entered
upon Erasmus to which they are allou'd no English, but are taught
to translate it by the help of the Dictionary and Accidence, which
English translation of theirs is written down fair by each of them,
after the reciting of the lesson, and then brought to the Master
for his observation and the correction both as to the Translation
& orthography: This when corrected is carefully reserved till
fryday, and then render'd into Latin of the Author exactly instead
of the old way of Repitition, and in the afternoon of that day it
is (a part of it) varied for them as to mood tense case number &c
and given them to translate into Latin, still keeping to the words
of the Author. An example of which you have in the paper marked
on the backside A [not available]. These continue to read AEsops
Fables with ye English translation, the better to help them in the
aforesaid translating. They are also now initiated in the Latin
grammar, and begin to give the Latin rules in Propr: As in pres:
[Propria: As in praesenti] & Syntax in their parsing;
and at the latter end of the year enter upon Ovid de Tristibus (which
is recited by heart on the usual time fryday afternoon) & upon
translating English into Latin, out of mr Garretson's exercises.
5.
The fifth year they are entered upon Tullies Epistles (Still
continuing the use of Erasmus in the morning & Ovid de Trist[ibus]:
afternoon) the Elegancies of which are remark'd and improv'd in
the afternoon of the day they learn it, by translating an English
which contains the phrase something altered, and besides recited
by heart on the repetition day. Ov[id] Metam[orphoses): is
learn'd by these at the latter end of the year, so also Prosodia
Scanning & turning & making of verses, & 2 days in the
week they continue to turn mr. Gar[retson's) English Ex[ercises)
into Latin, w(hen) the afternoons exerc[ise): is ended, and turn
a fable into a verse a distich in a day.
6.
The sixth year they are entered upon Tullies Offices &
Lucius] Flor(us): for the forenoon, continuing the use of Ovid's
Metam[orphoses]: in the afternoon, & at the end of the Year
they read Virgil: The Elegancies of Tull[ius'=Cicero] Off[ice]):
are improved in the afternoon as is aforesaid of Tull[ius']: Epist[les]:
& withal given the master in writing when the lesson is recited,
& so are the phrases they can discover in Luc[ius] Fl[orus).
All of which they have mett with in that week are comprehended in
a dialogue on Fryday forenoon, and afternoon they turn a Fable in
Lat[in) Verse. Every week these make a Latin Epistle, the last quarter
of the Year, when also they begin to learn Greek, & Rhetorick.
7.
The seventh year they read Tullie's Orations & Justin
for the Latin and Greek Testam[en]t Isocrates Orat[ions]:
Homer & Hesiod for the Greek in the forenoons & Vergil Horace
Juvenal & Persius afternoons. As to their exercises after the
afternoon lessons are ended they translate mundays & Tuesdays
an Engl[ish] Dialogue containing a Praxis upon the Phrases out of
Godwin's Roman Antiquities. Wensdays they compose of Praxis on the
Elegancies & Pithy sentences in their lesson in Horace in Lat[in]
verse. On repetition days, bec[ause] that work is easy, their time
is improved in ye Forenoon in makeing Dialogues containing a Praxis
upon a Particle out of Mr. Walker, in the afternoon in Turning a
Psalm or something Divine into Latin verse. Every fortnight they
compose a Theme, & now & then turn a Theme into a
Declamation the last quarter of the year.
|
|
