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+Project Gutenberg's The Education of Children, by Desiderius Erasmus
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Education of Children
+
+Author: Desiderius Erasmus
+
+Translator: Richard Sherry
+
+Release Date: March 16, 2009 [EBook #28338]
+
+Language: English
+
+Character set encoding: UTF-8
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE EDUCATION OF CHILDREN ***
+
+
+
+
+Produced by Louise Hope, Greg Lindahl, Joseph Cooper and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net (This file was produced from images
+generously made available by the Bibliothèque nationale
+de France (BnF/Gallica) at http://gallica.bnf.fr)
+
+
+
+
+
+[Transcriber’s Note:
+
+This e-text includes characters that require UTF-8 (Unicode) file
+encoding:
+
+  ẽ ũ [e, u with overline = following n or m]
+
+If these characters do not display properly--in particular, if the
+diacritic does not appear directly above the letter--or if the
+apostrophes and quotation marks in this paragraph appear as garbage,
+make sure your text reader’s “character set” or “file encoding” is set
+to Unicode (UTF-8). You may also need to change the default font. As
+a last resort, use the Latin-1 version of the file.
+
+The text is based on scans of two different physical copies. In a few
+cases, the two versions have different spelling, or one has an error
+where the other does not. These are noted at the end of the file along
+with the general list of errors and an explanation of paragraph breaks.
+
+Superscripts are shown with carets: w^t, y^e. All pilcrows ¶ in the
+body text were added by the transcriber (see endnotes).
+
+The book was originally (1550) printed together with Richard Sherry’s
+_A Treatise of Schemes and Tropes_. Since the two texts have no
+connection except that Sherry is assumed to be the translator, they
+have been made into separate e-texts.]
+
+
+
+
+              ¶ A treatise
+          of Schemes & Tropes
+            very profytable
+  for the better vnderstanding of good
+   authors, gathered out of the best
+         Grammarians & Oratours
+         by Rychard Sherry Lon
+                 doner.
+
+    Whervnto is added a declamacion,
+  That chyldren euen strayt frõ their
+   infancie should be well and gent-
+      ly broughte vp in learnynge.
+         Written fyrst in Latin
+           by the most excel-
+                lent and
+        famous Clearke, Erasmus
+               of Rotero-
+                 dame.
+
+
+
+
+       That chyldren oughte to
+  be taught and brought vp gẽtly in
+   vertue and learnynge, and that
+     euen forthwyth from theyr na
+      tiuitie: A declamacion of
+        a briefe theme, by E-
+           rasmus of Rote-
+               rodame.
+
+
+If thou wilt harken vnto me, or rather to Chrisippus,
+the sharpeste witted of Philosophers, y^u shalte
+prouide y^t thyne infante and yonge babe be forthewyth
+instructed in good learnyng, whylest hys wyt is yet
+voyde from tares and vices, whilest his age is tender
+and tractable, and his mind flexible and ready to
+folowe euery thyng, and also wyl kepe fast good
+lessons and preceptes. For we remẽber nothynge so well
+when we be olde, as those thynges y^t we learne in
+yonge yeres. [Sidenote: Diuision of y^t confutaciõ]
+Care not thou for those fooles wordes which chatter
+that thys age, partly is not hable inough to receiue
+discipline, & partlye vnmete to abyde the labours of
+studies. For fyrst, the beginninges of learning, stãd
+specially by memorie, which as I sayd, in yõg ones is
+very holdfast. Secondly because nature hath made vs to
+knowledge the study of y^t thynge can not be to hasty,
+wherof y^e author of al thyng her self hath graffed in
+vs y^e seedes. Beside this some thinges be necessary
+to be knowẽ whẽ we be sũwhat elder, which by a certẽ
+peculier readines of nature, y^e tender age perceiueth
+both much more quickly, & also more esily thẽ doth y^e
+elder, as y^e first beginnings of letters, y^e
+knowledge of tõges, tales & fabels of poetes.
+Finallye, why shulde y^t age be thought vnmete to
+lerning, which is apt to lerne maners? Or what other
+thinge shuld chyldrẽ do rather whẽ they be more able
+to speake, seyng nedes thei muste do sumwhat? How much
+more profite is it y^t age to sporte in letters, then
+in trifles? Thou wilt say y^t it is but of litle value
+y^t is done in those fyrste yeres. Why is it dispised
+as a smal thing, which is necessary to a very greate
+matter? And why is y^t lucre, be it neuer so litle,
+yet a lucre, dispised of purpose? Now if you oftẽ put
+a lytle to a litle, there riseth a greate heape.
+Herewith cõsider this also, if beyng an infant he
+lerne smaller thinges, he shalt lerne greter, growynge
+vpwardes in those yeres, in which those smaller shuld
+haue ben lerned. Finally whyle he doth these thinges,
+at y^e least he shal be kept frõ those fautes, wherw^t
+we se comẽly y^t age to be infected. For nothynge doth
+better occupy y^e whole mynd of man, thẽ studies.
+Verely this lucre ought not to be set light bi. But if
+we shuld graũte that by these labours y^e strength of
+y^e body is sumwhat diminished; yet thinke I this
+losse well recõpensed by winnynge of wyt. For the
+minde by moderate labours is made more quicke, &
+lustye. And if ther be any ieopardy in this pointe, it
+may be auoyded by our diligẽce. You must haue for this
+tender age a teacher to enter it by fayre meanes,
+& not discorage it by foule. And ther be also some
+things both plesaũt to be knowen, & as it wer sibbe to
+childrẽs wittes, whiche to lerne is rather a play thẽ
+a labour. Howbeit childehod is not so weake which euẽ
+for thys is y^e more mete to take paynes & labour,
+because they fele not what labour is. Therfore if thou
+wylte remember how far vnworthy he is to be counted a
+mã which is void of learning, and how stirring the
+life of man is, how slypper youth is to myschiefe, and
+mans age howe it desyreth to be occupied, how baren
+olde age is, and further how few come vnto it, thou
+wylt not suffer thy yong babe in the whych thou shalte
+lyue styll as it were borne agayne, to let go any
+parte of hys tyme vnoccupied, in the whych any thynge
+maye be gotten that eyther maye do muche good to all
+y^e whole lyfe afterwardes, or kepe it awaye from
+hurtes, and mischiefes.
+
+
+  The selfe same matter enlarged by copye.
+
+After the longe despayred fruitfulnes of thy wyfe,
+I hearsay thou art made a father, and that wyth a man
+chylde, whyche sheweth in it selfe a meruelous
+towardnes, and euen to be lyke the parentes: and
+that if so be we maye by such markes and tokens
+pronosticate anye thyng, maye seeme to promise perfite
+vertue. And that therfore thou doest entend, to se
+thys chylde of so grete hope, assone as he shalbe
+somewhat of age to be begonne in good letters, and to
+be taught in very honest learnynge, to be instructed
+and fashioned with the very wholsome preceptes of
+philosophy. In deede you wyll be the whole father, and
+you wyll haue hym your very son, and to loke lyke you,
+not only in the fashion of hys face, and liniamẽtes of
+hys bodye, but also in the giftes of hys wytte. Verely
+as I am hertelye glad for the good fortune of myne
+especiall friende, so I greatlye alowe your wyse
+entente. This one thynge I wolde warne you of boldlye
+in deede, but louinglye, not to suffer after the
+iudgemente and example of the cõmon people, that the
+fyrst age of your infante shulde flytte awaye without
+all fruite of good instrucciõ, and then at the last to
+set hym to learne hys fyrste letters, when bothe hys
+age wyll not so well be handled, and hys wytte shall
+be more readye to euyll, and peraduenture possessed
+alreadye w^t the fast holdyng bryers of vices. ¶ Yea
+rather euẽ now loke about for some man, as of maners
+pure & vncorrupt, so also wel learned: & into his lap
+deliuer your litle chyld, as it wer to a nurse of hys
+tẽder mind, that euẽ w^t his milke he may sucke in
+swete lerning: & deuide the care of thy litle sõne to
+his nurses & teacher that they shuld suckun the litle
+body w^t very good iuyce, & so indue hys mynd w^t very
+wholsom opinions, & very honest lernynge. For I thinke
+it not conuenient that y^u one of al the best learned,
+& also wysest shuldest geue care to those piuyshe
+women, or vnto mẽ very lyke to thẽ the beard excepted,
+whych by a cruell pytie, & hateful loue, iudge that
+the chyldren euen vntyl they waxe springoldes, shuld
+be kept at home kyssyng theyr mothers, and among the
+sweete wordes of theyr nurses pastymes, and vnchaste
+trystynges of seruauntes and maydens. And thynke that
+they ought vtterlye to be kepte awaye from learnyng as
+from venome, saying that the fyrst age is so rude that
+it can receiue no discipline, and so tender that it is
+not mete for the labours of studies: and finally that
+the profite of that age is so lytle worth, that
+neyther anye coste shulde be made vpon it, neyther y^t
+the weakenes of the chyldrẽ shuld be vexed. Whyle I
+proue euery of these thynges false, I pray you a lytle
+whyle take hede, countyng as the truth is, fyrst that
+these thynges be writtẽ of him which loueth you as wel
+as any mã doth, & inespecially of y^t thing which so
+perteineth to you, y^t none can do more. For what is
+more derer to you thẽ your son, inespecial hauing but
+him alone, vpon whõ we wold be glad if we might
+bestowe yea our life, not only our substaũce. Wherfore
+who mai not se y^t thei do leudly & also vntowardli
+which in tilling their lãd building their houses,
+keping their horse, vse y^e gretest diligẽce thei cã,
+& take to counsell men y^t be wyse, & of great
+experience: in bringing vp and teachynge theyr
+chyldren, for whose sakes al other thinges ar gotten,
+take so litle regard that nether they once councel
+with theyr owne mynd, not seke for the iudgements of
+wyse men, but as thoughe there were a trifle in hande,
+geue care to folyshe women, and to euery rascal
+wretche, whych is no lesse shame to hear, then if a
+man taking thought for the shooe, wolde set naught by
+the foote, or wyth great study wold prouide that there
+shuld be no faut in the garmente, naught reckynge for
+the healthe of the bodye. Good syr, I wyl not here
+cause you to tarye wyth common places, howe muche the
+strength of nature, how much fatherly loue, the law of
+god, mens constitucions require the parentes to owe
+vnto the childrẽ, thorowe whom asmuche as we maye wee
+escape to dye, and be made to lyue euer. But some
+thynke they haue gaylye done the office of a father,
+when they haue only begottẽ chyldren, where as thys is
+the least porcion of loue that the name of a father
+requyreth. What greate thought take the mothers
+comenlye leste the infant shulde loke a gogle or a
+squint, lest he shuld be puffe cheked, wrie necked,
+croke shuldred, croke legged, splaye footed, and lest
+that the proporcion of his bodye shuld not be trimme
+in euery point: whereunto besyde other thynges, they
+be wont to vse swadelbondes, and keepe in their chekes
+wyth lytle miters. They haue regard also to theyr
+mylke, their meate, theyr bathes, & their mouinges,
+by whyche thynges the phisicions in many bookes, and
+inespeciall Galene hath taught that the chyldren get
+good healthe of theyr bodye: neyther do they differ
+thys diligẽce vnto the seuenth or tenth yere, but euẽ
+assone as the chylde commeth oute of the mothers
+wombe, they take greate charge of thys. And they do
+well, for the infancie not regarded, oftentymes
+causeth men to haue a syckely and sore disseased olde
+age, if they happen to come to it. Yea moreouer or
+euer the chyld be born, yet dothe the mother take
+great heede: Thei eate not of euery meat when they be
+greate with chylde, they take heede that they moue not
+theyr bodie to hurte them: and if there happen any
+thyng to fall vpon their face, by and by they take it
+away wyth theyr hand, and laye it vpon the priuie
+part of theyr body. It hath ben proued by many
+experimentes, that by this remedie the deformitie
+whych wold haue bene on that part of y^e body that is
+sene, hathe lyen hyd in the secrete place. No mã
+calleth this to hasty a care whych is vsed for the
+worser parte of man. Why then is that parte of man,
+wherby we be properly called menne, neglected so many
+yeres? ¶ Shuld he not do all agaynste gods forbod which
+wold trim his cap, lettyng his head be vnkempt, and
+all scabbed? Yet much more vnreasonable is it that we
+shuld bestow iuste labours vpon the mortall bodye, and
+to haue no regarde of the immortal soule. Further, if
+a mã haue at home an horse colte, or a whelpe of a
+good kynd, wyl he not straight waye begynne to fashion
+hym to do sumwhat, and wyll do that so muche the more
+gladlye, the readyer the yonge age is to folow the
+teachers mynde? Wee wyl teache a popiniaye while time
+is, to speke as a manne dothe, knowynge well that the
+elder he waxeth, the lesse apte he wyll be to be
+taughte, yea the common prouerbe geuyng warnynge of
+thys thynge: That an old popiniaye careth not for the
+rod. ¶ And what a thynge is it to be diligente in a
+byrde, and slowe in teachynge thy sonne? What do the
+wytty husbandmen? Do they not teach euen straight way
+the plãtes whyle they be yet tender, to put awaye
+theyr wylde nature by graffynge, and wyll not tarye
+tyll they be waxen bygge and myghtye? ¶ And they do not
+onlye take heede that the litle tree grow not croked
+or haue any other faute, but if ther be anye, they
+make haste to amend it, whyle it wyll yet bowe, and
+folowe the hande of the fashioner. ¶ And what liuyng
+thynge, or what plante wyll bee as the owener or
+housebande manne wolde haue it to serue for, excepte
+oure dylygence helpe nature? The sooner it is donne,
+the better will it come to passe.
+
+¶ In dede to manye dumme beastes, nature the mother of
+all thynges, hath geuen more helpe to do theyr natural
+offices, but because the prouidẽce of God hath of al
+creatures vnto men onlye geuen the strength of reason,
+she hath left the greatest parte to educacion, in so
+much that one hath written very wel the first poynte,
+the middle, and the thirde, that is the chyefe of all
+mans felicitye, to be good instruccion, & ryght
+bryngynge vp. Whych prayse Demosthenes gaue to ryght
+pronunciacion, and that in deede not falsely, but
+ryghte bryngynge vp helpeth muche more to wysedome,
+then pronunciation to eloquence. For diligente and
+holy bringing vp, is the founteyne of al vertue. As to
+folye and myschief, the fyrst, seconde, and thyrde
+poynte, is vndiligente and corrupte educacion. Thys is
+the thynge that is chiefelye lefte vnto vs. That is
+the cause why vnto other beastes nature hathe geuen
+swyftnes, flyght, sharpnes of sight, greatnes, and
+strengthe of bodye, scales, flyshes, heares, hornes,
+nayles, venome, wherby they may both defende their
+healthe, and prouide for theyr liuynge, and brynge vp
+their yonge: and bryngeth forthe man onlye softe,
+naked, and vnfensed: but in stede of all thys, hath
+geuen hym a mynde hable to receiue all discipline,
+because in this onlye are all thynges, if a man wyll
+exercise it. And euerye liuynge thynge, the lesse mete
+it is to teachynge, so muche the more it hathe of
+natiue prudence. Bees learne not to make their celles,
+to gather iuce, and to make honye. The Emets are not
+taughte to gather into their holes in somer, wherby
+they shulde lyue in wynter, but all these thynges be
+done by instruccion of nature. But man neyther can
+eate, nor go, nor speake, except he be taught. Then if
+the tree brynge forthe eyther no fruite or vnsauerye,
+without the diligence of graffing, if the dogge be
+vnmete to hunte, the horse vnapte to iuste, the oxe to
+the plowe, except oure diligence bee putte to, howe
+wylde and vnprofitable a creature wolde man become,
+except diligẽtlye, and in dewe tyme he shulde be
+fashioned by good bryngynge vp. ¶ I wyll not here
+rehearse vnto you the example of Lycurgus knowen of
+euerye man, whyche bryngynge oute two whelpes, one of
+a gentle kynde, but euyll taughte, that ran to the
+meate, that other of sluggyshe syres, but diligently
+brought vp, that leafte the meate and leapt vpon the
+beast. Nature is an effectuall thynge, but educacion
+more effectuall, ouercommeth it. Menne take heede that
+they maye haue a good dog to hunte, to haue a good
+horse to iournei with, and here thei thynke no
+diligence to be to hastie, but to haue a sonne that
+shulde be both worship and profite to the parentes,
+vpon whome they myghte laye a good part of the charges
+of their houshold, whose loue mighte noryshe and beare
+vp their vnweldy age, and y^t shuld shew hym self a
+trustye and healpynge sonne in a lawe, a good husbande
+to his wife, a valiaunte and profitable citizen to the
+common wealthe, I saye to haue suche one, eyther they
+take no care, or else they care to late. For whõ do
+they plant? for whõ do they plowe? for whõ do they
+buylde? for whõ do they hunt for riches both by land &
+by sea? not for theyr chyldrẽ? But what profite or
+worshyp is in these thinges, if he y^t shal be heire
+of thẽ can not vse thẽ? With vnmesurable studye be
+possessions gotten, but of the possessor we take no
+kepe Who prepareth an harpe for the vnskylfull of
+musycke? Who garnysheth a librarie for hym that can
+skyl of no bookes? And are so great ryches gotten for
+hym whyche can not tell howe to vse them? If thou
+gettest these thynges to hym that is well broughte vp,
+thou geueste hym instrumentes of vertue: but if thou
+get them for a rude and rusticall wytte, what other
+thynge doest thou then minister a matter of
+wantonnesse and mischiefe? What canne bee thoughte
+more folyshe then thys kynde of fathers? They prouide
+that the bodie of the sonne maye be wythout faute, and
+shulde bee made apte to do all manner thynges comelye,
+but the mynde, by whose moderacion all honeste wyrkes
+do stand, that they care not for. It nedeth me not
+here to rehearse that riches, dignitie, authoritie,
+and also healthfulnes of body, whych menne so
+desirouslye wyshe to theyr chyldren, nothynge doth
+more get them vnto man, thẽ vertue and learninge. They
+wyshe vnto them a praye, but they wyll not geue thẽ a
+nette to take it with all. That thing which is of al
+most excellent, thou canst not geue thy sonne, but
+thou mayest store hym wyth those good sciences, wherby
+the best thynges be gotten. Now is this a great
+inconuenience, but it is yet a greater, that they
+leaue at home their dogge wel taught, their horse well
+broken and taught, and theyr son enstructed wyth no
+learnyng. They haue land well tylled, and theyr sonne
+shamefull rude. ¶ They haue their house goodly trimmed,
+and theyr sonne voyde of all garnyshyng. Further, they
+whych after the peoples estimacion seme to be
+meruelouse wyse, do prolong the diligence to garnyshe
+the mind eyther in to an age vnapte to bee taughte,
+or else take no care at all for it, and are meruelouse
+thoughtfull of externall goodes of fortune, yea or
+euer he be borne, whom they haue appoynted to be lorde
+of thẽ all. For what se we not them to do? When their
+wyfe is greate with chylde, then call they for a
+searcher of natiuities, the parentes axe whether it
+shall be a man or a woman kynde. They searche oute the
+destenye. If the astrologer by the byrth houre haue
+sayde that the chylde shulde be fortunate in warre:
+wee wyll, saye they, dedicate this chyld to the kynges
+courte. If he shal promyse ecclesiasticall dygnitie,
+wee wyll, saye they, hunte for hym by some meanes,
+a Byshoprycke, or a fatte Abbotshyp. Thys chylde wyl
+we make a president or a deane. ¶ Thys semeth not to
+them to hasty a care when they preuente euen the wery
+byrth: and semeth it to hastye that is vsed in
+fashioning your childrens myndes? So quyclye you
+prouide to haue your sonne a capteine or an officer,
+and therewyth wylte thou not prouide that he maie be a
+profitable captayn or officer of the common wealth?
+Before the tyme come you go aboute this, to haue your
+sonne a byshop, or an abbot, and wylt thou not fashion
+hym to this well, to beare the office of a byshop, or
+an abbot? Thou setteste hym to a chariot, and shewest
+hym not the manner to guyde it. Thou puttest hym to
+the sterne, and passest not that he shulde learne
+those thynges that becommeth a shypmaster to know.
+Finally in all thy possessions thou regardest nothing
+lesse then that, that is moste precious, & for whose
+sake al other thynges be gotten. Thi corne fieldes be
+goodly, thy houses be fayre, thy vessel is bright, thy
+garmentes, and al thy housholde stuffe, thy horses bee
+wel kept, thi seruaũtes wel taught, only thy sonnes
+wyt is foule, filthy & all sluttishe. Thou hast
+perchaũce bought by the drũme a bond slaue, vyle, and
+barbarous, if he be rude and ignoraunt, y^u markest to
+what vse he is good, & trimly thou bryngest hym vp to
+some craft, either of the kytchen, physicke,
+husbandrye, or stewardshyp: only thy sõne thou settest
+lyght by, as an idle thynge. Thei wyl say: He shal
+haue inough to lyue on, but he shall not haue to lyue
+well on. Comonly the rycher that men be, the lesse
+they care for the bryngyng vp of their chyldren. What
+neede is it, say they, of anye learnyng, they shall
+haue inoughe? Yea the more nede haue they of the helpe
+of phylosophy and learnyng. The greater the shyp is, &
+the more marchandyse it carieth aboute, the more neede
+it hathe of a connynge shyppe master. Howe greatlye do
+Prynces go about this, to leaue vnto their sonnes as
+large a dominion as they cã, and yet do none care
+lesse that they shuld be brought vp in those good
+wayes, wythoute the whych, principalitie can not wel
+be ordred. How muche more dothe he geue, that geueth
+vs to lyue well, then to lyue? Verye lytel do chyldren
+owe vnto theyre fathers of whome they be no more
+but begotten, and not also broughte vp to lyue
+verteouslye.
+
+¶ The saying of Alexander is muche spoken of: excepte
+I were Alexander, I wold wishe to be Diogenes. But
+very worthely doth Plutarch rebuke it, because that so
+much the more he shuld haue wyshed to haue had
+Diogenes philosophye, howe muche the greater hys
+dominion was. But muche more shameful is theyr
+sluggardy, whyche not onely bryng not vp their chyldrẽ
+aright, but also corrupte them to wyckednesse. When
+Crates the Thebane dyd perceiue thys abhominacion, not
+without a cause he wolde go in to y^e hyest place of
+the citye, & there crie out as loud as he could, &
+caste them in the teeth wyth theyr madnesse in this
+wyse. You wretches what madnesse driueth you? Take you
+suche thought to gette money and possessions, & take
+you no care for your children for whom you get these
+thynges? As they be scante halfe mothers whych onlye
+bringe forth, and not vp their chyldren, so be they
+scante halfe fathers, which when they prouide
+necessaries for theyr chyldrens bodies, euẽ somuch
+that they maye ryot wythall, prouide not that their
+myndes maye be garnyshed wyth honest disciplines.
+Trees paraduẽture wyl grow though eyther baren, or
+wyth wild fruite: horses are foled, though perchaunce
+they be good for nothyng: but menne (truste me) be not
+borne, but fashioned. Menne in olde tyme which by no
+lawes, nor good order ledde theyr lyues in woodes, in
+wãderynge lustes of bodye, were rather wylde beastes
+then men. Reason maketh a man: that hathe no place
+where all thynges are gouerned after affection. If
+shape and fashion shulde make a man, Images also
+shulde be counted among men. Elegantly sayde
+Aristippus when a certen ryche man axed him what
+profite learnyng shuld brynge to a yong man: & it be
+no more but this quod he, y^t in the playing place one
+stone sytte not vpon an other. Very properly another
+Philosopher Diogenes I trowe, bearynge in the mydday a
+candle in his hand, walked aboute the market place
+that was full of men: beinge axed what thynge he
+sought: I seeke quod he, a man. He knewe that there
+was a greate company, but of beastes, and not men. The
+same man on a daye, when stãding on an hye place he
+had called a great sort together, and sayde nothing
+else but come hither men, come hyther men. Some halfe
+angrye cryed agayne: we are here men, say what thou
+hast. Thẽ quod he: I wold haue men come hyther & not
+you whych are nothyng lesse then men, and therwyth
+draue them away wyth his staffe. Surely it is very
+trewe, that a man not instructed wyth Phylosophye nor
+other good sciences, is a creature somewhat worse then
+brute beastes. For beastes folowe onely the affectes
+of nature, a manne except he be fashioned wyth
+learning, and preceptes of philosophy, is rawght into
+affeccions more thẽ beastlike. For there is no beast
+more wylde, or more hurtefull then a manne, whom
+ambicion dryuethe, desyre, anger, enuye, ryot, and
+luste. Therfore he that prouideth not that his sonne
+may by and by be instructed in the beste learnyng;
+neyther is he a manne, nor the sonne of a man. ¶ Were
+it not an abhominable sight that the mynde of a man
+shulde be in a beastes body? As we haue read that
+Circes when she had enchaũted men wyth her wytchcraft,
+dyd turne them into Lions, beares and swyne, so that
+yet ther shuld be stil in them the mynde of a man,
+which thyng Apuleus wrote to haue happened to hym
+selfe, and Austin also hathe beleued that men haue
+bene turned into wolues. Who could abyde to be called
+the father of such a monster. But it is a more
+merueylous monster that a beastes mynde shulde be in a
+mans bodye, and yet do very many please them selues in
+suche chyldren, and bothe the fathers seme, and the
+common people thynke suche to be verye wise.
+
+¶ It is sayde that beares caste oute a lumpe of fleshe
+wythout anye fashion, whych wyth longe lyckyng they
+forme and brynge into a fashyon, but there is no
+beares yonge one so euyll fauored as a manne is, borne
+of a rude mynde.
+
+¶ Except wyth much studye y^u forme and fashion this,
+thou shalt be a father of a monster and not of a man.
+If thy sonne be borne wyth a copped head or
+crockeshuldred, or splay footed, or wyth syxe fingers
+in one hande, howe lothe woldest thou be for it, how
+arte thou ashamed to be called the father not of a
+man, but of a monster: and art thou not ashamed of so
+monstrous a mynde? ¶ Howe discoraged be the fathers in
+theyr hertes if their wyfe brynge forthe a naturall, &
+an infante of a brute mynde? For they thynke they haue
+begottẽ not a man, but a monster, and excepte feare of
+the lawe dyd let them, they wolde kyll that that is
+borne. Thou blameste nature whych hath denied the
+minde of a man to thy chylde, & thou causest by thyne
+own negligence, that thy sonne shulde be wythoute the
+mynde of a man. But thou wylte saye: Better it is to
+be of a brutishe rather thẽ of an vngracious mind.
+Naye better it is to be a swyne, thẽ an vnlearned and
+euyll man. Nature, when she geueth the a sonne, she
+geueth nothyng else, thẽ a rude lumpe of fleshe. It is
+thy parte to fashiõ after y^e best maner, that matter
+that will obey & folow in euery poynt. If thou wylt
+slacke to do it, thou hast a beaste: if thou take hede
+thou hast, as I myght saye, a God. Srayght waye assone
+as thy infãte is borne, it is apte to be taughte those
+thynges whych properlie belonge to a man. Therfore
+after the sayinge of Vyrgyll, bestowe diligente labour
+vpon hym, euen from hys tender age. Handle the waxe
+strayght way whyle it is very soft, fashion thys claie
+whle it is moist, season thys earthen vessel wyth
+verye good liquour, while it is newe, bye your wolle
+whyle it commeth whyte frome the fuller, and is not
+defiled wyth any spottes. Antisthenes dyd verye
+merilye shewe the same, whyche when he had taken a
+certen mans sõne to be taught, and was axed of hys
+father what thinges he had neede of: a newe booke quod
+he, a newe pensyle, and a new table. Verelye the
+philosopher requyred a rude and emptye mynde. Thou
+canst not haue a rude lumpe; but and if thou fashyonst
+not lyke a manne, of it selfe it wylt waxe naught,
+into monstruous formes of wylde beastes. Seynge thou
+doest owe this seruyce to God & nature, although there
+were no hope that thou shuldest haue any profite
+therby, count in thy mynd, how greate comforte, how
+greate profite, howe much worshyp the children that be
+well brought vp brynge to theyr fathers. [Sidenote:
+Chyldren euyl broughte vp, brynge shame to their
+parẽtes] Agayne into what shames and greate sorowes
+they cast their parentes that bee euyll broughte vp.
+There is no nede to bryng here vnto the examples out
+of olde chronicles: do no more but remember in thy
+mind the housholdes of thine owne citye, howe many
+examples shalt y^u haue in eueri place? I know thou
+doest often hear such wordes. O happye man that I
+were, if my chyldren were buryed. O fortunate mother,
+if I hadde neuer broughte forth chylde. It is a
+wayghty matter to brynge vp chyldren well, I graunt:
+but no man is borne to him selfe, no man borne to be
+idle. Thou woldest nedes be a father, y^u muste be a
+good father; y^u haste gotten thẽ to the cõmon wealth,
+not to thy self only; or to speake more lyke a
+christen man, y^u hast begottẽ thẽ to god, not to thy
+selfe. Paul wryteth that so in dede women be saued, if
+they bryng forth childrẽ, & so brynge thẽ vp that they
+continue in y^e study of vertue. God wil straitly
+charge the parẽts w^t the childrẽs fautes. Therfore
+excepte y^t euen forthwith thou bryng vp honestly y^t,
+that is borne, fyrst y^u dost thy self wronge, which
+thorow thy negligence, gettest y^t to thy selfe, then
+the which no enemye could wyshe to an other, ether
+more greuous or paynful. Dionisius did effeminat w^t
+delyghtes of the court Dions yong son y^t was run
+awaye from him: he knew y^t this shuld be more
+carefull to y^e father, then if he had kylled hym w^t
+a swerde. A litel whyle after when the yong manne was
+forced of his father that was come to him, to returne
+agayne to his old vertue, he brake his necke out of a
+garret. In dede a certeyne wise hebriciõ wrot very
+wisely. A wise child maketh the father glad, & a
+folish son is sorow to y^e mother. But a wyse chyld
+not only is pleasure to hys father, but also worship
+and succoure, and finallye hys fathers lyfe. Contrarye
+a folyshe and leude chylde, not only bringeth
+heauynesse to hys parentes, but also shame and
+pouertye, and olde before the tyme: and at laste
+causeth death to them, of whom he had the begynnyng of
+lyfe. What nede me to rehearse vp? daily are in our
+eies the examples of citizens, whome the euyll maners
+of theyr chyldrẽ haue brought to beggarye, whome
+eyther the sonne beyng hanged, or theyr daughter an
+whoore of the stewes, haue tormented wyth intollerable
+shame and vylany. I know greate men, whych of manye
+chyldren haue scante one lefte alyue. ¶ One consumed
+wyth the abhominable leprie, called by diminucion y^e
+french pockes, beareth his death aboute wyth hym:
+another hathe burste by drynkynge for the beste game,
+an other goyng a whorehuntynge in the nyghte with a
+visar, was pitifullye kylled. What was the cause?
+Bycause theyr parentes thynkynge it enough to haue
+begotten them, and enryched them, toke no heede of
+theire bryngynge vp. ¶ They shall dye by the lawe, whych
+laye awaye theyr children, and cast them into some
+wood to be deuoured of wylde beastes. But there is no
+kynde of puttynge them awaye more cruell, then to geue
+vp that to beastlye affeccions, whych nature hath
+geuen to be fashioned by very good waies. If ther wer
+ani witch could wyth euyl craftes, and wold go about
+to turne thy sonne into a swyne or a wolfe, woldest
+thou not thynke that ther were no punyshemente to sore
+for her myscheuouse deede? But that whych thou
+abhorrest in her, thou of purpose doest it thy selfe.
+How huge a beaste is lechery? how rauenous and
+insaciable is ryot? howe wylde a beast is dronkenshyp?
+how hurtfull a thing is anger? how horrible is
+ambicion? To these beastes dothe he set ouer hys
+sonne, whosoeuer from his tender youthe doth not
+accustume hym to loue that, that is honeste: to
+abhorre synne: yea rather not onlye he casteth hym to
+wyld beastes, whych the most cruel casters away are
+wonte to do, but also whych is more greuouese, he
+norisheth this greate and perilous beaste, euen to hys
+owne destruccion. It is a kind of men most to be
+abhorred, which hurteth the body of infantes wyth
+bewitchyng: and what shal we say of those parentes
+whiche thorowe their negligence and euyll educacion
+bewitch the mynd? They are called murtherers that kyll
+their children beynge newe borne, and yet kyll but the
+body: howe great wyckednes is it to kyll the mynde?
+For what other thynge is the deathe of the soule, then
+foly and wickednes. And he doth also no lesse wrong to
+his contrey, to whom asmuch as lyeth in hym, he geueth
+a pestilente citizẽ. He is naught to godwards, of whom
+he hath receyued a chylde for thys purpose, to brynge
+hym vp to vertue. Hereby you may se, how greate and
+manifolde mischiefes they committe whych regarde not
+the bryngynge vp of tender age. ¶ But as I touched a
+lytle before, they synne more greuouslie then do
+these, whych not onely do not fashion them to
+honestye, but also season the tender and soft vessel
+of the infante to myschiefe and wyckednesse, and
+teacheth hym vyce before he knowe what vice is. How
+shuld he be a modeste man and dyspyser of pride, that
+creepeth in purple? ¶ He can not yet sound his fyrste
+letters, and yet he nowe knoweth what crimosine and
+purple sylke meaneth, he knoweth what a mullet is, and
+other dayntie fyshes, and disdainfullye wyth a proude
+looke casteth away cõmon dyshes. How can he be
+shamefast whẽ he is growen vp, which being a litel
+infãt was begon to be fashioned to lecherye? How shall
+he waxe liberal whẽ he is old, which being so litel
+hath lerned to meruell at money & gold? If ther be ani
+kynd of garment lately foũd out, as daili y^e tailers
+craft, as in time paste dyd Africa, bringeth forth
+some new mõster, y^t we put vpon our infãt. He is
+taught to stand in his own cõceite: & if it be takẽ
+away, he angerly axeth for it again. Howe shall he
+beyng old hate drũkennes, whych when he is an infãt is
+taught to loue wine? They teach them by lytle and
+lytle suche filthy wordes whych are scant to be
+suffered, as sayth Quintilian, of the delicious
+Alexandrians. And if the child speake any suche after
+them, they kysse hym for hys laboure. I warant you
+they know their yong, growynge nothynge out of kynde,
+when theyr owne lyfe is nothynge else then an example
+of naughtynes. Beynge an infant, he learneth the
+vnchaste flatterynge wordes of nurses, and as we saye,
+he is fashioned wyth the hand to wanton touchynge.
+He seeth hys father well whetteled wyth drynke, and
+heareath hym bablynge oute that, that shulde be kepte
+in. He sytteth at greate, and not very honest feastes,
+he heareth the house ful of iesters, harpes, mynstrels
+and daunsers. ¶ To these maners the chyld is so
+accustumed, that custume goeth into nature. There be
+nacions that fashion their chyldren to fiercenesse of
+warre whyle they be yet redde frõ the mother. They
+lerne to loke fierslie, the learne to loue the
+swearde, and to geue a strype. From such beginninges
+thei are deliuered to the master: and do we merueyle
+if wee fynde them vnapte to lerne vertue, whych haue
+dronke in vyces, euen wyth the mylke? But I hear some
+men defendynge theyr folye thus, and saie that by thys
+pleasure whiche is taken of the wantõnes of infantes,
+the tediousnes of noursyng is recõpẽsed. What is this?
+Shuld it be to the verye father more pleasaunt if the
+chylde folowe an euyll deede, or expresse a leude
+worde, thẽ if wyth his lytle stuttyng tonge, he spake
+a good sentence, or folowe any deede that is wel done?
+Nature specially hathe geuen to the fyrste age an
+easines to folowe and do after, but yet thys folowyng
+is somewhat more prone to naughtynesse then to
+goodnes. Is vyce more plesaunte to a good man then
+vertue, specially in hys chrldren? If anye fylthe fall
+vpon the yonge chyldes skyn, thou puttest it away, and
+dost thou infect the mynd wyth so foule spottes?
+Nothynge stycketh faster then that that is learned in
+yonge myndes. I pray you what motherlye hertes haue
+those women, whiche dandle in their lap their chyldren
+tyl they be almost seuen yeres old, and in maner make
+thẽ fooles? If they be so much disposed to play why do
+they not rather get apes, and litle puppets to play
+wythall? O saye they: they be but chyldren. They be in
+deede: but it cã scant be told how muche those fyrste
+beginninges of our yong age do helpe vs to guide all
+our lyfe after, & howe hard & vntractable a wanton and
+dissolute bryngyng vp, maketh the chylde to the
+teacher, callynge the same gentlenes, when in deede it
+is a marring. Might not an accion of euyl handlyng
+children meruelous iustli be laid against such
+mothers? For it is plainely a kynde of witchcraft & of
+murther. They be punyshed by the lawe, y^t bewitche
+their childrẽ, or hurt their weake bodies with
+poisons: what do thei deserue which corrupt y^e chiefe
+parte of the infãt w^t most vngracious venome? It is a
+lighter matter to kyl the body then the mind? If a
+child shulde be brought vp amõg the gogle eied
+stutters, or haltyng, the body wold be hurt w^t
+infecciõ: but in dede fautes of the mind crepe vpon vs
+more priuely, & also more quickely, & settel deper.
+The apostle Paul worthily gaue this honor vnto the
+verse of Menãder, y^t he wold recite it in his
+epistels: Euyl comunicaciõ, corrupteth good maners:
+but this is neuer truer thẽ in infantes. Aristotle whẽ
+he was axed of a certen mã by what meanes he myghte
+bringe to pas, to haue a goodly horse: If he be
+brought vp quod he, among horses of good kynde. And
+y^t if neyther loue nor reason can teach vs howe
+greate care we ought to take for y^e first yeres of
+our children, at y^e least waies let vs take example
+of brute beastes. For it oughte not to greue vs to
+learne of thẽ a thynge y^t shall be so profitable,
+of whome mãkinde now long ago hath lerned so many
+fruitful things: sence a beast called Hippopotamus
+hath shewed y^e cutting of veines, & a bird of egipt
+called Ibis hath shewed y^e vse of a clister, which
+y^e phisiciõs gretly alow. The hearbe called dictamum
+whiche is good to drawe out arrowes, we haue knowne it
+bi hartes. Thei also haue taughte vs that the eatinge
+of crabs is a remedy against the poyson of spyders.
+And also we haue learned by the teachyng of lysardes,
+that dictamum doth confort vs agaynst the byting of
+serpentes. For thys kynde of beastes fyghte naturally
+agaynste serpentes, of whom whẽ they be hurt, they
+haue ben espyed to fetche theyr remedye of that herbe.
+Swallowes haue shewed vs salandine, and haue geuen the
+name vnto the hearbe. ¶ The wesyll hathe shewed vs that
+rewe is good in medicines. The Storke hathe shewed vs
+the herbe organye: and the wylde bores haue declared
+y^t Iuy helpeth sickenesses. Serpentes haue shewed
+that fenel is good for the eye syght. That vomite of
+the stomacke is stopped by lettise, the Dragon
+monysheth vs. And that mans donge helpeth agaynst
+poyson, the Panthers haue taught vs, and many mo
+remedies we haue learned of Brute beastes: yea and
+craftes also that be verye profitable for mannes lyfe.
+Swine haue shewed vs the maner to plow the land, and
+the Swalowe to tẽper mud walles. To be short, there is
+in maner nothyng profitable for the lyfe of man,
+but y^t nature hathe shewed vs an example in brute
+beastes, that they that haue not learned philosophy
+and other sciences, maye be warned at the least waye
+by them what they shulde do. Do we not se howe that
+euery beaste, not only doth beget yonge, but also
+fashion them to do their natural office? The byrde is
+borne to flye. Doest thou not se how he is taught
+therunto & fashioned by his dãme? We see at home how
+the cattes go before their kytlynges, and exercyse
+them to catch myse and byrdes, because they muste lyue
+by them. ¶ They shewe them the praye whyle it is yet
+alyue, and teache them to catche it by leapyng, and at
+last to eate them. What do hartes? Do they not forth
+wyth exercise their fawnes to swyftnes, and teach thẽ
+howe to runne? they brynge them to hye stiepe doune
+places, & shewe them how to leap, because by these
+meanes they be sure agaynste the traines of the
+hunters. Ther is put in writing as it were a certen
+rule of techyng elephãtes and dolphins in brynginge vp
+their yonge. In Nyghtingales, we perceiue the offices
+of the techer and learner, how the elder goth before,
+calleth backe, and correcteth, and howe the yonger
+foloweth and obeyeth. And as the dogge is borne to
+huntyng, the byrde to flyinge, the horse to runnyng,
+the oxe to plowynge, so man is borne to philosophy and
+honeste doinges: and as euery liuing thing lerneth
+very easly that, to the whiche he is borne, so man
+wyth verye lytle payne perceiueth the lernyng of
+vertue and honestye, to the whiche nature hath graffed
+certen vehemente seedes and principles: so that to the
+readinesse of nature, is ioyned the diligence of the
+teacher. What is a greater inconuenience then beastes
+that be wythout reason to knowe and remember theyr
+duetye towarde theyr yong: Man whych is deuided from
+brute beastes by prerogatiue of reason, not to know
+what he oweth to nature, what to vertue, and what to
+God? And yet no kynde of brute beastes looketh for
+anye rewarde of theyre yong for their noursynge and
+teachynge, excepte we luste to beleue that the Storkes
+noryshe agayne they dãmes forworne wyth age, and bear
+them vpon their backes. But among men, because no
+continuance of time taketh awaye the thanke of
+naturall loue: what comfort, what worshyp, what
+succoure doth he prepare for hym selfe, that seeth hys
+childe to be well brought vp? Nature hathe geuen into
+thy handes a newe falowed fielde, nothynge in it in
+deede, but of a fruitfull grounde: and thou thorow
+negligence sufferest it to be ouergrowen wyth bryers
+and thornes, whyche afterwardes can not be pulled vp
+wyth any diligence. In a lytell grayne, howe greate a
+tree is hyd, what fruite will it geue if it spring
+oute.
+
+¶ All thys profite is lost except thou caste seede
+into the forowe, excepte thou noryshe wyth thy labour
+this tender plant as it groweth, and as it were make
+it tame by graffyng. Thou awakest in tamyng thy plãt,
+and slepeste thou in thy sonne? All the state of mans
+felicitie standeth specially in thre poyntes: nature,
+good orderyng, and exercyse. I cal nature an aptnes to
+be taught, and a readines that is graffed within vs to
+honestye. Good orderynge or teachyng, I call doctryne,
+which stondeth in monicions and preceptes. I call
+exercyse the vse of that perfitenes which nature hath
+graffed in vs, and that reason hath furthered. Nature
+requyreth good order and fashionynge: exercyse, except
+it be gouerned by reason, is in daunger to manye
+perylles and erroures. They be greatly therefore
+deceiued, whych thynke it sufficiẽt to be borne, & no
+lesse do they erre whyche beleue that wysedome is got
+by handelynge matters and greate affayres wythoute the
+preceptes of philosophye. Tel me I praye you, when
+shall he be a good runner whych runneth lustelye in
+deede, but eyther runneth in the darke, or knoweth not
+the waye? ¶ When shall he bee a good sworde player,
+whych shaketh hys sworde vp and downe wynkyng?
+Preceptes of philosophye be as it were the eyes of the
+mynde, and in manner geue lyght before vs that you may
+see what is nedefull to be done and what not. Longe
+experience of diuerse thinges profite much in dede,
+I confesse, but to a wyse man that is diligently
+instructed in preceptes of well doynge. Counte what
+thei haue done, and what thei haue suffered all theyr
+lyfe, whych haue gotten them by experience of thinges
+a sely small prudence & thinke whether y^u woldest
+wyshe so greate myschiues to thy sonne. Moreouer
+philosophye teacheth more in one yere, then dothe anye
+experience in thyrty, and it teacheth safely, whẽ by
+experience mo men waxe miserable then prudent, in so
+much that the old fathers not without a cause sayde:
+a man to make a perill or be in ieopardy, whych
+assayed a thyng by experience. Go to, if a man wold
+haue hys sonne well seene in physycke, whether wolde
+he rather he shulde reade the bookes of physicions or
+learne by experience what thynge wolde hurt by
+poysonyng, or helpe by a remedy. Howe vnhappye
+prudence is it, when the shypman hathe learned the
+arte of saylynge by often shypwrackes, when the prince
+by continuall batayles and tumultes, and by cõmon
+myschieues hath learned to beare hys office? Thys is
+the prudence of fooles, and that is bought to dearlye,
+that men shulde be wyse after they be strycken wyth
+myschief. He learneth very costely, whych by wanderyng
+lerneth not to wander. Philippus wyselye learned hys
+sonne Alexander to shewe hym selfe glad to lerne of
+Aristotle: and to learne philosophy perfectlye of him
+to the entẽt he shuld not do that he shuld repent hym
+of. And yet was Phylyp cõmended for hys singuler
+towardnes of wytte. What thynke ye then is to be
+looked for of the cõmon sorte. But the manner of
+teachynge doth briefly shewe what we shulde folowe,
+what wee shulde auoyde: neyther dothe it after wee
+haue taken hurte monyshe vs, thys came euyll to passe,
+hereafter take heede: but or euer ye take the matter
+in hande, it cryeth: If thou do thys, thou shalt get
+vnto the euyll name and myschiefe. Let vs knytte
+therfore this threfolde corde, that both good teachyng
+leade nature, and exercise make perfite good
+teachynge. Moreouer in other beastes we do perceiue
+that euery one doth sonest learne that that is most
+properly belonging to hys nature, and whych is fyrste
+to the sauegarde of hys healthe: and that standeth in
+those thynges which brynge either payne or destrucciõ.
+Not onlye liuing thyngs but plantes also haue thys
+sence. For we se that trees also in that parte where
+the sea doth sauour, or the northen winde blow, to
+shrynke in their braunches and boughes: and where the
+wether is more gentle, there to spreade them farther
+oute.
+
+¶ And what is that that properly belongeth vnto man?
+Verelye to lyue according to reason, and for that is
+called a reasonable creature, and diuided frõ those
+that cã not speake And what is most destrucciõ to mã?
+Folyshenes. He wyll therfore be taught nothyng soner
+then vertue, and abhorre from nothynge sooner then
+folyshenesse, if so be the diligence of the parentes
+wyll incontinent set aworke the nature whyle it is
+emty. But we here meruelous complantes of the common
+people, howe readye the nature of chyldrẽ is to fal to
+vyce, & how hard it is to drawe them to the loue of
+honesty. They accuse nature wrongfullye. The greatest
+parte of thys euyll is thorowe oure owne faute, whyche
+mar the wittes w^t vyces, before we teache them
+vertues. And it is no maruell if we haue them not
+verye apte to learne honestye, seyng they are nowe
+already taught to myschiefe. And who is ignoraunt,
+that the labour to vnteache, is both harder, and also
+goth before teachyng. Also the common sorte of men do
+amysse in thys pointe thre maner of wayes: eyther
+because they vtterlye neglecte the bryngynge vp of
+chyldren, or because they begynne to fashion their
+myndes to knoweledge to late, or because they putte
+them to those men of whome they maye learne that that
+muste be vnlerned agayne. Wee haue shewed those fyrst
+maner of men vnworthi to be called fathers, and that
+they very litle differ from suche as sette theyr
+infantes out abrode to be destroyed, and that they
+oughte worthely to be punyshed by the lawe, which doth
+prescribe this also diligentlye by what meanes
+chyldren shuld be brought vp, & afterwards youth. The
+second sorte be very manye, wyth whom nowe I specially
+entend to striue. The thyrd doth amysse two wayes,
+partly thorowe ignoraunce, partly thorowe retchlesnes.
+And syth it is a rare thynge and a shame to be
+ignoraunte to whome thou shuldest put oute thy horse,
+or thy grounde to be kepte, howe muche more shamefull
+is it not to knowe whom thou shuldeste put thy chylde
+in truste wythal, beynge the dearest part of thy
+possessions? Ther thou beginnest to lerne that, that
+thou canst not skyll well of thy selfe, thou axest
+counsell of the beste seene: here thou thynkeste it
+maketh no matter to whom thou committest thy sonne.
+Thou assignest to thy seruantes, eueri man his office
+that is metest for hym. Thou tryest whom thou mayest
+make ouersear of thy husbandrie, whome to appoint to
+the kitchen, and who shulde ouersee thy housholde. And
+it there be any good for nothynge, a slug, a dulhead,
+a foole, a waster, to hym we cõmit oure childe to be
+taught: and that thynge whych requireth the cunningest
+man of all, is put to y^e worst of our seruauntes.
+What is vntoward, if here menne haue not an vntoward
+mind? Ther be some whych for theyr couetous mynd be
+afeard to hyre a good master, and geue more to an
+horskeper then a teacher of the chyld. And yet for al
+that they spare no costly feastes, nyght & day thei
+playe at dice, and bestowe moch vpon houndes & fooles.
+In thys thynge onely they be sparers and nigardes,
+for whose cause sparinge in other thynges myght be
+excused. I wold ther wer fewer whych bestowe more vpon
+a rotten whore, then vpon bringyng vp of their chylde.
+Nothyng sayth the Satir writer stãdeth the father in
+lesse cost then the sonne. Peraduenture it wyll not be
+much amisse here to speake of y^e day dyet, which
+longe ago was muche spokẽ of in y^e name of Crates.
+They report it after thys fashion. Alow to thy coke
+.x. poũd, to thy physicion a grote, to thy flatterer
+.v. talẽts, to thy coũseller smoke, to thy harlot a
+talent, to thy philosospher .iii. halfpẽs. What
+lacketh to this preposterous count, but to put to it
+y^t the teacher haue .iii. farthings: Howbeit I thinke
+y^t the master is meant vnder y^e name of philosopher.
+Whẽ one that was riche in money, but nedy of wit axed
+Aristippus what wages he wold axe for teching his son,
+& he answered .v.C. grotes. You axe quod he to great a
+sũme: for w^t this much money a man maye bye a
+seruaunte. ¶ Then the philosopher very properly againe:
+but now, quod he, for one thou shalt haue two: a sonne
+mete to do the seruice, and a philosopher to teache
+thy sonne. Further if a man shulde bee axed, whether
+he wold haue hys onlye sonne dead to wynne an hundred
+horses, if he had any crumme of wysedome, he wold
+answer (I thinke:) in no wyse. Whi geuest thou then
+more for thi horse? why is he more diligẽtly takẽ hede
+to then thy sonne? why geuest thou more for a fole,
+then for the bringyng vp of thy chylde? Be frugall and
+sparynge in other thynges, in thys poynt to be
+thryfty, is no sparynge but a madnes. There be other
+agayn that take good heede in chosyng a master, but
+that is at the desyre of their friendes. They lette
+passe a meete and cunninge man to teache chyldren, and
+take one that can no skyll, for none other cause, but
+that he is set forwardes at the desyres of their
+friendes. Thou mad man, what meanest thou? In saylynge
+thou regardest not the affeccion of thẽ y^t speake
+good wordes for a man, but thou setteste hym to the
+helme, whych can beste skyll to gouerne the shyp: in
+the sonne, whẽ not only he hymself is in ieopardy, but
+the father and mother and all the housholde, yea and
+the common wealth it selfe, wylte thou not vse like
+iudgement? Thy horse is sicke, whether wilt thou sende
+for a leche at the good word of thy friend, or for his
+cũning in lechcraft. What? Is thy sonne of lesse price
+vnto the then thi horse? Yea settest thou lesse by thy
+selfe then by thy horse? This beyng a foule thynge in
+meane citizens, how much more shamefull is it in great
+menne? At one supper a dashynge agaynst the mischeuous
+rocke of dice, and so hauynge shypwrake, thei lose two
+hundred poũd, and yet they saye they be at coste, if
+vpon theyr son they bestowe aboue .xx. pounde. No man
+can geue nature, eyther to himselfe, or to other:
+howbeit in this poynte also the diligẽce of the
+parẽtes helpeth much. The fyrst poynt is, that a mã
+chose to hym selfe a wyfe that is good, come of a good
+kynred, and well broughte vp, also of an healthfull
+bodie. For seyng the kynred of the body and mynde is
+very straytlye knytte, it can not be but that the one
+thynge eyther muste be holpen or hurte of the other.
+The nexte is, that when the husbande dothe hys duetye
+to get chyldren, he do it neither beyng moued wyth
+anger, nor yet drunken, for these affeccions go into
+the chylde by a secrete infeccion. A certen
+philosopher seemed to haue marked that thyng properly,
+whyche seynge a yonge man behauinge hym selfe not
+verye soberlie, it is meruell quod he, but if thy
+father begat the whẽ he was dronke. Verily I thynke
+this also maketh greatli to the matter, if the mother
+at all times, but specially at y^e time of concepcion
+and byrthe, haue her mynde free from all crimes, and
+be of a good cõscience. For ther can be nothyng eyther
+more quiet or more merye then such a mynd. The thyrd
+point is y^t the mother noryshe with her own brestes
+her infãt, or if ther hap any necessitie that it maye
+not so be, let be chosẽ a nurse, of a wholsome body,
+of pure mylke, good condicions, nether drunkẽ, not
+brauler, nor lecherous. For the vices that be takẽ
+euen in y^e very beginninges of lyfe, both of the
+bodye and of the mynd, abyde fast vntyl we be olde.
+Some men also write y^t it skilleth muche who be his
+sucking felowes & who be his playfelowes. Fourthlye
+that in due season he be set to a chosen scholemaster
+alowed by all mens witnes, and many waies tryed. You
+must be diligẽt in chosyng, and after go thorowe with
+it. Homer disaloweth wher many beare rule: and after
+the olde prouerbe of the grekes. The multitude of
+captaines dyd lose Caria. And the oftẽ chaunginge of
+physicions hath destroyed manye. There is nothynge
+more vnprofitable, then often to chaunge y^e master.
+For by that meanes the web of Penelopes is wouẽ and
+vnwouen. But I haue knowen childrẽ, whych before they
+wer .xii. yere old, had more thẽ .xii. masters, and
+that thorowe the rechelesnesse of their parẽtes. And
+yet after this is done must the parẽtes be diligẽt.
+They shall take heede bothe to the master & to the
+sonne, neither shall they so caste away al care from
+thẽ as they are wonte to laye all the charge of the
+doughter vpon the spouse, but the father shall
+oftentyme looke vpon them, and marke whether he
+profite, remembrynge those thynges whych the olde men
+spake both sagely and wittely, that the forehead is
+set before the hynder part of the head: and that
+nothyng sooner fatteth the horse then the masters eye,
+nor that no dunge maketh the ground more fruitfull
+then the masters footyng. I speake of yonge ons. For
+as for the elders it is meete sometyme that they be
+sente far out of oure syght, whiche thing as it were a
+graffing, is inespecially wont to tame yonge mens
+wyttes. Emonge the excellent vertues of Paulus
+Emilius, this also is praised, that as oftẽ as he
+might for his busines in the cõmon welth he wolde be
+at the exercises of hys sõnes. And Plinie the nepheu
+was contente nowe and then to go into the schole for
+his friendes sonnes sake, whom he had taken vpon him
+to brynge vp in good learnynge. ¶ Furthermore, that that
+wee haue spoken of nature is not to be vnderstand one
+wayes. For there is a nature of a common kinde, as the
+nature of a man in to vse reason. But ther is a nature
+peculier, eyther to hym or him, that properly belõgeth
+either to thys man or that, as if a man wolde saye
+some menne to be borne to disciplines mathematical
+some to diuinitie, some to rethorike some to poetrie,
+and some to war. So myghtely disposed they be and
+pulled to these studies, that by no meanes they canne
+be discoraged from them, or so greatly they abhor
+them, that they wyl sooner go into the fyre, then
+apply their mynde to a science that they hate. I knewe
+one familierlye whych was verye well seene both in
+greke and latin, and well learned in all liberall
+sciences, when an archbyshop by whõ he was found, had
+sende hither by hys letters, that he shulde begynne to
+heare the readers of the lawe agaynst hys nature.
+After he had cõplayned of this to me (for we laye both
+together) I exhorted hym to be ruled by his patron,
+saying that it wold wexe more easily, that at the
+beginning was harde, and that at the least waye he
+shulde geue some part of hys tyme to that study. After
+he had brought oute certen places wonderfull folyshe,
+which yet those professours halfe goddes dyd teache
+their hearers wyth greate authoritie, I answered, he
+shuld set light by them, & take out that whyche they
+taught well: and after I had preased vpon hym wyth
+many argumentes, I am quod he so minded, that as often
+as I turne my selfe to these studies, me thinketh a
+swerde runneth thorowe my hert. Menne that bee thus
+naturallye borne, I thynke they be not to bee
+compelled against their nature, lest after the common
+saying we shuld leade an Oxe to wreastlynge, or an
+Asse to the harpe. Peraduenture of this inclinacion
+you may perceiue certen markes in lytle ons. There be
+that can pronosticate such thynges by the houre of hys
+birthe, to whose iudgemente howe muche ought to be
+geuen, I leaue it to euerye mans estimacion. It wolde
+yet muche profite to haue espyed the same assoone as
+can be, because we learne those thynges most easelie,
+to the which nature hath made vs. I thinke it not a
+very vayne thing to coniecture by y^e figure of the
+face and the behaueour of the rest of the bodie, what
+disposicion a man is of. Certes Aristotle so greate a
+philosopher vouchsaued to put oute a booke of
+phisiognonomye verye cunnynge and well laboured. As
+saylyng is more pleasaunt when wee haue borne the wynd
+and the tyde, so be we soner taught those things to
+the whych we be inclined by redines of wyt. Virgyll
+hath shewed markes wherby a man may know an oxe good
+for y^e plough, or a cowe meete for generacion &
+encrease of cattell. Beste is y^t oxe that looketh
+grimly. He techeth by what tokẽs you may espie a yong
+colt mete for iusting. Straight waye the colt of a
+lusty courage trãpleth garlic in the fieldes .&c. for
+you know the verses. They are deceyued whyche beleue
+that nature hathe geuen vnto man no markes, whereby
+hys disposiciõ maye bee gathered, and they do amisse,
+that do not marke them thar be geuen. Albeit in my
+iudgemente there is scante anye discipline, but that
+the wyt of man is apt to lerne it, if we continue in
+preceptes and exercise. For what may not a man learne,
+when an Eliphant maye be taught to walke vpõ a corde,
+a bear to daunse, and an asse to playe the foole. As
+nature therefore is in no mannes owne hande, so wee
+haue taught wherin by some meanes we maye helpe
+nature. But good orderynge and exercise is altogether
+of our own witte and diligence. How much the waye to
+teach doth helpe, thys specially declareth, that we se
+daylye, burdens to be lyft vp by engins and arte,
+whiche otherwyse coulde bee moued by no strength. ¶ And
+how greatly exercise auaileth that notable saying of
+the old wise man, inespeciallye proueth, that he
+ascribeth all thynges to diligence and study. But
+labour, say they, is not meete for a tender age, &
+what readines to lerne can be in children whych yet
+scarse knowe that they are men: I wyll answere to
+bothe these thinges in few wordes. How agreeth it that
+that age shulde bee counted vnmeete for learnynge,
+whych is nowe apte to learne good maners? But as there
+be rudimentes of verture, so be there also of
+sciences. Philosophy hath his infancie, hys youthe,
+and rype age. An horsecolt, which forthwyth sheweth
+his gentle kynd, is not straight way forced wyth the
+bytte to cary on his backe an armed manne, but wyth
+easy exercises he learneth the fashion of warre.
+The calfe that is appoynted to the plowghe, is not
+strayght wayes laden wyth werye yockes, nor prycked
+wyth sharpe godes, but as Virgyl hath elegantlye
+taught: Fyrst they knyt aboute his necke circles made
+of tender twygges, and after when his free necke hathe
+bene accustumed to do seruice, they make rounde hoopes
+mete, & when they be wrythẽ, ioyne a payre of meete
+ons together, and so cause the yonge heyfers to gooe
+forwardes, and often tymes they make them to draw an
+empty cart, and sleightly go awaye, but afterwards
+they set on a great heauy axeltree of beeche, and make
+them to draw a great plough beame of yrõ. Plowmen can
+skyll howe to handell oxen in youthe, and attemper
+their exercises after their strength muche more
+diligently ought this to be done in bringing vp our
+children. Furthermore the prouidẽce of nature hath
+geuen vnto litle ons a certen mete habilitte. An
+infant is not yet meete to whome thou shuldest reade
+y^e offices of Cicero, or the Ethickes of Aristotle,
+or the moral bokes of Seneca or Plutarche, or the
+epistles of Paule, I confesse, but yet if he do any
+thyng vncomly at the table, he is monyshed, and when
+he is monyshed, he fashioneth hym selfe to do as he is
+taught. He is brought into the temple, he lerneth to
+bowe his kne, to holde hys handes manerly, to put of
+hys cap, and to fashion all the behaueour of hys bodie
+to worshyp God, he is cõmaunded to holde hys peace
+when misteries be in doyng, and to turne hys eyes to
+the alter. These rudimentes of modestye and vertue the
+childe lerneth before he can speake, which because
+they sticke fast vntil he be elder, they profit
+somwhat to true religiõ. There is no differẽce to a
+chyld when he is first borne, betwene his parẽntes &
+straungers. Anon after he learneth to knowe his
+mother, & after his father. He learneth by litle &
+litle to reuerẽce thẽ, he learneth to obey them, & to
+loue thẽ. He vnlerneth to be angrye, to be auẽged,
+& when he is biddẽ kysse thẽ that he is ãgry withal,
+he doth it, & vnlerneth to bable out of measure. He
+lerneth to rise vp, & geue reuerence to an old mã, &
+to put of his cap at y^e image of the crucifix. Thei
+that thinke y^t these lytle rudimẽtes help nothing to
+vertue, in my mind be greatly deceiued, A certẽ yonge
+man whẽ he was rebuked of Plato because he had plaied
+at dice cõplained y^t he was so bitterly chiddẽ, for
+so litle harme. Thẽ quod Plato, although it be but
+smal hurt to play at dice, yet is it great hurt to vse
+it. As it is therefore a greate euyll to accustume thy
+selfe to euyl, so to vse thy selfe to small good
+thynges is a greate good. And that tender age is so
+muche the more apte to learne these thyngs, because of
+it selfe it is plyaunt vnto all fashions, because it
+is not yet occupyed wyth vyce, and is glad to folowe,
+if you shewe it to do any thinge. And as cõmonlye it
+accustumeth it selfe to vyce, or euer it vnderstand
+what vyce is, so wyth lyke easynes maye it be
+accustumed to vertue. And it is beste to vse best
+thinges euen at the fyrst. That fashion wyll endure
+longe, to the which you make the empty and tender
+mynde. Horace wrote that if you thruste oute nature
+wyth a forke, yet wyll it styll come againe. He wrot
+it and that very truly, but he wrote it of an olde
+tre. Therefore the wise husband man wil straight waye
+fashion the plante after that maner whyche he wyll
+haue tarye for euer when it is a tree. It wyll soone
+turne in to nature, that you powre in fyrste of all.
+Claye if it be to moyste wyl not kepe the fashion that
+is prynted in it: the waxe may be so softe that
+nothynge can bee made of it. But scarse is there any
+age so tender that is not able to receyue learnyng. No
+age sayth Seneca, is to late to learne: whether that
+be true or no I wot not, surely elderly age is very
+harde to learne some thyngs. This is doutles, that no
+age is so yonge but it is apte to be taught,
+inespecially those thynges vnto the whych nature hathe
+made vs, for as I sayd: for thys purpose she hath
+geuen a certen peculier desyre of folowyng, that what
+so euer they haue herde or seene, they desyre to do
+the lyke, and reioyse when they thynke they can do any
+thyng: a man wolde saye they wer apes. And of thys
+ryseth the fyrste coniecture of their wyt and aptnes
+to be taughte. Therefore assone as the man chyld is
+borne, anone he is apte to lerne maners. After whẽ he
+hath begon to speake, he is mete to be taught letters.
+Of what thynge regarde is fyrste to be had, a readines
+by & by is geuen to lerne it. For learnyng although it
+haue infinite commodities, yet excepte it wayte vpon
+vertue, it bryngeth more harme then good. Worthilye
+was refused of wyse menne theire sentence, which
+thought that children vnder seuen yere olde shulde not
+be set to lernyng: and of thys sayinge many beleued
+Hesiodus to be the author, albeit Aristophanes the
+gramarian sayd, that those morall preceptes in the
+whych worke it was written, were not made by Hesiodus.
+Yet nedes must be some excellẽt wryter, which put
+forth such a booke that euen learned menne thought it
+to be of Hesiodus doing. But in case it were Hesiodus,
+without doute yet no mans authoritie oughte to be of
+suche force vnto vs, that we shulde not folowe the
+better if it be shewed vs. Howebeit who soeuer wer of
+thys mynd, they meant not thys, that all thys time
+vntyll seuen yeres shulde bee quite voyde of teachyng,
+but that before that tyme chyldren shulde not bee
+troubled wyth the laboure of studies, in the whych
+certeine tediousnes muste bee deuoured, as of cannyng
+wythout booke, sayinge the lesson agayn, and wyth
+wrytinge it, for scant maye a man fynde anye that
+hathe so apte a wytte to bee taught, so tractable and
+that so wil folowe, whyche wyll accustume it selfe to
+these thynges wythout prickyng forward. Chrisippus
+apoynted thre yeres to the nourses, not that in the
+meane space there shuld be no teachynge of manners,
+and speach, but that the infante shulde be prepared by
+fayr meanes to lern vertue and letters, ether of the
+nurses, or of the parentes, whose maners wythout
+peraduẽture do help very much to the good fashionynge
+of chyldren. And because the fyrste teachyng of
+chyldren is, to speake playnly and wythout faute, in
+this afore tyme the nourses and the parentes helpe not
+a lytle. Thys begynnyng, not only very muche profiteth
+to eloquẽce, but also to iudgement, and to the
+knowledge of all disciplines: for the ignoraunce of
+tonges, eyther hath marred all the sciences, or
+greatly hurt thẽ, euẽ diuinitie it selfe also,
+phisicke & law. The eloquence of the Gracchians was
+muche merueyled at in tyme paste, but for the most
+they myghte thanke theyr mother Cornelia for it,
+as Tullie iudgeth. It apeareth sayth he, that the
+chyldren wer not so much brought vp in the mothers
+lappe, as in the mothers cõmunicacion. So theyr fyrste
+scholyng was to them the mothers lap. Lelia also
+expressed in her goodly talke the eloquence of her
+father Caius. And what marueile. While she was yet
+yonge she was dyed wyth her fathers communicacion,
+euen when she was borne in his armes. The same
+happened to the two sisters, Mucia and Licinia, neeces
+vnto Caius. Specially is praysed the elegaunce of
+Licinia in speakyng, whiche was the daughter of Lucius
+Crassus, one Scipios wyfe as I weene. What nedes many
+words? All the house and all the kynred euen to the
+nepheus, and their cosyns dyd often expresse elegance
+of their fore fathers in artificiall and cunnyng
+speakyng. The daughter of Quintus Hortencius so
+expressed her fathers eloquence, that ther was longe
+ago an oracion of hers to se, that she made before the
+officers called Triumuiri, not only (as Fabius sayth)
+to the prayse of womankynd. To speake without faut no
+litle helpe brynge also the nourses, tutors, and
+playefelowes. For as touching the tonges, so great is
+the readines of that age to learne them, that within a
+few monethes a chylde of Germany maye learne Frenche,
+and that whyle he dothe other thinges also: neyther
+dothe that thynge come euer better to passe then in
+rude and verye yonge yeres. And if this come to passe
+in a barbarous and vnruled tonge, whych wryteth other
+wyse then it speaketh, and the whych hathe hys
+schriches and wordes scarse of a man, howe muche more
+easely wyl it be done in the Greeke or Latine tonge?
+Kyng Mithridates is read to haue perfitly knowen
+.xxii. tonges, so that he could plead the lawe to
+euery nacion in their owne tonges wythoute anye
+interpreter. ¶ Themistocles within a yeres space lerned
+perfitely the Persians tong because he wolde the
+better cõmen wyth the kyng. If sũwhat old age can do
+that, what is to be hoped for of a chylde? And all
+this businesse standeth specially in two thynges,
+memorye and imitacion. We haue shewed before alredy
+that there is a certein naturall greate desyre in
+chyldren to folowe other, and very wyse men wryte that
+memorie in chyldren is verye sure in holdinge faste:
+and if we distrust there authoritie, experience it
+selfe wyll proue it vnto vs. Those thynges that we
+haue seene beying chyldren, they so abide in our
+mindes, as thou we had sene them yesterdaie. Thinges
+that we read today whẽ we be old, wythin two daies
+after if we read thẽ agayn they seme newe vnto vs.
+Furthermore howe fewe haue we seene whych haue had
+good successe in lernynge the tonges when they were
+olde? And if some haue wel spedde them in knowledge,
+yet the right sound and pronunciacion hath chaunsed
+either to none, or to very few. For rare examples be
+no common rules. Neyther for thys muste we call
+chyldren to lerne the tonges after sixtene yere olde,
+because that the elder Cato lerned latine, and Greeke,
+when he was thre score and ten yeres olde. But Cato of
+Vtica muche better lerned then the other and more
+eloquent, when he was a chylde was continuallye wyth
+hys master Sarpedo. And hẽce we ought so much the more
+to take heede, because that yonge age led rather by
+sense then iudgemẽt, wyll assone or peraduenture soner
+lerne leudnes & things y^t be naught. Yea we forget
+soner good thinges thẽ naught. Gentile philosophers
+espyed that, & merueyled at it, and could not search
+out the cause, whiche christẽ philosophers haue shewed
+vnto vs: which telleth y^t this redines to mischiefe
+is setteled in vs of Adam the first father of mãkind.
+Thys thynge as it can not be false, so is it very
+true, that the greateste parte of this euyll cõmeth of
+leude and naughty bryngyng vp, inespeciallye of tender
+youthe, whyche is plyeable to euerye thynge.
+
+¶ We fynd in writyng that great Alexander lerned
+certeine fautes of hys master Leonides, whyche he
+could not leaue when he was well growẽ vp, and a great
+Emperour. Therfore as long as amonge the latines
+floryshed that old vertuousnes of good maners,
+chyldren were not committed to an hyrelynge to be
+taught, but were taughte of the parentes them selues &
+their kinsfolke, as of their vncles both by father and
+mother, of the graundfathers, as Plutarch sayth: For
+they thought it especially perteyned to the honour of
+their kynred, if they had very manye excellentlye well
+seene in liberall knowledge, where as now adayes all
+nobilitie almost stãdeth in painted & grauen armes,
+dauncing, huntynge and dicynge. Spurius Carbilius of a
+bond man made free, whose patron Carbilius brought in
+the fyrste example of diuorce, is reported to be the
+fyrste that taught an opẽ grãmer schole. Before thys
+tyme it was counted a verye vertuous office if euery
+mã taughte hys kynsefolke in vertue and lernyng. Nowe
+is thys theyr onlye care, to seeke for their chyld a
+wyfe wyth a good dowrye. That done, they thynke they
+haue done all that belongeth to a father. But as the
+world is alwayes redy to be worse and worse, dayntines
+hathe perswaded vs to comune this office to a tuter
+that is one of our householde, and a gentleman is put
+to be taught of a seruaunte. In whyche thynge in
+deede, if we wolde take heede whom we chose, the
+ieopardy were so muche the lesse, because the teacher
+liued not only in y^e fathers syght, but also wer
+vnder hys power if he dyd amysse. They that wer very
+wyse, either bought lerned seruauntes, or prouided
+they myghte be lerned, that they myghte be teachers to
+their children. But howe muche wyser were it, if the
+parents wolde get lernyng for thys entent, that they
+them selues myght teach theyr owne chyldren. Verelye
+by thys meanes the profite wolde be double, as the
+cõmoditie is double if the Byshoppe shewe hym selfe a
+good man, to the entente he maye encourage very many
+to the loue of vertue. Thou wyle saye; euerye mã hath
+not leasure, and they be lothe to take so greate
+payne. But go to good syr, Lette vs caste wyth oure
+selfe howe muche tyme wee lose at dice, bankettynge,
+and beholdynge gaye syghtes, and playinge wyth fooles,
+and I weene wee shall bee ashamed, to saye wee lacke
+leasure to that thynge whych oughte to be done, all
+other set asyde. We haue tyme sufficiente to do all we
+shoulde do, if we bestowe it so thriftelye as we
+shulde do. But the daye is short to vs, whẽ we lose
+the greater part thereof. Consider thys also, howe
+greate a porcion of tyme is geuen now and then to the
+foelyshe busines of our friendes. If we can not do as
+they all wolde haue vs, verelye wee oughte chiefely to
+regarde our chyldren. What payne refuse we to leaue
+vnto oure chyldren a ryche patrimonye and well
+stablished: and to get that for them whiche is better
+then all this, shulde it yrke vs to take laboure?
+namelye when naturall loue and the profite of them
+whyche be mooste deareste vnto vs, maketh sweete al
+the grief and payne. If that were not, when wolde the
+mothers beare so longe tediousenes of chyldbyrth and
+nursyng. He loueth his sonne lyghtlye whych is greued
+to teache hym. ¶ But the manner to enstructe them was
+the more easy to them in olde tyme, because the
+learned and vnlearned people spake all one tong, saue
+that the learned spake more truelye, more elegantly,
+more wiselye, and more copiouselye. I confesse that,
+and it were a very shorte way to learnynge, if it were
+so nowe a dayes. And there haue bene some that haue
+gone aboute to renewe and brynge again those olde
+examples, and to doo as those olde fathers haue done
+afore tyme, as in Phrisia, Canterians, in Spayne
+Queene Elisabeth the wyfe of Fardinandus, out of whose
+familye there haue come forthe verye manye womenne
+bothe merueylouselye well learned and verteouse. Emong
+the englishe men, it greued not the ryght worshypful
+Thomas More, although beyng much occupyed in the
+kynges matters, to be a teacher to hys wyfe,
+daughters, and sonne, fyrste in vertue, and after to
+knowledge of Greke and Latine. Verely this ought to be
+done in those that we haue apoynted to learnynge.
+Neyther is there anye ieopardie that they shulde be
+ignoraunt in the peoples tonge, for thei shall learne
+that whether they wyl or not by companye of men. And
+if there be none in oure house that is lerned, anon we
+shulde prouide for some cunnyng man, but tryed both in
+maners and lernyng. It is a folyshe thyng to make a
+profe in thy sone, as in a slaue of litle value,
+whether hys teacher be learned or not, and whether he
+bee a good man that thou haste gotten hym or not. In
+other thinges pardon may be geuen to negligence, but
+here thou muste haue as manye eyes as Argus had, and
+muste be as vigilant as is possible. They say: a man
+maye not twyse do a faute in war: here it is not
+laweful to do once amisse. Moreouer the soner the
+child shall be set to a master, so much shal hys
+brynginge vp come the better to passe. I knowe some
+men fynde thys excuse, that it is ieopardy lest the
+labour of studies make y^e good health of the tender
+bodye weaker. Here I myght ensure, y^t althoughe the
+strength of the bodye wer sumwhat taken awaye, that
+thys incõmoditie is well recompensed by so goodly
+gyftes of the mynd. For we fashion not a wrestler, but
+a philosopher, a gouernour of the common wealth, to
+whõ it is sufficient to be healthful, although he haue
+not the strengthe of Milo: yet do I cõfesse that
+somewhat we must tender the age, that it maye waxe the
+more lustye. But there be manye that foolyshely do
+feare leste their chyldren shulde catche harme by
+learnynge, whych yet feare not the much greater peryll
+that cometh of to muche meate, whereby the wyttes of
+the litle ons no lesse be hurted then bee theyr bodyes
+by kyndes of meates and drynkes that be not meete for
+that age. They brynge theyr lytle children to great
+and longe feastes, yea feastyng sometyme vntyl farre
+forth nyghtes, they fyl them wyth salt and hoat
+meates, somtyme euẽ tyl thei vomite. They bynde in and
+loade the tender bodies wyth vnhandsome garmentes to
+set them out, as some trym apes, in mans apparel, and
+otherwayes they weaken their children, and they neuer
+more tenderlye be afrayed of their health, then when
+cõmunication is begon to be had of lernynge, that is
+of that thynge whych of al other is moste wholesom and
+necessarye. That whych we haue spoken touchyng health,
+that same perteineth to the care of hys bewety, whyche
+as I confesse is not to be lyght set bye, so to
+carefully to be regarded, is not very meete for a man.
+[Sidenote: A wayward feare for hurting childrẽs
+bewtye.] Neyther do we more weywardlye fear any other
+thyng then the hurt of it to come by studie, where it
+is hurt a greate deale more by surfet, dronkennes,
+vntymelye watchynge, by fyghtyng and woundes, finally
+by vngracious pockes, which scarse anie man escapeth
+that liueth intemperatly. From these thyngs rather let
+thẽ see they keepe their children then frõ lernyng,
+whych so carefully take thought for the health and
+bewtie. [Sidenote: Prouisiõ for easinge chyldrens
+labour] Howbeit thys also may be prouided for by our
+care & diligẽce that ther shuld be very litle labour
+and therfore litle losse. This shal be if neyther many
+thyngs, neither euery lyght thynge be taught them when
+they be yong, but the best only & that be mete for
+their age, whiche is delighted rather in pleasaũt
+thynges then in subtile. Secondly, a fayre manoure of
+teachynge shall cause y^t it may seme rather a playe
+then a labour, for here the age must be beguiled with
+sweete flattering wordes, which yet cã not tell what
+fruit, what honour, what pleasure lernyng shall brynge
+vnto them in tyme to come. And this partly shal be
+done by the teachers gẽtlenes & curteous behaueour, &
+partlye by his wit & subtile practise, wherbi he shal
+deuise diuerse prety meanes to make lerning plesaũt to
+y^e chylde, & pul hym away frõ feling of labour. For
+there is nothynge worse then when the waywardnes of
+the master causeth the children to hate lernyng before
+they knowe wherefore it shulde be loued. The fyrst
+degree of lerning, is the loue of the master. In
+processe of tyme it shall come to passe that the chyld
+whych fyrst began to loue lernyng for the masters
+sake, afterwards shall loue the master because of
+lernyng. For as many giftes are very dere vnto vs euẽ
+for thys cause, that they come from them whome wee
+loue hertelye: so lernyng, to whom it can not yet be
+pleasaunt thorowe discrescion, yet to them it is
+acceptable for the loue they beare to the teacher. It
+was very well spoken of Isocrates that he lerneth very
+much, whych is desirous of lernyng. And we gladlye
+lerne of them whome we loue. But some be of so
+vnpleasaunt maners that they can not bee loued, no not
+of their wyues, theyr countenaũce lowryng, their
+companye currishe, they seme angrye euen when they be
+beste pleased, they can not speke fayre, scarse can
+they laughe when men laugh vpon them, a man wold saye
+they were borne in an angrye hour. These men I iudge
+scant worthye to whome we shulde put oure wylde horses
+to be broken, muche lesse wuld I thynke that thys
+tender and almost suckynge age shuld be committed to
+them. Yet be ther some that thynke that these kynde of
+men, euen inespecyally worthye to be set to teache
+yonge chyldren, whylest they thynke their sturdynes in
+lookynge is holynes. But it is not good trustyng the
+lookes, vnder that frownynge face lurke oftẽ tymes
+most vnchaste and wanton maners, neyther is to be
+spoken amonge honeste men, to what shamefulnes these
+bouchers abuse chyldren by fearyng them. No nor the
+parents thẽ selues can well bring vp theyr chyldrẽ, if
+they be no more but feared. The fyrste care is to be
+beloued, by lytle and lytle foloweth after, not feare,
+but a certen liberall and gentle reuerence which is
+more of value then feare. Howe properly then I praye
+you be those chyldren prouided for, which being yet
+scante foure yere olde are sente to schole, where
+sytteth an vnknowen scholemaster, rude of manners, not
+verye sober, and sometyme not well in hys wytte, often
+lunatike, or hauynge the fallyng sycknes, or frenche
+pockes? For there is none so vyle, so naughte, so
+wretched, whome the common people thynketh not
+sufficiente ynoughe to teache a grammer schole. And
+thei thynkyng they haue gotten a kingdome, it is
+marueyle to see howe they set vp the brystels because
+thei haue rule, not vpon beastes, as sayeth Terence,
+but vpõ that age whiche ought to be cheryshed wyth all
+gentlenes. You wolde saye it were not a schole, but a
+tormentynge place: nothynge is hearde there beside the
+flappynge vpon the hande, beside yorkynge of roddes,
+besyde howlynge and sobbinge and cruell threatnynges.
+What other thynge maye chyldren learne hereof, then to
+hate learnyng? When this hatered hath once setteled in
+the tender myndes, yea when they be old they abhorre
+studye. It is also muche more foolyshe, that some men
+sende their lytle chyldren to a pyuyshe dronken woman
+to learne to reade and wryte. It is agaynste nature
+that women shulde haue rule vpon menne: besyde that,
+nothynge is more cruell then that kynde, if they bee
+moued with anger, as it wyll soone be, and wyll not
+cease tyll it be full reuenged. Monasteries also, and
+colleges of brethern, for so they cal them selues,
+seeke for their liuynge hereof, and in theyr darke
+corners teache the ignoraunt chyldren commenlye by
+menne that be but a lytle learned, or rather leudlye
+learned, althoughe we graunte they bee bothe wyse and
+honeste. ¶ Thys kynde of teachynge howe so euer other
+menne alowe it, by my counsell no manne shall vse it,
+who soeuer entendeth to haue hys child well brought
+vp. It behoueth that eyther there were no schole, or
+else to haue it openlye abrode. It is a shorte waye in
+dede that cõmonlye is vsed: for manye be compelled of
+one more easelye by feare, that one brought vp of one
+liberallye. ¶ But it is no great thynge to beare rule
+vpon Asses or Swyne, but to brynge vp chyldren
+liberallye as it is veri hard, so is it a goodly
+thing. It is tiranny to oppresse citizens by feare,
+to keepe them in good order, by loue, moderacion and
+prudence, it is princely. Diogenes beynge taken out of
+the Agenites, and brought oute to be solde, the cryer
+axed hym by what title he wolde be set out to the
+byer. Axe quod he if any wyl bye a man that can rule
+chyldren. At this straunge prayse manye laughed.
+One that hadde chyldren at home communed wyth the
+philosopher, whether he could do in deede that he
+professed. He sayde he coulde. By shorte communicacion
+he perceyued he was not of the cõmon sorte, but vnder
+a pore cloke, ther was hydden great wisedome: he
+bought hym, and brought hym home, & put his chyldrẽ to
+him to be taught. As y^e Scots say, ther be no greater
+beaters then frenche scholemasters. When they be tolde
+thereof, they be wonte to answere, that that naciõ
+euen lyke the Phrigians is not amẽded but bi stripes.
+Whether this be true let other mẽ iudge. Yet I graunt
+that there is some difference in the nacion, but much
+more in the propertie of euerye seueral wyt. Some you
+shal soner kyl, then amende wyth stripes: but the same
+bi loue and gentle monicions you may leade whither ye
+wyll. Truth it is that of thys disposicion I my selfe
+was when I was a childe, and when my master whych
+loued me aboue all other, because he sayd he conceiued
+a certen great hope of me, toke more heede, watched me
+well, and at laste to proue howe I could abyde the
+rod, and laying a faute vnto my charge which I neuer
+thought of, did beat me, that thinge so put awaye from
+me all the loue of studie, and so discouraged my
+chyldyshe mynd, that for sorowe I hadde almost
+consumed awaye, and in deede folowed therof a
+quartaine ague. When at laste he had perceiued hys
+faute, among his friendes he bewailed it. ¶ This wyt
+(quod he) I had almoste destroyed before I knewe it.
+For he was a man both wyttye and well learned, and as
+I thynke, a good mã. He repẽted him, but to late for
+my parte. Here nowe (good syr) cõiecture me howe many
+frowarde wyttes these vnlerned greate beaters do
+destroye, yet proud in their owne conceite of
+learnyng, wayeward, dronken, cruel, and that wyl beate
+for their pleasure: them selues of suche a cruell
+nature, that they take plesure of other mens
+tormentes. These kynde of men shuld haue ben bouchers
+or hangmẽ, not teachers of youth. Neyther do any
+torment chyldren more cruelly, thẽ they that canne not
+teache them. ¶ What shulde thei do in scholes but passe
+the daye in chydyng and beatynge? I knewe a diuine and
+that familierly, a man of greate name, whych was neuer
+satisfied wyth crudelity against his scholers, whẽ he
+him selfe had masters that were very great beaters. He
+thought y^t dyd much helpe to caste downe the fiersnes
+of their wittes, & tame the wãtonnes of their youth.
+He neuer feasted amonge hys flocke, but as Comedies be
+wont to haue a mery endyng, so contrary when they had
+eaten theyr meat, one or other was haled oute to be
+beaten wyth roddes: and sometime he raged against them
+that had deserued nothynge, euen because they shuld be
+accustumed to stripes. I my selfe on a time stode
+nerre hym, when after diner he called out a boie as he
+was wõt to do, as I trow ten yere olde. And he was but
+newe come frome hys mother into that compani. He told
+vs before that the chyld had a very good woman to hys
+mother, and was earnestly committed of her vnto hym:
+anon to haue an occacion to beate hym, he beganne to
+laye to hys charge I wotte not what wãtonnesse: When
+the chylde shewed hym selfe to haue nothyng lesse,
+and beckened to hym to whome he committed the chyefe
+rule of hys colledge, surnamed of the thynge,
+a tormentoure, to beate, hym ne by and by caste doune
+the chylde, and beate hym as thoughe he had done
+sacrilege. The diuine sayde once or twyse, it is
+inoughe, it is inoughe. But that tormentour deaffe
+with feruentnes, made no ende of his bochery, tyl the
+chylde was almost in a sounde: Anon the diuine
+turninge to vs, he hathe deserued nothynge quod he,
+but that he muste be made lowe. Who euer after that
+maner hath taught hys slaue, or hys Asse? A gẽtle
+horse is better tamed with puping of the mouth or
+softe handlyng, then wyth whyp or spurres. And if you
+handle hym hard, he wil whynche, he wyll kycke, he
+wyll byte, and go backwardes. An oxe if you pricke hym
+to harde wyth godes, wyl caste of his yocke, and run
+vpon hym that pricked hym. So muste a gentle nature be
+handled as is the whelpe of a Lion. Onlye arte tameth
+Elephantes, not violence, neyther is there any beaste
+so wylde, but that it wyl be tamed by gentlenes,
+neyther any so tame, but immoderate cruelnes wil anger
+it. It is a seruyle thynge to be chastened by feare,
+and common custume calleth chyldren free men, because
+liberall and gentle bringyng vp becommeth them, much
+vnlike to seruile. Yet they that be wyse do thys
+rather, that seruantes by gentelnes and benefites
+leaue of their slauyshe condicions: remẽbryng that
+they also be men, and not beastes. There be rehearsed
+meruelous examples of seruauntes toward their masters,
+whome verely they shulde not haue founde such if they
+hadde kept them vnder only by strypes. ¶ A seruaunt if
+he be corrigible is better amended by monicions, by
+honestie, & good turnes, then by stripes: if he be
+paste amendmente, he is hardened to extreme mischief
+and eyther wyll runne awaye and rob hys master, or by
+some craft go aboute his masters deathe. Sometime he
+is reuenged on his masters crueltie, thoughe it coste
+hym his lyfe. And there is no creature more fereful
+thẽ man, whõ cruell iniurie hathe taught to dispyse
+his owne lyfe. Therfore the commõ prouerb that sayth a
+man hath as manye enemies as he hath seruauntes, If it
+be true, I thynke it may be chiefly imputed to the
+vnreasonablenes of the master: for it is a poynte of
+arte, and not of chaunce to rule wel seruauntes. And
+if the wyser masters go aboute thys thynge, so to vse
+their seruauntes, that thei shuld serue them well and
+gently, and in stede of seruantes had rather haue them
+fre men, how shameful is it bi bryngyng vp, to make
+seruantes of those that be gentle and free by nature?
+Nor wythout cause dothe the olde manne in the comedie
+thynke that there is greate difference betwixte a
+master and a father. The master only compelleth,
+the father by honestie and gentelnes accustumeth hys
+sonne, to do well of hys owne mynde, rather then by
+feare of an other: and that he shulde bee all one in
+hys presence and behind hys backe. He that can not do
+this sayth he, lette hym confesse that he can not rule
+chyldren. But there oughte to be a litle more
+difference betwyxte a father and the master, then
+betwixt a kinge and a tirant. Wee putte awaye a
+tiraunte from the common wealthe, and we chose
+tirauntes, yea for oure sonnes, eyther we oure selfes
+exercyse tirannye vpon them. Howebeit thys vyle name
+of seruitude oughte vtterlye to be taken awaye oute of
+the lyfe of chrysten menne. Sainte Paule desyreth
+Philo to bee good to Onesimus, not nowe as a
+seruaunte, but as a deere brother in steede of a
+seruaunte. And wrytyng to the Ephesians, he monysheth
+the masters to remitte theyr bytternesse agaynst theyr
+seruauntes, and their threatnynges, remembrynge that
+they are rather felow seruauntes then masters, because
+they both haue a common master in heauen, whyche as
+well wyll punyshe the masters if they do amysse, as
+the seruauntes. The Apostle wolde not haue the masters
+ful of threatning, muche lesse full of beatynge: for
+he saythe not, pardonynge your strypes, but pardonynge
+your threatenynges, and yet wee woulde haue oure
+chyldren nothynge but beaten, whyche scarse the Galeye
+masters or Sea robbers do agaynste theyr slaues and
+rowers. But of chyldren, what dothe the same Apostle
+commaunde vs?
+
+¶ In somuch he wyll not haue them beaten slauyshely,
+he cõmaundeth all crueltye and bytternes to be awaye
+from our monicions and chydyng. You fathers saythe he,
+prouoke not your chyldren to anger, but bring them vp
+in discipline and chastisyng of the Lorde. And what
+the discipline of the lorde is, he shal soone se that
+wyll consider, wyth what gentlenes, what meekenes,
+what charitie the Lord Iesus hath taught, suffered and
+noryshed and brought vp by litle and lytle his
+disciples. The lawes of man do temper the fathers
+power: the same also permit vnto the seruauntes an
+accion of euyll handlyng, and from whence then commeth
+thys crueltye amonge christen men? In time paste one
+Auxon a knight of Rome, whylest he wente about to
+amende hys sonne by beatynge hyn vnmesurably, he
+kylled him. That crueltye so moued the people, that
+the fathers and chyldren haled hym in to the market
+place, & al to be pricked hym, thrust him in with
+theyr wrytyng pinnes, nothynge regarding the dignitie
+of his knighthod, and Octauus Augustus had much a do
+to saue hym. But now a daies howe many Auxons do we
+see whiche thorowe cruell beatynge, hurte the
+chyldrens healthe, make them one eyed, weaken them,
+and sometyme kyll them. Roddes serue not to some mens
+crueltie, they turne them and beate thẽ wyth the great
+ende, they geue them buffettes, and stryke the yonge
+ons wyth their fistes, or whatsoeuer is next at hand
+they snatche it, and dashe it vpon them. It is told in
+the lawe, that a certen sowter, when he layd one of
+hys sowters vpon the hynder parte of the heade wyth a
+laste, he stroke oute one of hys eyes, and that for
+that deede he was punyshed by the lawe. What shall we
+saye of them whyche beside their beatinges, do thẽ
+shamefull despite also? I wolde neuer haue beleued it,
+excepte both I had knowen the chylde, and the doer of
+this crueltie perfitelye.
+
+¶ A chylde yet scante .vii. yere olde, whose honeste
+parentes had done good to his master, they handled so
+cruellye, that scarse anye suche tiraunt as was
+Mezencius or Phalaris coulde do more cruelly. They
+caste so much mans donge into the childes mouth y^t
+scarsely he coulde spit, but was cõpelled to swallowe
+doune a great parte of it. What tiraunt dyd euer suche
+kynde of despyght? After suche daynties, they
+exercysed suche lozdelynes. The chylde naked was
+hanged vp wyth cordes by y^e armeholes, as though he
+hadde bene a stronge thyefe, and there is amonge to
+Germanes no kynde of punishement more abhorred then
+thys. Anone as he honge, they all to beat hym wyth
+roddes, almoste euen tyll deathe. For the more the
+chylde denyed the thynge that he dyd not, so muche the
+more dyd they beate hym. Put also to thys, the
+tormentour hym selfe almoste more to be feared then
+the verie punyshemente, hys eyes lyke a serpente,
+hys narowe and wrythen mouth, hys sharpe voyce like a
+spirite, hys face wanne and pale, hys head roulyng
+about, threatninges and rebukes suche as they lusted
+in theyr anger: a manne wolde haue thought it a furie
+out of hel. What folowed? anone after this punishement
+the chyld fel sicke, with great ieopardye both of
+mynde and lyfe. Then this tormentour began fyrst to
+complayne, he wrote to hys father to take awaye hys
+sonne as sone as could be, and that he had bestowed as
+much phisicke vpon him as he coulde, but in vayne vpon
+the chylde that was paste remedye. ¶ When the sicknes of
+the body was somewhat put away by medicines, yet was
+the minde so astonied, that we feared leste he wold
+neuer come agayne to the olde strength of hys mynd.
+Neither was thys y^e cruelty of one daye, as longe as
+the childe dwelte wyth hym there passed no daye but he
+was cruelly beatẽ once or twise. I know y^u suspectest
+o reader, that it was an haynouse faute, wherunto so
+cruell remedie was vsed. I wyl shew you in few words.
+Ther was foũd both of hys y^t was beaten, and of two
+others, theire bookes blotted wyth ynke, their
+garmentes cutte, and their hose arayed wyth mannes
+donge.
+
+¶ He that played thys playe was a chylde borne to all
+myschiefe, whiche by other vngracious deedes
+afterwardes, made men beleue the other to be true that
+were done before. And he was nephewe by the systers
+syde to this mad docter: euẽ then playing a part
+before to these thyngs whych souldiers are wont to do
+in bataile or robbynge. At an hostes house of his, he
+pulled oute the faucet, and let the wyne runne vpõ the
+ground, and as one to shew a pleasure, he sayde that
+he felt the sauour of the wyne: wyth an other of hys
+felowes he daylye played at the sworde, not in sporte,
+but in earnest, that euen then you myght wel perceyue
+he wolde be a thyefe or a murtherer, or whych is very
+lyke to them, that he wolde be an hyred souldier.
+Although the teacher fauored hym, yet fearynge leste
+they shulde one kyll an other, he sente awaye his
+cosen. For he had for that other a good rewarde: and
+he was of this sorte of gospellers, to whom nothing is
+more swete then monei. His godfather was made surely
+to beleue that the child was w^t a good and diligent
+master, when in deede he dwelte wyth a boucher, & was
+continually in company, and made drudge with a man
+that was halfe mad, and continually sicke. Thus
+fauoringe more his kynseman then hym by whom he had so
+much profite, the suspicion was layde vpon the
+harmeles, to whom they ascribed so muche malice that
+he wolde teare and defile his owne garmentes to auoide
+suspicion if any suche thyng had bene done. But the
+child commyng both of good father and mother, dyd
+neuer shewe any tokẽ of such a naughtie disposicion:
+and at thys daye there is nothing farther from all
+malice then are hys maners, whyche nowe free frome all
+feare telleth all the matter in order as it was donne.
+
+¶ To suche tutors do honest citizens committe their
+chyldren whome they moste loue, and suche do complayne
+that they be not wel rewarded for their paynes. And
+this tormentour wolde not once knoweledge he had done
+amisse, but had rather playe the starke mad man, then
+confesse his faute: and yet agaynst such is not taken
+an accion of euyll handlyng, neither hath the rigoure
+of the lawe anye power agaynste suche huge crueltie.
+There is no anger worse to be pleased thẽ theirs that
+be lyke to haue the fallynge sycknes. Howe many things
+be crepte in, into the lyfe of christen men, not meete
+neither for the Phrigians nor y^e Scithians, of y^e
+which I wyl shew one much like this matter. The yong
+gentlemã is send in to y^e vniuersitie to lerne the
+liberall sciences. But w^t how vngentle despightes is
+he begun in them? Fyrst they rub his chyn, as though
+they wolde shaue his bearde: hereunto thei vse pisse,
+or if ther be any fouler thyng. This liquour is dashed
+into his mouth, & he may not spit it out. Wyth
+paynfull bobbes they make as though thei drewe hornes
+from him: sõtime he is cõpelled to drinke a great
+deale of vinegre or salte, or whatsoeuer it listeth
+y^e wyld cõpany of yong mẽ to geue him: for whẽ they
+begin the play, thei make him swere y^t he shal obey
+al that they cõmaund him. At last they hoyse him vp,
+& dashe his backe against a post as oftẽ as they list.
+After these so rustical despightes sũtime foloweth an
+ague or a paine of y^e backe y^t neuer cã be remedied.
+Certes this foolishe play endeth in a drõken bãket:
+w^t such beginninges enter they into y^e studies of
+liberal sciences. But it were mete that after this
+sorte ther shuld begin a boucher, a tormẽtour a baud
+or a bõde slaue or a botemã, not a child appointed to
+y^e holy studies of lerning. It is a meruel that yong
+mẽ geuen to liberal studies be mad after this fashiõ,
+but it is more meruel y^t these things be alowed of
+suche as haue the rule of youth. To so foule & cruel
+folyshenes is pretẽsed the name of custume, as though
+the custume of an euil thing wer any thing else thẽ an
+old errour, whiche ought so much the more diligẽtly to
+be pulled vp bicause it is crept among many. So
+cõtinueth amõg the diuines y^e maner of a vesper, for
+they note an euyl thynge w^t a like name, more mete
+for scoffers thẽ diuines. But thei y^t professe
+liberal sciẽces, shuld haue also liberal sports. But I
+come againe to chyldren, to whome nothyng is more
+vnprofitable, then to be vsed to stripes, whiche
+enormittie causeth that the gẽtle nature is
+intractable, and the viler driuen to desperacion:
+and cõtinuaunce of thẽ maketh that both the bodye is
+hardened to stripes, & the mynd to wordes. Nay we may
+not oftentymes chyde thẽ to sharplye. A medicine
+naughtelye vsed, maketh the sickenes worse, helpeth it
+not, and if it be layde to continuallye, by litle and
+litle, it ceaseth to be a medicine, and dothe nothinge
+else then dothe stinkynge and vnwholesome meate. But
+here some man wyl laye vnto vs the godlye sayings of
+the Hebrues. He that spareth the rod hateth hys chylde
+and he that loueth hys sonne, beateth hym muche.
+Agayne: Bowe downe the necke of thy chylde in youth,
+and beate hys sydes whyle he is an infante very yonge.
+Suche chastisemente peraduenture was meete in tyme
+paste for the Iewes. Nowe must the sayinge be
+expounded more ciuilely. And if a man wil be hard to
+vs wyth letters and sillables, what is more cruell
+then to bend the necke of a chyld, & to beat the sides
+of an infant? woldest thou not beleue that a bull were
+taught to y^e plowgh, or an asse to bear paniars, and
+not a mã to vertue? And what rewarde doth he promise
+vs? That he grope not after other mẽnes dores. He is
+afeard lest his son shulde be poore, as the greateste
+of all mischiefe. What is more coldly spoken then thys
+sentence? Let gentle admonicion be oure rodde, and
+sometyme chydyng also, but sauced wyth mekenes, not
+bitternes. Let vs vse thys whyp continuallye in our
+chyldren, y^t beyng wel brought vp, they maye haue at
+home a meanes to lyue well, and not be cõpelled to beg
+counsell at their neighbours how to do their busines.
+Licon the philosopher hath shewed .ii. sharpe spurres
+to quicken vp chyldrens wyttes, shame, and prayse:
+shame is the feare of a iust reproch, prayse is the
+norysher of all verteous actes: wyth these prickes
+lette vs quicken our chyldrens wyttes. Also if you
+wyl, I wyl shewe you a club to beate their sides
+wythall. Continuall labour vanquysheth all thynges
+sayth the best of al poetes. Let vs wake, let vs
+prycke thẽ forwardes, & styl call vpon them, by
+requiringe, repetynge, and often teachyng: Wyth this
+club let vs beate the sydes of our infantes. Fyrst let
+them lerne to loue, and maruell at vertue and lernyng,
+to abhor sinne and ignorance. Let them hear some
+praysed for theyr well doinges, and some rebuked for
+their euyl. Let examples be brought in of those men to
+whom lernyng hath gottẽ hygh glorye, ryches, dignitie,
+and authoritie. And againe of them to whom their euyll
+condicions & wyt wythout all lernyng hath brought
+infamie, contempt, pouertye and myschiefe. These
+verely be the clubbes meete for christians, that make
+disciples of Iesu. [Sidenote: Emulacion is an enuye
+wythout malice, for desire to be as good as an other,
+& to be as much praysed.] And if we cã not profite by
+monicions, nor prayers, neyther by emulacion, nor
+shame, nor prayse, nor by other meanes, euen the
+chastenyng w^t the rod, if it so require, ought to be
+gentle & honeste. For euen thys that the bodies of
+gẽtle children shulde be made bare, is a kind of
+despice. Howbeit Fabius vtterly cõdemneth al y^e
+custume to beate gentle chyldrẽ. Some mã wil saye,
+what shall be done to them if they can not be driuen
+to study but by stripes? I answer roũdly, what wold ye
+do to asses or to oxen if thei went to schole? Woldest
+thou not driue them in to the contrey, & put the one
+to the backhouse, the other to the plowe. For there be
+men as well borne to the plowe and to the backehouse,
+as oxen and asses be. But they wyll saye: then
+decreseth my flocke. What then? Yea and myne
+aduauntage to. Thys is an harde matter: thys maketh
+them to weepe. They set more money then by the profite
+of the chyldren. But suche are all the cõmon sorte of
+folyshe teachers. I graunte. As the philosophers
+describe a wyse mã, y^e rethoricians an oratour, such
+one as scarse maye be foũd in anye place: So muche
+more easye it is to prescribe what manner of man a
+scholmaster shuld be, thẽ to find many y^t wil be as
+you wold haue thẽ. [Sidenote: Ciuile officers and
+prelates shuld se that ther wer good schole masters.]
+¶ But this oughte to be a publyque care and charge, and
+belongeth to the ciuyle officer, and chyef prelats of
+the churches that as ther be men appointed to serue in
+war, to singe in churches, so muche more there shulde
+be ordeined that shuld teach citizens chyldren well
+and gently. [Sidenote: Vespasian.] Vespasianus oute of
+hys owne cofers gaue yerely sixe hũdred poũde to
+Latine and Greke rethoricians. [Sidenote: Plinie.]
+Plinie the nephew of his owne liberalitie bestowed a
+great sũme of money to the same purpose. And if the
+comẽty in thys poynt be slacke, certenly euerye man
+ought to take hede at home for his owne house. ¶ Thou
+wylt saye: what shall poore men do which can scarse
+fynd their chyldren, muche lesse hyre a master to
+teache them? Here I haue nothynge to saye, but thys
+out of the comedie: We muste do as we maye do, when we
+can not as we wolde. We do shewe the beste waye of
+teachynge, we be not able to geue fortune: Saue that
+here also the liberalitie of ryche men ought to helpe
+good wyttes, whych can not shewe forthe the strength
+of naturall inclinacion because of pouertye.
+[Sidenote: Pouertie hurteth good wittes.] I wyll that
+the gentlenes of the master shulde be so tempered,
+that familiaritie, the companion of contempte, put not
+away honeste reuerence, suche one as men say Sarpedo
+was, tutour to Cato of Vtica, which thorowe hys gentle
+maners gat greate loue, and by hys vertue as lyke
+authoritie, causynge the chylde to haue a greate
+reuerence, and to set much by him wythout anye feare
+of roddes. But these y^t can do nothynge elles but
+beate, what wolde they do if they had taken vpon them
+to teache Emperoures or kynges chyldren, whome it were
+not lefull to beate? They wyll saye that greate mens
+sonnes muste be excepted from thys fashion. What is
+that? Be not the chyldren of citizens, men as well as
+kynges chyldren be? Shulde not euerye manne as wel
+loue hys chylde as if he wer a kynges sonne? If his
+estate be sũwhat base, so much the more neede hath he
+to be taught, and holpen by lernynge, that he maye
+come vp, from his pore case. But if he be of hye
+degre, philosophy & lernyng is necessary to gouerne
+hys matters well. Further not a fewe be called frome
+lowe degre to hye estate, yea sometyme to be great
+byshops. All men come not to thys, yet oughte al men
+to be brought vp to come to it. I wil braule no more
+with these greate beaters, after I haue tolde you this
+one thing: How that those lawes & officers be
+condemned of wyse men, whych can no more but feare men
+wyth punyshement, & do not also entyse men by
+rewardes: and the whych punyshe fautes, and prouide
+not also y^t nothyng be done worthy punishmẽt. The
+same must be thought of the cõmon sort of teachers,
+whych only beate for fautes, and do not also teache
+y^e mynd that it do not amysse. They straitlie require
+their lesson of them: if the chylde fayle, he is
+beaten: and whẽ this is done daily because the child
+shuld be more accustumed to it, thei thinke they haue
+plaied the part of a gaye scholemaster. But the chyld
+shulde fyrste haue ben encoraged to loue lernyng, and
+to be afeared to displease hys teacher. But of these
+thynges peraduenture some man wyl thynke I haue spoke
+to much & so myght I worthely be thought, except that
+almoste all men dyd in this poynte so greatly offende,
+that hereof a mã cã neuer speke inough. Furthermore it
+wyll helpe verye muche, if he that hathe taken vpon
+hym to teache a chylde, so sette hys mynd vpon hym,
+that he bear a fatherly loue vnto hym. By thys it
+shall come to passe, y^t both the child wil lerne more
+gladly, & he shal fele lesse tediousnes of his
+laboure. [Sidenote: A sentence to be marked.] For in
+euery busines loue taketh away y^e greatest part of
+hardnes. And because after the olde prouerbe: Lyke
+reioyseth in lyke, y^e master muste in maner play the
+childe againe, that he may be loued of the chylde. Yet
+this lyketh me not, y^t men set theyr children to be
+taught their fyrst beginnings of letters vnto those
+that be of extreme and dotyng olde age, for they be
+chyldren in verye deede, they fayne not, they
+coũterfait not, stuttinge, but stutte in deede.
+
+¶ I wolde wyshe to haue one of a lustye yonge age,
+whome the chylde myght delyght in, and which wold not
+be lothe to playe euerye parte. [Sidenote: A lykenynge
+of scholemasters and nurses together.] Thys man shulde
+do in fashionyng hys wytte, that parentes and nurses
+be wont to do in formynge the bodye. Howe do they
+fyrst teache the infante to speake lyke a man? They
+applye their wordes by lyspyng accordyng to the
+chyldes tatlynge. How do they teach them to eat? They
+chaw fyrst their milke soppes, and when they haue
+done, by lytle & litle put it in to the chyldes
+mouthe. Howe do they teache thẽ to go? They bowe downe
+their owne bodies, and drawe in theyre owne strides
+after the measure of the infantes. Neyther do they
+fede them wyth euerye meate, nor putte more in then
+they bee able to take: and as they increase in age,
+they leade them to bigger thinges. First they seeke
+for noryshemente that is meete for them, not differyng
+much frõ mylke, whych yet if it be thrust into the
+mouthe to muche, either it choketh the chylde, or
+beynge caste oute defileth hys garmente. When it is
+softelye and pretelye put in, it doth good. Whych
+selfe thynge we se cõmeth to passe in vesselles that
+haue narowe mouthes: if you pour in muche, it bubbleth
+out agayne, but if you powre in a litle, and as it
+were by droppes, in deede it is a whyle, and fayre and
+softely erste, but yet then fylled. [Sidenote: The
+fedyng of the bodye and mynd cõpared together.] So
+then as by small morsels, and geuen now and then,
+the lytle tender bodies are noryshed: in lyke manner
+chyldrens wyttes by instruccions meete for them taught
+easely, and as it were by playe by lytle & litle
+accustume thẽ selues to greater thyngs: & the
+wearynesse in the meane season, is not felte, because
+that small encreasynges so deceyue the felynge of
+labour, that neuerthelesse they helpe much to great
+profite. As it is told of a certen wrestler, whych,
+accustumed to beare a calfe by certein furlonges, bare
+hym whẽ he was waxen a bull, wythoute anye payne: for
+the encrease was not felt, whych euerye daye was put
+to the burden. But there be some that looke that
+chyldren shulde strayghtwaye become olde men, hauyng
+no regarde of their age, but measure the tender
+wittes, by theyr owne strengthe. ¶ Straightway they call
+vpon them bytterly, straightway they straitly require
+perfect diligence, by and by they frowne wyth the
+forhead if the childe do not as wel as he wold haue
+hym, and they bee so moued as thoughe they had to do
+wyth an elder body, forgettyng you maye be sure y^t
+they thẽ selues wer once children. How much more
+curteouse is it that Pliny warneth a certen master
+that was to sore. Remember saythe he, that bothe he is
+a yonge man, and that thou hast ben one thi selfe.
+But many be so cruel against the tender chyldren, as
+though thei remẽbred not neyther them selues, neyther
+their scolers to be menne. [Sidenote: What things
+lytle yonge chyldrẽ shold be fyrste taughte.] Thou
+woldest that I shulde shewe the those thynges that be
+meete for the inclinaciõ of that age, and whiche shuld
+by and by be taughte the lytle yongons. Fyrst the vse
+of tonges whych commeth to them without any greate
+studye, ther as olde folkes can scarse be hable to
+learne them wyth great labour. [Sidenote: Chyldren
+desyre naturally to folow & do as other do.] And here
+to as we sayde, moueth the chyldrẽ a certen desyre to
+folowe and do as they se other do: of the which thing
+we see a certen lyke fashion in pies and popiniayes.
+What is more delectable then the fabels of poetes,
+which wyth their swete entisynge plesures to delight
+childrens eares that thei profite vs very much whẽ we
+be olde also, not only to y^e knowledge of the tong,
+but also to iudgement and copye of elegant speche?
+What wyll a chyld hear more gladlye then Esops fabels,
+whyche in sporte and playe teache earnest preceptes of
+philosophy? and the same fruite is also in the fabels
+of other poetes. The chylde heareth that Vlisses
+felowes were turned into swyne, and other fashions of
+beastes. The tale is laughed at, and yet for al that
+he lerneth that thing that is the chiefest poynte in
+al morall philosophye: Those whyche be not gouerned by
+ryght reason, but are caried after the wyll of
+affeccions, not to be men, but beastes. ¶ What coulde
+a stoycke saye more sagely? and yet dothe a merye tale
+teache the same. In a thynge that is manifest I wyll
+not make the tarye with many exãples. [Sidenote:
+Bucolicall, where y^e herdmen do speke of nete and
+shepe.] Also what is more mery conceited thẽ the
+verses called Bucolicall? what is sweter then a
+comedie, whych standing by morall maners, deliteth
+bothe the vnlearned and chyldren? And heare how great
+a parte of philosophye is lerned by playe? Adde vnto
+thys the names of all thynges, in the whych it is
+meruell to see howe now a dayes, yea euẽ they be blind
+which are taken for wel lerned mẽ. Finally, shorte and
+mery conceited sentences, as commonly be prouerbes,
+and quicke shorte sayinges of noble men, in the whiche
+onlye in tyme paste philosophie was wonte to be taught
+to the people. Ther appeareth also in the very
+chyldren a certen peculier redines to some sciences,
+as vnto musicke, arithmetique, or cosmographie. For I
+haue proued that they whych were very dull to lerne
+the preceptes of grammer and rethorique, were found
+verye apte to lerne the subtile artes. Nature therfore
+must be holpen to that parte wherunto of it selfe it
+is inclined. And down the hyll is very litle labour,
+as contrary is great. Thou shalt nether do nor saye
+anye thynge agaynst thy naturall inclinacion. I knewe
+a child that could not yet speake whych had no greater
+pleasure, than to open a booke, and make as thoughe he
+read. And when he dyd that sometyme many houres, yet
+was he not weery. And he neuer wept so bitterli, but
+if you had offered hym a booke, he wolde be pleased.
+That thynge made hys friendes hope that in time to
+come he wolde be a well lerned manne. His name also
+brought some good lucke: for he was called Hierome.
+[Sidenote: That is a teacher of holye lernynge.] And
+what he is now I can not tel, for I sawe hym not
+beynge growẽ vp. To the knowledge of the tonge it wyll
+helpe verye muche if he be broughte vp amonge them
+that be talkatiue. Fabels and tales wyll the chylde
+lerne so muche the more gladly, and remember the
+better, if he maye see before his eyes the argumentes
+properly paynted, and what soeuer is tolde in the
+oracion be shewed him in a table. The same shall helpe
+as much to lerne without boke the names of trees,
+herbs, and beastes, and also their properties,
+inespecially of these whych be not common to be seene
+in euerye place, as is Rhinoceros, whyche is a beaste
+that hathe a horne in hys nose, naturall enemye to the
+Elephant: Tragelaphus, a goate hart, Duocrotalus,
+a byrd lyke to a swã, whyche puttyng hys head into the
+water brayeth lyke an asse, an asse of Inde and an
+Elephant. The table maye haue an Elephant whom a
+Dragon claspeth harde aboute, wrapping in his former
+feete with his tayle. The litle chyld laugheth at the
+syght of thys straunge paintynge, what shall the
+master do then? He shall shewe him that ther is a
+greate beaste called in Greeke an Elephante, and in
+Latine lykewyse, saue that sometyme it is declined
+after the latine fashion. He shall shewe, that that
+whyche the grekes cal proboscida, or his snout, the
+latines call his hande, because wyth that he reacheth
+hys meate. He shall tell hym that that beaste doth not
+take breath at the mouthe as we do, but at the snoute:
+& that he hath teth standyng out on bothe sides, and
+they be iuory, which rich mẽ set much price by, and
+therwith shal shew hym an iuory combe. Afterwardes he
+shall declare that in Inde ther be dragons as greate
+as they. And that dragon is bothe a greke worde and a
+latine also, saue that the grekes says dracontes in
+the genitiue case. He shall shewe that naturallie
+betwyxte the dragons and the Elephantes is great
+fyghte. And if the chylde be somewhat gredy of
+learnynge, he maye rehearse manye other thynges of the
+nature of Elephantes and dragons. Manye reioyse to see
+huntinges paynted. Here howe manye kyndes of trees,
+hearbes, byrdes, foure footed beastes maye he lerne
+and playe? I wyll not holde you longe wyth examples,
+seynge it is easye by one to coniecture all. ¶ The
+master shall be diligent in chosynge them oute, and
+what he shall iudge moste pleasaunt to chyldren, most
+mete for them, what they loue best, and is most
+floryshyng, that inespecially let hym set before them.
+The fyrste age lyke vnto the spring tyme, standeth in
+pleasaunt sweete flowres, and goodly grene herbes,
+vntyl the heruest time of ripe mans age fyll the barne
+full of corne. ¶ Then as it were agaynst reason in ver
+or springe tyme to seeke for a rype grape, and a rose
+in autumne, [Sidenote: Autumne is the tyme betwyxt
+somer and wynter.] so muste the master marke what is
+mete for euerye age. Mery and plesaunte thynges be
+conueniente for chyldehod, howbeit all sourenesse and
+sadnes muste be cleane awaye from all studies.
+[Sidenote: The meaning of y^e poetes deuise touching
+the muses & Charites.] And I am deceyued except the
+olde men ment that also, whyche ascribed to the muses
+beynge virgins, excellent bewtye, harpe, songes,
+daunses, and playes in the pleasaunt fieldes, and
+ioyned to them as felowes the Ladies of loue: and that
+increase of studies dyd stande specially in mutual
+loue of myndes, and therefore the olde men called it
+the lernyng that perteined to man. And ther is no
+cause why profite maye not folowe pleasure, and
+honestie ioyned to delectacion. [Sidenote: Wherfore
+lernyng is called humanitie] For what letteth that
+they shulde not lerne eyther a proper fable, arte of
+poets, or a sentence, or a notable prety hystorie, or
+a learned tale, as well as they lerne and can wythout
+boke a piuyshe songe, and oftẽtimes a baudy one to,
+& folishe old wiues tatlynges, & very trifles of
+triflyng womẽ? What a sũme of dreames, vaine ryddels,
+and vnprofitable trifles of spirites, hobgoblines,
+fayries, witches, nightmares wood men and gyauntes,
+how manye naughty lies, how many euyll sayings
+remember wee, yea euen when we be men, whych beyng
+lytle chyldrẽ we lerned of our dadies, graũdmothers,
+nurses, & maydens whyle they were spynnynge, and heard
+thẽ when they kissed & plaied wyth vs? And what a
+profite shuld it haue bene to lernynge, if in stede of
+these moste vaine garringes, not only folyshe, but
+also hurtfull, wee had lerned those thynges that we
+rehearsed a litle before. Thou wylt saye, what lerned
+man wyll lowly hys wyt to these so small thynges? Yet
+Aristotle hym selfe beynge so greate a philosopher was
+not greued to take vpon hym the office of a teacher,
+to instruct Alexander. ¶ Chiron fashioned the infancy of
+Achilles, and Phenix succeded hym. Hely the priest
+brought vp y^e childe Samuell. And ther be now a daies
+whych eyther for a lytle money, or for theyr plesure
+take almost more payne in teachyng a pye or a
+popiniay. There be some that for deuocions sake take
+vpon them iourneys that both be farre of and
+ieoperdeous, and other laboures besyde almost
+intollerable. Why dothe not holynes cause vs to do
+thys office seynge nothyng can please god better?
+Howbeit in teachinge those thynges that we haue
+rehearsed, the master must neyther be to much callyng
+vpon, neither to sharpe: but vse a continuaunce rather
+then be wythout measure. Continuaunce hurteth not so
+it be mesurable, & spiced also wyth varietie and
+plesaũtnes. Finally if these thynges be so taught,
+that imaginaciõ of labour be awaye, and that the
+chylde do thynk al thinges be done in playe. Here the
+course of our talkyng putteth vs in remẽbraunce
+briefely to shewe by what meanes it maye be brought to
+passe that lernyng shuld waxe swete vnto the chylde,
+[Sidenote: How learnyng may be made swete vnto y^e
+chyld.] which before we somwhat touched. To be able to
+speake redely, as I told you is easely gotten by vse.
+After thys cõmeth the care to reade and write whych
+of it selfe is somwhat tedious, but the griefe is
+taken awaye a great parte by the cũnyng handling of
+the master, if it be sauced w^t some pleasaunt
+allurementes. For you shall fynde some whych tarye
+long and take great paine in knowyng & ioynynge their
+letters & in those fyrst rudimẽtes of grammer, whẽ
+they wyl quyckely lerne greater thyngs. The yrksõnes
+of these thinges must be holpẽ by some pretie craft,
+of the which y^e old fathers haue shewed certẽ
+fashions. Some haue made the letters in sweete crustes
+and cakes that chyldren loue well, that so in manner
+they myghte eate vp their letters. ¶ When they tell
+the letters name, they geue the letter it selfe for a
+rewarde. Other haue made the fashion of iuorie, that
+the chylde shulde playe wyth them, or if there were
+any other thyng wherin that age is specially delited.
+[Sidenote: The practise of a certen englishe man to
+teache hys chyld hys letters by shootyng.] The
+englyshe mẽ delyte principally in shotynge, and teache
+it their chyldren fyrst of all: wherefore a certen
+father that had a good quicke wyt perceiuinge his
+sonne to haue a greate pleasure in shotyng, bought hym
+a prety bowe & very fayr arrowes, & in al partes both
+of hys bowe & arrowes were letters painted. Afterwards
+insted of markes, he set vp the fashiõ of leters,
+fyrste of Greke, and after of latẽ: when he hyt,
+& tolde the name of the letter, besyde a greate
+reioysinge, he had for a reward a cherye, or some
+other thynge that chyldrẽ delyte in. Of that playe
+commeth more fruite, if two or thre matches playe
+together. For then the hope of victorie and feare of
+rebuke maketh them to take more heede, and to be more
+chereful. By thys deuise it was broughte aboute that
+the chylde wythin a fewe days playing, had perfitely
+lerned to know & sound all hys letters whych ye cõmõ
+sort of teachers be scarse able to brynge to passe in
+thre whole yeres whyth their beatynges threatyngs, and
+brawlynges. Yet do not I alowe the diligence of some
+to painful, whych drawe out these thyngs by playinge
+at chesses or dyce. For when the playes them selues
+passe the capacitie of chyldren, how shal they lerne
+the letters by them? ¶ This is not to helpe the
+chyldrens wyttes, but to put one labour to an other.
+As there be certen engins so full of worke and so
+curious, that they hynder the doynge of the busines.
+Of thys sorte commonly be all those thynges whych some
+haue deuised of the arte of memorye for to gette
+money, or for a vayne boastynge, rather then for
+profite: for they do rather hurte the memorye.
+[Sidenote: The beste craft for memmorie.] The best
+crafte for memorie, is thorowlye to vnderstande,
+and then to brynge into an order, last of al oftẽ to
+repete that thou woldest remember. And in litleons
+there is a natural great desyre to haue the mastry
+inespecially of suche as be of lustye courage, and
+lyuely towardnes. ¶ The teacher shall abuse these
+inclinacions to the profite of hys study. If he shall
+profite nothing by prayers, and fayre meanes, neyther
+by gyftes mete for chyldren, nor prayses, he shal make
+a contencion with hys equales. Hys felowe shall be
+praysed in the presẽce of the duller. Desyre to be as
+good shall quicken forwardes, whom only adhortacion
+coulde not do. Yet it is not meete so to geue the
+mastrie to the victor, as thoughe he shulde haue it
+for euer: but somtime he shall shewe hope to hym that
+is ouercome, that by takyng hede he may recouer y^e
+shame: whych thynge capteyns be wonte to dooe in
+batayle. And sometyme we shall suffer that the chyld
+shuld thynke he hadde gotten the better, when he is
+worse in deede. Finally by enterchaungyng, prayse and
+disprayse, he shall noryshe in them, as Hesiodus
+sayth, a stryfe who shall do best. Perchaunce one of a
+sadde wyt wyl be loth so to play the child among
+chyldren. And yet the same is not greued, neyther yet
+ashamed to spende a greate parte of the day in playing
+wyth little puppies and marmesettes, or to babble wyth
+a pie or popiniay, or to play the foole wyth a foole.
+By these tryfles, a verye sadde matter is broughte to
+passe, and it is meruell that good men haue litle
+pleasure herein, seeing y^t natural loue of our
+children, and hope of great profit is wunt to make
+those thynges also pleasaũte, whyche of them selues be
+sharpe, sowre and bytter. I confesse that the
+preceptes of grammer be at the beginnynge somewhat
+sowre, and more necessary then pleasant. But the
+handsomnes of the teacher shal take from them also a
+greate parte of the payne. The beste thynge and
+playnest muste be taughte fyrste. ¶ But nowe wyth what
+compasses, and hardenesse be chyldren troubeled whyle
+they learne wythout the booke the names of the letters
+before they knowe what manner letters they bee?
+
+¶ Whyle they be compelled in the declinynge of nownes
+and verbes to can by roote in howe manye cases, moodes
+and tenses one worde is put: as muse in the genetiue
+and datiue singuler, the nominatiue and vocatiue
+plurel? Legeris of legor, and of legerim, and legero?
+What a beatyng is thẽ in the schole, whẽ chyldren be
+axed these thynges? ¶ Some light teachers to boast their
+lerynge are wonte of purpose to make these thynges
+somewhat harder. Whyche faute maketh the beginnynges
+almost of all sciences in doute, and paynfull,
+specially in logicke. And if you shewe them a better
+waye, they answere they were brought vp after thys
+fashion, and wyll not suffer that anye chyldren shulde
+be in better case, then they them selues were when
+they were chyldren. All difficultye eyther therefore
+muste be auoided, whyche is not necessarye, or that is
+vsed oute of tyme. It is made softe and easy, that is
+done whẽ it shuld be. But when tyme is, that of
+necessitie an harde doute muste be learned, than a
+cunnynge teacher of a childe shall studye as muche as
+he may to folowe the good and frendlye Phisicians,
+[Sidenote: A good schol master in teachyng, muste
+folow a phisicion in medicines.] whych whan they shalt
+gyue a bytter medicyne do anoyut, as Lucrecius faith,
+the brimmes of their cuppes with honye, that the
+chylde entised by pleasure of the swetenes shuld not
+feare the wholesome bytternes, or else put suger into
+y^e medicine it selfe, or some other swete sauoryng
+thynge. Yea they wyl not be knowen that it is a
+medicine, for the only imaginacion sometyme maketh vs
+quake for feare. Finally thys tediousenes is sone
+ouercome, if things be taught them not to much at
+once, but by lytle and litle, and at sundrie times.
+Howebeit we ought not to distrust to much chyldrens
+strength, if perhaps they muste take some paines.
+A chyld is not myghty in strength of bodye, but he is
+stronge to continue, and in abilitie strong inough. He
+is not myghty as a bull, but he is strong as an emet.
+[Sidenote: Note the sentence.] In some thinges a flye
+passeth an elephant. Euerye thyng is mighty in that,
+to the whyche nature hathe made hym. Do we not se
+tender chyldren rũne merueylouse swyftlye all the daye
+long, and feele no werinesse. What is the cause?
+Because playe is fitte for that age, and they imagine
+it a playe and no labour. And in euerye thynge the
+gretest part of payne is imaginacion, whych somtyme
+maketh vs feele harme, when there is no harme at all.
+Therefore seynge that the prouidence of nature hath
+taken awaye imaginacion of laboure from chyldren, And
+howe muche they lacke in strengthe, so muche they be
+holpen in thys part, that is, that they feele not
+labour, It shal be the masters parte, as we sayde
+before, to put away the same by as many wayes as he
+can, and of purpose to make a playe of it. ¶ There be
+also certen kindes of sportes meete for chyldren,
+wherwyth theyr earnest studye must somwhat be eased
+after they be come to that, they muste lerne those
+higher thynges whyche can not be perceiued wythoute
+diligence and laboure: as are the handling of Themes,
+to turne latine into Greeke, or greeke into latine, or
+to learne cosmographie wythout booke. But moste of all
+shall profite, if the chylde accustume to loue and
+reuerence hys master, to loue and make muche of
+learnyng, to feare rebuke, and delyght in prayse.
+[Sidenote: The last obieccion touching the profit of
+y^e chyld in his young yeres.] There remayneth one
+doute, wonte to be obiected by those whych saye: The
+profite that the chylde getteth in those thre or foure
+yeres to be so lytle, that it is not worthe the
+laboure, eyther to take so muche payne in teachynge,
+or bestowe so much coste. And these in dede seme vnto
+me, not so muche to care for to profite the chyldren,
+as for the sparyng of theyr money, or the teachers
+labour. But I wyl saye he is no father, whyche when
+the matter is of teaching his child, taketh so greate
+care for expenses. Also it is a folyshe pitie, to
+thintent the master shuld saue his labour, to make his
+sonne lose certen yeres. I graunt it to be true indede
+y^t Fabius sayth, y^t more good is done in .i. yere
+after, then in these .iii. or .iiii. why shuld we set
+light by this litle y^t is won in a thyng far more
+precious. Let vs graunt that it is but a very lytle,
+yet were it better the chylde to do it, then eyther
+nothyng at al, or lerne somewhat that after muste be
+vnlerned. Wyth what businesse shall that age be better
+occupied as sone as he beginneth to speake, whiche in
+no wyse can be vnoccupied? Also how lytle soeuer it be
+that the former age doth bringe, yet shal the chylde
+lerne greater thynges, euen in the same yeres, when
+smaller shuld haue ben lerned, if he had not lerned
+them before. Thys sayth Fabius, euery yere furthered
+and increased profiteth to a great summe and as much
+tyme as is taken before in the infancie, is gotten to
+the elder age. It nedeth not to rehearse that in those
+first yeres certen thinges be easely lerned, which be
+more hard to be lerned whẽ we be elder. For it is very
+easely lerned, that is lerned in time conueniente. Let
+vs graunt that they be small and litle thynges, so we
+confesse them to be necessarye. Yet to me in deede it
+semeth not so litle a furtheraunce to lerning to haue
+gotten though not a perfit knowledge, yet at the least
+waye a taste of bothe the tongues, besydes so many
+vocables and names of thinges, and finally to haue
+begun to be able to reade and write prõptly. It
+greueth vs not in thinges much more vile, to gette all
+the vauntage we can, be it neuer so lytle. A diligente
+marchaunt setteth not light bi winning of a farthing,
+thinkyng thus in hys mynde: it is in dede of it selfe
+but a litle, but it groweth to a summe, and a litle
+often put to a lytle, wyll quyckelye make a great
+heape. The Smithes ryse before daye, to wyn as it were
+parte of the day. Husband men vpon the holy daye do
+some thynges at home, to make an ende of more worke
+the other dayes. And do we regarde as nothyng the
+losse of .iiii. yeres in oure chyldren, when there is
+nothyng more costly then tyme, nor no possession
+better thẽ lerning? It is neuer lerned tymely inoughe
+that neuer is ended. For we muste euer learne as longe
+as we lyue. ¶ And in other thyngs the lucre that is
+loste by slackenes, maye be recouered by diligence.
+Time whẽ it is once flowen awaye (and it flyeth
+awaye very quickely) may be called againe by no
+inchauntmentes. For the poets do trifle whyche tell of
+a fountayne, wherby olde men do as it were waxe yong
+agayne: and the phisicions deceiue you, whych promise
+a gay floryshyng youth to old men thorowe a certeyn
+folishe fyft essence I wote not what. Here therfore we
+ought to be verye sparyng, because the losse of tyme
+may by no meanes be recouered. Beside this the fyrst
+part of our lyfe is coũted to be best, and therfore
+shuld be bestowed more warelye. Hesiodus aloweth not
+sparynge, neyther at the hyest, nor at the lowest,
+because when the tunne is full it semeth to hasty, and
+to late when it is spente: and therefore byddeth vs
+spare in the myddes. But of tyme we muste nowher cast
+away the sparing, and if we shuld spare when the tunne
+is ful for thys cause that wyne is best in the
+myddest, then shulde we most of all saue our yonge
+yeres, because it is the best parte of the life, if
+you exercise it, but yet y^t goeth swyftest awaye. The
+husbande manne if he be anye thynge diligente, wyll
+not suffer anye parte of hys lande to lye vacante,
+and that that is not meete to brynge forthe corne, he
+setteth it eyther wyth yonge graffes, or leaueth it to
+pasture, or storeth it wyth potte hearbes. And shall
+we suffer the beste parte of our lyfe to passe awaye
+wyth oute all fruite of lerning? Newe falowed ground
+must be preuented wyth some fruitfull thynge, leste
+beynge vntylled, it brynge forthe of it selfe naughty
+cockle. For needes muste it brynge forthe somewhat.
+Lykewyse the tender mynde of the infante, except it
+bee strayghte wayes occupyed wyth fruitefull
+teachynges, it wyl be ouercoued wyth vyce. An earthen
+potte wyll keepe longe the sauoure of the liquore that
+it is fyrste seasoned wyth, and it wyll be long or it
+go out. But as for an earthen vessell beynge newe and
+emptye, you maye keepe it for what liquore ye wyll.
+
+¶ The mynde eyther bryngeth forth good fruite, if you
+caste into it good seede, or if ye regard it not, it
+is fylled wyth naughtines, whych afterwardes must be
+pulled vp. And not a litle hath he wonne whyche hathe
+escaped the losse, neyther hathe he brought small
+helpe to vertue, whiche hath excluded vyce. But what
+nede many wordes? Wylt thou see howe muche it
+auayleth, whether one be brought vp in learnynge or
+not? Beholde how excellently lerned in the olde tyme
+men were in their youth, and how in oure daies they
+that be aged be hable to do nothyng in studie?
+[Sidenote: Ouide.] Ouide beyng a verye yonge man wrot
+hys verses of loue. What olde man is hable to do lyke?
+[Sidenote: Lucane.] What maner of man Lucane was in
+hys youth hys workes declare. Howe came thys? Because
+that beynge but .vi. moneths old he was brought to
+Rome, & strayght waie deliuered to be taught of two
+the best gramarians, Palemõ, and Cornutus. [Sidenote:
+Bassus.] Hys companions in studye were Salcius Bassus,
+and Aulus Persius: [Sidenote: Persius.] that one
+excellente in historye, that other in a Satyre.
+
+Doubtles hereof cam that most perfite knoweledge that
+he had in all the seuen sciences, & his so marueylous
+eloquence, that in verse he was both an excellente
+oratoure, & also a Poet. In thys our time ther wãteth
+not exemples of good bringing vp (although thei be
+veri few) & y^t as wel in womẽ as mẽ. Politiã praised
+y^e wit of y^e maidẽ Cassãdra. ¶ And what is more
+marueylous thã Vrsinus a childe of .xii. yeres olde?
+for the remẽbraunce of him, he also in a very eligãte
+epistle put in eternall memorye. How fewe men shal you
+nowe fynd, whiche at one time be able to endite two
+epistles to so manye notaries, that the sẽtence in
+euerye one do agree, and that there shoulde happen no
+inconueniente speache. That chylde did it in fyue
+epistles & gaue the argumentes w^tout any study, & was
+not prepared afore hãd to do it. Some men when they se
+these things, thinking that thei passe al mens
+strength, ascribe it to witchcraft. It is done in dede
+by witchcrafte, but it is an effectual enchaũting,
+to be set in time to a learned, good, and vigilant
+master. It is a stronge medicine to learne the best
+things of learned men, and emonge the learned.
+
+[Sidenote: Alexander.] By such wytchcrafte Alexander
+the greate, whan he was a yonge man, besides
+eloquence, was perfit in al the parts of Philosophie,
+and except the loue of warres, & swetenes to raygne
+had quite raught away his inclinaciõ, he might haue
+bene counted the chiefe among the beste Philosophers.
+By the same meanes Caius Cesar beinge but a yonge man,
+was so eloquent & wel sene in the mathematical
+sciences. So well sene also were many Emperors: Marcus
+Tullius, also Virgil, and Horace in their lusty youth
+were so excellent in learninge and Eloquence, all
+bycause they were strayght waye in their tender age
+learned of their parentes & nourses the elegancy of
+the tonges, and of the beste maisters the liberal
+sciences: as Poetry, Rhetorique, Histories, the
+knowledge of antiquities, Arithmetique, Geographye,
+Philosophye, moral and political. And what do we I
+praye you? wee kepe our children at home till they be
+past fourtene or fiftene yere old, and whan they be
+corrupted wyth idlenes, ryot, & delicatenes, with
+muche worke at the laste we sende them to the cõmen
+scholes. There to further y^e matter wel, they taste a
+little grammer: after, whan they can declyne words, &
+ioyne the adiectiue and the substãtiue togither, they
+haue learned al the grammer, and thã be set to that
+troubled Logike, wher they must forget againe if they
+haue learned to speake anie thynge well. But more
+vnhappye was the tyme whan I was a child whiche al to
+vexed the youth with modes of signifiinge, and other
+folyshe questions, & teching nothinge els then to
+speake folishelye. Verely those masters bicause they
+wold not be thought to teach folish thinges, darckened
+grammer wyth difficulties of Logike and Metaphisike:
+euen for this verelye, that afterwardes they shold
+returne backwardelye to learne grammer, whã they were
+olde, which we see happeneth nowe to some diuines that
+be wyser, that after so manye hye degrees and all
+their titles, wherby they maye be ignoraunte in
+nothing, they be faine to come againe to those bookes,
+which are wonte to be reade vnto children. I blame thẽ
+not, for it is better to lerne late then neuer, that
+thing which is necessary to be knowen.
+
+Good Lorde what a world was that, whan wyth greate
+boastynge Iohn Garlandes verses wer read to yonge men,
+and that with longe and painefull commentaries? whã a
+greate parte of tyme was consumed in folyshe verses,
+in saying thẽ to other, repetynge them, and hearynge
+theim agayne? whan Florista and Florius were learned
+without booke? for as for Alexander, I thynke him
+worthye to be receiued amonge the meaner sorte.
+Moreouer howe muche tyme was loste in Sophistrye, and
+in the superfluous mases of Logyke? And bicause I will
+not be to longe, howe troublesomelye were all sciences
+taughte? howe paynefully? whiles euerye reader to
+auaunce him selfe, wolde euen straighte waye in the
+begynninge stuffe in the hardest thynges of all, and
+sometyme verye folyshe thyngs to. For a thyng is not
+therfore goodly bycause it is harde, as to stand a far
+of, and to caste a mustarde seede thorowe a nedles eye
+& misse not, it is hard in dede, but yet it is a verye
+trifle: and to vndo a payre of tariers, it is much
+worke, but yet a vayne and idle subilltye.
+
+Adde here vnto, that oftentymes these thynges be
+taught of vnlearned men, and that is worse, of lewd
+learned men, somtyme also of sluggardes and
+vnthriftes, which more regarde takynge of money thã
+the profite of their scholers. Whã the commune
+bryngynge vp is suche, yet do wee maruayle that fewe
+be perfitly learned before they be old. [Sidenote:
+Nota.] The beste parte of oure lyfe is loste wyth
+idlenes, with vices, wherewith whan we be infected,
+we giue a litle parte of our tyme to studies, and a
+greate parte to feastes and plaies. And to an yll
+matter is taken as euil a craftes manne, either
+teachynge that is folyshe, or that whiche must be
+vnlearned againe. And after this we make our excuse
+that the age is weake, the wyt not yet apte to learne,
+the profite to be verye small, and manye other
+thinges, whan in dede the fault is to be ascribed to
+euill brynginge vp. I wil not trouble you any lẽger,
+onelie wil I speake to your wisdome whyche is in other
+thynges verye sharpe and quycke of syght. [Sidenote:
+A goodli brief rehearsall of the thinges before
+spokẽ.] Consider howe deare a possession youre sonne
+is, howe diuerse a thynge it is and a matter of muche
+worke to come by learnynge, and how noble also the
+same is, what a redines is in all childrens wyttes to
+learne, what agilitie is in the mynd of mã howe easily
+those thynges be learned whyche be beste and agreable
+to nature, inespeciallye if they be taught of learned
+and gentle maisters by the waye of playe: further how
+fast those thynges abide with vs, wherew^t we season
+fyrste of all the emptye and rude myndes, whiche selfe
+thynges an elder age perceyueth boeth more hardelye,
+and soner forgetteth: Beside thys how dear and the
+losse neuer recouered, tyme is, howe much it auayleth
+to begin in seasõ, and to learne euery thyng whan it
+shold be, how much continuaunce is able to do, & howe
+greately the heape that Hesiodus speaketh of, doeth
+increase by puttinge to little and litle, how swiftly
+the time flieth away, how youth wyll alwayes be
+occupied, & howe vnapte olde age is to be taught: If
+thou consyder these thynges thou wilt neuer suffer
+that thi litle child shoulde passe away (I wil not
+say) seuen yere, but not so much as thre dayes, in the
+whiche he maye
+  be eyther prepared or in-
+  structed to learnynge
+  though the profit
+  be neuer so
+  litle.
+
+
+FINIS.
+
+
+
+
+  ¶ Impryn-
+  ted at London by Iohn Day,
+  dwellinge ouer Aldersgate, beneth
+  saint Martyns. And are to be sold
+  at his shop by the litle conduit
+  in Chepesyde at the sygne
+  of the Resurrec-
+  tion.
+
+  Cum priuilegio ad imprimendum
+  solum. Per septennium.
+
+       *       *       *       *       *
+           *       *       *       *
+       *       *       *       *       *
+
+_Paragraphs_
+
+Some paragraph breaks in this e-text are conjectural. The printed book
+had the following kinds of breaks:
+
+  --conventional paragraph with indented first line
+  --unambiguous paragraph with non-indented first line
+  --ambiguous paragraph: previous line ends with blank space, but the
+    space is not large enough to contain the first syllable of the
+    following line
+  --sentence break corresponds to line break: this happens randomly in
+    any printed book, and only becomes ambiguous when the book also has
+    non-indented paragraphs
+
+In this e-text, the second type of paragraph is marked with a pilcrow ¶.
+The third type has a pilcrow ¶ but no paragraph break. The fourth type
+is not marked.
+
+
+_Errors and Inconsistencies_ (Noted by Transcriber)
+
+Unless otherwise noted, spelling and punctuation are unchanged.
+
+Spelling:
+
+  The pattern of initial “v”, non-initial “u” is followed consistently.
+  The spelling “they” is more common than “thei”.
+  The form “then” is normally used for both “then” and “than”;
+    “than” is rare.
+  The most common spelling is “wyll”, but “wyl”, “wil” and “will”
+    also occur.
+
+Word Division:
+
+Line-end hyphens were completely arbitrary; words split at line break
+were hyphenated about two-thirds of the time. The presence or absence
+of a hyphen has not been noted. Hyphenless words at line-end were joined
+or separated depending on behavior elsewhere in the text:
+
+  Always one word (re-joined at line break):
+    som(e)what, without, afterward(e)s
+  Usually one word: often()times, what()so()euer
+  One or two words: an()other
+  Usually two words: it/him/my.. self/selues; shal()be;
+    straight()way
+  Always two words: here to
+
+Roman Numerals:
+
+Numbers were printed with leading and following .period. When the number
+came at the beginning or end of a line, the “outer” period was sometimes
+omitted. These have been silently supplied for consistency.
+
+Notes:
+
+  what soeuer is tolde in the oracion be shewed him in a table.
+    [_in context, “table” looks like an error for either “tale” or
+    “fable”, but it means picture (Latin _tabula_)_]
+  the grekes says dracontes in the genitiue case
+    [_Latin _draco, draconis_;
+    Greek δρακων, δρακοντος (_drakôn, drakontos_)_]
+
+Errors:
+
+  what plante wyll bee as the owener or  [or or]
+  They lerne to loke fierslie, the learne to loue the swearde
+    [_text unchanged: “the” error for “they/thei”?_]
+  What thynke ye then is to be looked for  [is to de]
+  a yonge man behauinge hym selfe  [behaninge]
+  Straight waye the colt of a lusty courage  [Sraight]
+  so be there also of sciences.
+    [_text has “sci-/cences” at line break_]
+  were not made by Hesiodus.  [_final . missing_]
+  thought it to be of Hesiodus doing.  [_final . missing_]
+  And hẽce we ought  [hece]
+  things y^t be naught.  [_final . missing_]
+  Nowe is thys theyr onlye care  [_one printing has “thyer”_]
+  dayntines hathe perswaded vs to comune this office
+    [_one printing has “commit”_]
+  more easelye by feare, that one brought vp
+    [_text unchanged: “that” error for “then/than”?_]
+  hym to whome he committed the chyefe rule of hys colledge, surnamed
+    of the thynge  [_text unchanged_]
+  theyr seruauntes, and their threatnynges,  [threatnynges,,]
+  After suche daynties, they exercysed suche lozdelynes.
+    [_text unchanged: “z” may be intended for some other letter_]
+  When the sicknes of the body was somewhat put away  [sickens]
+  these things be alowed of suche as haue  [suche is]
+  But if he be of hye degre  [_“if” invisible in one printing_]
+  I wil braule no more  [wll]
+  fayries, witches, nightmares wood men and gyauntes
+    [_punctuation unchanged_]
+  that so in manner they myghte eate vp their letters
+    [_final “t” in “that” invisible_]
+  of laboure from chyldren, And howe muche  [_punctuation unchanged_]
+  they feele not labour, It shal be the masters parte
+    [_punctuation unchanged_]
+  a thyng far more precious. Let vs
+    [_text has “preci-//Let” at page break; “ous” supplied from
+    catchword_]
+  it wyl be ouercoued wyth vyce
+    [_text unchanged: error for “overcouered”?_]
+
+
+
+
+
+
+
+End of Project Gutenberg's The Education of Children, by Desiderius Erasmus
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diff --git a/28338-0.zip b/28338-0.zip
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+Project Gutenberg's The Education of Children, by Desiderius Erasmus
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Education of Children
+
+Author: Desiderius Erasmus
+
+Translator: Richard Sherry
+
+Release Date: March 16, 2009 [EBook #28338]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE EDUCATION OF CHILDREN ***
+
+
+
+
+Produced by Louise Hope, Greg Lindahl, Joseph Cooper and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net (This file was produced from images
+generously made available by the Biblioth�que nationale
+de France (BnF/Gallica) at http://gallica.bnf.fr)
+
+
+
+
+
+[Transcriber's Note:
+
+This text is intended for users whose text readers cannot use the "real"
+(Unicode/UTF-8) version of the file. Characters that could not be fully
+displayed have been "unpacked" and shown in brackets:
+
+  [en], [em] = e with overline
+  [un], [um] = u with overline
+    i with overline does not occur
+
+The forms � (for an, am) and � (for om, on) have been retained.
+
+The text is based on scans of two different physical copies. In a few
+cases, the two versions have different spelling, or one has an error
+where the other does not. These are noted at the end of the file along
+with the general list of errors and an explanation of paragraph breaks.
+
+Superscripts are shown with carets: w^t, y^e. All pilcrows � in the
+body text were added by the transcriber (see endnotes).
+
+The book was originally (1550) printed together with Richard Sherry's
+_A Treatise of Schemes and Tropes_. Since the two texts have no
+connection except that Sherry is assumed to be the translator, they
+have been made into separate e-texts.]
+
+
+
+
+              � A treatise
+          of Schemes & Tropes
+            very profytable
+  for the better vnderstanding of good
+   authors, gathered out of the best
+         Grammarians & Oratours
+         by Rychard Sherry Lon
+                 doner.
+
+    Whervnto is added a declamacion,
+  That chyldren euen strayt fr� their
+   infancie should be well and gent-
+      ly broughte vp in learnynge.
+         Written fyrst in Latin
+           by the most excel-
+                lent and
+        famous Clearke, Erasmus
+               of Rotero-
+                 dame.
+
+
+
+
+        That chyldren oughte to
+  be taught and brought vp g[en]tly in
+     vertue and learnynge, and that
+      euen forthwyth from theyr na
+       tiuitie: A declamacion of
+         a briefe theme, by E-
+            rasmus of Rote-
+                rodame.
+
+
+If thou wilt harken vnto me, or rather to Chrisippus,
+the sharpeste witted of Philosophers, y^u shalte
+prouide y^t thyne infante and yonge babe be forthewyth
+instructed in good learnyng, whylest hys wyt is yet
+voyde from tares and vices, whilest his age is tender
+and tractable, and his mind flexible and ready to
+folowe euery thyng, and also wyl kepe fast good
+lessons and preceptes. For we rem[em]ber nothynge so well
+when we be olde, as those thynges y^t we learne in
+yonge yeres. [Sidenote: Diuision of y^t confutaci�]
+Care not thou for those fooles wordes which chatter
+that thys age, partly is not hable inough to receiue
+discipline, & partlye vnmete to abyde the labours of
+studies. For fyrst, the beginninges of learning, st�d
+specially by memorie, which as I sayd, in y�g ones is
+very holdfast. Secondly because nature hath made vs to
+knowledge the study of y^t thynge can not be to hasty,
+wherof y^e author of al thyng her self hath graffed in
+vs y^e seedes. Beside this some thinges be necessary
+to be know[en] wh[en] we be s[um]what elder, which by
+a cert[en] peculier readines of nature, y^e tender age
+perceiueth both much more quickly, & also more esily
+th[en] doth y^e elder, as y^e first beginnings of letters,
+y^e knowledge of t�ges, tales & fabels of poetes.
+Finallye, why shulde y^t age be thought vnmete to
+lerning, which is apt to lerne maners? Or what other
+thinge shuld chyldr[en] do rather wh[en] they be more able
+to speake, seyng nedes thei muste do sumwhat? How much
+more profite is it y^t age to sporte in letters, then
+in trifles? Thou wilt say y^t it is but of litle value
+y^t is done in those fyrste yeres. Why is it dispised
+as a smal thing, which is necessary to a very greate
+matter? And why is y^t lucre, be it neuer so litle,
+yet a lucre, dispised of purpose? Now if you oft[en] put
+a lytle to a litle, there riseth a greate heape.
+Herewith c�sider this also, if beyng an infant he
+lerne smaller thinges, he shalt lerne greter, growynge
+vpwardes in those yeres, in which those smaller shuld
+haue ben lerned. Finally whyle he doth these thinges,
+at y^e least he shal be kept fr� those fautes, wherw^t
+we se com[en]ly y^t age to be infected. For nothynge doth
+better occupy y^e whole mynd of man, th[en] studies.
+Verely this lucre ought not to be set light bi. But if
+we shuld gra[un]te that by these labours y^e strength of
+y^e body is sumwhat diminished; yet thinke I this
+losse well rec�pensed by winnynge of wyt. For the
+minde by moderate labours is made more quicke, &
+lustye. And if ther be any ieopardy in this pointe, it
+may be auoyded by our dilig[en]ce. You must haue for this
+tender age a teacher to enter it by fayre meanes,
+& not discorage it by foule. And ther be also some
+things both plesa[un]t to be knowen, & as it wer sibbe to
+childr[en]s wittes, whiche to lerne is rather a play th[en]
+a labour. Howbeit childehod is not so weake which eu[en]
+for thys is y^e more mete to take paynes & labour,
+because they fele not what labour is. Therfore if thou
+wylte remember how far vnworthy he is to be counted a
+m� which is void of learning, and how stirring the
+life of man is, how slypper youth is to myschiefe, and
+mans age howe it desyreth to be occupied, how baren
+olde age is, and further how few come vnto it, thou
+wylt not suffer thy yong babe in the whych thou shalte
+lyue styll as it were borne agayne, to let go any
+parte of hys tyme vnoccupied, in the whych any thynge
+maye be gotten that eyther maye do muche good to all
+y^e whole lyfe afterwardes, or kepe it awaye from
+hurtes, and mischiefes.
+
+
+  The selfe same matter enlarged by copye.
+
+After the longe despayred fruitfulnes of thy wyfe,
+I�hearsay thou art made a father, and that wyth a man
+chylde, whyche sheweth in it selfe a meruelous
+towardnes, and euen to be lyke the parentes: and
+that if so be we maye by such markes and tokens
+pronosticate anye thyng, maye seeme to promise perfite
+vertue. And that therfore thou doest entend, to se
+thys chylde of so grete hope, assone as he shalbe
+somewhat of age to be begonne in good letters, and to
+be taught in very honest learnynge, to be instructed
+and fashioned with the very wholsome preceptes of
+philosophy. In deede you wyll be the whole father, and
+you wyll haue hym your very son, and to loke lyke you,
+not only in the fashion of hys face, and liniam[en]tes of
+hys bodye, but also in the giftes of hys wytte. Verely
+as I am hertelye glad for the good fortune of myne
+especiall friende, so I greatlye alowe your wyse
+entente. This one thynge I wolde warne you of boldlye
+in deede, but louinglye, not to suffer after the
+iudgemente and example of the c�mon people, that the
+fyrst age of your infante shulde flytte awaye without
+all fruite of good instrucci�, and then at the last to
+set hym to learne hys fyrste letters, when bothe hys
+age wyll not so well be handled, and hys wytte shall
+be more readye to euyll, and peraduenture possessed
+alreadye w^t the fast holdyng bryers of vices. � Yea
+rather eu[en] now loke about for some man, as of maners
+pure & vncorrupt, so also wel learned: & into his lap
+deliuer your litle chyld, as it wer to a nurse of hys
+t[en]der mind, that eu[en] w^t his milke he may sucke in
+swete lerning: & deuide the care of thy litle s�ne to
+his nurses & teacher that they shuld suckun the litle
+body w^t very good iuyce, & so indue hys mynd w^t very
+wholsom opinions, & very honest lernynge. For I thinke
+it not conuenient that y^u one of al the best learned,
+& also wysest shuldest geue care to those piuyshe women,
+or vnto m[en] very lyke to th[em] the beard excepted,
+whych by a cruell pytie, & hateful loue, iudge that
+the chyldren euen vntyl they waxe springoldes, shuld
+be kept at home kyssyng theyr mothers, and among the
+sweete wordes of theyr nurses pastymes, and vnchaste
+trystynges of seruauntes and maydens. And thynke that
+they ought vtterlye to be kepte awaye from learnyng as
+from venome, saying that the fyrst age is so rude that
+it can receiue no discipline, and so tender that it is
+not mete for the labours of studies: and finally that
+the profite of that age is so lytle worth, that
+neyther anye coste shulde be made vpon it, neyther y^t
+the weakenes of the chyldr[en] shuld be vexed. Whyle I
+proue euery of these thynges false, I�pray you a lytle
+whyle take hede, countyng as the truth is, fyrst that
+these thynges be writt[en] of him which loueth you as wel
+as any m� doth, & inespecially of y^t thing which so
+perteineth to you, y^t none can do more. For what is
+more derer to you th[en] your son, inespecial hauing but
+him alone, vpon wh� we wold be glad if we might
+bestowe yea our life, not only our substa[un]ce. Wherfore
+who mai not se y^t thei do leudly & also vntowardli
+which in tilling their l�d building their houses,
+keping their horse, vse y^e gretest dilig[en]ce thei c�,
+& take to counsell men y^t be wyse, & of great
+experience: in bringing vp and teachynge theyr
+chyldren, for whose sakes al other thinges ar gotten,
+take so litle regard that nether they once councel
+with theyr owne mynd, not seke for the iudgements of
+wyse men, but as thoughe there were a trifle in hande,
+geue care to folyshe women, and to euery rascal
+wretche, whych is no lesse shame to hear, then if a
+man taking thought for the shooe, wolde set naught by
+the foote, or wyth great study wold prouide that there
+shuld be no faut in the garmente, naught reckynge for
+the healthe of the bodye. Good syr, I�wyl not here
+cause you to tarye wyth common places, howe muche the
+strength of nature, how much fatherly loue, the law of
+god, mens constitucions require the parentes to owe
+vnto the childr[en], thorowe whom asmuche as we maye wee
+escape to dye, and be made to lyue euer. But some
+thynke they haue gaylye done the office of a father,
+when they haue only begott[en] chyldren, where as thys is
+the least porcion of loue that the name of a father
+requyreth. What greate thought take the mothers
+comenlye leste the infant shulde loke a gogle or a
+squint, lest he shuld be puffe cheked, wrie necked,
+croke shuldred, croke legged, splaye footed, and lest
+that the proporcion of his bodye shuld not be trimme
+in euery point: whereunto besyde other thynges, they
+be wont to vse swadelbondes, and keepe in their chekes
+wyth lytle miters. They haue regard also to theyr
+mylke, their meate, theyr bathes, & their mouinges,
+by whyche thynges the phisicions in many bookes, and
+inespeciall Galene hath taught that the chyldren get
+good healthe of theyr bodye: neyther do they differ
+thys dilig[en]ce vnto the seuenth or tenth yere, but
+eu[en] assone as the chylde commeth oute of the mothers
+wombe, they take greate charge of thys. And they do
+well, for the infancie not regarded, oftentymes
+causeth men to haue a syckely and sore disseased olde
+age, if they happen to come to it. Yea moreouer or
+euer the chyld be born, yet dothe the mother take
+great heede: Thei eate not of euery meat when they be
+greate with chylde, they take heede that they moue not
+theyr bodie to hurte them: and if there happen any
+thyng to fall vpon their face, by and by they take it
+away wyth theyr hand, and laye it vpon the priuie
+part of theyr body. It hath ben proued by many
+experimentes, that by this remedie the deformitie
+whych wold haue bene on that part of y^e body that is
+sene, hathe lyen hyd in the secrete place. No m�
+calleth this to hasty a care whych is vsed for the
+worser parte of man. Why then is that parte of man,
+wherby we be properly called menne, neglected so many
+yeres? � Shuld he not do all agaynste gods forbod which
+wold trim his cap, lettyng his head be vnkempt, and
+all scabbed? Yet much more vnreasonable is it that we
+shuld bestow iuste labours vpon the mortall bodye, and
+to haue no regarde of the immortal soule. Further, if
+a m� haue at home an horse colte, or a whelpe of a
+good kynd, wyl he not straight waye begynne to fashion
+hym to do sumwhat, and wyll do that so muche the more
+gladlye, the readyer the yonge age is to folow the
+teachers mynde? Wee wyl teache a popiniaye while time
+is, to speke as a manne dothe, knowynge well that the
+elder he waxeth, the lesse apte he wyll be to be
+taughte, yea the common prouerbe geuyng warnynge of
+thys thynge: That an old popiniaye careth not for the
+rod. ��And what a thynge is it to be diligente in a
+byrde, and slowe in teachynge thy sonne? What do the
+wytty husbandmen? Do they not teach euen straight way
+the pl�tes whyle they be yet tender, to put awaye
+theyr wylde nature by graffynge, and wyll not tarye
+tyll they be waxen bygge and myghtye? ��And they do not
+onlye take heede that the litle tree grow not croked
+or haue any other faute, but if ther be anye, they
+make haste to amend it, whyle it wyll yet bowe, and
+folowe the hande of the fashioner. ��And what liuyng
+thynge, or what plante wyll bee as the owener or
+housebande manne wolde haue it to serue for, excepte
+oure dylygence helpe nature? The sooner it is donne,
+the better will it come to passe.
+
+� In dede to manye dumme beastes, nature the mother of
+all thynges, hath geuen more helpe to do theyr natural
+offices, but because the prouid[en]ce of God hath of al
+creatures vnto men onlye geuen the strength of reason,
+she hath left the greatest parte to educacion, in so
+much that one hath written very wel the first poynte,
+the middle, and the thirde, that is the chyefe of all
+mans felicitye, to be good instruccion, & ryght
+bryngynge vp. Whych prayse Demosthenes gaue to ryght
+pronunciacion, and that in deede not falsely, but
+ryghte bryngynge vp helpeth muche more to wysedome,
+then pronunciation to eloquence. For diligente and
+holy bringing vp, is the founteyne of al vertue. As to
+folye and myschief, the fyrst, seconde, and thyrde
+poynte, is vndiligente and corrupte educacion. Thys is
+the thynge that is chiefelye lefte vnto vs. That is
+the cause why vnto other beastes nature hathe geuen
+swyftnes, flyght, sharpnes of sight, greatnes, and
+strengthe of bodye, scales, flyshes, heares, hornes,
+nayles, venome, wherby they may both defende their
+healthe, and prouide for theyr liuynge, and brynge vp
+their yonge: and bryngeth forthe man onlye softe,
+naked, and vnfensed: but in stede of all thys, hath
+geuen hym a mynde hable to receiue all discipline,
+because in this onlye are all thynges, if a man wyll
+exercise it. And euerye liuynge thynge, the lesse mete
+it is to teachynge, so muche the more it hathe of
+natiue prudence. Bees learne not to make their celles,
+to gather iuce, and to make honye. The Emets are not
+taughte to gather into their holes in somer, wherby
+they shulde lyue in wynter, but all these thynges be
+done by instruccion of nature. But man neyther can
+eate, nor go, nor speake, except he be taught. Then if
+the tree brynge forthe eyther no fruite or vnsauerye,
+without the diligence of graffing, if the dogge be
+vnmete to hunte, the horse vnapte to iuste, the oxe to
+the plowe, except oure diligence bee putte to, howe
+wylde and vnprofitable a creature wolde man become,
+except dilig[en]tlye, and in dewe tyme he shulde be
+fashioned by good bryngynge vp. ��I�wyll not here
+rehearse vnto you the example of Lycurgus knowen of
+euerye man, whyche bryngynge oute two whelpes, one of
+a gentle kynde, but euyll taughte, that ran to the
+meate, that other of sluggyshe syres, but diligently
+brought vp, that leafte the meate and leapt vpon the
+beast. Nature is an effectuall thynge, but educacion
+more effectuall, ouercommeth it. Menne take heede that
+they maye haue a good dog to hunte, to haue a good
+horse to iournei with, and here thei thynke no
+diligence to be to hastie, but to haue a sonne that
+shulde be both worship and profite to the parentes,
+vpon whome they myghte laye a good part of the charges
+of their houshold, whose loue mighte noryshe and beare
+vp their vnweldy age, and y^t shuld shew hym self a
+trustye and healpynge sonne in a lawe, a�good husbande
+to his wife, a�valiaunte and profitable citizen to the
+common wealthe, I�saye to haue suche one, eyther they
+take no care, or else they care to late. For wh� do
+they plant? for wh� do they plowe? for wh� do they
+buylde? for wh� do they hunt for riches both by land &
+by sea? not for theyr chyldr[en]? But what profite or
+worshyp is in these thinges, if he y^t shal be heire
+of th[em] can not vse th[em]? With vnmesurable studye
+be possessions gotten, but of the possessor we take no
+kepe Who prepareth an harpe for the vnskylfull of
+musycke? Who garnysheth a librarie for hym that can
+skyl of no bookes? And are so great ryches gotten for
+hym whyche can not tell howe to vse them? If thou
+gettest these thynges to hym that is well broughte vp,
+thou geueste hym instrumentes of vertue: but if thou
+get them for a rude and rusticall wytte, what other
+thynge doest thou then minister a matter of
+wantonnesse and mischiefe? What canne bee thoughte
+more folyshe then thys kynde of fathers? They prouide
+that the bodie of the sonne maye be wythout faute, and
+shulde bee made apte to do all manner thynges comelye,
+but the mynde, by whose moderacion all honeste wyrkes
+do stand, that they care not for. It nedeth me not
+here to rehearse that riches, dignitie, authoritie,
+and also healthfulnes of body, whych menne so
+desirouslye wyshe to theyr chyldren, nothynge doth
+more get them vnto man, th[en] vertue and learninge. They
+wyshe vnto them a praye, but they wyll not geue th[em] a
+nette to take it with all. That thing which is of al
+most excellent, thou canst not geue thy sonne, but
+thou mayest store hym wyth those good sciences, wherby
+the best thynges be gotten. Now is this a great
+inconuenience, but it is yet a greater, that they
+leaue at home their dogge wel taught, their horse well
+broken and taught, and theyr son enstructed wyth no
+learnyng. They haue land well tylled, and theyr sonne
+shamefull rude. ��They haue their house goodly trimmed,
+and theyr sonne voyde of all garnyshyng. Further, they
+whych after the peoples estimacion seme to be
+meruelouse wyse, do prolong the diligence to garnyshe
+the mind eyther in to an age vnapte to bee taughte,
+or else take no care at all for it, and are meruelouse
+thoughtfull of externall goodes of fortune, yea or
+euer he be borne, whom they haue appoynted to be lorde
+of th[em] all. For what se we not them to do? When their
+wyfe is greate with chylde, then call they for a
+searcher of natiuities, the parentes axe whether it
+shall be a man or a woman kynde. They searche oute the
+destenye. If the astrologer by the byrth houre haue
+sayde that the chylde shulde be fortunate in warre:
+wee wyll, saye they, dedicate this chyld to the kynges
+courte. If he shal promyse ecclesiasticall dygnitie,
+wee wyll, saye they, hunte for hym by some meanes,
+a�Byshoprycke, or a fatte Abbotshyp. Thys chylde wyl
+we make a president or a deane. ��Thys semeth not to
+them to hasty a care when they preuente euen the wery
+byrth: and semeth it to hastye that is vsed in
+fashioning your childrens myndes? So quyclye you
+prouide to haue your sonne a capteine or an officer,
+and therewyth wylte thou not prouide that he maie be a
+profitable captayn or officer of the common wealth?
+Before the tyme come you go aboute this, to haue your
+sonne a byshop, or an abbot, and wylt thou not fashion
+hym to this well, to beare the office of a byshop, or
+an abbot? Thou setteste hym to a chariot, and shewest
+hym not the manner to guyde it. Thou puttest hym to
+the sterne, and passest not that he shulde learne
+those thynges that becommeth a shypmaster to know.
+Finally in all thy possessions thou regardest nothing
+lesse then that, that is moste precious, & for whose
+sake al other thynges be gotten. Thi corne fieldes be
+goodly, thy houses be fayre, thy vessel is bright, thy
+garmentes, and al thy housholde stuffe, thy horses bee
+wel kept, thi serua[un]tes wel taught, only thy sonnes
+wyt is foule, filthy & all sluttishe. Thou hast
+percha[un]ce bought by the dr[um]me a bond slaue, vyle,
+and barbarous, if he be rude and ignoraunt, y^u markest
+to what vse he is good, & trimly thou bryngest hym
+vp to some craft, either of the kytchen, physicke,
+husbandrye, or stewardshyp: only thy s�ne thou settest
+lyght by, as an idle thynge. Thei wyl say: He shal
+haue inough to lyue on, but he shall not haue to lyue
+well on. Comonly the rycher that men be, the lesse
+they care for the bryngyng vp of their chyldren. What
+neede is it, say they, of anye learnyng, they shall
+haue inoughe? Yea the more nede haue they of the helpe
+of phylosophy and learnyng. The greater the shyp is, &
+the more marchandyse it carieth aboute, the more neede
+it hathe of a connynge shyppe master. Howe greatlye do
+Prynces go about this, to leaue vnto their sonnes as
+large a dominion as they c�, and yet do none care
+lesse that they shuld be brought vp in those good
+wayes, wythoute the whych, principalitie can not wel
+be ordred. How muche more dothe he geue, that geueth
+vs to lyue well, then to lyue? Verye lytel do chyldren
+owe vnto theyre fathers of whome they be no more
+but begotten, and not also broughte vp to lyue
+verteouslye.
+
+� The saying of Alexander is muche spoken of: excepte
+I were Alexander, I�wold wishe to be Diogenes. But
+very worthely doth Plutarch rebuke it, because that so
+much the more he shuld haue wyshed to haue had
+Diogenes philosophye, howe muche the greater hys
+dominion was. But muche more shameful is theyr
+sluggardy, whyche not onely bryng not vp their chyldr[en]
+aright, but also corrupte them to wyckednesse. When
+Crates the Thebane dyd perceiue thys abhominacion, not
+without a cause he wolde go in to y^e hyest place of
+the citye, & there crie out as loud as he could, &
+caste them in the teeth wyth theyr madnesse in this
+wyse. You wretches what madnesse driueth you? Take you
+suche thought to gette money and possessions, & take
+you no care for your children for whom you get these
+thynges? As they be scante halfe mothers whych onlye
+bringe forth, and not vp their chyldren, so be they
+scante halfe fathers, which when they prouide
+necessaries for theyr chyldrens bodies, eu[en] somuch
+that they maye ryot wythall, prouide not that their
+myndes maye be garnyshed wyth honest disciplines.
+Trees paradu[en]ture wyl grow though eyther baren, or
+wyth wild fruite: horses are foled, though perchaunce
+they be good for nothyng: but menne (truste me) be not
+borne, but fashioned. Menne in olde tyme which by no
+lawes, nor good order ledde theyr lyues in woodes, in
+w�derynge lustes of bodye, were rather wylde beastes
+then men. Reason maketh a man: that hathe no place
+where all thynges are gouerned after affection. If
+shape and fashion shulde make a man, Images also
+shulde be counted among men. Elegantly sayde
+Aristippus when a certen ryche man axed him what
+profite learnyng shuld brynge to a yong man: & it be
+no more but this quod he, y^t in the playing place one
+stone sytte not vpon an other. Very properly another
+Philosopher Diogenes I trowe, bearynge in the mydday a
+candle in his hand, walked aboute the market place
+that was full of men: beinge axed what thynge he
+sought: I�seeke quod he, a�man. He knewe that there
+was a greate company, but of beastes, and not men. The
+same man on a daye, when st�ding on an hye place he
+had called a great sort together, and sayde nothing
+else but come hither men, come hyther men. Some halfe
+angrye cryed agayne: we are here men, say what thou
+hast. Th[en] quod he: I�wold haue men come hyther & not
+you whych are nothyng lesse then men, and therwyth
+draue them away wyth his staffe. Surely it is very
+trewe, that a man not instructed wyth Phylosophye nor
+other good sciences, is a creature somewhat worse then
+brute beastes. For beastes folowe onely the affectes
+of nature, a�manne except he be fashioned wyth
+learning, and preceptes of philosophy, is rawght into
+affeccions more th[en] beastlike. For there is no beast
+more wylde, or more hurtefull then a manne, whom
+ambicion dryuethe, desyre, anger, enuye, ryot, and
+luste. Therfore he that prouideth not that his sonne
+may by and by be instructed in the beste learnyng;
+neyther is he a manne, nor the sonne of a man. ��Were
+it not an abhominable sight that the mynde of a man
+shulde be in a beastes body? As we haue read that
+Circes when she had encha[un]ted men wyth her wytchcraft,
+dyd turne them into Lions, beares and swyne, so that
+yet ther shuld be stil in them the mynde of a man,
+which thyng Apuleus wrote to haue happened to hym
+selfe, and Austin also hathe beleued that men haue
+bene turned into wolues. Who could abyde to be called
+the father of such a monster. But it is a more
+merueylous monster that a beastes mynde shulde be in a
+mans bodye, and yet do very many please them selues in
+suche chyldren, and bothe the fathers seme, and the
+common people thynke suche to be verye wise.
+
+� It is sayde that beares caste oute a lumpe of fleshe
+wythout anye fashion, whych wyth longe lyckyng they
+forme and brynge into a fashyon, but there is no
+beares yonge one so euyll fauored as a manne is, borne
+of a rude mynde.
+
+� Except wyth much studye y^u forme and fashion this,
+thou shalt be a father of a monster and not of a man.
+If thy sonne be borne wyth a copped head or
+crockeshuldred, or splay footed, or wyth syxe fingers
+in one hande, howe lothe woldest thou be for it, how
+arte thou ashamed to be called the father not of a
+man, but of a monster: and art thou not ashamed of so
+monstrous a mynde? ��Howe discoraged be the fathers in
+theyr hertes if their wyfe brynge forthe a naturall, &
+an infante of a brute mynde? For they thynke they haue
+begott[en] not a man, but a monster, and excepte feare of
+the lawe dyd let them, they wolde kyll that that is
+borne. Thou blameste nature whych hath denied the
+minde of a man to thy chylde, & thou causest by thyne
+own negligence, that thy sonne shulde be wythoute the
+mynde of a man. But thou wylte saye: Better it is to
+be of a brutishe rather th[en] of an vngracious mind.
+Naye better it is to be a swyne, th[en] an vnlearned and
+euyll man. Nature, when she geueth the a sonne, she
+geueth nothyng else, th[en] a rude lumpe of fleshe. It is
+thy parte to fashi� after y^e best maner, that matter
+that will obey & folow in euery poynt. If thou wylt
+slacke to do it, thou hast a beaste: if thou take hede
+thou hast, as I myght saye, a�God. Srayght waye assone
+as thy inf�te is borne, it is apte to be taughte those
+thynges whych properlie belonge to a man. Therfore
+after the sayinge of Vyrgyll, bestowe diligente labour
+vpon hym, euen from hys tender age. Handle the waxe
+strayght way whyle it is very soft, fashion thys claie
+whle it is moist, season thys earthen vessel wyth
+verye good liquour, while it is newe, bye your wolle
+whyle it commeth whyte frome the fuller, and is not
+defiled wyth any spottes. Antisthenes dyd verye
+merilye shewe the same, whyche when he had taken a
+certen mans s�ne to be taught, and was axed of hys
+father what thinges he had neede of: a�newe booke quod
+he, a�newe pensyle, and a new table. Verelye the
+philosopher requyred a rude and emptye mynde. Thou
+canst not haue a rude lumpe; but and if thou fashyonst
+not lyke a manne, of it selfe it wylt waxe naught,
+into monstruous formes of wylde beastes. Seynge thou
+doest owe this seruyce to God & nature, although there
+were no hope that thou shuldest haue any profite
+therby, count in thy mynd, how greate comforte, how
+greate profite, howe much worshyp the children that be
+well brought vp brynge to theyr fathers. [Sidenote:
+Chyldren euyl broughte vp, brynge shame to their
+par[en]tes] Agayne into what shames and greate sorowes
+they cast their parentes that bee euyll broughte vp.
+There is no nede to bryng here vnto the examples out
+of olde chronicles: do no more but remember in thy
+mind the housholdes of thine owne citye, howe many
+examples shalt y^u haue in eueri place? I�know thou
+doest often hear such wordes. O�happye man that I
+were, if my chyldren were buryed. O�fortunate mother,
+if I hadde neuer broughte forth chylde. It is a
+wayghty matter to brynge vp chyldren well, I�graunt:
+but no man is borne to him selfe, no man borne to be
+idle. Thou woldest nedes be a father, y^u muste be a
+good father; y^u haste gotten th[em] to the c�mon wealth,
+not to thy self only; or to speake more lyke a christen
+man, y^u hast begott[en] th[em] to god, not to thy
+selfe. Paul wryteth that so in dede women be saued, if
+they bryng forth childr[en], & so brynge th[em] vp that
+they continue in y^e study of vertue. God wil straitly
+charge the par[en]ts w^t the childr[en]s fautes. Therfore
+excepte y^t euen forthwith thou bryng vp honestly y^t,
+that is borne, fyrst y^u dost thy self wronge, which
+thorow thy negligence, gettest y^t to thy selfe, then
+the which no enemye could wyshe to an other, ether
+more greuous or paynful. Dionisius did effeminat w^t
+delyghtes of the court Dions yong son y^t was run
+awaye from him: he knew y^t this shuld be more
+carefull to y^e father, then if he had kylled hym w^t
+a swerde. A�litel whyle after when the yong manne was
+forced of his father that was come to him, to returne
+agayne to his old vertue, he brake his necke out of a
+garret. In dede a certeyne wise hebrici� wrot very
+wisely. A�wise child maketh the father glad, & a
+folish son is sorow to y^e mother. But a wyse chyld
+not only is pleasure to hys father, but also worship
+and succoure, and finallye hys fathers lyfe. Contrarye
+a folyshe and leude chylde, not only bringeth
+heauynesse to hys parentes, but also shame and
+pouertye, and olde before the tyme: and at laste
+causeth death to them, of whom he had the begynnyng of
+lyfe. What nede me to rehearse vp? daily are in our
+eies the examples of citizens, whome the euyll maners
+of theyr chyldr[en] haue brought to beggarye, whome
+eyther the sonne beyng hanged, or theyr daughter an
+whoore of the stewes, haue tormented wyth intollerable
+shame and vylany. I�know greate men, whych of manye
+chyldren haue scante one lefte alyue. ��One consumed
+wyth the abhominable leprie, called by diminucion y^e
+french pockes, beareth his death aboute wyth hym:
+another hathe burste by drynkynge for the beste game,
+an other goyng a whorehuntynge in the nyghte with a
+visar, was pitifullye kylled. What was the cause?
+Bycause theyr parentes thynkynge it enough to haue
+begotten them, and enryched them, toke no heede of
+theire bryngynge vp. ��They shall dye by the lawe, whych
+laye awaye theyr children, and cast them into some
+wood to be deuoured of wylde beastes. But there is no
+kynde of puttynge them awaye more cruell, then to geue
+vp that to beastlye affeccions, whych nature hath
+geuen to be fashioned by very good waies. If ther wer
+ani witch could wyth euyl craftes, and wold go about
+to turne thy sonne into a swyne or a wolfe, woldest
+thou not thynke that ther were no punyshemente to sore
+for her myscheuouse deede? But that whych thou
+abhorrest in her, thou of purpose doest it thy selfe.
+How huge a beaste is lechery? how rauenous and
+insaciable is ryot? howe wylde a beast is dronkenshyp?
+how hurtfull a thing is anger? how horrible is
+ambicion? To these beastes dothe he set ouer hys
+sonne, whosoeuer from his tender youthe doth not
+accustume hym to loue that, that is honeste: to
+abhorre synne: yea rather not onlye he casteth hym to
+wyld beastes, whych the most cruel casters away are
+wonte to do, but also whych is more greuouese, he
+norisheth this greate and perilous beaste, euen to hys
+owne destruccion. It is a kind of men most to be
+abhorred, which hurteth the body of infantes wyth
+bewitchyng: and what shal we say of those parentes
+whiche thorowe their negligence and euyll educacion
+bewitch the mynd? They are called murtherers that kyll
+their children beynge newe borne, and yet kyll but the
+body: howe great wyckednes is it to kyll the mynde?
+For what other thynge is the deathe of the soule, then
+foly and wickednes. And he doth also no lesse wrong to
+his contrey, to whom asmuch as lyeth in hym, he geueth
+a pestilente citiz[en]. He is naught to godwards, of whom
+he hath receyued a chylde for thys purpose, to brynge
+hym vp to vertue. Hereby you may se, how greate and
+manifolde mischiefes they committe whych regarde not
+the bryngynge vp of tender age. ��But as I touched a
+lytle before, they synne more greuouslie then do
+these, whych not onely do not fashion them to
+honestye, but also season the tender and soft vessel
+of the infante to myschiefe and wyckednesse, and
+teacheth hym vyce before he knowe what vice is. How
+shuld he be a modeste man and dyspyser of pride, that
+creepeth in purple? ��He can not yet sound his fyrste
+letters, and yet he nowe knoweth what crimosine and
+purple sylke meaneth, he knoweth what a mullet is, and
+other dayntie fyshes, and disdainfullye wyth a proude
+looke casteth away c�mon dyshes. How can he be
+shamefast wh[en] he is growen vp, which being a litel
+inf�t was begon to be fashioned to lecherye? How shall
+he waxe liberal wh[en] he is old, which being so litel
+hath lerned to meruell at money & gold? If ther be ani
+kynd of garment lately fo[un]d out, as daili y^e tailers
+craft, as in time paste dyd Africa, bringeth forth
+some new m�ster, y^t we put vpon our inf�t. He is
+taught to stand in his own c�ceite: & if it be tak[en]
+away, he angerly axeth for it again. Howe shall he
+beyng old hate dr[un]kennes, whych when he is an inf�t is
+taught to loue wine? They teach them by lytle and
+lytle suche filthy wordes whych are scant to be
+suffered, as sayth Quintilian, of the delicious
+Alexandrians. And if the child speake any suche after
+them, they kysse hym for hys laboure. I�warant you
+they know their yong, growynge nothynge out of kynde,
+when theyr owne lyfe is nothynge else then an example
+of naughtynes. Beynge an infant, he learneth the
+vnchaste flatterynge wordes of nurses, and as we saye,
+he is fashioned wyth the hand to wanton touchynge.
+He seeth hys father well whetteled wyth drynke, and
+heareath hym bablynge oute that, that shulde be kepte
+in. He sytteth at greate, and not very honest feastes,
+he heareth the house ful of iesters, harpes, mynstrels
+and daunsers. ��To these maners the chyld is so
+accustumed, that custume goeth into nature. There be
+nacions that fashion their chyldren to fiercenesse of
+warre whyle they be yet redde fr� the mother. They
+lerne to loke fierslie, the learne to loue the
+swearde, and to geue a strype. From such beginninges
+thei are deliuered to the master: and do we merueyle
+if wee fynde them vnapte to lerne vertue, whych haue
+dronke in vyces, euen wyth the mylke? But I hear some
+men defendynge theyr folye thus, and saie that by thys
+pleasure whiche is taken of the want�nes of infantes,
+the tediousnes of noursyng is rec�p[en]sed. What is this?
+Shuld it be to the verye father more pleasaunt if the
+chylde folowe an euyll deede, or expresse a leude
+worde, th[en] if wyth his lytle stuttyng tonge, he spake
+a good sentence, or folowe any deede that is wel done?
+Nature specially hathe geuen to the fyrste age an
+easines to folowe and do after, but yet thys folowyng
+is somewhat more prone to naughtynesse then to
+goodnes. Is vyce more plesaunte to a good man then
+vertue, specially in hys chrldren? If anye fylthe fall
+vpon the yonge chyldes skyn, thou puttest it away, and
+dost thou infect the mynd wyth so foule spottes?
+Nothynge stycketh faster then that that is learned in
+yonge myndes. I�pray you what motherlye hertes haue
+those women, whiche dandle in their lap their chyldren
+tyl they be almost seuen yeres old, and in maner make
+th[em] fooles? If they be so much disposed to play why do
+they not rather get apes, and litle puppets to play
+wythall? O�saye they: they be but chyldren. They be in
+deede: but it c� scant be told how muche those fyrste
+beginninges of our yong age do helpe vs to guide all
+our lyfe after, & howe hard & vntractable a wanton and
+dissolute bryngyng vp, maketh the chylde to the
+teacher, callynge the same gentlenes, when in deede it
+is a marring. Might not an accion of euyl handlyng
+children meruelous iustli be laid against such
+mothers? For it is plainely a kynde of witchcraft & of
+murther. They be punyshed by the lawe, y^t bewitche
+their childr[en], or hurt their weake bodies with
+poisons: what do thei deserue which corrupt y^e chiefe
+parte of the inf�t w^t most vngracious venome? It is a
+lighter matter to kyl the body then the mind? If a
+child shulde be brought vp am�g the gogle eied
+stutters, or haltyng, the body wold be hurt w^t
+infecci�: but in dede fautes of the mind crepe vpon vs
+more priuely, & also more quickely, & settel deper.
+The apostle Paul worthily gaue this honor vnto the
+verse of Men�der, y^t he wold recite it in his
+epistels: Euyl comunicaci�, corrupteth good maners: but
+this is neuer truer th[en] in infantes. Aristotle wh[en]
+he was axed of a certen m� by what meanes he myghte
+bringe to pas, to haue a goodly horse: If he be
+brought vp quod he, among horses of good kynde. And
+y^t if neyther loue nor reason can teach vs howe
+greate care we ought to take for y^e first yeres of
+our children, at y^e least waies let vs take example
+of brute beastes. For it oughte not to greue vs to
+learne of th[em] a thynge y^t shall be so profitable,
+of whome m�kinde now long ago hath lerned so many
+fruitful things: sence a beast called Hippopotamus
+hath shewed y^e cutting of veines, & a bird of egipt
+called Ibis hath shewed y^e vse of a clister, which
+y^e phisici�s gretly alow. The hearbe called dictamum
+whiche is good to drawe out arrowes, we haue knowne it
+bi hartes. Thei also haue taughte vs that the eatinge
+of crabs is a remedy against the poyson of spyders.
+And also we haue learned by the teachyng of lysardes,
+that dictamum doth confort vs agaynst the byting of
+serpentes. For thys kynde of beastes fyghte naturally
+agaynste serpentes, of whom wh[en] they be hurt, they
+haue ben espyed to fetche theyr remedye of that herbe.
+Swallowes haue shewed vs salandine, and haue geuen the
+name vnto the hearbe. ��The wesyll hathe shewed vs that
+rewe is good in medicines. The Storke hathe shewed vs
+the herbe organye: and the wylde bores haue declared
+y^t Iuy helpeth sickenesses. Serpentes haue shewed
+that fenel is good for the eye syght. That vomite of
+the stomacke is stopped by lettise, the Dragon
+monysheth vs. And that mans donge helpeth agaynst
+poyson, the Panthers haue taught vs, and many mo
+remedies we haue learned of Brute beastes: yea and
+craftes also that be verye profitable for mannes lyfe.
+Swine haue shewed vs the maner to plow the land, and
+the Swalowe to t[em]per mud walles. To be short, there is
+in maner nothyng profitable for the lyfe of man,
+but y^t nature hathe shewed vs an example in brute
+beastes, that they that haue not learned philosophy
+and other sciences, maye be warned at the least waye
+by them what they shulde do. Do we not se howe that
+euery beaste, not only doth beget yonge, but also
+fashion them to do their natural office? The byrde is
+borne to flye. Doest thou not se how he is taught
+therunto & fashioned by his d�me? We see at home how
+the cattes go before their kytlynges, and exercyse
+them to catch myse and byrdes, because they muste lyue
+by them. ��They shewe them the praye whyle it is yet
+alyue, and teache them to catche it by leapyng, and at
+last to eate them. What do hartes? Do they not forth
+wyth exercise their fawnes to swyftnes, and teach th[em]
+howe to runne? they brynge them to hye stiepe doune
+places, & shewe them how to leap, because by these
+meanes they be sure agaynste the traines of the
+hunters. Ther is put in writing as it were a certen
+rule of techyng eleph�tes and dolphins in brynginge vp
+their yonge. In Nyghtingales, we perceiue the offices
+of the techer and learner, how the elder goth before,
+calleth backe, and correcteth, and howe the yonger
+foloweth and obeyeth. And as the dogge is borne to
+huntyng, the byrde to flyinge, the horse to runnyng,
+the oxe to plowynge, so man is borne to philosophy and
+honeste doinges: and as euery liuing thing lerneth
+very easly that, to the whiche he is borne, so man
+wyth verye lytle payne perceiueth the lernyng of
+vertue and honestye, to the whiche nature hath graffed
+certen vehemente seedes and principles: so that to the
+readinesse of nature, is ioyned the diligence of the
+teacher. What is a greater inconuenience then beastes
+that be wythout reason to knowe and remember theyr
+duetye towarde theyr yong: Man whych is deuided from
+brute beastes by prerogatiue of reason, not to know
+what he oweth to nature, what to vertue, and what to
+God? And yet no kynde of brute beastes looketh for
+anye rewarde of theyre yong for their noursynge and
+teachynge, excepte we luste to beleue that the Storkes
+noryshe agayne they d�mes forworne wyth age, and bear
+them vpon their backes. But among men, because no
+continuance of time taketh awaye the thanke of
+naturall loue: what comfort, what worshyp, what
+succoure doth he prepare for hym selfe, that seeth hys
+childe to be well brought vp? Nature hathe geuen into
+thy handes a newe falowed fielde, nothynge in it in
+deede, but of a fruitfull grounde: and thou thorow
+negligence sufferest it to be ouergrowen wyth bryers
+and thornes, whyche afterwardes can not be pulled vp
+wyth any diligence. In a lytell grayne, howe greate a
+tree is hyd, what fruite will it geue if it spring
+oute.
+
+� All thys profite is lost except thou caste seede
+into the forowe, excepte thou noryshe wyth thy labour
+this tender plant as it groweth, and as it were make
+it tame by graffyng. Thou awakest in tamyng thy pl�t,
+and slepeste thou in thy sonne? All the state of mans
+felicitie standeth specially in thre poyntes: nature,
+good orderyng, and exercyse. I�cal nature an aptnes to
+be taught, and a readines that is graffed within vs to
+honestye. Good orderynge or teachyng, I�call doctryne,
+which stondeth in monicions and preceptes. I�call
+exercyse the vse of that perfitenes which nature hath
+graffed in vs, and that reason hath furthered. Nature
+requyreth good order and fashionynge: exercyse, except
+it be gouerned by reason, is in daunger to manye
+perylles and erroures. They be greatly therefore
+deceiued, whych thynke it suffici[en]t to be borne, & no
+lesse do they erre whyche beleue that wysedome is got
+by handelynge matters and greate affayres wythoute the
+preceptes of philosophye. Tel me I praye you, when
+shall he be a good runner whych runneth lustelye in
+deede, but eyther runneth in the darke, or knoweth not
+the waye? ��When shall he bee a good sworde player,
+whych shaketh hys sworde vp and downe wynkyng?
+Preceptes of philosophye be as it were the eyes of the
+mynde, and in manner geue lyght before vs that you may
+see what is nedefull to be done and what not. Longe
+experience of diuerse thinges profite much in dede,
+I�confesse, but to a wyse man that is diligently
+instructed in preceptes of well doynge. Counte what
+thei haue done, and what thei haue suffered all theyr
+lyfe, whych haue gotten them by experience of thinges
+a sely small prudence & thinke whether y^u woldest
+wyshe so greate myschiues to thy sonne. Moreouer
+philosophye teacheth more in one yere, then dothe anye
+experience in thyrty, and it teacheth safely, wh[en] by
+experience mo men waxe miserable then prudent, in so
+much that the old fathers not without a cause sayde:
+a�man to make a perill or be in ieopardy, whych
+assayed a thyng by experience. Go to, if a man wold
+haue hys sonne well seene in physycke, whether wolde
+he rather he shulde reade the bookes of physicions or
+learne by experience what thynge wolde hurt by
+poysonyng, or helpe by a remedy. Howe vnhappye
+prudence is it, when the shypman hathe learned the
+arte of saylynge by often shypwrackes, when the prince
+by continuall batayles and tumultes, and by c�mon
+myschieues hath learned to beare hys office? Thys is
+the prudence of fooles, and that is bought to dearlye,
+that men shulde be wyse after they be strycken wyth
+myschief. He learneth very costely, whych by wanderyng
+lerneth not to wander. Philippus wyselye learned hys
+sonne Alexander to shewe hym selfe glad to lerne of
+Aristotle: and to learne philosophy perfectlye of him
+to the ent[en]t he shuld not do that he shuld repent hym
+of. And yet was Phylyp c�mended for hys singuler
+towardnes of wytte. What thynke ye then is to be
+looked for of the c�mon sorte. But the manner of
+teachynge doth briefly shewe what we shulde folowe,
+what wee shulde auoyde: neyther dothe it after wee
+haue taken hurte monyshe vs, thys came euyll to passe,
+hereafter take heede: but or euer ye take the matter
+in hande, it cryeth: If thou do thys, thou shalt get
+vnto the euyll name and myschiefe. Let vs knytte
+therfore this threfolde corde, that both good teachyng
+leade nature, and exercise make perfite good
+teachynge. Moreouer in other beastes we do perceiue
+that euery one doth sonest learne that that is most
+properly belonging to hys nature, and whych is fyrste
+to the sauegarde of hys healthe: and that standeth in
+those thynges which brynge either payne or destrucci�.
+Not onlye liuing thyngs but plantes also haue thys
+sence. For we se that trees also in that parte where
+the sea doth sauour, or the northen winde blow, to
+shrynke in their braunches and boughes: and where the
+wether is more gentle, there to spreade them farther
+oute.
+
+� And what is that that properly belongeth vnto man?
+Verelye to lyue according to reason, and for that is
+called a reasonable creature, and diuided fr� those
+that c� not speake And what is most destrucci� to m�?
+Folyshenes. He wyll therfore be taught nothyng soner
+then vertue, and abhorre from nothynge sooner then
+folyshenesse, if so be the diligence of the parentes
+wyll incontinent set aworke the nature whyle it is
+emty. But we here meruelous complantes of the common
+people, howe readye the nature of chyldr[en] is to fal to
+vyce, & how hard it is to drawe them to the loue of
+honesty. They accuse nature wrongfullye. The greatest
+parte of thys euyll is thorowe oure owne faute, whyche
+mar the wittes w^t vyces, before we teache them
+vertues. And it is no maruell if we haue them not
+verye apte to learne honestye, seyng they are nowe
+already taught to myschiefe. And who is ignoraunt,
+that the labour to vnteache, is both harder, and also
+goth before teachyng. Also the common sorte of men do
+amysse in thys pointe thre maner of wayes: eyther
+because they vtterlye neglecte the bryngynge vp of
+chyldren, or because they begynne to fashion their
+myndes to knoweledge to late, or because they putte
+them to those men of whome they maye learne that that
+muste be vnlerned agayne. Wee haue shewed those fyrst
+maner of men vnworthi to be called fathers, and that
+they very litle differ from suche as sette theyr
+infantes out abrode to be destroyed, and that they
+oughte worthely to be punyshed by the lawe, which doth
+prescribe this also diligentlye by what meanes
+chyldren shuld be brought vp, & afterwards youth. The
+second sorte be very manye, wyth whom nowe I specially
+entend to striue. The thyrd doth amysse two wayes,
+partly thorowe ignoraunce, partly thorowe retchlesnes.
+And syth it is a rare thynge and a shame to be
+ignoraunte to whome thou shuldest put oute thy horse,
+or thy grounde to be kepte, howe muche more shamefull
+is it not to knowe whom thou shuldeste put thy chylde
+in truste wythal, beynge the dearest part of thy
+possessions? Ther thou beginnest to lerne that, that
+thou canst not skyll well of thy selfe, thou axest
+counsell of the beste seene: here thou thynkeste it
+maketh no matter to whom thou committest thy sonne.
+Thou assignest to thy seruantes, eueri man his office
+that is metest for hym. Thou tryest whom thou mayest
+make ouersear of thy husbandrie, whome to appoint to
+the kitchen, and who shulde ouersee thy housholde. And
+it there be any good for nothynge, a�slug, a�dulhead,
+a�foole, a�waster, to hym we c�mit oure childe to be
+taught: and that thynge whych requireth the cunningest
+man of all, is put to y^e worst of our seruauntes.
+What is vntoward, if here menne haue not an vntoward
+mind? Ther be some whych for theyr couetous mynd be
+afeard to hyre a good master, and geue more to an
+horskeper then a teacher of the chyld. And yet for al
+that they spare no costly feastes, nyght & day thei
+playe at dice, and bestowe moch vpon houndes & fooles.
+In thys thynge onely they be sparers and nigardes,
+for whose cause sparinge in other thynges myght be
+excused. I�wold ther wer fewer whych bestowe more vpon
+a rotten whore, then vpon bringyng vp of their chylde.
+Nothyng sayth the Satir writer st�deth the father in
+lesse cost then the sonne. Peraduenture it wyll not be
+much amisse here to speake of y^e day dyet, which
+longe ago was muche spok[en] of in y^e name of Crates.
+They report it after thys fashion. Alow to thy coke
+.x. po[un]d, to thy physicion a grote, to thy flatterer
+.v. tal[en]ts, to thy co[un]seller smoke, to thy harlot
+a talent, to thy philosospher .iii. halfp[en]s. What
+lacketh to this preposterous count, but to put to it
+y^t the teacher haue .iii. farthings: Howbeit I thinke
+y^t the master is meant vnder y^e name of philosopher.
+Wh[en] one that was riche in money, but nedy of wit axed
+Aristippus what wages he wold axe for teching his son,
+& he answered .v.C. grotes. You axe quod he to great a
+s[um]me: for w^t this much money a man maye bye a
+seruaunte. ��Then the philosopher very properly againe:
+but now, quod he, for one thou shalt haue two: a�sonne
+mete to do the seruice, and a philosopher to teache
+thy sonne. Further if a man shulde bee axed, whether
+he wold haue hys onlye sonne dead to wynne an hundred
+horses, if he had any crumme of wysedome, he wold
+answer (I�thinke:) in no wyse. Whi geuest thou then
+more for thi horse? why is he more dilig[en]tly tak[en]
+hede to then thy sonne? why geuest thou more for a fole,
+then for the bringyng vp of thy chylde? Be frugall and
+sparynge in other thynges, in thys poynt to be
+thryfty, is no sparynge but a madnes. There be other
+agayn that take good heede in chosyng a master, but
+that is at the desyre of their friendes. They lette
+passe a meete and cunninge man to teache chyldren, and
+take one that can no skyll, for none other cause, but
+that he is set forwardes at the desyres of their
+friendes. Thou mad man, what meanest thou? In saylynge
+thou regardest not the affeccion of th[em] y^t speake
+good wordes for a man, but thou setteste hym to the
+helme, whych can beste skyll to gouerne the shyp: in
+the sonne, wh[en] not only he hymself is in ieopardy, but
+the father and mother and all the housholde, yea and
+the common wealth it selfe, wylte thou not vse like
+iudgement? Thy horse is sicke, whether wilt thou sende
+for a leche at the good word of thy friend, or for his
+c[un]ning in lechcraft. What? Is thy sonne of lesse price
+vnto the then thi horse? Yea settest thou lesse by thy
+selfe then by thy horse? This beyng a foule thynge in
+meane citizens, how much more shamefull is it in great
+menne? At one supper a dashynge agaynst the mischeuous
+rocke of dice, and so hauynge shypwrake, thei lose two
+hundred po[un]d, and yet they saye they be at coste, if
+vpon theyr son they bestowe aboue .xx. pounde. No man
+can geue nature, eyther to himselfe, or to other:
+howbeit in this poynte also the dilig[en]ce of the
+par[en]tes helpeth much. The fyrst poynt is, that a m�
+chose to hym selfe a wyfe that is good, come of a good
+kynred, and well broughte vp, also of an healthfull
+bodie. For seyng the kynred of the body and mynde is
+very straytlye knytte, it can not be but that the one
+thynge eyther muste be holpen or hurte of the other.
+The nexte is, that when the husbande dothe hys duetye
+to get chyldren, he do it neither beyng moued wyth
+anger, nor yet drunken, for these affeccions go into
+the chylde by a secrete infeccion. A�certen
+philosopher seemed to haue marked that thyng properly,
+whyche seynge a yonge man behauinge hym selfe not
+verye soberlie, it is meruell quod he, but if thy
+father begat the wh[en] he was dronke. Verily I thynke
+this also maketh greatli to the matter, if the mother
+at all times, but specially at y^e time of concepcion
+and byrthe, haue her mynde free from all crimes, and
+be of a good c�science. For ther can be nothyng eyther
+more quiet or more merye then such a mynd. The thyrd
+point is y^t the mother noryshe with her own brestes
+her inf�t, or if ther hap any necessitie that it maye
+not so be, let be chos[en] a nurse, of a wholsome body,
+of pure mylke, good condicions, nether drunk[en], not
+brauler, nor lecherous. For the vices that be tak[en]
+euen in y^e very beginninges of lyfe, both of the
+bodye and of the mynd, abyde fast vntyl we be olde.
+Some men also write y^t it skilleth muche who be his
+sucking felowes & who be his playfelowes. Fourthlye
+that in due season he be set to a chosen scholemaster
+alowed by all mens witnes, and many waies tryed. You
+must be dilig[en]t in chosyng, and after go thorowe with
+it. Homer disaloweth wher many beare rule: and after
+the olde prouerbe of the grekes. The multitude of
+captaines dyd lose Caria. And the oft[en] chaunginge of
+physicions hath destroyed manye. There is nothynge
+more vnprofitable, then often to chaunge y^e master.
+For by that meanes the web of Penelopes is wou[en] and
+vnwouen. But I haue knowen childr[en], whych before they
+wer .xii. yere old, had more th[en] .xii. masters, and
+that thorowe the rechelesnesse of their par[en]tes. And
+yet after this is done must the par[en]tes be dilig[en]t.
+They shall take heede bothe to the master & to the
+sonne, neither shall they so caste away al care from
+th[em] as they are wonte to laye all the charge of the
+doughter vpon the spouse, but the father shall
+oftentyme looke vpon them, and marke whether he
+profite, remembrynge those thynges whych the olde men
+spake both sagely and wittely, that the forehead is
+set before the hynder part of the head: and that
+nothyng sooner fatteth the horse then the masters eye,
+nor that no dunge maketh the ground more fruitfull
+then the masters footyng. I�speake of yonge ons. For
+as for the elders it is meete sometyme that they be
+sente far out of oure syght, whiche thing as it were a
+graffing, is inespecially wont to tame yonge mens
+wyttes. Emonge the excellent vertues of Paulus
+Emilius, this also is praised, that as oft[en] as he
+might for his busines in the c�mon welth he wolde be
+at the exercises of hys s�nes. And Plinie the nepheu
+was contente nowe and then to go into the schole for
+his friendes sonnes sake, whom he had taken vpon him
+to brynge vp in good learnynge. ��Furthermore, that that
+wee haue spoken of nature is not to be vnderstand one
+wayes. For there is a nature of a common kinde, as the
+nature of a man in to vse reason. But ther is a nature
+peculier, eyther to hym or him, that properly bel�geth
+either to thys man or that, as if a man wolde saye
+some menne to be borne to disciplines mathematical
+some to diuinitie, some to rethorike some to poetrie,
+and some to war. So myghtely disposed they be and
+pulled to these studies, that by no meanes they canne
+be discoraged from them, or so greatly they abhor
+them, that they wyl sooner go into the fyre, then
+apply their mynde to a science that they hate. I�knewe
+one familierlye whych was verye well seene both in
+greke and latin, and well learned in all liberall
+sciences, when an archbyshop by wh� he was found, had
+sende hither by hys letters, that he shulde begynne to
+heare the readers of the lawe agaynst hys nature.
+After he had c�playned of this to me (for we laye both
+together) I�exhorted hym to be ruled by his patron,
+saying that it wold wexe more easily, that at the
+beginning was harde, and that at the least waye he
+shulde geue some part of hys tyme to that study. After
+he had brought oute certen places wonderfull folyshe,
+which yet those professours halfe goddes dyd teache
+their hearers wyth greate authoritie, I�answered, he
+shuld set light by them, & take out that whyche they
+taught well: and after I had preased vpon hym wyth
+many argumentes, I�am quod he so minded, that as often
+as I turne my selfe to these studies, me thinketh a
+swerde runneth thorowe my hert. Menne that bee thus
+naturallye borne, I�thynke they be not to bee
+compelled against their nature, lest after the common
+saying we shuld leade an Oxe to wreastlynge, or an
+Asse to the harpe. Peraduenture of this inclinacion
+you may perceiue certen markes in lytle ons. There be
+that can pronosticate such thynges by the houre of hys
+birthe, to whose iudgemente howe muche ought to be
+geuen, I�leaue it to euerye mans estimacion. It wolde
+yet muche profite to haue espyed the same assoone as
+can be, because we learne those thynges most easelie,
+to the which nature hath made vs. I�thinke it not a
+very vayne thing to coniecture by y^e figure of the
+face and the behaueour of the rest of the bodie, what
+disposicion a man is of. Certes Aristotle so greate a
+philosopher vouchsaued to put oute a booke of
+phisiognonomye verye cunnynge and well laboured. As
+saylyng is more pleasaunt when wee haue borne the wynd
+and the tyde, so be we soner taught those things to
+the whych we be inclined by redines of wyt. Virgyll
+hath shewed markes wherby a man may know an oxe good
+for y^e plough, or a cowe meete for generacion &
+encrease of cattell. Beste is y^t oxe that looketh
+grimly. He techeth by what tok[en]s you may espie a yong
+colt mete for iusting. Straight waye the colt of a
+lusty courage tr�pleth garlic in the fieldes .&c. for
+you know the verses. They are deceyued whyche beleue
+that nature hathe geuen vnto man no markes, whereby
+hys disposici� maye bee gathered, and they do amisse,
+that do not marke them thar be geuen. Albeit in my
+iudgemente there is scante anye discipline, but that
+the wyt of man is apt to lerne it, if we continue in
+preceptes and exercise. For what may not a man learne,
+when an Eliphant maye be taught to walke vp� a corde,
+a�bear to daunse, and an asse to playe the foole. As
+nature therefore is in no mannes owne hande, so wee
+haue taught wherin by some meanes we maye helpe
+nature. But good orderynge and exercise is altogether
+of our own witte and diligence. How much the waye to
+teach doth helpe, thys specially declareth, that we se
+daylye, burdens to be lyft vp by engins and arte,
+whiche otherwyse coulde bee moued by no strength. ��And
+how greatly exercise auaileth that notable saying of
+the old wise man, inespeciallye proueth, that he
+ascribeth all thynges to diligence and study. But
+labour, say they, is not meete for a tender age, &
+what readines to lerne can be in children whych yet
+scarse knowe that they are men: I�wyll answere to
+bothe these thinges in few wordes. How agreeth it that
+that age shulde bee counted vnmeete for learnynge,
+whych is nowe apte to learne good maners? But as there
+be rudimentes of verture, so be there also of
+sciences. Philosophy hath his infancie, hys youthe,
+and rype age. An horsecolt, which forthwyth sheweth
+his gentle kynd, is not straight way forced wyth the
+bytte to cary on his backe an armed manne, but wyth
+easy exercises he learneth the fashion of warre.
+The calfe that is appoynted to the plowghe, is not
+strayght wayes laden wyth werye yockes, nor prycked
+wyth sharpe godes, but as Virgyl hath elegantlye
+taught: Fyrst they knyt aboute his necke circles made
+of tender twygges, and after when his free necke hathe
+bene accustumed to do seruice, they make rounde hoopes
+mete, & when they be wryth[en], ioyne a payre of meete
+ons together, and so cause the yonge heyfers to gooe
+forwardes, and often tymes they make them to draw an
+empty cart, and sleightly go awaye, but afterwards
+they set on a great heauy axeltree of beeche, and make
+them to draw a great plough beame of yr�. Plowmen can
+skyll howe to handell oxen in youthe, and attemper
+their exercises after their strength muche more
+diligently ought this to be done in bringing vp our
+children. Furthermore the prouid[en]ce of nature hath
+geuen vnto litle ons a certen mete habilitte. An
+infant is not yet meete to whome thou shuldest reade
+y^e offices of Cicero, or the Ethickes of Aristotle,
+or the moral bokes of Seneca or Plutarche, or the
+epistles of Paule, I�confesse, but yet if he do any
+thyng vncomly at the table, he is monyshed, and when
+he is monyshed, he fashioneth hym selfe to do as he is
+taught. He is brought into the temple, he lerneth to
+bowe his kne, to holde hys handes manerly, to put of
+hys cap, and to fashion all the behaueour of hys bodie
+to worshyp God, he is c�maunded to holde hys peace
+when misteries be in doyng, and to turne hys eyes to
+the alter. These rudimentes of modestye and vertue the
+childe lerneth before he can speake, which because
+they sticke fast vntil he be elder, they profit
+somwhat to true religi�. There is no differ[en]ce to a
+chyld when he is first borne, betwene his par[en]ntes &
+straungers. Anon after he learneth to knowe his
+mother, & after his father. He learneth by litle & litle
+to reuer[en]ce th[em], he learneth to obey them, & to
+loue th[em]. He vnlerneth to be angrye, to be au[en]ged,
+& when he is bidd[en] kysse th[em] that he is �gry withal,
+he doth it, & vnlerneth to bable out of measure. He
+lerneth to rise vp, & geue reuerence to an old m�, &
+to put of his cap at y^e image of the crucifix. Thei
+that thinke y^t these lytle rudim[en]tes help nothing to
+vertue, in my mind be greatly deceiued, A�cert[en] yonge
+man wh[en] he was rebuked of Plato because he had plaied
+at dice c�plained y^t he was so bitterly chidd[en], for
+so litle harme. Th[en] quod Plato, although it be but
+smal hurt to play at dice, yet is it great hurt to vse
+it. As it is therefore a greate euyll to accustume thy
+selfe to euyl, so to vse thy selfe to small good
+thynges is a greate good. And that tender age is so
+muche the more apte to learne these thyngs, because of
+it selfe it is plyaunt vnto all fashions, because it
+is not yet occupyed wyth vyce, and is glad to folowe,
+if you shewe it to do any thinge. And as c�monlye it
+accustumeth it selfe to vyce, or euer it vnderstand
+what vyce is, so wyth lyke easynes maye it be
+accustumed to vertue. And it is beste to vse best
+thinges euen at the fyrst. That fashion wyll endure
+longe, to the which you make the empty and tender
+mynde. Horace wrote that if you thruste oute nature
+wyth a forke, yet wyll it styll come againe. He wrot
+it and that very truly, but he wrote it of an olde
+tre. Therefore the wise husband man wil straight waye
+fashion the plante after that maner whyche he wyll
+haue tarye for euer when it is a tree. It wyll soone
+turne in to nature, that you powre in fyrste of all.
+Claye if it be to moyste wyl not kepe the fashion that
+is prynted in it: the waxe may be so softe that
+nothynge can bee made of it. But scarse is there any
+age so tender that is not able to receyue learnyng. No
+age sayth Seneca, is to late to learne: whether that
+be true or no I wot not, surely elderly age is very
+harde to learne some thyngs. This is doutles, that no
+age is so yonge but it is apte to be taught,
+inespecially those thynges vnto the whych nature hathe
+made vs, for as I sayd: for thys purpose she hath
+geuen a certen peculier desyre of folowyng, that what
+so euer they haue herde or seene, they desyre to do
+the lyke, and reioyse when they thynke they can do any
+thyng: a�man wolde saye they wer apes. And of thys
+ryseth the fyrste coniecture of their wyt and aptnes
+to be taughte. Therefore assone as the man chyld is
+borne, anone he is apte to lerne maners. After wh[en] he
+hath begon to speake, he is mete to be taught letters.
+Of what thynge regarde is fyrste to be had, a�readines
+by & by is geuen to lerne it. For learnyng although it
+haue infinite commodities, yet excepte it wayte vpon
+vertue, it bryngeth more harme then good. Worthilye
+was refused of wyse menne theire sentence, which
+thought that children vnder seuen yere olde shulde not
+be set to lernyng: and of thys sayinge many beleued
+Hesiodus to be the author, albeit Aristophanes the
+gramarian sayd, that those morall preceptes in the
+whych worke it was written, were not made by Hesiodus.
+Yet nedes must be some excell[en]t wryter, which put
+forth such a booke that euen learned menne thought it
+to be of Hesiodus doing. But in case it were Hesiodus,
+without doute yet no mans authoritie oughte to be of
+suche force vnto vs, that we shulde not folowe the
+better if it be shewed vs. Howebeit who soeuer wer of
+thys mynd, they meant not thys, that all thys time
+vntyll seuen yeres shulde bee quite voyde of teachyng,
+but that before that tyme chyldren shulde not bee
+troubled wyth the laboure of studies, in the whych
+certeine tediousnes muste bee deuoured, as of cannyng
+wythout booke, sayinge the lesson agayn, and wyth
+wrytinge it, for scant maye a man fynde anye that
+hathe so apte a wytte to bee taught, so tractable and
+that so wil folowe, whyche wyll accustume it selfe to
+these thynges wythout prickyng forward. Chrisippus
+apoynted thre yeres to the nourses, not that in the
+meane space there shuld be no teachynge of manners,
+and speach, but that the infante shulde be prepared by
+fayr meanes to lern vertue and letters, ether of the
+nurses, or of the parentes, whose maners wythout
+peradu[en]ture do help very much to the good fashionynge
+of chyldren. And because the fyrste teachyng of
+chyldren is, to speake playnly and wythout faute, in
+this afore tyme the nourses and the parentes helpe not
+a lytle. Thys begynnyng, not only very muche profiteth
+to eloqu[en]ce, but also to iudgement, and to the
+knowledge of all disciplines: for the ignoraunce of
+tonges, eyther hath marred all the sciences, or
+greatly hurt th[em], eu[en] diuinitie it selfe also,
+phisicke & law. The eloquence of the Gracchians was
+muche merueyled at in tyme paste, but for the most
+they myghte thanke theyr mother Cornelia for it,
+as Tullie iudgeth. It apeareth sayth he, that the
+chyldren wer not so much brought vp in the mothers
+lappe, as in the mothers c�municacion. So theyr fyrste
+scholyng was to them the mothers lap. Lelia also
+expressed in her goodly talke the eloquence of her
+father Caius. And what marueile. While she was yet
+yonge she was dyed wyth her fathers communicacion,
+euen when she was borne in his armes. The same
+happened to the two sisters, Mucia and Licinia, neeces
+vnto Caius. Specially is praysed the elegaunce of
+Licinia in speakyng, whiche was the daughter of Lucius
+Crassus, one Scipios wyfe as I weene. What nedes many
+words? All the house and all the kynred euen to the
+nepheus, and their cosyns dyd often expresse elegance
+of their fore fathers in artificiall and cunnyng
+speakyng. The daughter of Quintus Hortencius so
+expressed her fathers eloquence, that ther was longe
+ago an oracion of hers to se, that she made before the
+officers called Triumuiri, not only (as Fabius sayth)
+to the prayse of womankynd. To speake without faut no
+litle helpe brynge also the nourses, tutors, and
+playefelowes. For as touching the tonges, so great is
+the readines of that age to learne them, that within a
+few monethes a chylde of Germany maye learne Frenche,
+and that whyle he dothe other thinges also: neyther
+dothe that thynge come euer better to passe then in
+rude and verye yonge yeres. And if this come to passe
+in a barbarous and vnruled tonge, whych wryteth other
+wyse then it speaketh, and the whych hathe hys
+schriches and wordes scarse of a man, howe muche more
+easely wyl it be done in the Greeke or Latine tonge?
+Kyng Mithridates is read to haue perfitly knowen
+.xxii. tonges, so that he could plead the lawe to
+euery nacion in their owne tonges wythoute anye
+interpreter. ��Themistocles within a yeres space lerned
+perfitely the Persians tong because he wolde the
+better c�men wyth the kyng. If s[um]what old age can do
+that, what is to be hoped for of a chylde? And all
+this businesse standeth specially in two thynges,
+memorye and imitacion. We haue shewed before alredy
+that there is a certein naturall greate desyre in
+chyldren to folowe other, and very wyse men wryte that
+memorie in chyldren is verye sure in holdinge faste:
+and if we distrust there authoritie, experience it
+selfe wyll proue it vnto vs. Those thynges that we
+haue seene beying chyldren, they so abide in our
+mindes, as thou we had sene them yesterdaie. Thinges
+that we read today wh[en] we be old, wythin two daies
+after if we read th[em] agayn they seme newe vnto vs.
+Furthermore howe fewe haue we seene whych haue had
+good successe in lernynge the tonges when they were
+olde? And if some haue wel spedde them in knowledge,
+yet the right sound and pronunciacion hath chaunsed
+either to none, or to very few. For rare examples be
+no common rules. Neyther for thys muste we call
+chyldren to lerne the tonges after sixtene yere olde,
+because that the elder Cato lerned latine, and Greeke,
+when he was thre score and ten yeres olde. But Cato of
+Vtica muche better lerned then the other and more
+eloquent, when he was a chylde was continuallye wyth
+hys master Sarpedo. And h[en]ce we ought so much the more
+to take heede, because that yonge age led rather by
+sense then iudgem[en]t, wyll assone or peraduenture soner
+lerne leudnes & things y^t be naught. Yea we forget
+soner good thinges th[en] naught. Gentile philosophers
+espyed that, & merueyled at it, and could not search
+out the cause, whiche christ[en] philosophers haue shewed
+vnto vs: which telleth y^t this redines to mischiefe
+is setteled in vs of Adam the first father of m�kind.
+Thys thynge as it can not be false, so is it very
+true, that the greateste parte of this euyll c�meth of
+leude and naughty bryngyng vp, inespeciallye of tender
+youthe, whyche is plyeable to euerye thynge.
+
+� We fynd in writyng that great Alexander lerned
+certeine fautes of hys master Leonides, whyche he
+could not leaue when he was well grow[en] vp, and a great
+Emperour. Therfore as long as amonge the latines
+floryshed that old vertuousnes of good maners,
+chyldren were not committed to an hyrelynge to be
+taught, but were taughte of the parentes them selues &
+their kinsfolke, as of their vncles both by father and
+mother, of the graundfathers, as Plutarch sayth: For
+they thought it especially perteyned to the honour of
+their kynred, if they had very manye excellentlye well
+seene in liberall knowledge, where as now adayes all
+nobilitie almost st�deth in painted & grauen armes,
+dauncing, huntynge and dicynge. Spurius Carbilius of a
+bond man made free, whose patron Carbilius brought in
+the fyrste example of diuorce, is reported to be the
+fyrste that taught an op[en] gr�mer schole. Before thys
+tyme it was counted a verye vertuous office if euery
+m� taughte hys kynsefolke in vertue and lernyng. Nowe
+is thys theyr onlye care, to seeke for their chyld a
+wyfe wyth a good dowrye. That done, they thynke they
+haue done all that belongeth to a father. But as the
+world is alwayes redy to be worse and worse, dayntines
+hathe perswaded vs to comune this office to a tuter
+that is one of our householde, and a gentleman is put
+to be taught of a seruaunte. In whyche thynge in
+deede, if we wolde take heede whom we chose, the
+ieopardy were so muche the lesse, because the teacher
+liued not only in y^e fathers syght, but also wer
+vnder hys power if he dyd amysse. They that wer very
+wyse, either bought lerned seruauntes, or prouided
+they myghte be lerned, that they myghte be teachers to
+their children. But howe muche wyser were it, if the
+parents wolde get lernyng for thys entent, that they
+them selues myght teach theyr owne chyldren. Verelye
+by thys meanes the profite wolde be double, as the
+c�moditie is double if the Byshoppe shewe hym selfe a
+good man, to the entente he maye encourage very many
+to the loue of vertue. Thou wyle saye; euerye m� hath
+not leasure, and they be lothe to take so greate
+payne. But go to good syr, Lette vs caste wyth oure
+selfe howe muche tyme wee lose at dice, bankettynge,
+and beholdynge gaye syghtes, and playinge wyth fooles,
+and I weene wee shall bee ashamed, to saye wee lacke
+leasure to that thynge whych oughte to be done, all
+other set asyde. We haue tyme sufficiente to do all we
+shoulde do, if we bestowe it so thriftelye as we
+shulde do. But the daye is short to vs, wh[en] we lose
+the greater part thereof. Consider thys also, howe
+greate a porcion of tyme is geuen now and then to the
+foelyshe busines of our friendes. If we can not do as
+they all wolde haue vs, verelye wee oughte chiefely to
+regarde our chyldren. What payne refuse we to leaue
+vnto oure chyldren a ryche patrimonye and well
+stablished: and to get that for them whiche is better
+then all this, shulde it yrke vs to take laboure?
+namelye when naturall loue and the profite of them
+whyche be mooste deareste vnto vs, maketh sweete al
+the grief and payne. If that were not, when wolde the
+mothers beare so longe tediousenes of chyldbyrth and
+nursyng. He loueth his sonne lyghtlye whych is greued
+to teache hym. ��But the manner to enstructe them was
+the more easy to them in olde tyme, because the
+learned and vnlearned people spake all one tong, saue
+that the learned spake more truelye, more elegantly,
+more wiselye, and more copiouselye. I�confesse that,
+and it were a very shorte way to learnynge, if it were
+so nowe a dayes. And there haue bene some that haue
+gone aboute to renewe and brynge again those olde
+examples, and to doo as those olde fathers haue done
+afore tyme, as in Phrisia, Canterians, in Spayne
+Queene Elisabeth the wyfe of Fardinandus, out of whose
+familye there haue come forthe verye manye womenne
+bothe merueylouselye well learned and verteouse. Emong
+the englishe men, it greued not the ryght worshypful
+Thomas More, although beyng much occupyed in the
+kynges matters, to be a teacher to hys wyfe,
+daughters, and sonne, fyrste in vertue, and after to
+knowledge of Greke and Latine. Verely this ought to be
+done in those that we haue apoynted to learnynge.
+Neyther is there anye ieopardie that they shulde be
+ignoraunt in the peoples tonge, for thei shall learne
+that whether they wyl or not by companye of men. And
+if there be none in oure house that is lerned, anon we
+shulde prouide for some cunnyng man, but tryed both in
+maners and lernyng. It is a folyshe thyng to make a
+profe in thy sone, as in a slaue of litle value,
+whether hys teacher be learned or not, and whether he
+bee a good man that thou haste gotten hym or not. In
+other thinges pardon may be geuen to negligence, but
+here thou muste haue as manye eyes as Argus had, and
+muste be as vigilant as is possible. They say: a�man
+maye not twyse do a faute in war: here it is not
+laweful to do once amisse. Moreouer the soner the
+child shall be set to a master, so much shal hys
+brynginge vp come the better to passe. I�knowe some
+men fynde thys excuse, that it is ieopardy lest the
+labour of studies make y^e good health of the tender
+bodye weaker. Here I myght ensure, y^t althoughe the
+strength of the bodye wer sumwhat taken awaye, that
+thys inc�moditie is well recompensed by so goodly
+gyftes of the mynd. For we fashion not a wrestler, but
+a philosopher, a�gouernour of the common wealth, to
+wh� it is sufficient to be healthful, although he haue
+not the strengthe of Milo: yet do I c�fesse that
+somewhat we must tender the age, that it maye waxe the
+more lustye. But there be manye that foolyshely do
+feare leste their chyldren shulde catche harme by
+learnynge, whych yet feare not the much greater peryll
+that cometh of to muche meate, whereby the wyttes of
+the litle ons no lesse be hurted then bee theyr bodyes
+by kyndes of meates and drynkes that be not meete for
+that age. They brynge theyr lytle children to great
+and longe feastes, yea feastyng sometyme vntyl farre
+forth nyghtes, they fyl them wyth salt and hoat
+meates, somtyme eu[en] tyl thei vomite. They bynde in and
+loade the tender bodies wyth vnhandsome garmentes to
+set them out, as some trym apes, in mans apparel, and
+otherwayes they weaken their children, and they neuer
+more tenderlye be afrayed of their health, then when
+c�munication is begon to be had of lernynge, that is
+of that thynge whych of al other is moste wholesom and
+necessarye. That whych we haue spoken touchyng health,
+that same perteineth to the care of hys bewety, whyche
+as I confesse is not to be lyght set bye, so to
+carefully to be regarded, is not very meete for a man.
+[Sidenote: A�wayward feare for hurting childr[en]s
+bewtye.] Neyther do we more weywardlye fear any other
+thyng then the hurt of it to come by studie, where it
+is hurt a greate deale more by surfet, dronkennes,
+vntymelye watchynge, by fyghtyng and woundes, finally
+by vngracious pockes, which scarse anie man escapeth
+that liueth intemperatly. From these thyngs rather let
+th[em] see they keepe their children then fr� lernyng,
+whych so carefully take thought for the health and
+bewtie. [Sidenote: Prouisi� for easinge chyldrens
+labour] Howbeit thys also may be prouided for by our
+care & dilig[en]ce that ther shuld be very litle labour
+and therfore litle losse. This shal be if neyther many
+thyngs, neither euery lyght thynge be taught them when
+they be yong, but the best only & that be mete for
+their age, whiche is delighted rather in pleasa[un]t
+thynges then in subtile. Secondly, a�fayre manoure of
+teachynge shall cause y^t it may seme rather a playe
+then a labour, for here the age must be beguiled with
+sweete flattering wordes, which yet c� not tell what
+fruit, what honour, what pleasure lernyng shall brynge
+vnto them in tyme to come. And this partly shal be
+done by the teachers g[en]tlenes & curteous behaueour, &
+partlye by his wit & subtile practise, wherbi he shal
+deuise diuerse prety meanes to make lerning plesa[un]t to
+y^e chylde, & pul hym away fr� feling of labour. For
+there is nothynge worse then when the waywardnes of
+the master causeth the children to hate lernyng before
+they knowe wherefore it shulde be loued. The fyrst
+degree of lerning, is the loue of the master. In
+processe of tyme it shall come to passe that the chyld
+whych fyrst began to loue lernyng for the masters
+sake, afterwards shall loue the master because of
+lernyng. For as many giftes are very dere vnto vs eu[en]
+for thys cause, that they come from them whome wee
+loue hertelye: so lernyng, to whom it can not yet be
+pleasaunt thorowe discrescion, yet to them it is
+acceptable for the loue they beare to the teacher. It
+was very well spoken of Isocrates that he lerneth very
+much, whych is desirous of lernyng. And we gladlye
+lerne of them whome we loue. But some be of so
+vnpleasaunt maners that they can not bee loued, no not
+of their wyues, theyr countena[un]ce lowryng, their
+companye currishe, they seme angrye euen when they be
+beste pleased, they can not speke fayre, scarse can
+they laughe when men laugh vpon them, a�man wold saye
+they were borne in an angrye hour. These men I iudge
+scant worthye to whome we shulde put oure wylde horses
+to be broken, muche lesse wuld I thynke that thys
+tender and almost suckynge age shuld be committed to
+them. Yet be ther some that thynke that these kynde of
+men, euen inespecyally worthye to be set to teache
+yonge chyldren, whylest they thynke their sturdynes in
+lookynge is holynes. But it is not good trustyng the
+lookes, vnder that frownynge face lurke oft[en] tymes
+most vnchaste and wanton maners, neyther is to be
+spoken amonge honeste men, to what shamefulnes these
+bouchers abuse chyldren by fearyng them. No nor the
+parents th[em] selues can well bring vp theyr chyldr[en],
+if they be no more but feared. The fyrste care is to be
+beloued, by lytle and lytle foloweth after, not feare,
+but a certen liberall and gentle reuerence which is
+more of value then feare. Howe properly then I praye
+you be those chyldren prouided for, which being yet
+scante foure yere olde are sente to schole, where
+sytteth an vnknowen scholemaster, rude of manners, not
+verye sober, and sometyme not well in hys wytte, often
+lunatike, or hauynge the fallyng sycknes, or frenche
+pockes? For there is none so vyle, so naughte, so
+wretched, whome the common people thynketh not
+sufficiente ynoughe to teache a grammer schole. And
+thei thynkyng they haue gotten a kingdome, it is
+marueyle to see howe they set vp the brystels because
+thei haue rule, not vpon beastes, as sayeth Terence,
+but vp� that age whiche ought to be cheryshed wyth all
+gentlenes. You wolde saye it were not a schole, but a
+tormentynge place: nothynge is hearde there beside the
+flappynge vpon the hande, beside yorkynge of roddes,
+besyde howlynge and sobbinge and cruell threatnynges.
+What other thynge maye chyldren learne hereof, then to
+hate learnyng? When this hatered hath once setteled in
+the tender myndes, yea when they be old they abhorre
+studye. It is also muche more foolyshe, that some men
+sende their lytle chyldren to a pyuyshe dronken woman
+to learne to reade and wryte. It is agaynste nature
+that women shulde haue rule vpon menne: besyde that,
+nothynge is more cruell then that kynde, if they bee
+moued with anger, as it wyll soone be, and wyll not
+cease tyll it be full reuenged. Monasteries also, and
+colleges of brethern, for so they cal them selues,
+seeke for their liuynge hereof, and in theyr darke
+corners teache the ignoraunt chyldren commenlye by
+menne that be but a lytle learned, or rather leudlye
+learned, althoughe we graunte they bee bothe wyse and
+honeste. ��Thys kynde of teachynge howe so euer other
+menne alowe it, by my counsell no manne shall vse it,
+who soeuer entendeth to haue hys child well brought
+vp. It behoueth that eyther there were no schole, or
+else to haue it openlye abrode. It is a shorte waye in
+dede that c�monlye is vsed: for manye be compelled of
+one more easelye by feare, that one brought vp of one
+liberallye. ��But it is no great thynge to beare rule
+vpon Asses or Swyne, but to brynge vp chyldren
+liberallye as it is veri hard, so is it a goodly
+thing. It is tiranny to oppresse citizens by feare,
+to keepe them in good order, by loue, moderacion and
+prudence, it is princely. Diogenes beynge taken out of
+the Agenites, and brought oute to be solde, the cryer
+axed hym by what title he wolde be set out to the
+byer. Axe quod he if any wyl bye a man that can rule
+chyldren. At this straunge prayse manye laughed.
+One that hadde chyldren at home communed wyth the
+philosopher, whether he could do in deede that he
+professed. He sayde he coulde. By shorte communicacion
+he perceyued he was not of the c�mon sorte, but vnder
+a pore cloke, ther was hydden great wisedome: he
+bought hym, and brought hym home, & put his chyldr[en] to
+him to be taught. As y^e Scots say, ther be no greater
+beaters then frenche scholemasters. When they be tolde
+thereof, they be wonte to answere, that that naci�
+euen lyke the Phrigians is not am[en]ded but bi stripes.
+Whether this be true let other m[en] iudge. Yet I graunt
+that there is some difference in the nacion, but much
+more in the propertie of euerye seueral wyt. Some you
+shal soner kyl, then amende wyth stripes: but the same
+bi loue and gentle monicions you may leade whither ye
+wyll. Truth it is that of thys disposicion I my selfe
+was when I was a childe, and when my master whych
+loued me aboue all other, because he sayd he conceiued
+a certen great hope of me, toke more heede, watched me
+well, and at laste to proue howe I could abyde the
+rod, and laying a faute vnto my charge which I neuer
+thought of, did beat me, that thinge so put awaye from
+me all the loue of studie, and so discouraged my
+chyldyshe mynd, that for sorowe I hadde almost
+consumed awaye, and in deede folowed therof a
+quartaine ague. When at laste he had perceiued hys
+faute, among his friendes he bewailed it. ��This wyt
+(quod he) I�had almoste destroyed before I knewe it.
+For he was a man both wyttye and well learned, and as
+I thynke, a�good m�. He rep[en]ted him, but to late for
+my parte. Here nowe (good syr) c�iecture me howe many
+frowarde wyttes these vnlerned greate beaters do
+destroye, yet proud in their owne conceite of
+learnyng, wayeward, dronken, cruel, and that wyl beate
+for their pleasure: them selues of suche a cruell
+nature, that they take plesure of other mens
+tormentes. These kynde of men shuld haue ben bouchers
+or hangm[en], not teachers of youth. Neyther do any
+torment chyldren more cruelly, th[en] they that canne not
+teache them. ��What shulde thei do in scholes but passe
+the daye in chydyng and beatynge? I�knewe a diuine and
+that familierly, a�man of greate name, whych was neuer
+satisfied wyth crudelity against his scholers, wh[en] he
+him selfe had masters that were very great beaters. He
+thought y^t dyd much helpe to caste downe the fiersnes
+of their wittes, & tame the w�tonnes of their youth.
+He neuer feasted amonge hys flocke, but as Comedies be
+wont to haue a mery endyng, so contrary when they had
+eaten theyr meat, one or other was haled oute to be
+beaten wyth roddes: and sometime he raged against them
+that had deserued nothynge, euen because they shuld be
+accustumed to stripes. I�my selfe on a time stode
+nerre hym, when after diner he called out a boie as he
+was w�t to do, as I trow ten yere olde. And he was but
+newe come frome hys mother into that compani. He told
+vs before that the chyld had a very good woman to hys
+mother, and was earnestly committed of her vnto hym:
+anon to haue an occacion to beate hym, he beganne to
+laye to hys charge I wotte not what w�tonnesse: When
+the chylde shewed hym selfe to haue nothyng lesse,
+and beckened to hym to whome he committed the chyefe
+rule of hys colledge, surnamed of the thynge,
+a�tormentoure, to beate, hym ne by and by caste doune
+the chylde, and beate hym as thoughe he had done
+sacrilege. The diuine sayde once or twyse, it is
+inoughe, it is inoughe. But that tormentour deaffe
+with feruentnes, made no ende of his bochery, tyl the
+chylde was almost in a sounde: Anon the diuine
+turninge to vs, he hathe deserued nothynge quod he,
+but that he muste be made lowe. Who euer after that
+maner hath taught hys slaue, or hys Asse? A�g[en]tle
+horse is better tamed with puping of the mouth or
+softe handlyng, then wyth whyp or spurres. And if you
+handle hym hard, he wil whynche, he wyll kycke, he
+wyll byte, and go backwardes. An oxe if you pricke hym
+to harde wyth godes, wyl caste of his yocke, and run
+vpon hym that pricked hym. So muste a gentle nature be
+handled as is the whelpe of a Lion. Onlye arte tameth
+Elephantes, not violence, neyther is there any beaste
+so wylde, but that it wyl be tamed by gentlenes,
+neyther any so tame, but immoderate cruelnes wil anger
+it. It is a seruyle thynge to be chastened by feare,
+and common custume calleth chyldren free men, because
+liberall and gentle bringyng vp becommeth them, much
+vnlike to seruile. Yet they that be wyse do thys
+rather, that seruantes by gentelnes and benefites
+leaue of their slauyshe condicions: rem[em]bryng that
+they also be men, and not beastes. There be rehearsed
+meruelous examples of seruauntes toward their masters,
+whome verely they shulde not haue founde such if they
+hadde kept them vnder only by strypes. ��A�seruaunt if
+he be corrigible is better amended by monicions, by
+honestie, & good turnes, then by stripes: if he be
+paste amendmente, he is hardened to extreme mischief
+and eyther wyll runne awaye and rob hys master, or by
+some craft go aboute his masters deathe. Sometime he
+is reuenged on his masters crueltie, thoughe it coste
+hym his lyfe. And there is no creature more fereful
+th[en] man, wh� cruell iniurie hathe taught to dispyse
+his owne lyfe. Therfore the comm� prouerb that sayth a
+man hath as manye enemies as he hath seruauntes, If it
+be true, I�thynke it may be chiefly imputed to the
+vnreasonablenes of the master: for it is a poynte of
+arte, and not of chaunce to rule wel seruauntes. And
+if the wyser masters go aboute thys thynge, so to vse
+their seruauntes, that thei shuld serue them well and
+gently, and in stede of seruantes had rather haue them
+fre men, how shameful is it bi bryngyng vp, to make
+seruantes of those that be gentle and free by nature?
+Nor wythout cause dothe the olde manne in the comedie
+thynke that there is greate difference betwixte a
+master and a father. The master only compelleth,
+the father by honestie and gentelnes accustumeth hys
+sonne, to do well of hys owne mynde, rather then by
+feare of an other: and that he shulde bee all one in
+hys presence and behind hys backe. He that can not do
+this sayth he, lette hym confesse that he can not rule
+chyldren. But there oughte to be a litle more
+difference betwyxte a father and the master, then
+betwixt a kinge and a tirant. Wee putte awaye a
+tiraunte from the common wealthe, and we chose
+tirauntes, yea for oure sonnes, eyther we oure selfes
+exercyse tirannye vpon them. Howebeit thys vyle name
+of seruitude oughte vtterlye to be taken awaye oute of
+the lyfe of chrysten menne. Sainte Paule desyreth
+Philo to bee good to Onesimus, not nowe as a
+seruaunte, but as a deere brother in steede of a
+seruaunte. And wrytyng to the Ephesians, he monysheth
+the masters to remitte theyr bytternesse agaynst theyr
+seruauntes, and their threatnynges, remembrynge that
+they are rather felow seruauntes then masters, because
+they both haue a common master in heauen, whyche as
+well wyll punyshe the masters if they do amysse, as
+the seruauntes. The Apostle wolde not haue the masters
+ful of threatning, muche lesse full of beatynge: for
+he saythe not, pardonynge your strypes, but pardonynge
+your threatenynges, and yet wee woulde haue oure
+chyldren nothynge but beaten, whyche scarse the Galeye
+masters or Sea robbers do agaynste theyr slaues and
+rowers. But of chyldren, what dothe the same Apostle
+commaunde vs?
+
+� In somuch he wyll not haue them beaten slauyshely,
+he c�maundeth all crueltye and bytternes to be awaye
+from our monicions and chydyng. You fathers saythe he,
+prouoke not your chyldren to anger, but bring them vp
+in discipline and chastisyng of the Lorde. And what
+the discipline of the lorde is, he shal soone se that
+wyll consider, wyth what gentlenes, what meekenes,
+what charitie the Lord Iesus hath taught, suffered and
+noryshed and brought vp by litle and lytle his
+disciples. The lawes of man do temper the fathers
+power: the same also permit vnto the seruauntes an
+accion of euyll handlyng, and from whence then commeth
+thys crueltye amonge christen men? In time paste one
+Auxon a knight of Rome, whylest he wente about to
+amende hys sonne by beatynge hyn vnmesurably, he
+kylled him. That crueltye so moued the people, that
+the fathers and chyldren haled hym in to the market
+place, & al to be pricked hym, thrust him in with
+theyr wrytyng pinnes, nothynge regarding the dignitie
+of his knighthod, and Octauus Augustus had much a do
+to saue hym. But now a daies howe many Auxons do we
+see whiche thorowe cruell beatynge, hurte the
+chyldrens healthe, make them one eyed, weaken them,
+and sometyme kyll them. Roddes serue not to some mens
+crueltie, they turne them and beate th[em] wyth the great
+ende, they geue them buffettes, and stryke the yonge
+ons wyth their fistes, or whatsoeuer is next at hand
+they snatche it, and dashe it vpon them. It is told in
+the lawe, that a certen sowter, when he layd one of
+hys sowters vpon the hynder parte of the heade wyth a
+laste, he stroke oute one of hys eyes, and that for
+that deede he was punyshed by the lawe. What shall we
+saye of them whyche beside their beatinges, do th[em]
+shamefull despite also? I�wolde neuer haue beleued it,
+excepte both I had knowen the chylde, and the doer of
+this crueltie perfitelye.
+
+� A�chylde yet scante .vii. yere olde, whose honeste
+parentes had done good to his master, they handled so
+cruellye, that scarse anye suche tiraunt as was
+Mezencius or Phalaris coulde do more cruelly. They
+caste so much mans donge into the childes mouth y^t
+scarsely he coulde spit, but was c�pelled to swallowe
+doune a great parte of it. What tiraunt dyd euer suche
+kynde of despyght? After suche daynties, they
+exercysed suche lozdelynes. The chylde naked was
+hanged vp wyth cordes by y^e armeholes, as though he
+hadde bene a stronge thyefe, and there is amonge to
+Germanes no kynde of punishement more abhorred then
+thys. Anone as he honge, they all to beat hym wyth
+roddes, almoste euen tyll deathe. For the more the
+chylde denyed the thynge that he dyd not, so muche the
+more dyd they beate hym. Put also to thys, the
+tormentour hym selfe almoste more to be feared then
+the verie punyshemente, hys eyes lyke a serpente,
+hys narowe and wrythen mouth, hys sharpe voyce like a
+spirite, hys face wanne and pale, hys head roulyng
+about, threatninges and rebukes suche as they lusted
+in theyr anger: a�manne wolde haue thought it a furie
+out of hel. What folowed? anone after this punishement
+the chyld fel sicke, with great ieopardye both of
+mynde and lyfe. Then this tormentour began fyrst to
+complayne, he wrote to hys father to take awaye hys
+sonne as sone as could be, and that he had bestowed as
+much phisicke vpon him as he coulde, but in vayne vpon
+the chylde that was paste remedye. ��When the sicknes of
+the body was somewhat put away by medicines, yet was
+the minde so astonied, that we feared leste he wold
+neuer come agayne to the olde strength of hys mynd.
+Neither was thys y^e cruelty of one daye, as longe as
+the childe dwelte wyth hym there passed no daye but he
+was cruelly beat[en] once or twise. I�know y^u suspectest
+o reader, that it was an haynouse faute, wherunto so
+cruell remedie was vsed. I�wyl shew you in few words.
+Ther was fo[un]d both of hys y^t was beaten, and of two
+others, theire bookes blotted wyth ynke, their
+garmentes cutte, and their hose arayed wyth mannes
+donge.
+
+� He that played thys playe was a chylde borne to all
+myschiefe, whiche by other vngracious deedes
+afterwardes, made men beleue the other to be true that
+were done before. And he was nephewe by the systers
+syde to this mad docter: eu[en] then playing a part
+before to these thyngs whych souldiers are wont to do
+in bataile or robbynge. At an hostes house of his, he
+pulled oute the faucet, and let the wyne runne vp� the
+ground, and as one to shew a pleasure, he sayde that
+he felt the sauour of the wyne: wyth an other of hys
+felowes he daylye played at the sworde, not in sporte,
+but in earnest, that euen then you myght wel perceyue
+he wolde be a thyefe or a murtherer, or whych is very
+lyke to them, that he wolde be an hyred souldier.
+Although the teacher fauored hym, yet fearynge leste
+they shulde one kyll an other, he sente awaye his
+cosen. For he had for that other a good rewarde: and
+he was of this sorte of gospellers, to whom nothing is
+more swete then monei. His godfather was made surely
+to beleue that the child was w^t a good and diligent
+master, when in deede he dwelte wyth a boucher, & was
+continually in company, and made drudge with a man
+that was halfe mad, and continually sicke. Thus
+fauoringe more his kynseman then hym by whom he had so
+much profite, the suspicion was layde vpon the
+harmeles, to whom they ascribed so muche malice that
+he wolde teare and defile his owne garmentes to auoide
+suspicion if any suche thyng had bene done. But the
+child commyng both of good father and mother, dyd
+neuer shewe any tok[en] of such a naughtie disposicion:
+and at thys daye there is nothing farther from all
+malice then are hys maners, whyche nowe free frome all
+feare telleth all the matter in order as it was donne.
+
+� To suche tutors do honest citizens committe their
+chyldren whome they moste loue, and suche do complayne
+that they be not wel rewarded for their paynes. And
+this tormentour wolde not once knoweledge he had done
+amisse, but had rather playe the starke mad man, then
+confesse his faute: and yet agaynst such is not taken
+an accion of euyll handlyng, neither hath the rigoure
+of the lawe anye power agaynste suche huge crueltie.
+There is no anger worse to be pleased th[en] theirs that
+be lyke to haue the fallynge sycknes. Howe many things
+be crepte in, into the lyfe of christen men, not meete
+neither for the Phrigians nor y^e Scithians, of y^e
+which I wyl shew one much like this matter. The yong
+gentlem� is send in to y^e vniuersitie to lerne the
+liberall sciences. But w^t how vngentle despightes is
+he begun in them? Fyrst they rub his chyn, as though
+they wolde shaue his bearde: hereunto thei vse pisse,
+or if ther be any fouler thyng. This liquour is dashed
+into his mouth, & he may not spit it out. Wyth
+paynfull bobbes they make as though thei drewe hornes
+from him: s�time he is c�pelled to drinke a great
+deale of vinegre or salte, or whatsoeuer it listeth y^e
+wyld c�pany of yong m[en] to geue him: for wh[en] they
+begin the play, thei make him swere y^t he shal obey
+al that they c�maund him. At last they hoyse him vp,
+& dashe his backe against a post as oft[en] as they list.
+After these so rustical despightes s[um]time foloweth an
+ague or a paine of y^e backe y^t neuer c� be remedied.
+Certes this foolishe play endeth in a dr�ken b�ket:
+w^t such beginninges enter they into y^e studies of
+liberal sciences. But it were mete that after this
+sorte ther shuld begin a boucher, a�torm[en]tour a baud
+or a b�de slaue or a botem�, not a child appointed to
+y^e holy studies of lerning. It is a meruel that yong
+m[en] geuen to liberal studies be mad after this fashi�,
+but it is more meruel y^t these things be alowed of
+suche as haue the rule of youth. To so foule & cruel
+folyshenes is pret[en]sed the name of custume, as though
+the custume of an euil thing wer any thing else th[en] an
+old errour, whiche ought so much the more dilig[en]tly to
+be pulled vp bicause it is crept among many. So
+c�tinueth am�g the diuines y^e maner of a vesper, for
+they note an euyl thynge w^t a like name, more mete
+for scoffers th[en] diuines. But thei y^t professe
+liberal sci[en]ces, shuld haue also liberal sports. But I
+come againe to chyldren, to whome nothyng is more
+vnprofitable, then to be vsed to stripes, whiche
+enormittie causeth that the g[en]tle nature is
+intractable, and the viler driuen to desperacion:
+and c�tinuaunce of th[em] maketh that both the bodye is
+hardened to stripes, & the mynd to wordes. Nay we may
+not oftentymes chyde th[em] to sharplye. A�medicine
+naughtelye vsed, maketh the sickenes worse, helpeth it
+not, and if it be layde to continuallye, by litle and
+litle, it ceaseth to be a medicine, and dothe nothinge
+else then dothe stinkynge and vnwholesome meate. But
+here some man wyl laye vnto vs the godlye sayings of
+the Hebrues. He that spareth the rod hateth hys chylde
+and he that loueth hys sonne, beateth hym muche.
+Agayne: Bowe downe the necke of thy chylde in youth,
+and beate hys sydes whyle he is an infante very yonge.
+Suche chastisemente peraduenture was meete in tyme
+paste for the Iewes. Nowe must the sayinge be
+expounded more ciuilely. And if a man wil be hard to
+vs wyth letters and sillables, what is more cruell
+then to bend the necke of a chyld, & to beat the sides
+of an infant? woldest thou not beleue that a bull were
+taught to y^e plowgh, or an asse to bear paniars, and
+not a m� to vertue? And what rewarde doth he promise
+vs? That he grope not after other m[en]nes dores. He is
+afeard lest his son shulde be poore, as the greateste
+of all mischiefe. What is more coldly spoken then thys
+sentence? Let gentle admonicion be oure rodde, and
+sometyme chydyng also, but sauced wyth mekenes, not
+bitternes. Let vs vse thys whyp continuallye in our
+chyldren, y^t beyng wel brought vp, they maye haue at
+home a meanes to lyue well, and not be c�pelled to beg
+counsell at their neighbours how to do their busines.
+Licon the philosopher hath shewed .ii. sharpe spurres
+to quicken vp chyldrens wyttes, shame, and prayse:
+shame is the feare of a iust reproch, prayse is the
+norysher of all verteous actes: wyth these prickes
+lette vs quicken our chyldrens wyttes. Also if you
+wyl, I�wyl shewe you a club to beate their sides
+wythall. Continuall labour vanquysheth all thynges
+sayth the best of al poetes. Let vs wake, let vs
+prycke th[em] forwardes, & styl call vpon them, by
+requiringe, repetynge, and often teachyng: Wyth this
+club let vs beate the sydes of our infantes. Fyrst let
+them lerne to loue, and maruell at vertue and lernyng,
+to abhor sinne and ignorance. Let them hear some
+praysed for theyr well doinges, and some rebuked for
+their euyl. Let examples be brought in of those men to
+whom lernyng hath gott[en] hygh glorye, ryches, dignitie,
+and authoritie. And againe of them to whom their euyll
+condicions & wyt wythout all lernyng hath brought
+infamie, contempt, pouertye and myschiefe. These
+verely be the clubbes meete for christians, that make
+disciples of Iesu. [Sidenote: Emulacion is an enuye
+wythout malice, for desire to be as good as an other,
+& to be as much praysed.] And if we c� not profite by
+monicions, nor prayers, neyther by emulacion, nor
+shame, nor prayse, nor by other meanes, euen the
+chastenyng w^t the rod, if it so require, ought to be
+gentle & honeste. For euen thys that the bodies of
+g[en]tle children shulde be made bare, is a kind of
+despice. Howbeit Fabius vtterly c�demneth al y^e
+custume to beate gentle chyldr[en]. Some m� wil saye,
+what shall be done to them if they can not be driuen
+to study but by stripes? I�answer ro[un]dly, what wold ye
+do to asses or to oxen if thei went to schole? Woldest
+thou not driue them in to the contrey, & put the one
+to the backhouse, the other to the plowe. For there be
+men as well borne to the plowe and to the backehouse,
+as oxen and asses be. But they wyll saye: then
+decreseth my flocke. What then? Yea and myne
+aduauntage to. Thys is an harde matter: thys maketh
+them to weepe. They set more money then by the profite
+of the chyldren. But suche are all the c�mon sorte of
+folyshe teachers. I�graunte. As the philosophers
+describe a wyse m�, y^e rethoricians an oratour, such
+one as scarse maye be fo[un]d in anye place: So muche
+more easye it is to prescribe what manner of man a
+scholmaster shuld be, th[en] to find many y^t wil be as
+you wold haue th[em]. [Sidenote: Ciuile officers and
+prelates shuld se that ther wer good schole masters.]
+��But this oughte to be a publyque care and charge, and
+belongeth to the ciuyle officer, and chyef prelats of
+the churches that as ther be men appointed to serue in
+war, to singe in churches, so muche more there shulde
+be ordeined that shuld teach citizens chyldren well
+and gently. [Sidenote: Vespasian.] Vespasianus oute of
+hys owne cofers gaue yerely sixe h[un]dred po[un]de to
+Latine and Greke rethoricians. [Sidenote: Plinie.]
+Plinie the nephew of his owne liberalitie bestowed a
+great s[um]me of money to the same purpose. And if the
+com[en]ty in thys poynt be slacke, certenly euerye man
+ought to take hede at home for his owne house. ��Thou
+wylt saye: what shall poore men do which can scarse
+fynd their chyldren, muche lesse hyre a master to
+teache them? Here I haue nothynge to saye, but thys
+out of the comedie: We muste do as we maye do, when we
+can not as we wolde. We do shewe the beste waye of
+teachynge, we be not able to geue fortune: Saue that
+here also the liberalitie of ryche men ought to helpe
+good wyttes, whych can not shewe forthe the strength
+of naturall inclinacion because of pouertye.
+[Sidenote: Pouertie hurteth good wittes.] I�wyll that
+the gentlenes of the master shulde be so tempered,
+that familiaritie, the companion of contempte, put not
+away honeste reuerence, suche one as men say Sarpedo
+was, tutour to Cato of Vtica, which thorowe hys gentle
+maners gat greate loue, and by hys vertue as lyke
+authoritie, causynge the chylde to haue a greate
+reuerence, and to set much by him wythout anye feare
+of roddes. But these y^t can do nothynge elles but
+beate, what wolde they do if they had taken vpon them
+to teache Emperoures or kynges chyldren, whome it were
+not lefull to beate? They wyll saye that greate mens
+sonnes muste be excepted from thys fashion. What is
+that? Be not the chyldren of citizens, men as well as
+kynges chyldren be? Shulde not euerye manne as wel
+loue hys chylde as if he wer a kynges sonne? If his
+estate be s[um]what base, so much the more neede hath he
+to be taught, and holpen by lernynge, that he maye
+come vp, from his pore case. But if he be of hye
+degre, philosophy & lernyng is necessary to gouerne
+hys matters well. Further not a fewe be called frome
+lowe degre to hye estate, yea sometyme to be great
+byshops. All men come not to thys, yet oughte al men
+to be brought vp to come to it. I�wil braule no more
+with these greate beaters, after I haue tolde you this
+one thing: How that those lawes & officers be
+condemned of wyse men, whych can no more but feare men
+wyth punyshement, & do not also entyse men by
+rewardes: and the whych punyshe fautes, and prouide
+not also y^t nothyng be done worthy punishm[en]t. The
+same must be thought of the c�mon sort of teachers,
+whych only beate for fautes, and do not also teache
+y^e mynd that it do not amysse. They straitlie require
+their lesson of them: if the chylde fayle, he is
+beaten: and wh[en] this is done daily because the child
+shuld be more accustumed to it, thei thinke they haue
+plaied the part of a gaye scholemaster. But the chyld
+shulde fyrste haue ben encoraged to loue lernyng, and
+to be afeared to displease hys teacher. But of these
+thynges peraduenture some man wyl thynke I haue spoke
+to much & so myght I worthely be thought, except that
+almoste all men dyd in this poynte so greatly offende,
+that hereof a m� c� neuer speke inough. Furthermore it
+wyll helpe verye muche, if he that hathe taken vpon
+hym to teache a chylde, so sette hys mynd vpon hym,
+that he bear a fatherly loue vnto hym. By thys it
+shall come to passe, y^t both the child wil lerne more
+gladly, & he shal fele lesse tediousnes of his
+laboure. [Sidenote: A�sentence to be marked.] For in
+euery busines loue taketh away y^e greatest part of
+hardnes. And because after the olde prouerbe: Lyke
+reioyseth in lyke, y^e master muste in maner play the
+childe againe, that he may be loued of the chylde. Yet
+this lyketh me not, y^t men set theyr children to be
+taught their fyrst beginnings of letters vnto those
+that be of extreme and dotyng olde age, for they be
+chyldren in verye deede, they fayne not, they
+co[un]terfait not, stuttinge, but stutte in deede.
+
+� I�wolde wyshe to haue one of a lustye yonge age,
+whome the chylde myght delyght in, and which wold not
+be lothe to playe euerye parte. [Sidenote: A�lykenynge
+of scholemasters and nurses together.] Thys man shulde
+do in fashionyng hys wytte, that parentes and nurses
+be wont to do in formynge the bodye. Howe do they
+fyrst teache the infante to speake lyke a man? They
+applye their wordes by lyspyng accordyng to the
+chyldes tatlynge. How do they teach them to eat? They
+chaw fyrst their milke soppes, and when they haue
+done, by lytle & litle put it in to the chyldes
+mouthe. Howe do they teache th[em] to go? They bowe downe
+their owne bodies, and drawe in theyre owne strides
+after the measure of the infantes. Neyther do they
+fede them wyth euerye meate, nor putte more in then
+they bee able to take: and as they increase in age,
+they leade them to bigger thinges. First they seeke
+for noryshemente that is meete for them, not differyng
+much fr� mylke, whych yet if it be thrust into the
+mouthe to muche, either it choketh the chylde, or
+beynge caste oute defileth hys garmente. When it is
+softelye and pretelye put in, it doth good. Whych
+selfe thynge we se c�meth to passe in vesselles that
+haue narowe mouthes: if you pour in muche, it bubbleth
+out agayne, but if you powre in a litle, and as it
+were by droppes, in deede it is a whyle, and fayre and
+softely erste, but yet then fylled. [Sidenote: The
+fedyng of the bodye and mynd c�pared together.] So
+then as by small morsels, and geuen now and then,
+the lytle tender bodies are noryshed: in lyke manner
+chyldrens wyttes by instruccions meete for them taught
+easely, and as it were by playe by lytle & litle
+accustume th[em] selues to greater thyngs: & the
+wearynesse in the meane season, is not felte, because
+that small encreasynges so deceyue the felynge of
+labour, that neuerthelesse they helpe much to great
+profite. As it is told of a certen wrestler, whych,
+accustumed to beare a calfe by certein furlonges, bare
+hym wh[en] he was waxen a bull, wythoute anye payne: for
+the encrease was not felt, whych euerye daye was put
+to the burden. But there be some that looke that
+chyldren shulde strayghtwaye become olde men, hauyng
+no regarde of their age, but measure the tender
+wittes, by theyr owne strengthe. ��Straightway they call
+vpon them bytterly, straightway they straitly require
+perfect diligence, by and by they frowne wyth the
+forhead if the childe do not as wel as he wold haue
+hym, and they bee so moued as thoughe they had to do
+wyth an elder body, forgettyng you maye be sure y^t
+they th[em] selues wer once children. How much more
+curteouse is it that Pliny warneth a certen master
+that was to sore. Remember saythe he, that bothe he is
+a yonge man, and that thou hast ben one thi selfe.
+But many be so cruel against the tender chyldren, as
+though thei rem[em]bred not neyther them selues, neyther
+their scolers to be menne. [Sidenote: What things
+lytle yonge chyldr[en] shold be fyrste taughte.] Thou
+woldest that I shulde shewe the those thynges that be
+meete for the inclinaci� of that age, and whiche shuld
+by and by be taughte the lytle yongons. Fyrst the vse
+of tonges whych commeth to them without any greate
+studye, ther as olde folkes can scarse be hable to
+learne them wyth great labour. [Sidenote: Chyldren
+desyre naturally to folow & do as other do.] And here
+to as we sayde, moueth the chyldr[en] a certen desyre to
+folowe and do as they se other do: of the which thing
+we see a certen lyke fashion in pies and popiniayes.
+What is more delectable then the fabels of poetes,
+which wyth their swete entisynge plesures to delight
+childrens eares that thei profite vs very much wh[en] we
+be olde also, not only to y^e knowledge of the tong,
+but also to iudgement and copye of elegant speche?
+What wyll a chyld hear more gladlye then Esops fabels,
+whyche in sporte and playe teache earnest preceptes of
+philosophy? and the same fruite is also in the fabels
+of other poetes. The chylde heareth that Vlisses
+felowes were turned into swyne, and other fashions of
+beastes. The tale is laughed at, and yet for al that
+he lerneth that thing that is the chiefest poynte in
+al morall philosophye: Those whyche be not gouerned by
+ryght reason, but are caried after the wyll of
+affeccions, not to be men, but beastes. ��What coulde
+a stoycke saye more sagely? and yet dothe a merye tale
+teache the same. In a thynge that is manifest I wyll
+not make the tarye with many ex�ples. [Sidenote:
+Bucolicall, where y^e herdmen do speke of nete and
+shepe.] Also what is more mery conceited th[en] the
+verses called Bucolicall? what is sweter then a
+comedie, whych standing by morall maners, deliteth
+bothe the vnlearned and chyldren? And heare how great
+a parte of philosophye is lerned by playe? Adde vnto
+thys the names of all thynges, in the whych it is
+meruell to see howe now a dayes, yea eu[en] they be blind
+which are taken for wel lerned m[en]. Finally, shorte and
+mery conceited sentences, as commonly be prouerbes,
+and quicke shorte sayinges of noble men, in the whiche
+onlye in tyme paste philosophie was wonte to be taught
+to the people. Ther appeareth also in the very
+chyldren a certen peculier redines to some sciences,
+as vnto musicke, arithmetique, or cosmographie. For I
+haue proued that they whych were very dull to lerne
+the preceptes of grammer and rethorique, were found
+verye apte to lerne the subtile artes. Nature therfore
+must be holpen to that parte wherunto of it selfe it
+is inclined. And down the hyll is very litle labour,
+as contrary is great. Thou shalt nether do nor saye
+anye thynge agaynst thy naturall inclinacion. I�knewe
+a child that could not yet speake whych had no greater
+pleasure, than to open a booke, and make as thoughe he
+read. And when he dyd that sometyme many houres, yet
+was he not weery. And he neuer wept so bitterli, but
+if you had offered hym a booke, he wolde be pleased.
+That thynge made hys friendes hope that in time to
+come he wolde be a well lerned manne. His name also
+brought some good lucke: for he was called Hierome.
+[Sidenote: That is a teacher of holye lernynge.] And
+what he is now I can not tel, for I sawe hym not
+beynge grow[en] vp. To the knowledge of the tonge it wyll
+helpe verye muche if he be broughte vp amonge them
+that be talkatiue. Fabels and tales wyll the chylde
+lerne so muche the more gladly, and remember the
+better, if he maye see before his eyes the argumentes
+properly paynted, and what soeuer is tolde in the
+oracion be shewed him in a table. The same shall helpe
+as much to lerne without boke the names of trees,
+herbs, and beastes, and also their properties,
+inespecially of these whych be not common to be seene
+in euerye place, as is Rhinoceros, whyche is a beaste
+that hathe a horne in hys nose, naturall enemye to the
+Elephant: Tragelaphus, a�goate hart, Duocrotalus,
+a�byrd lyke to a sw�, whyche puttyng hys head into the
+water brayeth lyke an asse, an asse of Inde and an
+Elephant. The table maye haue an Elephant whom a
+Dragon claspeth harde aboute, wrapping in his former
+feete with his tayle. The litle chyld laugheth at the
+syght of thys straunge paintynge, what shall the
+master do then? He shall shewe him that ther is a
+greate beaste called in Greeke an Elephante, and in
+Latine lykewyse, saue that sometyme it is declined
+after the latine fashion. He shall shewe, that that
+whyche the grekes cal proboscida, or his snout, the
+latines call his hande, because wyth that he reacheth
+hys meate. He shall tell hym that that beaste doth not
+take breath at the mouthe as we do, but at the snoute:
+& that he hath teth standyng out on bothe sides, and
+they be iuory, which rich m[en] set much price by, and
+therwith shal shew hym an iuory combe. Afterwardes he
+shall declare that in Inde ther be dragons as greate
+as they. And that dragon is bothe a greke worde and a
+latine also, saue that the grekes says dracontes in
+the genitiue case. He shall shewe that naturallie
+betwyxte the dragons and the Elephantes is great
+fyghte. And if the chylde be somewhat gredy of
+learnynge, he maye rehearse manye other thynges of the
+nature of Elephantes and dragons. Manye reioyse to see
+huntinges paynted. Here howe manye kyndes of trees,
+hearbes, byrdes, foure footed beastes maye he lerne
+and playe? I�wyll not holde you longe wyth examples,
+seynge it is easye by one to coniecture all. ��The
+master shall be diligent in chosynge them oute, and
+what he shall iudge moste pleasaunt to chyldren, most
+mete for them, what they loue best, and is most
+floryshyng, that inespecially let hym set before them.
+The fyrste age lyke vnto the spring tyme, standeth in
+pleasaunt sweete flowres, and goodly grene herbes,
+vntyl the heruest time of ripe mans age fyll the barne
+full of corne. ��Then as it were agaynst reason in ver
+or springe tyme to seeke for a rype grape, and a rose
+in autumne, [Sidenote: Autumne is the tyme betwyxt
+somer and wynter.] so muste the master marke what is
+mete for euerye age. Mery and plesaunte thynges be
+conueniente for chyldehod, howbeit all sourenesse and
+sadnes muste be cleane awaye from all studies.
+[Sidenote: The meaning of y^e poetes deuise touching
+the muses & Charites.] And I am deceyued except the
+olde men ment that also, whyche ascribed to the muses
+beynge virgins, excellent bewtye, harpe, songes,
+daunses, and playes in the pleasaunt fieldes, and
+ioyned to them as felowes the Ladies of loue: and that
+increase of studies dyd stande specially in mutual
+loue of myndes, and therefore the olde men called it
+the lernyng that perteined to man. And ther is no
+cause why profite maye not folowe pleasure, and
+honestie ioyned to delectacion. [Sidenote: Wherfore
+lernyng is called humanitie] For what letteth that
+they shulde not lerne eyther a proper fable, arte of
+poets, or a sentence, or a notable prety hystorie, or
+a learned tale, as well as they lerne and can wythout
+boke a piuyshe songe, and oft[en]times a baudy one to,
+& folishe old wiues tatlynges, & very trifles of triflyng
+wom[en]? What a s[um]me of dreames, vaine ryddels,
+and vnprofitable trifles of spirites, hobgoblines,
+fayries, witches, nightmares wood men and gyauntes,
+how manye naughty lies, how many euyll sayings
+remember wee, yea euen when we be men, whych beyng lytle
+chyldr[en] we lerned of our dadies, gra[un]dmothers,
+nurses, & maydens whyle they were spynnynge, and heard
+th[em] when they kissed & plaied wyth vs? And what a
+profite shuld it haue bene to lernynge, if in stede of
+these moste vaine garringes, not only folyshe, but
+also hurtfull, wee had lerned those thynges that we
+rehearsed a litle before. Thou wylt saye, what lerned
+man wyll lowly hys wyt to these so small thynges? Yet
+Aristotle hym selfe beynge so greate a philosopher was
+not greued to take vpon hym the office of a teacher,
+to instruct Alexander. ��Chiron fashioned the infancy of
+Achilles, and Phenix succeded hym. Hely the priest
+brought vp y^e childe Samuell. And ther be now a daies
+whych eyther for a lytle money, or for theyr plesure
+take almost more payne in teachyng a pye or a
+popiniay. There be some that for deuocions sake take
+vpon them iourneys that both be farre of and
+ieoperdeous, and other laboures besyde almost
+intollerable. Why dothe not holynes cause vs to do
+thys office seynge nothyng can please god better?
+Howbeit in teachinge those thynges that we haue
+rehearsed, the master must neyther be to much callyng
+vpon, neither to sharpe: but vse a continuaunce rather
+then be wythout measure. Continuaunce hurteth not so
+it be mesurable, & spiced also wyth varietie and
+plesa[un]tnes. Finally if these thynges be so taught,
+that imaginaci� of labour be awaye, and that the
+chylde do thynk al thinges be done in playe. Here the
+course of our talkyng putteth vs in rem[em]braunce
+briefely to shewe by what meanes it maye be brought to
+passe that lernyng shuld waxe swete vnto the chylde,
+[Sidenote: How learnyng may be made swete vnto y^e
+chyld.] which before we somwhat touched. To be able to
+speake redely, as I told you is easely gotten by vse.
+After thys c�meth the care to reade and write whych
+of it selfe is somwhat tedious, but the griefe is
+taken awaye a great parte by the c[un]nyng handling of
+the master, if it be sauced w^t some pleasaunt
+allurementes. For you shall fynde some whych tarye
+long and take great paine in knowyng & ioynynge their
+letters & in those fyrst rudim[en]tes of grammer, wh[en]
+they wyl quyckely lerne greater thyngs. The yrks�nes
+of these thinges must be holp[en] by some pretie craft,
+of the which y^e old fathers haue shewed cert[en]
+fashions. Some haue made the letters in sweete crustes
+and cakes that chyldren loue well, that so in manner
+they myghte eate vp their letters. ��When they tell
+the letters name, they geue the letter it selfe for a
+rewarde. Other haue made the fashion of iuorie, that
+the chylde shulde playe wyth them, or if there were
+any other thyng wherin that age is specially delited.
+[Sidenote: The practise of a certen englishe man to
+teache hys chyld hys letters by shootyng.] The
+englyshe m[en] delyte principally in shotynge, and teache
+it their chyldren fyrst of all: wherefore a certen
+father that had a good quicke wyt perceiuinge his
+sonne to haue a greate pleasure in shotyng, bought hym
+a prety bowe & very fayr arrowes, & in al partes both
+of hys bowe & arrowes were letters painted. Afterwards
+insted of markes, he set vp the fashi� of leters,
+fyrste of Greke, and after of lat[en]: when he hyt,
+& tolde the name of the letter, besyde a greate
+reioysinge, he had for a reward a cherye, or some
+other thynge that chyldr[en] delyte in. Of that playe
+commeth more fruite, if two or thre matches playe
+together. For then the hope of victorie and feare of
+rebuke maketh them to take more heede, and to be more
+chereful. By thys deuise it was broughte aboute that
+the chylde wythin a fewe days playing, had perfitely
+lerned to know & sound all hys letters whych ye c�m�
+sort of teachers be scarse able to brynge to passe in
+thre whole yeres whyth their beatynges threatyngs, and
+brawlynges. Yet do not I alowe the diligence of some
+to painful, whych drawe out these thyngs by playinge
+at chesses or dyce. For when the playes them selues
+passe the capacitie of chyldren, how shal they lerne
+the letters by them? ��This is not to helpe the
+chyldrens wyttes, but to put one labour to an other.
+As there be certen engins so full of worke and so
+curious, that they hynder the doynge of the busines.
+Of thys sorte commonly be all those thynges whych some
+haue deuised of the arte of memorye for to gette
+money, or for a vayne boastynge, rather then for
+profite: for they do rather hurte the memorye.
+[Sidenote: The beste craft for memmorie.] The best
+crafte for memorie, is thorowlye to vnderstande,
+and then to brynge into an order, last of al oft[en] to
+repete that thou woldest remember. And in litleons
+there is a natural great desyre to haue the mastry
+inespecially of suche as be of lustye courage, and
+lyuely towardnes. ��The teacher shall abuse these
+inclinacions to the profite of hys study. If he shall
+profite nothing by prayers, and fayre meanes, neyther
+by gyftes mete for chyldren, nor prayses, he shal make
+a contencion with hys equales. Hys felowe shall be
+praysed in the pres[en]ce of the duller. Desyre to be as
+good shall quicken forwardes, whom only adhortacion
+coulde not do. Yet it is not meete so to geue the
+mastrie to the victor, as thoughe he shulde haue it
+for euer: but somtime he shall shewe hope to hym that
+is ouercome, that by takyng hede he may recouer y^e
+shame: whych thynge capteyns be wonte to dooe in
+batayle. And sometyme we shall suffer that the chyld
+shuld thynke he hadde gotten the better, when he is
+worse in deede. Finally by enterchaungyng, prayse and
+disprayse, he shall noryshe in them, as Hesiodus
+sayth, a�stryfe who shall do best. Perchaunce one of a
+sadde wyt wyl be loth so to play the child among
+chyldren. And yet the same is not greued, neyther yet
+ashamed to spende a greate parte of the day in playing
+wyth little puppies and marmesettes, or to babble wyth
+a pie or popiniay, or to play the foole wyth a foole.
+By these tryfles, a�verye sadde matter is broughte to
+passe, and it is meruell that good men haue litle
+pleasure herein, seeing y^t natural loue of our
+children, and hope of great profit is wunt to make
+those thynges also pleasa[un]te, whyche of them selues be
+sharpe, sowre and bytter. I�confesse that the
+preceptes of grammer be at the beginnynge somewhat
+sowre, and more necessary then pleasant. But the
+handsomnes of the teacher shal take from them also a
+greate parte of the payne. The beste thynge and
+playnest muste be taughte fyrste. ��But nowe wyth what
+compasses, and hardenesse be chyldren troubeled whyle
+they learne wythout the booke the names of the letters
+before they knowe what manner letters they bee?
+
+� Whyle they be compelled in the declinynge of nownes
+and verbes to can by roote in howe manye cases, moodes
+and tenses one worde is put: as muse in the genetiue
+and datiue singuler, the nominatiue and vocatiue
+plurel? Legeris of legor, and of legerim, and legero?
+What a beatyng is th[en] in the schole, wh[en] chyldren be
+axed these thynges? ��Some light teachers to boast their
+lerynge are wonte of purpose to make these thynges
+somewhat harder. Whyche faute maketh the beginnynges
+almost of all sciences in doute, and paynfull,
+specially in logicke. And if you shewe them a better
+waye, they answere they were brought vp after thys
+fashion, and wyll not suffer that anye chyldren shulde
+be in better case, then they them selues were when
+they were chyldren. All difficultye eyther therefore
+muste be auoided, whyche is not necessarye, or that is
+vsed oute of tyme. It is made softe and easy, that is
+done wh[en] it shuld be. But when tyme is, that of
+necessitie an harde doute muste be learned, than a
+cunnynge teacher of a childe shall studye as muche as
+he may to folowe the good and frendlye Phisicians,
+[Sidenote: A�good schol master in teachyng, muste
+folow a phisicion in medicines.] whych whan they shalt
+gyue a bytter medicyne do anoyut, as Lucrecius faith,
+the brimmes of their cuppes with honye, that the
+chylde entised by pleasure of the swetenes shuld not
+feare the wholesome bytternes, or else put suger into
+y^e medicine it selfe, or some other swete sauoryng
+thynge. Yea they wyl not be knowen that it is a
+medicine, for the only imaginacion sometyme maketh vs
+quake for feare. Finally thys tediousenes is sone
+ouercome, if things be taught them not to much at
+once, but by lytle and litle, and at sundrie times.
+Howebeit we ought not to distrust to much chyldrens
+strength, if perhaps they muste take some paines.
+A�chyld is not myghty in strength of bodye, but he is
+stronge to continue, and in abilitie strong inough. He
+is not myghty as a bull, but he is strong as an emet.
+[Sidenote: Note the sentence.] In some thinges a flye
+passeth an elephant. Euerye thyng is mighty in that,
+to the whyche nature hathe made hym. Do we not se
+tender chyldren r[un]ne merueylouse swyftlye all the daye
+long, and feele no werinesse. What is the cause?
+Because playe is fitte for that age, and they imagine
+it a playe and no labour. And in euerye thynge the
+gretest part of payne is imaginacion, whych somtyme
+maketh vs feele harme, when there is no harme at all.
+Therefore seynge that the prouidence of nature hath
+taken awaye imaginacion of laboure from chyldren, And
+howe muche they lacke in strengthe, so muche they be
+holpen in thys part, that is, that they feele not
+labour, It shal be the masters parte, as we sayde
+before, to put away the same by as many wayes as he
+can, and of purpose to make a playe of it. ��There be
+also certen kindes of sportes meete for chyldren,
+wherwyth theyr earnest studye must somwhat be eased
+after they be come to that, they muste lerne those
+higher thynges whyche can not be perceiued wythoute
+diligence and laboure: as are the handling of Themes,
+to turne latine into Greeke, or greeke into latine, or
+to learne cosmographie wythout booke. But moste of all
+shall profite, if the chylde accustume to loue and
+reuerence hys master, to loue and make muche of
+learnyng, to feare rebuke, and delyght in prayse.
+[Sidenote: The last obieccion touching the profit of
+y^e chyld in his young yeres.] There remayneth one
+doute, wonte to be obiected by those whych saye: The
+profite that the chylde getteth in those thre or foure
+yeres to be so lytle, that it is not worthe the
+laboure, eyther to take so muche payne in teachynge,
+or bestowe so much coste. And these in dede seme vnto
+me, not so muche to care for to profite the chyldren,
+as for the sparyng of theyr money, or the teachers
+labour. But I wyl saye he is no father, whyche when
+the matter is of teaching his child, taketh so greate
+care for expenses. Also it is a folyshe pitie, to
+thintent the master shuld saue his labour, to make his
+sonne lose certen yeres. I�graunt it to be true indede
+y^t Fabius sayth, y^t more good is done in .i. yere
+after, then in these .iii. or .iiii. why shuld we set
+light by this litle y^t is won in a thyng far more
+precious. Let vs graunt that it is but a very lytle,
+yet were it better the chylde to do it, then eyther
+nothyng at al, or lerne somewhat that after muste be
+vnlerned. Wyth what businesse shall that age be better
+occupied as sone as he beginneth to speake, whiche in
+no wyse can be vnoccupied? Also how lytle soeuer it be
+that the former age doth bringe, yet shal the chylde
+lerne greater thynges, euen in the same yeres, when
+smaller shuld haue ben lerned, if he had not lerned
+them before. Thys sayth Fabius, euery yere furthered
+and increased profiteth to a great summe and as much
+tyme as is taken before in the infancie, is gotten to
+the elder age. It nedeth not to rehearse that in those
+first yeres certen thinges be easely lerned, which be
+more hard to be lerned wh[en] we be elder. For it is very
+easely lerned, that is lerned in time conueniente. Let
+vs graunt that they be small and litle thynges, so we
+confesse them to be necessarye. Yet to me in deede it
+semeth not so litle a furtheraunce to lerning to haue
+gotten though not a perfit knowledge, yet at the least
+waye a taste of bothe the tongues, besydes so many
+vocables and names of thinges, and finally to haue
+begun to be able to reade and write pr�ptly. It
+greueth vs not in thinges much more vile, to gette all
+the vauntage we can, be it neuer so lytle. A�diligente
+marchaunt setteth not light bi winning of a farthing,
+thinkyng thus in hys mynde: it is in dede of it selfe
+but a litle, but it groweth to a summe, and a litle
+often put to a lytle, wyll quyckelye make a great
+heape. The Smithes ryse before daye, to wyn as it were
+parte of the day. Husband men vpon the holy daye do
+some thynges at home, to make an ende of more worke
+the other dayes. And do we regarde as nothyng the
+losse of .iiii. yeres in oure chyldren, when there is
+nothyng more costly then tyme, nor no possession
+better th[en] lerning? It is neuer lerned tymely inoughe
+that neuer is ended. For we muste euer learne as longe
+as we lyue. ��And in other thyngs the lucre that is
+loste by slackenes, maye be recouered by diligence.
+Time wh[en] it is once flowen awaye (and it flyeth
+awaye very quickely) may be called againe by no
+inchauntmentes. For the poets do trifle whyche tell of
+a fountayne, wherby olde men do as it were waxe yong
+agayne: and the phisicions deceiue you, whych promise
+a gay floryshyng youth to old men thorowe a certeyn
+folishe fyft essence I wote not what. Here therfore we
+ought to be verye sparyng, because the losse of tyme
+may by no meanes be recouered. Beside this the fyrst
+part of our lyfe is co[un]ted to be best, and therfore
+shuld be bestowed more warelye. Hesiodus aloweth not
+sparynge, neyther at the hyest, nor at the lowest,
+because when the tunne is full it semeth to hasty, and
+to late when it is spente: and therefore byddeth vs
+spare in the myddes. But of tyme we muste nowher cast
+away the sparing, and if we shuld spare when the tunne
+is ful for thys cause that wyne is best in the
+myddest, then shulde we most of all saue our yonge
+yeres, because it is the best parte of the life, if
+you exercise it, but yet y^t goeth swyftest awaye. The
+husbande manne if he be anye thynge diligente, wyll
+not suffer anye parte of hys lande to lye vacante,
+and that that is not meete to brynge forthe corne, he
+setteth it eyther wyth yonge graffes, or leaueth it to
+pasture, or storeth it wyth potte hearbes. And shall
+we suffer the beste parte of our lyfe to passe awaye
+wyth oute all fruite of lerning? Newe falowed ground
+must be preuented wyth some fruitfull thynge, leste
+beynge vntylled, it brynge forthe of it selfe naughty
+cockle. For needes muste it brynge forthe somewhat.
+Lykewyse the tender mynde of the infante, except it
+bee strayghte wayes occupyed wyth fruitefull
+teachynges, it wyl be ouercoued wyth vyce. An earthen
+potte wyll keepe longe the sauoure of the liquore that
+it is fyrste seasoned wyth, and it wyll be long or it
+go out. But as for an earthen vessell beynge newe and
+emptye, you maye keepe it for what liquore ye wyll.
+
+� The mynde eyther bryngeth forth good fruite, if you
+caste into it good seede, or if ye regard it not, it
+is fylled wyth naughtines, whych afterwardes must be
+pulled vp. And not a litle hath he wonne whyche hathe
+escaped the losse, neyther hathe he brought small
+helpe to vertue, whiche hath excluded vyce. But what
+nede many wordes? Wylt thou see howe muche it
+auayleth, whether one be brought vp in learnynge or
+not? Beholde how excellently lerned in the olde tyme
+men were in their youth, and how in oure daies they
+that be aged be hable to do nothyng in studie?
+[Sidenote: Ouide.] Ouide beyng a verye yonge man wrot
+hys verses of loue. What olde man is hable to do lyke?
+[Sidenote: Lucane.] What maner of man Lucane was in
+hys youth hys workes declare. Howe came thys? Because
+that beynge but .vi. moneths old he was brought to
+Rome, & strayght waie deliuered to be taught of two
+the best gramarians, Palem�, and Cornutus. [Sidenote:
+Bassus.] Hys companions in studye were Salcius Bassus,
+and Aulus Persius: [Sidenote: Persius.] that one
+excellente in historye, that other in a Satyre.
+
+Doubtles hereof cam that most perfite knoweledge that
+he had in all the seuen sciences, & his so marueylous
+eloquence, that in verse he was both an excellente
+oratoure, & also a Poet. In thys our time ther w�teth
+not exemples of good bringing vp (although thei be veri
+few) & y^t as wel in wom[en] as m[en]. Politi� praised
+y^e wit of y^e maid[en] Cass�dra. ��And what is more
+marueylous th� Vrsinus a childe of .xii. yeres olde?
+for the rem[em]braunce of him, he also in a very elig�te
+epistle put in eternall memorye. How fewe men shal you
+nowe fynd, whiche at one time be able to endite two
+epistles to so manye notaries, that the s[en]tence in
+euerye one do agree, and that there shoulde happen no
+inconueniente speache. That chylde did it in fyue
+epistles & gaue the argumentes w^tout any study, & was
+not prepared afore h�d to do it. Some men when they se
+these things, thinking that thei passe al mens
+strength, ascribe it to witchcraft. It is done in dede
+by witchcrafte, but it is an effectual encha[un]ting,
+to be set in time to a learned, good, and vigilant
+master. It is a stronge medicine to learne the best
+things of learned men, and emonge the learned.
+
+[Sidenote: Alexander.] By such wytchcrafte Alexander
+the greate, whan he was a yonge man, besides
+eloquence, was perfit in al the parts of Philosophie,
+and except the loue of warres, & swetenes to raygne
+had quite raught away his inclinaci�, he might haue
+bene counted the chiefe among the beste Philosophers.
+By the same meanes Caius Cesar beinge but a yonge man,
+was so eloquent & wel sene in the mathematical
+sciences. So well sene also were many Emperors: Marcus
+Tullius, also Virgil, and Horace in their lusty youth
+were so excellent in learninge and Eloquence, all
+bycause they were strayght waye in their tender age
+learned of their parentes & nourses the elegancy of
+the tonges, and of the beste maisters the liberal
+sciences: as Poetry, Rhetorique, Histories, the
+knowledge of antiquities, Arithmetique, Geographye,
+Philosophye, moral and political. And what do we I
+praye you? wee kepe our children at home till they be
+past fourtene or fiftene yere old, and whan they be
+corrupted wyth idlenes, ryot, & delicatenes, with
+muche worke at the laste we sende them to the c�men
+scholes. There to further y^e matter wel, they taste a
+little grammer: after, whan they can declyne words, &
+ioyne the adiectiue and the subst�tiue togither, they
+haue learned al the grammer, and th� be set to that
+troubled Logike, wher they must forget againe if they
+haue learned to speake anie thynge well. But more
+vnhappye was the tyme whan I was a child whiche al to
+vexed the youth with modes of signifiinge, and other
+folyshe questions, & teching nothinge els then to
+speake folishelye. Verely those masters bicause they
+wold not be thought to teach folish thinges, darckened
+grammer wyth difficulties of Logike and Metaphisike:
+euen for this verelye, that afterwardes they shold
+returne backwardelye to learne grammer, wh� they were
+olde, which we see happeneth nowe to some diuines that
+be wyser, that after so manye hye degrees and all
+their titles, wherby they maye be ignoraunte in
+nothing, they be faine to come againe to those bookes,
+which are wonte to be reade vnto children. I�blame th[em]
+not, for it is better to lerne late then neuer, that
+thing which is necessary to be knowen.
+
+Good Lorde what a world was that, whan wyth greate
+boastynge Iohn Garlandes verses wer read to yonge men,
+and that with longe and painefull commentaries? wh� a
+greate parte of tyme was consumed in folyshe verses,
+in saying th[em] to other, repetynge them, and hearynge
+theim agayne? whan Florista and Florius were learned
+without booke? for as for Alexander, I�thynke him
+worthye to be receiued amonge the meaner sorte.
+Moreouer howe muche tyme was loste in Sophistrye, and
+in the superfluous mases of Logyke? And bicause I will
+not be to longe, howe troublesomelye were all sciences
+taughte? howe paynefully? whiles euerye reader to
+auaunce him selfe, wolde euen straighte waye in the
+begynninge stuffe in the hardest thynges of all, and
+sometyme verye folyshe thyngs to. For a thyng is not
+therfore goodly bycause it is harde, as to stand a far
+of, and to caste a mustarde seede thorowe a nedles eye
+& misse not, it is hard in dede, but yet it is a verye
+trifle: and to vndo a payre of tariers, it is much
+worke, but yet a vayne and idle subilltye.
+
+Adde here vnto, that oftentymes these thynges be
+taught of vnlearned men, and that is worse, of lewd
+learned men, somtyme also of sluggardes and
+vnthriftes, which more regarde takynge of money th�
+the profite of their scholers. Wh� the commune
+bryngynge vp is suche, yet do wee maruayle that fewe
+be perfitly learned before they be old. [Sidenote:
+Nota.] The beste parte of oure lyfe is loste wyth
+idlenes, with vices, wherewith whan we be infected,
+we giue a litle parte of our tyme to studies, and a
+greate parte to feastes and plaies. And to an yll
+matter is taken as euil a craftes manne, either
+teachynge that is folyshe, or that whiche must be
+vnlearned againe. And after this we make our excuse
+that the age is weake, the wyt not yet apte to learne,
+the profite to be verye small, and manye other
+thinges, whan in dede the fault is to be ascribed to
+euill brynginge vp. I�wil not trouble you any l[en]ger,
+onelie wil I speake to your wisdome whyche is in other
+thynges verye sharpe and quycke of syght. [Sidenote:
+A�goodli brief rehearsall of the thinges before
+spok[en].] Consider howe deare a possession youre sonne
+is, howe diuerse a thynge it is and a matter of muche
+worke to come by learnynge, and how noble also the
+same is, what a redines is in all childrens wyttes to
+learne, what agilitie is in the mynd of m� howe easily
+those thynges be learned whyche be beste and agreable
+to nature, inespeciallye if they be taught of learned
+and gentle maisters by the waye of playe: further how
+fast those thynges abide with vs, wherew^t we season
+fyrste of all the emptye and rude myndes, whiche selfe
+thynges an elder age perceyueth boeth more hardelye,
+and soner forgetteth: Beside thys how dear and the
+losse neuer recouered, tyme is, howe much it auayleth
+to begin in seas�, and to learne euery thyng whan it
+shold be, how much continuaunce is able to do, & howe
+greately the heape that Hesiodus speaketh of, doeth
+increase by puttinge to little and litle, how swiftly
+the time flieth away, how youth wyll alwayes be
+occupied, & howe vnapte olde age is to be taught: If
+thou consyder these thynges thou wilt neuer suffer
+that thi litle child shoulde passe away (I�wil not
+say) seuen yere, but not so much as thre dayes, in the
+whiche he maye
+  be eyther prepared or in-
+  structed to learnynge
+  though the profit
+  be neuer so
+  litle.
+
+
+FINIS.
+
+
+
+
+  � Impryn-
+  ted at London by Iohn Day,
+  dwellinge ouer Aldersgate, beneth
+  saint Martyns. And are to be sold
+  at his shop by the litle conduit
+  in Chepesyde at the sygne
+  of the Resurrec-
+  tion.
+
+  Cum priuilegio ad imprimendum
+  solum. Per septennium.
+
+       *       *       *       *       *
+           *       *       *       *
+       *       *       *       *       *
+
+_Paragraphs_
+
+Some paragraph breaks in this e-text are conjectural. The printed book
+had the following kinds of breaks:
+
+  --conventional paragraph with indented first line
+  --unambiguous paragraph with non-indented first line
+  --ambiguous paragraph: previous line ends with blank space, but the
+    space is not large enough to contain the first syllable of the
+    following line
+  --sentence break corresponds to line break: this happens randomly in
+    any printed book, and only becomes ambiguous when the book also has
+    non-indented paragraphs
+
+In this e-text, the second type of paragraph is marked with a pilcrow �.
+The third type has a pilcrow � but no paragraph break. The fourth type
+is not marked.
+
+
+_Errors and Inconsistencies_ (Noted by Transcriber)
+
+Unless otherwise noted, spelling and punctuation are unchanged.
+
+Spelling:
+
+  The pattern of initial "v", non-initial "u" is followed consistently.
+  The spelling "they" is more common than "thei".
+  The form "then" is normally used for both "then" and "than";
+    "than" is rare.
+  The most common spelling is "wyll", but "wyl", "wil" and "will"
+    also occur.
+
+Word Division:
+
+Line-end hyphens were completely arbitrary; words split at line break
+were hyphenated about two-thirds of the time. The presence or absence
+of a hyphen has not been noted. Hyphenless words at line-end were joined
+or separated depending on behavior elsewhere in the text:
+
+  Always one word (re-joined at line break):
+    som(e)what, without, afterward(e)s
+  Usually one word: often()times, what()so()euer
+  One or two words: an()other
+  Usually two words: it/him/my.. self/selues; shal()be;
+    straight()way
+  Always two words: here to
+
+Roman Numerals:
+
+Numbers were printed with leading and following .period. When the number
+came at the beginning or end of a line, the "outer" period was sometimes
+omitted. These have been silently supplied for consistency.
+
+Notes:
+
+  what soeuer is tolde in the oracion be shewed him in a table.
+    [_in context, "table" looks like an error for either "tale" or
+    "fable", but it means picture (Latin _tabula_)_]
+  the grekes says dracontes in the genitiue case
+    [_Latin _draco, draconis_;
+    Greek +drak�n, drakontos+_]
+
+Errors:
+
+  what plante wyll bee as the owener or  [or or]
+  They lerne to loke fierslie, the learne to loue the swearde
+    [_text unchanged: "the" error for "they/thei"?_]
+  What thynke ye then is to be looked for  [is to de]
+  a yonge man behauinge hym selfe  [behaninge]
+  Straight waye the colt of a lusty courage  [Sraight]
+  so be there also of sciences.
+    [_text has "sci-/cences" at line break_]
+  were not made by Hesiodus.  [_final . missing_]
+  thought it to be of Hesiodus doing.  [_final . missing_]
+  And h[en]ce we ought  [hece]
+  things y^t be naught.  [_final . missing_]
+  Nowe is thys theyr onlye care  [_one printing has "thyer"_]
+  dayntines hathe perswaded vs to comune this office
+    [_one printing has "commit"_]
+  more easelye by feare, that one brought vp
+    [_text unchanged: "that" error for "then/than"?_]
+  hym to whome he committed the chyefe rule of hys colledge, surnamed
+    of the thynge  [_text unchanged_]
+  theyr seruauntes, and their threatnynges,  [threatnynges,,]
+  After suche daynties, they exercysed suche lozdelynes.
+    [_text unchanged: "z" may be intended for some other letter_]
+  When the sicknes of the body was somewhat put away  [sickens]
+  these things be alowed of suche as haue  [suche is]
+  But if he be of hye degre  [_"if" invisible in one printing_]
+  I�wil braule no more  [wll]
+  fayries, witches, nightmares wood men and gyauntes
+    [_punctuation unchanged_]
+  that so in manner they myghte eate vp their letters
+    [_final "t" in "that" invisible_]
+  of laboure from chyldren, And howe muche  [_punctuation unchanged_]
+  they feele not labour, It shal be the masters parte
+    [_punctuation unchanged_]
+  a thyng far more precious. Let vs
+    [_text has "preci-//Let" at page break; "ous" supplied from
+    catchword_]
+  it wyl be ouercoued wyth vyce
+    [_text unchanged: error for "overcouered"?_]
+
+
+
+
+
+End of Project Gutenberg's The Education of Children, by Desiderius Erasmus
+
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+<head>
+<title>The Education of Children</title>
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+font-style: normal; text-indent: 0;}
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+Project Gutenberg's The Education of Children, by Desiderius Erasmus
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Education of Children
+
+Author: Desiderius Erasmus
+
+Translator: Richard Sherry
+
+Release Date: March 16, 2009 [EBook #28338]
+
+Language: English
+
+Character set encoding: UTF-8
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE EDUCATION OF CHILDREN ***
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+Produced by Louise Hope, Greg Lindahl, Joseph Cooper and
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+https://www.pgdp.net (This file was produced from images
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+</pre>
+
+
+<div class = "mynote">
+<p><a name = "start" id = "start">This text</a> includes characters that
+require UTF-8 (Unicode) file encoding:</p>
+
+<p class = "inset">
+ẽ ũ &nbsp; <i>e, u with overline = following n or m</i></p>
+
+<p>If these characters do not display properly&mdash;in particular, if
+the diacritic does not appear directly above the letter&mdash;or if the
+apostrophes and quotation marks in this paragraph appear as garbage, you
+may have an incompatible browser or unavailable fonts. First, make sure
+that the browser’s “character set” or “file encoding” is set to Unicode
+(UTF-8). You may also need to change your browser’s default font.</p>
+
+<p>The text is based on scans of two different physical copies. In a few
+cases, the two versions have different spelling, or one has an error
+where the other does not. These are shown with <ins class = "notation"
+title = "like this">mouse-hover popups</ins>. Typographical errors are
+<ins class = "correction" title = "like this">similarly marked</ins>.
+All pilcrows in the body text were added by the transcriber (see
+endnotes).</p>
+
+<p>The book was originally (1550) printed together with Richard Sherry’s
+<i>A&nbsp;Treatise of Schemes and Tropes</i>. Since the two texts have
+no connection except that Sherry is assumed to be the translator, they
+have been made into separate e-texts.</p>
+
+<p class = "center">
+<a href = "#titletext">Title Page</a><br>
+<a href = "#endnote">Transcriber’s Notes</a></p>
+
+</div>
+
+<div class = "titlepage">
+<!-- png 001 -->
+
+<p class = "center">
+<span class = "giant">¶ A treatise</span><br>
+<span class = "largest">of Schemes &amp; Tropes</span><br>
+<span class = "larger">very profytable</span><br>
+for the better vnderstanding of good<br>
+authors, gathered out of the best<br>
+Grammarians &amp; Oratours<br>
+by Rychard Sherry Lon<br>
+doner.</p>
+
+<p class = "center">
+¶ Whervnto is added a declamacion,<br>
+That chyldren euen strayt frõ their<br>
+infancie should be well and gent-<br>
+ly broughte vp in learnynge.<br>
+Written fyrst in Latin<br>
+by the most excel-<br>
+lent and<br>
+famous Clearke, Erasmus<br>
+of Rotero-<br>
+dame.</p>
+
+</div>
+
+<div class = "maintext">
+
+<span class = "folionum">G.i.</span>
+<!-- png 097 -->
+
+<p class = "illustration">
+<a name = "titlepage" id = "titlepage">&nbsp;</a><br>
+<img src = "images/text97.png" width = "270" height = "153"
+alt = "see end of text"></p>
+
+<p><img src = "images/capI_97.png" width = "125" height = "129"
+alt = "I" align = "left">f thou wilt harken vnto me, or rather to
+Chrisippus, the sharpeste witted of Philosophers, y<sup>u</sup> shalte
+prouide y<sup>t</sup> thyne infante and yonge babe be forthewyth
+instructed in good learnyng, whylest hys wyt is yet voyde from tares and
+vices, whilest his age is tender and tractable, and his mind flexible
+and ready to folowe euery thyng, and also wyl kepe fast good lessons and
+preceptes. For we remẽber nothynge so well when we be olde, as those
+thynges y<sup>t</sup> we learne in yonge yeres.
+<span class = "sidenote">
+Diuision of y<sup>t</sup> confutaciõ</span>
+Care not thou for those fooles wordes which chatter that thys age,
+partly is not hable inough to receiue discipline, &amp; partlye vnmete
+to abyde the labours of
+<span class = "folionum">||</span>
+<!-- png 098 -->
+studies. For fyrst, the beginninges of learning, stãd specially by
+memorie, which as I sayd, in yõg ones is very holdfast. Secondly because
+nature hath made vs to knowledge the study of y<sup>t</sup> thynge can
+not be to hasty, wherof y<sup>e</sup> author of al thyng her self hath
+graffed in vs y<sup>e</sup> seedes. <!-- newline --> Beside this some
+thinges be necessary to be knowẽ whẽ we be sũwhat elder, which by a
+certẽ peculier readines of nature, y<sup>e</sup> tender age perceiueth
+both much more quickly, &amp; also more esily thẽ doth y<sup>e</sup>
+elder, as y<sup>e</sup> first beginnings of letters, y<sup>e</sup>
+knowledge of tõges, tales &amp; fabels of poetes. Finallye, why shulde
+y<sup>t</sup> age be thought vnmete to lerning, which is apt to lerne
+maners? Or what other thinge shuld chyldrẽ do rather whẽ they be more
+able to speake, seyng nedes thei muste do sumwhat? How much more profite
+is it y<sup>t</sup> age to sporte in letters, then in trifles? <!--
+newline --> Thou wilt say y<sup>t</sup> it is but of litle value
+y<sup>t</sup> is done in those fyrste yeres. <!-- newline --> Why is it
+dispised as a smal thing, which is necessary to a very greate matter?
+And why is y<sup>t</sup> lucre, be it neuer
+<span class = "folionum">G.ii.</span>
+<!-- png 099 -->
+so litle, yet a lucre, dispised of purpose? Now if you oftẽ put a lytle
+to a litle, there riseth a greate heape. Herewith cõsider this also, if
+beyng an infant he lerne smaller thinges, he shalt lerne greter,
+growynge vpwardes in those yeres, in which those smaller shuld haue ben
+lerned. Finally whyle he doth these thinges, at y<sup>e</sup> least he
+shal be kept frõ those fautes, wherw<sup>t</sup> we se comẽly
+y<sup>t</sup> age to be infected. For nothynge doth better occupy
+y<sup>e</sup> whole mynd of man, thẽ studies. Verely this lucre ought
+not to be set light bi. But if we shuld graũte that by these labours
+y<sup>e</sup> strength of y<sup>e</sup> body is sumwhat diminished; yet
+thinke I this losse well recõpensed by winnynge of wyt. For the minde by
+moderate labours is made more quicke, &amp; lustye. And if ther be any
+ieopardy in this pointe, it may be auoyded by our diligẽce. You must
+haue for this tender age a teacher to enter it by fayre meanes, &amp;
+not discorage it by foule. And ther be also some things both plesaũt to
+be knowen, &amp; as it wer sibbe to childrẽs wittes, whiche to lerne is
+rather a play thẽ a labour. Howbeit childehod is not so
+<span class = "folionum">||</span>
+<!-- png 100 -->
+weake which euẽ for thys is y<sup>e</sup> more mete to take paynes &amp;
+labour, because they fele not what labour is. <!-- newline --> Therfore
+if thou wylte remember how far vnworthy he is to be counted a mã which
+is void of learning, and how stirring the life of man is, how slypper
+youth is to myschiefe, and mans age howe it desyreth to be occupied, how
+baren olde age is, and further how few come vnto it, thou wylt not
+suffer thy yong babe in the whych thou shalte lyue styll as it were
+borne agayne, to let go any parte of hys tyme vnoccupied, in the whych
+any thynge maye be gotten that eyther maye do muche good to all
+y<sup>e</sup> whole lyfe afterwardes, or kepe it awaye from hurtes, and
+mischiefes.</p>
+
+
+<h4>The selfe same matter enlarged by copye.</h4>
+
+<p>After the longe despayred fruitfulnes of thy wyfe, I&nbsp;hearsay
+thou art made a father, and that wyth a man chylde, whyche sheweth in it
+selfe a meruelous towardnes, and euen to be lyke the parentes: and that
+if so be we maye by such markes
+<span class = "folionum">G.iii.</span>
+<!-- png 101 -->
+and tokens pronosticate anye thyng, maye seeme to promise perfite
+vertue. And that therfore thou doest entend, to se thys chylde of so
+grete hope, assone as he shalbe somewhat of age to be begonne in good
+letters, and to be taught in very honest learnynge, to be instructed and
+fashioned with the very wholsome preceptes of philosophy. In deede you
+wyll be the whole father, and you wyll haue hym your very son, and to
+loke lyke you, not only in the fashion of hys face, and liniamẽtes of
+hys bodye, but also in the giftes of hys wytte. Verely as I am hertelye
+glad for the good fortune of myne especiall friende, so I greatlye alowe
+your wyse entente. This one thynge I wolde warne you of boldlye in
+deede, but louinglye, not to suffer after the iudgemente and example of
+the cõmon people, that the fyrst age of your infante shulde flytte awaye
+without all fruite of good instrucciõ, and then at the last to set hym
+to learne hys fyrste letters, when bothe hys age wyll not so well be
+handled, and hys wytte
+<span class = "folionum">||</span>
+<!-- png 102 -->
+shall be more readye to euyll, and peraduenture possessed alreadye
+w<sup>t</sup> the fast holdyng bryers of vices. ¶&nbsp;Yea rather euẽ
+now loke about for some man, as of maners pure &amp; vncorrupt, so also
+wel learned: &amp; into his lap deliuer your litle chyld, as it wer to a
+nurse of hys tẽder mind, that euẽ w<sup>t</sup> his milke he may sucke
+in swete lerning: &amp; deuide the care of thy litle sõne to his nurses
+&amp; teacher that they shuld suckun the litle body w<sup>t</sup> very
+good iuyce, &amp; so indue hys mynd w<sup>t</sup> very wholsom opinions,
+&amp; very honest lernynge. For I thinke it not conuenient that
+y<sup>u</sup> one of al the best learned, &amp; also wysest shuldest
+geue care to those piuyshe women, or vnto mẽ very lyke to thẽ the beard
+excepted, whych by a cruell pytie, &amp; hateful loue, iudge that the
+chyldren euen vntyl they waxe springoldes, shuld be kept at home kyssyng
+theyr mothers, and among the sweete wordes of theyr nurses pastymes, and
+vnchaste trystynges of seruauntes and maydens. And thynke that they
+ought vtterlye to be kepte awaye from learnyng as
+<span class = "folionum">G.iiii.</span>
+<!-- png 103 -->
+from venome, saying that the fyrst age is so rude that it can receiue no
+discipline, and so tender that it is not mete for the labours of
+studies: and finally that the profite of that age is so lytle worth,
+that neyther anye coste shulde be made vpon it, neyther y<sup>t</sup>
+the weakenes of the chyldrẽ shuld be vexed. Whyle I proue euery of these
+thynges false, I&nbsp;pray you a lytle whyle take hede, countyng as the
+truth is, fyrst that these thynges be writtẽ of him which loueth you as
+wel as any mã doth, &amp; inespecially of y<sup>t</sup> thing which so
+perteineth to you, y<sup>t</sup> none can do more. <!-- newline --> For
+what is more derer to you thẽ your son, inespecial hauing but him alone,
+vpon whõ we wold be glad if we might bestowe yea our life, not only our
+substaũce. Wherfore who mai not se y<sup>t</sup> thei do leudly &amp;
+also vntowardli which in tilling their lãd building their houses, keping
+their horse, vse y<sup>e</sup> gretest diligẽce thei cã, &amp; take to
+counsell men y<sup>t</sup> be wyse, &amp; of great experience: in
+bringing vp and teachynge theyr chyldren, for whose sakes al other
+thinges ar gotten, take so litle regard that nether
+<span class = "folionum">||</span>
+<!-- png 104 -->
+they once councel with theyr owne mynd, not seke for the iudgements of
+wyse men, but as thoughe there were a trifle in hande, geue care to
+folyshe women, and to euery rascal wretche, whych is no lesse shame to
+hear, then if a man taking thought for the shooe, wolde set naught by
+the foote, or wyth great study wold prouide that there shuld be no faut
+in the garmente, naught reckynge for the healthe of the bodye. Good syr,
+I&nbsp;wyl not here cause you to tarye wyth common places, howe muche
+the strength of nature, how much fatherly loue, the law of god, mens
+consti&shy;tucions require the parentes to owe vnto the childrẽ, thorowe
+whom asmuche as we maye wee escape to dye, and be made to lyue euer. But
+some thynke they haue gaylye done the office of a father, when they haue
+only begottẽ chyldren, where as thys is the least porcion of loue that
+the name of a father requyreth. What greate thought take the mothers
+comenlye leste the infant shulde loke a gogle or a squint, lest he shuld
+be puffe
+<span class = "folionum">||</span>
+<!-- png 105 -->
+cheked, wrie necked, croke shuldred, croke legged, splaye footed, and
+lest that the proporcion of his bodye shuld not be trimme in euery
+point: whereunto besyde other thynges, they be wont to vse swadelbondes,
+and keepe in their chekes wyth lytle miters. They haue regard also to
+theyr mylke, their meate, theyr bathes, &amp; their mouinges, by whyche
+thynges the phisicions in many bookes, and inespeciall Galene hath
+taught that the chyldren get good healthe of theyr bodye: neyther do
+they differ thys diligẽce vnto the seuenth or tenth yere, but euẽ assone
+as the chylde commeth oute of the mothers wombe, they take greate charge
+of thys. And they do well, for the infancie not regarded, oftentymes
+causeth men to haue a syckely and sore disseased olde age, if they
+happen to come to it. Yea moreouer or euer the chyld be born, yet dothe
+the mother take great heede: Thei eate not of euery meat when they be
+greate with chylde, they take heede that they moue not theyr bodie to
+hurte them: and if
+<span class = "folionum">||</span>
+<!-- png 106 -->
+there happen any thyng to fall vpon their face, by and by they take it
+away wyth theyr hand, and laye it vpon the priuie part of theyr body.
+<!-- newline --> It hath ben proued by many experimentes, that by this
+remedie the deformitie whych wold haue bene on that part of
+y<sup>e</sup> body that is sene, hathe lyen hyd in the secrete place.
+<!-- newline --> No mã calleth this to hasty a care whych is vsed for
+the worser parte of man. Why then is that parte of man, wherby we be
+properly called menne, neglected so many yeres? ¶&nbsp;Shuld he not do
+all agaynste gods forbod which wold trim his cap, lettyng his head be
+vnkempt, and all scabbed? Yet much more vnreasonable is it that we shuld
+bestow iuste labours vpon the mortall bodye, and to haue no regarde of
+the immortal soule. Further, if a mã haue at home an horse colte, or a
+whelpe of a good kynd, wyl he not straight waye begynne to fashion hym
+to do sumwhat, and wyll do that so muche the more gladlye, the readyer
+the yonge age is to folow the teachers mynde? Wee wyl teache
+<span class = "folionum">||</span>
+<!-- png 107 -->
+a popiniaye while time is, to speke as a manne dothe, knowynge well that
+the elder he waxeth, the lesse apte he wyll be to be taughte, yea the
+common prouerbe geuyng warnynge of thys thynge: That an old popiniaye
+careth not for the rod. ¶&nbsp;And what a thynge is it to be diligente
+in a byrde, and slowe in teachynge thy sonne? What do the wytty
+husbandmen? Do they not teach euen straight way the plãtes whyle they be
+yet tender, to put awaye theyr wylde nature by graffynge, and wyll not
+tarye tyll they be waxen bygge and myghtye? ¶&nbsp;And they do not onlye
+take heede that the litle tree grow not croked or haue any other faute,
+but if ther be anye, they make haste to amend it, whyle it wyll yet
+bowe, and folowe the hande of the fashioner. ¶&nbsp;And what liuyng
+thynge, or what plante wyll bee as the owener <ins class = "correction"
+title = "text reads ‘or or’">or</ins> housebande manne wolde haue it to
+serue for, excepte oure dylygence helpe nature? The sooner it is donne,
+the better will it come to passe.<br>
+<span class = "folionum">||</span>
+<!-- png 108 -->
+¶ In dede to manye dumme beastes, nature the mother of all thynges, hath
+geuen more helpe to do theyr natural offices, but because the prouidẽce
+of God hath of al creatures vnto men onlye geuen the strength of reason,
+she hath left the greatest parte to educacion, in so much that one hath
+written very wel the first poynte, the middle, and the thirde, that is
+the chyefe of all mans felicitye, to be good instruccion, &amp; ryght
+bryngynge vp. Whych prayse Demosthenes gaue to ryght pronun&shy;ciacion,
+and that in deede not falsely, but ryghte bryngynge vp helpeth muche
+more to wysedome, then pronun&shy;ciation to eloquence. For diligente
+and holy bringing vp, is the founteyne of al vertue. As to folye and
+myschief, the fyrst, seconde, and thyrde poynte, is vndiligente and
+corrupte educacion. Thys is the thynge that is chiefelye lefte vnto vs.
+That is the cause why vnto other beastes nature hathe geuen swyftnes,
+flyght, sharpnes of sight, greatnes, and strengthe of bodye, scales,
+flyshes, heares, hornes, nayles,
+<span class = "folionum">||</span>
+<!-- png 109 -->
+venome, wherby they may both defende their healthe, and prouide for
+theyr liuynge, and brynge vp their yonge: and bryngeth forthe man onlye
+softe, naked, and vnfensed: but in stede of all thys, hath geuen hym a
+mynde hable to receiue all discipline, because in this onlye are all
+thynges, if a man wyll exercise it. And euerye liuynge thynge, the lesse
+mete it is to teachynge, so muche the more it hathe of natiue prudence.
+Bees learne not to make their celles, to gather iuce, and to make honye.
+The Emets are not taughte to gather into their holes in somer, wherby
+they shulde lyue in wynter, but all these thynges be done by instruccion
+of nature. But man neyther can eate, nor go, nor speake, except he be
+taught. Then if the tree brynge forthe eyther no fruite or vnsauerye,
+without the diligence of graffing, if the dogge be vnmete to hunte, the
+horse vnapte to iuste, the oxe to the plowe, except oure diligence bee
+putte to, howe wylde and vnprofitable a creature wolde man become,
+except diligẽtlye,
+<span class = "folionum">||</span>
+<!-- png 110 -->
+and in dewe tyme he shulde be fashioned by good bryngynge vp.
+¶&nbsp;I&nbsp;wyll not here rehearse vnto you the example of Lycurgus
+knowen of euerye man, whyche bryngynge oute two whelpes, one of a gentle
+kynde, but euyll taughte, that ran to the meate, that other of sluggyshe
+syres, but diligently brought vp, that leafte the meate and leapt vpon
+the beast. Nature is an effectuall thynge, but educacion more
+effectuall, ouercommeth it. Menne take heede that they maye haue a good
+dog to hunte, to haue a good horse to iournei with, and here thei thynke
+no diligence to be to hastie, but to haue a sonne that shulde be both
+worship and profite to the parentes, vpon whome they myghte laye a good
+part of the charges of their houshold, whose loue mighte noryshe and
+beare vp their vnweldy age, and y<sup>t</sup> shuld shew hym self a
+trustye and healpynge sonne in a lawe, a&nbsp;good husbande to his wife,
+a&nbsp;valiaunte and profitable citizen to the common wealthe,
+I&nbsp;saye to haue suche one, eyther they take no
+<span class = "folionum">||</span>
+<!-- png 111 -->
+care, or else they care to late. For whõ do they plant? for whõ do they
+plowe? for whõ do they buylde? for whõ do they hunt for riches both by
+land &amp; by sea? not for theyr chyldrẽ? <!-- newline --> But what
+profite or worshyp is in these thinges, if he y<sup>t</sup> shal be
+heire of thẽ can not vse thẽ? With vnmesurable studye be possessions
+gotten, but of the possessor we take no kepe Who prepareth an harpe for
+the vnskylfull of musycke? Who garnysheth a librarie for hym that can
+skyl of no bookes? And are so great ryches gotten for hym whyche can not
+tell howe to vse them? If thou gettest these thynges to hym that is well
+broughte vp, thou geueste hym instrumentes of vertue: but if thou get
+them for a rude and rusticall wytte, what other thynge doest thou then
+minister a matter of wantonnesse and mischiefe? What canne bee thoughte
+more folyshe then thys kynde of fathers? They prouide that the bodie of
+the sonne maye be wythout faute, and shulde bee made apte to do all
+manner thynges comelye, but the mynde,
+<span class = "folionum">||</span>
+<!-- png 112 -->
+by whose moderacion all honeste wyrkes do stand, that they care not for.
+It nedeth me not here to rehearse that riches, dignitie, authoritie, and
+also healthfulnes of body, whych menne so desirouslye wyshe to theyr
+chyldren, nothynge doth more get them vnto man, thẽ vertue and
+learninge. They wyshe vnto them a praye, but they wyll not geue thẽ a
+nette to take it with all. That thing which is of al most excellent,
+thou canst not geue thy sonne, but thou mayest store hym wyth those good
+sciences, wherby the best thynges be gotten. Now is this a great
+incon&shy;uenience, but it is yet a greater, that they leaue at home
+their dogge wel taught, their horse well broken and taught, and theyr
+son enstructed wyth no learnyng. They haue land well tylled, and theyr
+sonne shamefull rude. ¶&nbsp;They haue their house goodly trimmed, and
+theyr sonne voyde of all garnyshyng. Further, they whych after the
+peoples estimacion seme to be meruelouse wyse, do prolong the diligence
+to garnyshe the mind
+<span class = "folionum">H.i.</span>
+<!-- png 113 -->
+eyther in to an age vnapte to bee taughte, or else take no care at all
+for it, and are meruelouse thoughtfull of externall goodes of fortune,
+yea or euer he be borne, whom they haue appoynted to be lorde of thẽ
+all. For what se we not them to do? <!-- newline --> When their wyfe is
+greate with chylde, then call they for a searcher of natiuities, the
+parentes axe whether it shall be a man or a woman kynde. They searche
+oute the destenye. If the astrologer by the byrth houre haue sayde that
+the chylde shulde be fortunate in warre: wee wyll, saye they, dedicate
+this chyld to the kynges courte. If he shal promyse ecclesi&shy;asticall
+dygnitie, wee wyll, saye they, hunte for hym by some meanes,
+a&nbsp;Byshoprycke, or a fatte Abbotshyp. Thys chylde wyl we make a
+president or a deane. ¶&nbsp;Thys semeth not to them to hasty a care
+when they preuente euen the wery byrth: and semeth it to hastye that is
+vsed in fashioning your childrens myndes? So quyclye you prouide to haue
+your sonne a capteine or an officer, and therewyth wylte
+<span class = "folionum">||</span>
+<!-- png 114 -->
+thou not prouide that he maie be a profitable captayn or officer of the
+common wealth? Before the tyme come you go aboute this, to haue your
+sonne a byshop, or an abbot, and wylt thou not fashion hym to this well,
+to beare the office of a byshop, or an abbot? Thou setteste hym to a
+chariot, and shewest hym not the manner to guyde it. Thou puttest hym to
+the sterne, and passest not that he shulde learne those thynges that
+becommeth a shypmaster to know. Finally in all thy possessions thou
+regardest nothing lesse then that, that is moste precious, &amp; for
+whose sake al other thynges be gotten. Thi corne fieldes be goodly, thy
+houses be fayre, thy vessel is bright, thy garmentes, and al thy
+housholde stuffe, thy horses bee wel kept, thi seruaũtes wel taught,
+only thy sonnes wyt is foule, filthy &amp; all sluttishe. Thou hast
+perchaũce bought by the drũme a bond slaue, vyle, and barbarous, if he
+be rude and ignoraunt, y<sup>u</sup> markest to what vse he is good,
+&amp; trimly thou bryngest hym vp to some craft, either of
+<span class = "folionum">H.ii.</span>
+<!-- png 115 -->
+the kytchen, physicke, husbandrye, or stewardshyp: only thy sõne thou
+settest lyght by, as an idle thynge. <!-- newline --> Thei wyl say: He
+shal haue inough to lyue on, but he shall not haue to lyue well on.
+Comonly the rycher that men be, the lesse they care for the bryngyng vp
+of their chyldren. <!-- newline --> What neede is it, say they, of anye
+learnyng, they shall haue inoughe? <!-- newline --> Yea the more nede
+haue they of the helpe of phylosophy and learnyng. <!-- newline --> The
+greater the shyp is, &amp; the more marchandyse it carieth aboute, the
+more neede it hathe of a connynge shyppe master. Howe greatlye do
+Prynces go about this, to leaue vnto their sonnes as large a dominion as
+they cã, and yet do none care lesse that they shuld be brought vp in
+those good wayes, wythoute the whych, princi&shy;palitie can not wel be
+ordred. How muche more dothe he geue, that geueth vs to lyue well, then
+to lyue? Verye lytel do chyldren owe vnto theyre fathers of whome they
+be no more but begotten, and not also broughte vp to lyue
+verteouslye.<br>
+<span class = "folionum">||</span>
+<!-- png 116 -->
+¶ The saying of Alexander is muche spoken of: excepte I were Alexander,
+I&nbsp;wold wishe to be Diogenes. <!-- newline --> But very worthely
+doth Plutarch rebuke it, because that so much the more he shuld haue
+wyshed to haue had Diogenes philosophye, howe muche the greater hys
+dominion was. But muche more shameful is theyr sluggardy, whyche not
+onely bryng not vp their chyldrẽ aright, but also corrupte them to
+wyckednesse. When Crates the Thebane dyd perceiue thys abhominacion, not
+without a cause he wolde go in to y<sup>e</sup> hyest place of the
+citye, &amp; there crie out as loud as he could, &amp; caste them in the
+teeth wyth theyr madnesse in this wyse. You wretches what madnesse
+driueth you? Take you suche thought to gette money and possessions,
+&amp; take you no care for your children for whom you get these thynges?
+As they be scante halfe mothers whych onlye bringe forth, and not vp
+their chyldren, so be they scante halfe fathers, which when they prouide
+necessaries for theyr chyldrens bodies, euẽ somuch
+<span class = "folionum">H.iii.</span>
+<!-- png 117 -->
+that they maye ryot wythall, prouide not that their myndes maye be
+garnyshed wyth honest disciplines. Trees paraduẽture wyl grow though
+eyther baren, or wyth wild fruite: horses are foled, though perchaunce
+they be good for nothyng: but menne (truste me) be not borne, but
+fashioned. Menne in olde tyme which by no lawes, nor good order ledde
+theyr lyues in woodes, in wãderynge lustes of bodye, were rather wylde
+beastes then men. Reason maketh a man: that hathe no place where all
+thynges are gouerned after affection. If shape and fashion shulde make a
+man, Images also shulde be counted among men. <!-- newline --> Elegantly
+sayde Aristippus when a certen ryche man axed him what profite learnyng
+shuld brynge to a yong man: &amp; it be no more but this quod he,
+y<sup>t</sup> in the playing place one stone sytte not vpon an other.
+Very properly another Philosopher Diogenes I trowe, bearynge in the
+mydday a candle in his hand, walked aboute the market place that was
+full of men: beinge axed what
+<span class = "folionum">||</span>
+<!-- png 118 -->
+thynge he sought: I&nbsp;seeke quod he, a&nbsp;man. He knewe that there
+was a greate company, but of beastes, and not men. The same man on a
+daye, when stãding on an hye place he had called a great sort together,
+and sayde nothing else but come hither men, come hyther men. Some halfe
+angrye cryed agayne: we are here men, say what thou hast. Thẽ quod he:
+I&nbsp;wold haue men come hyther &amp; not you whych are nothyng lesse
+then men, and therwyth draue them away wyth his staffe. Surely it is
+very trewe, that a man not instructed wyth Phylosophye nor other good
+sciences, is a creature somewhat worse then brute beastes. For beastes
+folowe onely the affectes of nature, a&nbsp;manne except he be fashioned
+wyth learning, and preceptes of philosophy, is rawght into affeccions
+more thẽ beastlike. <!-- newline --> For there is no beast more wylde,
+or more hurtefull then a manne, whom ambicion dryuethe, desyre, anger,
+enuye, ryot, and luste. Therfore he that prouideth not that his sonne
+may by and by be instructed
+<span class = "folionum">H.iiii.</span>
+<!-- png 119 -->
+in the beste learnyng; neyther is he a manne, nor the sonne of a man.
+¶&nbsp;Were it not an abhominable sight that the mynde of a man shulde
+be in a beastes body? As we haue read that Circes when she had enchaũted
+men wyth her wytchcraft, dyd turne them into Lions, beares and swyne, so
+that yet ther shuld be stil in them the mynde of a man, which thyng
+Apuleus wrote to haue happened to hym selfe, and Austin also hathe
+beleued that men haue bene turned into wolues. Who could abyde to be
+called the father of such a monster. But it is a more merueylous monster
+that a beastes mynde shulde be in a mans bodye, and yet do very many
+please them selues in suche chyldren, and bothe the fathers seme, and
+the common people thynke suche to be verye wise.<br>
+¶ It is sayde that beares caste oute a lumpe of fleshe wythout anye
+fashion, whych wyth longe lyckyng they forme and brynge into a fashyon,
+but there is no beares yonge one so euyll fauored as a manne is, borne
+of a rude mynde.<br>
+<span class = "folionum">||</span>
+<!-- png 120 -->
+¶ Except wyth much studye y<sup>u</sup> forme and fashion this, thou
+shalt be a father of a monster and not of a man. <!-- newline --> If thy
+sonne be borne wyth a copped head or crocke&shy;shuldred, or splay
+footed, or wyth syxe fingers in one hande, howe lothe woldest thou be
+for it, how arte thou ashamed to be called the father not of a man, but
+of a monster: and art thou not ashamed of so monstrous a mynde?
+¶&nbsp;Howe discoraged be the fathers in theyr hertes if their wyfe
+brynge forthe a naturall, &amp; an infante of a brute mynde? For they
+thynke they haue begottẽ not a man, but a monster, and excepte feare of
+the lawe dyd let them, they wolde kyll that that is borne. Thou blameste
+nature whych hath denied the minde of a man to thy chylde, &amp; thou
+causest by thyne own negligence, that thy sonne shulde be wythoute the
+mynde of a man. But thou wylte saye: Better it is to be of a brutishe
+rather thẽ of an vngracious mind. <!-- newline --> Naye better it is to
+be a swyne, thẽ an vnlearned and euyll man. Nature, when she geueth the
+a sonne,
+<span class = "folionum">||</span>
+<!-- png 121 -->
+she geueth nothyng else, thẽ a rude lumpe of fleshe. It is thy parte to
+fashiõ after y<sup>e</sup> best maner, that matter that will obey &amp;
+folow in euery poynt. If thou wylt slacke to do it, thou hast a beaste:
+if thou take hede thou hast, as I myght saye, a&nbsp;God. <!-- newline
+--> Srayght waye assone as thy infãte is borne, it is apte to be taughte
+those thynges whych properlie belonge to a man. Therfore after the
+sayinge of Vyrgyll, bestowe diligente labour vpon hym, euen from hys
+tender age. Handle the waxe strayght way whyle it is very soft, fashion
+thys claie whle it is moist, season thys earthen vessel wyth verye good
+liquour, while it is newe, bye your wolle whyle it commeth whyte frome
+the fuller, and is not defiled wyth any spottes. Antisthenes dyd verye
+merilye shewe the same, whyche when he had taken a certen mans sõne to
+be taught, and was axed of hys father what thinges he had neede of:
+a&nbsp;newe booke quod he, a&nbsp;newe pensyle, and a new table. Verelye
+the philosopher requyred a rude and emptye mynde.
+<span class = "folionum">||</span>
+<!-- png 122 -->
+<!-- newline --> Thou canst not haue a rude lumpe; but and if thou
+fashyonst not lyke a manne, of it selfe it wylt waxe naught, into
+monstruous formes of wylde beastes. Seynge thou doest owe this seruyce
+to God &amp; nature, although there were no hope that thou shuldest haue
+any profite therby, count in thy mynd, how greate comforte, how greate
+profite, howe much worshyp the children that be well brought vp brynge
+to theyr fathers.
+<span class = "sidenote">
+Chyldren euyl broughte vp, brynge shame to their parẽtes</span>
+Agayne into what shames and greate sorowes they cast their parentes that
+bee euyll broughte vp. There is no nede to bryng here vnto the examples
+out of olde chronicles: do no more but remember in thy mind the
+housholdes of thine owne citye, howe many examples shalt y<sup>u</sup>
+haue in eueri place? I&nbsp;know thou doest often hear such wordes. <!--
+newline --> O&nbsp;happye man that I were, if my chyldren were buryed.
+O&nbsp;fortunate mother, if I hadde neuer broughte forth chylde. It is a
+wayghty matter to brynge vp chyldren well, I&nbsp;graunt: but no man is
+borne to him selfe, no man borne to be idle. Thou woldest nedes be a
+father, y<sup>u</sup> muste
+<span class = "folionum">||</span>
+<!-- png 123 -->
+be a good father; y<sup>u</sup> haste gotten thẽ to the cõmon wealth,
+not to thy self only; or to speake more lyke a christen man,
+y<sup>u</sup> hast begottẽ thẽ to god, not to thy selfe. Paul wryteth
+that so in dede women be saued, if they bryng forth childrẽ, &amp; so
+brynge thẽ vp that they continue in y<sup>e</sup> study of vertue. God
+wil straitly charge the parẽts w<sup>t</sup> the childrẽs fautes.
+Therfore excepte y<sup>t</sup> euen forthwith thou bryng vp honestly
+y<sup>t</sup>, that is borne, fyrst y<sup>u</sup> dost thy self wronge,
+which thorow thy negligence, gettest y<sup>t</sup> to thy selfe, then
+the which no enemye could wyshe to an other, ether more greuous or
+paynful. Dionisius did effeminat w<sup>t</sup> delyghtes of the court
+Dions yong son y<sup>t</sup> was run awaye from him: he knew
+y<sup>t</sup> this shuld be more carefull to y<sup>e</sup> father, then
+if he had kylled hym w<sup>t</sup> a swerde. A&nbsp;litel whyle after
+when the yong manne was forced of his father that was come to him, to
+returne agayne to his old vertue, he brake his necke out of a garret. In
+dede a certeyne wise hebriciõ wrot very wisely. A&nbsp;wise child maketh
+the father glad, &amp; a folish son is sorow to y<sup>e</sup> mother.
+<span class = "folionum">||</span>
+<!-- png 124 -->
+<!-- newline --> But a wyse chyld not only is pleasure to hys father,
+but also worship and succoure, and finallye hys fathers lyfe. Contrarye
+a folyshe and leude chylde, not only bringeth heauynesse to hys
+parentes, but also shame and pouertye, and olde before the tyme: and at
+laste causeth death to them, of whom he had the begynnyng of lyfe. What
+nede me to rehearse vp? daily are in our eies the examples of citizens,
+whome the euyll maners of theyr chyldrẽ haue brought to beggarye, whome
+eyther the sonne beyng hanged, or theyr daughter an whoore of the
+stewes, haue tormented wyth intollerable shame and vylany. I&nbsp;know
+greate men, whych of manye chyldren haue scante one lefte alyue.
+¶&nbsp;One consumed wyth the abhominable leprie, called by diminucion
+y<sup>e</sup> french pockes, beareth his death aboute wyth hym: another
+hathe burste by drynkynge for the beste game, an other goyng a
+whore&shy;huntynge in the nyghte with a visar, was pitifullye kylled.
+What was the cause? Bycause theyr parentes
+<span class = "folionum">||</span>
+<!-- png 125 -->
+thynkynge it enough to haue begotten them, and enryched them, toke no
+heede of theire bryngynge vp. ¶&nbsp;They shall dye by the lawe, whych
+laye awaye theyr children, and cast them into some wood to be deuoured
+of wylde beastes. But there is no kynde of puttynge them awaye more
+cruell, then to geue vp that to beastlye affeccions, whych nature hath
+geuen to be fashioned by very good waies. If ther wer ani witch could
+wyth euyl craftes, and wold go about to turne thy sonne into a swyne or
+a wolfe, woldest thou not thynke that ther were no punyshemente to sore
+for her myscheuouse deede? But that whych thou abhorrest in her, thou of
+purpose doest it thy selfe. How huge a beaste is lechery? how rauenous
+and insaciable is ryot? howe wylde a beast is dronkenshyp? how hurtfull
+a thing is anger? how horrible is ambicion? To these beastes dothe he
+set ouer hys sonne, whosoeuer from his tender youthe doth not accustume
+hym to loue that, that is honeste: to abhorre synne: yea rather not
+onlye
+<span class = "folionum">||</span>
+<!-- png 126 -->
+he casteth hym to wyld beastes, whych the most cruel casters away are
+wonte to do, but also whych is more greuouese, he norisheth this greate
+and perilous beaste, euen to hys owne destruccion. It is a kind of men
+most to be abhorred, which hurteth the body of infantes wyth bewitchyng:
+and what shal we say of those parentes whiche thorowe their negligence
+and euyll educacion bewitch the mynd? They are called murtherers that
+kyll their children beynge newe borne, and yet kyll but the body: howe
+great wyckednes is it to kyll the mynde? For what other thynge is the
+deathe of the soule, then foly and wickednes. <!-- newline --> And he
+doth also no lesse wrong to his contrey, to whom asmuch as lyeth in hym,
+he geueth a pestilente citizẽ. He is naught to godwards, of whom he hath
+receyued a chylde for thys purpose, to brynge hym vp to vertue. Hereby
+you may se, how greate and manifolde mischiefes they committe whych
+regarde not the bryngynge vp of tender age. ¶&nbsp;But as I touched a
+lytle before,
+<span class = "folionum">||</span>
+<!-- png 127 -->
+they synne more greuouslie then do these, whych not onely do not fashion
+them to honestye, but also season the tender and soft vessel of the
+infante to myschiefe and wyckednesse, and teacheth hym vyce before he
+knowe what vice is. How shuld he be a modeste man and dyspyser of pride,
+that creepeth in purple? ¶&nbsp;He can not yet sound his fyrste letters,
+and yet he nowe knoweth what crimosine and purple sylke meaneth, he
+knoweth what a mullet is, and other dayntie fyshes, and
+disdain&shy;fullye wyth a proude looke casteth away cõmon dyshes. How
+can he be shamefast whẽ he is growen vp, which being a litel infãt was
+begon to be fashioned to lecherye? <!-- newline --> How shall he waxe
+liberal whẽ he is old, which being so litel hath lerned to meruell at
+money &amp; gold? If ther be ani kynd of garment lately foũd out, as
+daili y<sup>e</sup> tailers craft, as in time paste dyd Africa, bringeth
+forth some new mõster, y<sup>t</sup> we put vpon our infãt. He is taught
+to stand in his own cõceite: &amp; if it be takẽ away, he angerly axeth
+for it again.
+<span class = "folionum">||</span>
+<!-- png 128 -->
+<!-- newline --> Howe shall he beyng old hate drũkennes, whych when he
+is an infãt is taught to loue wine? They teach them by lytle and lytle
+suche filthy wordes whych are scant to be suffered, as sayth Quintilian,
+of the delicious Alexandrians. And if the child speake any suche after
+them, they kysse hym for hys laboure. I&nbsp;warant you they know their
+yong, growynge nothynge out of kynde, when theyr owne lyfe is nothynge
+else then an example of naughtynes. Beynge an infant, he learneth the
+vnchaste flatterynge wordes of nurses, and as we saye, he is fashioned
+wyth the hand to wanton touchynge. He seeth hys father well whetteled
+wyth drynke, and heareath hym bablynge oute that, that shulde be kepte
+in. He sytteth at greate, and not very honest feastes, he heareth the
+house ful of iesters, harpes, mynstrels and daunsers. ¶&nbsp;To these
+maners the chyld is so accustumed, that custume goeth into nature. There
+be nacions that fashion their chyldren to fiercenesse of warre whyle
+they be yet redde frõ
+<span class = "folionum">I.i.</span>
+<!-- png 129 -->
+the mother. They lerne to loke fierslie, <ins class = "correction" title
+= "text unchanged: error for ‘they/thei’?">the</ins> learne to loue the
+swearde, and to geue a strype. From such beginninges thei are deliuered
+to the master: and do we merueyle if wee fynde them vnapte to lerne
+vertue, whych haue dronke in vyces, euen wyth the mylke? But I hear some
+men defendynge theyr folye thus, and saie that by thys pleasure whiche
+is taken of the wantõnes of infantes, the tediousnes of noursyng is
+recõpẽsed. What is this? Shuld it be to the verye father more pleasaunt
+if the chylde folowe an euyll deede, or expresse a leude worde, thẽ if
+wyth his lytle stuttyng tonge, he spake a good sentence, or folowe any
+deede that is wel done? Nature specially hathe geuen to the fyrste age
+an easines to folowe and do after, but yet thys folowyng is somewhat
+more prone to naughtynesse then to goodnes. Is vyce more plesaunte to a
+good man then vertue, specially in hys chrldren? If anye fylthe fall
+vpon the yonge chyldes skyn, thou puttest it away, and dost thou infect
+the mynd wyth so foule
+<span class = "folionum">||</span>
+<!-- png 130 -->
+spottes? Nothynge stycketh faster then that that is learned in yonge
+myndes. I&nbsp;pray you what motherlye hertes haue those women, whiche
+dandle in their lap their chyldren tyl they be almost seuen yeres old,
+and in maner make thẽ fooles? <!-- newline --> If they be so much
+disposed to play why do they not rather get apes, and litle puppets to
+play wythall? <!-- newline --> O&nbsp;saye they: they be but chyldren.
+<!-- newline --> They be in deede: but it cã scant be told how muche
+those fyrste beginninges of our yong age do helpe vs to guide all our
+lyfe after, &amp; howe hard &amp; vntractable a wanton and dissolute
+bryngyng vp, maketh the chylde to the teacher, callynge the same
+gentlenes, when in deede it is a marring. Might not an accion of euyl
+handlyng children meruelous iustli be laid against such mothers? <!--
+newline --> For it is plainely a kynde of witchcraft &amp; of murther.
+They be punyshed by the lawe, y<sup>t</sup> bewitche their childrẽ, or
+hurt their weake bodies with poisons: what do thei deserue which corrupt
+y<sup>e</sup> chiefe parte of the infãt w<sup>t</sup> most vngracious
+venome? <!-- newline --> It is a lighter matter to kyl the body
+<span class = "folionum">I.ii.</span>
+<!-- png 131 -->
+then the mind? If a child shulde be brought vp amõg the gogle eied
+stutters, or haltyng, the body wold be hurt w<sup>t</sup> infecciõ: but
+in dede fautes of the mind crepe vpon vs more priuely, &amp; also more
+quickely, &amp; settel deper. The apostle Paul worthily gaue this honor
+vnto the verse of Menãder, y<sup>t</sup> he wold recite it in his
+epistels: Euyl comunicaciõ, corrupteth good maners: but this is neuer
+truer thẽ in infantes. Aristotle whẽ he was axed of a certen mã by what
+meanes he myghte bringe to pas, to haue a goodly horse: If he be brought
+vp quod he, among horses of good kynde. And y<sup>t</sup> if neyther
+loue nor reason can teach vs howe greate care we ought to take for
+y<sup>e</sup> first yeres of our children, at y<sup>e</sup> least waies
+let vs take example of brute beastes. For it oughte not to greue vs to
+learne of thẽ a thynge y<sup>t</sup> shall be so profitable, of whome
+mãkinde now long ago hath lerned so many fruitful things: sence a beast
+called Hippopotamus hath shewed y<sup>e</sup> cutting of veines, &amp; a
+bird of egipt called Ibis hath shewed y<sup>e</sup> vse of a clister,
+which y<sup>e</sup> phisiciõs gretly alow.
+<span class = "folionum">||</span>
+<!-- png 132 -->
+<!-- newline --> The hearbe called dictamum whiche is good to drawe out
+arrowes, we haue knowne it bi hartes. Thei also haue taughte vs that the
+eatinge of crabs is a remedy against the poyson of spyders. And also we
+haue learned by the teachyng of lysardes, that dictamum doth confort vs
+agaynst the byting of serpentes. <!-- newline --> For thys kynde of
+beastes fyghte naturally agaynste serpentes, of whom whẽ they be hurt,
+they haue ben espyed to fetche theyr remedye of that herbe. Swallowes
+haue shewed vs salandine, and haue geuen the name vnto the hearbe.
+¶&nbsp;The wesyll hathe shewed vs that rewe is good in medicines. The
+Storke hathe shewed vs the herbe organye: and the wylde bores haue
+declared y<sup>t</sup> Iuy helpeth sickenesses. <!-- newline -->
+Serpentes haue shewed that fenel is good for the eye syght. That vomite
+of the stomacke is stopped by lettise, the Dragon monysheth vs. <!--
+newline --> And that mans donge helpeth agaynst poyson, the Panthers
+haue taught vs, and many mo remedies we haue learned of Brute beastes:
+<span class = "folionum">I.iii.</span>
+<!-- png 133 -->
+yea and craftes also that be verye profitable for mannes lyfe. Swine
+haue shewed vs the maner to plow the land, and the Swalowe to tẽper mud
+walles. To be short, there is in maner nothyng profitable for the lyfe
+of man, but y<sup>t</sup> nature hathe shewed vs an example in brute
+beastes, that they that haue not learned philosophy and other sciences,
+maye be warned at the least waye by them what they shulde do. Do we not
+se howe that euery beaste, not only doth beget yonge, but also fashion
+them to do their natural office? The byrde is borne to flye. <!--
+newline --> Doest thou not se how he is taught therunto &amp; fashioned
+by his dãme? <!-- newline --> We see at home how the cattes go before
+their kytlynges, and exercyse them to catch myse and byrdes, because
+they muste lyue by them. ¶&nbsp;They shewe them the praye whyle it is
+yet alyue, and teache them to catche it by leapyng, and at last to eate
+them. What do hartes? Do they not forth wyth exercise their fawnes to
+swyftnes, and teach thẽ howe to runne? they brynge them
+<span class = "folionum">||</span>
+<!-- png 134 -->
+to hye stiepe doune places, &amp; shewe them how to leap, because by
+these meanes they be sure agaynste the traines of the hunters. Ther is
+put in writing as it were a certen rule of techyng elephãtes and
+dolphins in brynginge vp their yonge. In Nyghtingales, we perceiue the
+offices of the techer and learner, how the elder goth before, calleth
+backe, and correcteth, and howe the yonger foloweth and obeyeth. And as
+the dogge is borne to huntyng, the byrde to flyinge, the horse to
+runnyng, the oxe to plowynge, so man is borne to philosophy and honeste
+doinges: and as euery liuing thing lerneth very easly that, to the
+whiche he is borne, so man wyth verye lytle payne perceiueth the lernyng
+of vertue and honestye, to the whiche nature hath graffed certen
+vehemente seedes and principles: so that to the readinesse of nature, is
+ioyned the diligence of the teacher. <!-- newline --> What is a greater
+incon&shy;uenience then beastes that be wythout reason to knowe and
+remember theyr duetye towarde theyr yong: Man
+<span class = "folionum">I.iiii.</span>
+<!-- png 135 -->
+whych is deuided from brute beastes by prerogatiue of reason, not to
+know what he oweth to nature, what to vertue, and what to God? <!--
+newline --> And yet no kynde of brute beastes looketh for anye rewarde
+of theyre yong for their noursynge and teachynge, excepte we luste to
+beleue that the Storkes noryshe agayne they dãmes forworne wyth age, and
+bear them vpon their backes. <!-- newline --> But among men, because no
+continuance of time taketh awaye the thanke of naturall loue: what
+comfort, what worshyp, what succoure doth he prepare for hym selfe, that
+seeth hys childe to be well brought vp? Nature hathe geuen into thy
+handes a newe falowed fielde, nothynge in it in deede, but of a
+fruitfull grounde: and thou thorow negligence sufferest it to be
+ouergrowen wyth bryers and thornes, whyche afterwardes can not be pulled
+vp wyth any diligence. In a lytell grayne, howe greate a tree is hyd,
+what fruite will it geue if it spring oute.<br>
+<span class = "folionum">||</span>
+<!-- png 136 -->
+¶ All thys profite is lost except thou caste seede into the forowe,
+excepte thou noryshe wyth thy labour this tender plant as it groweth,
+and as it were make it tame by graffyng. <!-- newline --> Thou awakest
+in tamyng thy plãt, and slepeste thou in thy sonne? All the state of
+mans felicitie standeth specially in thre poyntes: nature, good
+orderyng, and exercyse. I&nbsp;cal nature an aptnes to be taught, and a
+readines that is graffed within vs to honestye. Good orderynge or
+teachyng, I&nbsp;call doctryne, which stondeth in monicions and
+preceptes. I&nbsp;call exercyse the vse of that perfitenes which nature
+hath graffed in vs, and that reason hath furthered. Nature requyreth
+good order and fashionynge: exercyse, except it be gouerned by reason,
+is in daunger to manye perylles and erroures. They be greatly therefore
+deceiued, whych thynke it sufficiẽt to be borne, &amp; no lesse do they
+erre whyche beleue that wysedome is got by handelynge matters and greate
+affayres wythoute the preceptes of philosophye. Tel me I
+<span class = "folionum">||</span>
+<!-- png 137 -->
+praye you, when shall he be a good runner whych runneth lustelye in
+deede, but eyther runneth in the darke, or knoweth not the waye?
+¶&nbsp;When shall he bee a good sworde player, whych shaketh hys sworde
+vp and downe wynkyng? Preceptes of philosophye be as it were the eyes of
+the mynde, and in manner geue lyght before vs that you may see what is
+nedefull to be done and what not. Longe experience of diuerse thinges
+profite much in dede, I&nbsp;confesse, but to a wyse man that is
+diligently instructed in preceptes of well doynge. Counte what thei haue
+done, and what thei haue suffered all theyr lyfe, whych haue gotten them
+by experience of thinges a sely small prudence &amp; thinke whether
+y<sup>u</sup> woldest wyshe so greate myschiues to thy sonne. Moreouer
+philosophye teacheth more in one yere, then dothe anye experience in
+thyrty, and it teacheth safely, whẽ by experience mo men waxe miserable
+then prudent, in so much that the old fathers not without a cause sayde:
+a&nbsp;man to make a perill or be
+<span class = "folionum">||</span>
+<!-- png 138 -->
+in ieopardy, whych assayed a thyng by experience. Go to, if a man wold
+haue hys sonne well seene in physycke, whether wolde he rather he shulde
+reade the bookes of physicions or learne by experience what thynge wolde
+hurt by poysonyng, or helpe by a remedy. Howe vnhappye prudence is it,
+when the shypman hathe learned the arte of saylynge by often
+shypwrackes, when the prince by continuall batayles and tumultes, and by
+cõmon myschieues hath learned to beare hys office? Thys is the prudence
+of fooles, and that is bought to dearlye, that men shulde be wyse after
+they be strycken wyth myschief. He learneth very costely, whych by
+wanderyng lerneth not to wander. Philippus wyselye learned hys sonne
+Alexander to shewe hym selfe glad to lerne of Aristotle: and to learne
+philosophy perfectlye of him to the entẽt he shuld not do that he shuld
+repent hym of. And yet was Phylyp cõmended for hys singuler towardnes of
+wytte. What thynke ye then is to <ins class = "correction"
+title = "text reads ‘de’">be</ins> looked for of the cõmon
+<span class = "folionum">||</span>
+<!-- png 139 -->
+sorte. But the manner of teachynge doth briefly shewe what we shulde
+folowe, what wee shulde auoyde: neyther dothe it after wee haue taken
+hurte monyshe vs, thys came euyll to passe, hereafter take heede: but or
+euer ye take the matter in hande, it cryeth: If thou do thys, thou shalt
+get vnto the euyll name and myschiefe. Let vs knytte therfore this
+threfolde corde, that both good teachyng leade nature, and exercise make
+perfite good teachynge. Moreouer in other beastes we do perceiue that
+euery one doth sonest learne that that is most properly belonging to hys
+nature, and whych is fyrste to the sauegarde of hys healthe: and that
+standeth in those thynges which brynge either payne or destrucciõ. Not
+onlye liuing thyngs but plantes also haue thys sence. For we se that
+trees also in that parte where the sea doth sauour, or the northen winde
+blow, to shrynke in their braunches and boughes: and where the wether is
+more gentle, there to spreade them farther oute.<br>
+<span class = "folionum">||</span>
+<!-- png 140 -->
+¶ And what is that that properly belongeth vnto man? Verelye to lyue
+according to reason, and for that is called a reasonable creature, and
+diuided frõ those that cã not speake And what is most destrucciõ to mã?
+<!-- newline --> Folyshenes. He wyll therfore be taught nothyng soner
+then vertue, and abhorre from nothynge sooner then folyshenesse, if so
+be the diligence of the parentes wyll incontinent set aworke the nature
+whyle it is emty. But we here meruelous complantes of the common people,
+howe readye the nature of chyldrẽ is to fal to vyce, &amp; how hard it
+is to drawe them to the loue of honesty. <!-- newline --> They accuse
+nature wrongfullye. <!-- newline --> The greatest parte of thys euyll is
+thorowe oure owne faute, whyche mar the wittes w<sup>t</sup> vyces,
+before we teache them vertues. And it is no maruell if we haue them not
+verye apte to learne honestye, seyng they are nowe already taught to
+myschiefe. And who is ignoraunt, that the labour to vnteache, is both
+harder, and also goth before teachyng. <!-- newline --> Also the common
+sorte of men do
+<span class = "folionum">||</span>
+<!-- png 141 -->
+amysse in thys pointe thre maner of wayes: eyther because they vtterlye
+neglecte the bryngynge vp of chyldren, or because they begynne to
+fashion their myndes to knoweledge to late, or because they putte them
+to those men of whome they maye learne that that muste be vnlerned
+agayne. Wee haue shewed those fyrst maner of men vnworthi to be called
+fathers, and that they very litle differ from suche as sette theyr
+infantes out abrode to be destroyed, and that they oughte worthely to be
+punyshed by the lawe, which doth prescribe this also diligentlye by what
+meanes chyldren shuld be brought vp, &amp; afterwards youth. The second
+sorte be very manye, wyth whom nowe I specially entend to striue. The
+thyrd doth amysse two wayes, partly thorowe ignoraunce, partly thorowe
+retchlesnes. And syth it is a rare thynge and a shame to be ignoraunte
+to whome thou shuldest put oute thy horse, or thy grounde to be kepte,
+howe muche more shamefull is it not to knowe whom thou shuldeste
+<span class = "folionum">||</span>
+<!-- png 142 -->
+put thy chylde in truste wythal, beynge the dearest part of thy
+possessions? Ther thou beginnest to lerne that, that thou canst not
+skyll well of thy selfe, thou axest counsell of the beste seene: here
+thou thynkeste it maketh no matter to whom thou committest thy sonne.
+Thou assignest to thy seruantes, eueri man his office that is metest for
+hym. Thou tryest whom thou mayest make ouersear of thy husbandrie, whome
+to appoint to the kitchen, and who shulde ouersee thy housholde. And it
+there be any good for nothynge, a&nbsp;slug, a&nbsp;dulhead,
+a&nbsp;foole, a&nbsp;waster, to hym we cõmit oure childe to be taught:
+and that thynge whych requireth the cunningest man of all, is put to
+y<sup>e</sup> worst of our seruauntes. <!-- newline --> What is
+vntoward, if here menne haue not an vntoward mind? Ther be some whych
+for theyr couetous mynd be afeard to hyre a good master, and geue more
+to an horskeper then a teacher of the chyld. And yet for al that they
+spare no costly feastes, nyght &amp; day thei playe at dice, and bestowe
+moch vpon houndes &amp;
+<span class = "folionum">||</span>
+<!-- png 143 -->
+fooles. In thys thynge onely they be sparers and nigardes, for whose
+cause sparinge in other thynges myght be excused. I&nbsp;wold ther wer
+fewer whych bestowe more vpon a rotten whore, then vpon bringyng vp of
+their chylde. Nothyng sayth the Satir writer stãdeth the father in lesse
+cost then the sonne. Peraduenture it wyll not be much amisse here to
+speake of y<sup>e</sup> day dyet, which longe ago was muche spokẽ of in
+y<sup>e</sup> name of Crates. They report it after thys fashion. Alow to
+thy coke <ins class = "correction" title = "x.">.x.</ins> poũd, to thy
+physicion a grote, to thy flatterer .v. talẽts, to thy coũseller smoke,
+to thy harlot a talent, to thy philosospher .iii. halfpẽs. What lacketh
+to this preposterous count, but to put to it y<sup>t</sup> the teacher
+haue <ins class = "correction" title = "iii.">.iii.</ins> farthings:
+Howbeit I thinke y<sup>t</sup> the master is meant vnder y<sup>e</sup>
+name of philosopher. Whẽ one that was riche in money, but nedy of wit
+axed Aristippus what wages he wold axe for teching his son, &amp; he
+answered .v.C. grotes. You axe quod he to great a sũme: for
+w<sup>t</sup> this much money a man maye bye a seruaunte.
+<span class = "folionum">||</span>
+<!-- png 144 -->
+¶&nbsp;Then the philosopher very properly againe: but now, quod he, for
+one thou shalt haue two: a&nbsp;sonne mete to do the seruice, and a
+philosopher to teache thy sonne. Further if a man shulde bee axed,
+whether he wold haue hys onlye sonne dead to wynne an hundred horses, if
+he had any crumme of wysedome, he wold answer (I&nbsp;thinke:) in no
+wyse. Whi geuest thou then more for thi horse? why is he more diligẽtly
+takẽ hede to then thy sonne? why geuest thou more for a fole, then for
+the bringyng vp of thy chylde? Be frugall and sparynge in other thynges,
+in thys poynt to be thryfty, is no sparynge but a madnes. There be other
+agayn that take good heede in chosyng a master, but that is at the
+desyre of their friendes. They lette passe a meete and cunninge man to
+teache chyldren, and take one that can no skyll, for none other cause,
+but that he is set forwardes at the desyres of their friendes. Thou mad
+man, what meanest thou? In saylynge thou regardest not the affeccion of
+thẽ y<sup>t</sup> speake good wordes
+<span class = "folionum">K.i.</span>
+<!-- png 145 -->
+for a man, but thou setteste hym to the helme, whych can beste skyll to
+gouerne the shyp: in the sonne, whẽ not only he hymself is in ieopardy,
+but the father and mother and all the housholde, yea and the common
+wealth it selfe, wylte thou not vse like iudgement? Thy horse is sicke,
+whether wilt thou sende for a leche at the good word of thy friend, or
+for his cũning in lechcraft. What? Is thy sonne of lesse price vnto the
+then thi horse? Yea settest thou lesse by thy selfe then by thy horse?
+This beyng a foule thynge in meane citizens, how much more shamefull is
+it in great menne? At one supper a dashynge agaynst the mischeuous rocke
+of dice, and so hauynge shypwrake, thei lose two hundred poũd, and yet
+they saye they be at coste, if vpon theyr son they bestowe aboue <ins
+class = "correction" title = "xx.">.xx.</ins> pounde. No man can geue
+nature, eyther to himselfe, or to other: howbeit in this poynte also the
+diligẽce of the parẽtes helpeth much. <!-- newline --> The fyrst poynt
+is, that a mã chose to hym selfe a wyfe that is good, come of a good
+kynred, and well
+<span class = "folionum">||</span>
+<!-- png 146 -->
+broughte vp, also of an healthfull bodie. For seyng the kynred of the
+body and mynde is very straytlye knytte, it can not be but that the one
+thynge eyther muste be holpen or hurte of the other. The nexte is, that
+when the husbande dothe hys duetye to get chyldren, he do it neither
+beyng moued wyth anger, nor yet drunken, for these affeccions go into
+the chylde by a secrete infeccion. A&nbsp;certen philosopher seemed to
+haue marked that thyng properly, whyche seynge a yonge man <ins class =
+"correction" title = "text reads ‘behaninge’">behauinge</ins> hym selfe
+not verye soberlie, it is meruell quod he, but if thy father begat the
+whẽ he was dronke. <!-- newline --> Verily I thynke this also maketh
+greatli to the matter, if the mother at all times, but specially at
+y<sup>e</sup> time of concepcion and byrthe, haue her mynde free from
+all crimes, and be of a good cõscience. For ther can be nothyng eyther
+more quiet or more merye then such a mynd. The thyrd point is
+y<sup>t</sup> the mother noryshe with her own brestes her infãt, or if
+ther hap any necessitie that it maye not so be, let be chosẽ a nurse, of
+a wholsome
+<span class = "folionum">K.ii.</span>
+<!-- png 147 -->
+body, of pure mylke, good condicions, nether drunkẽ, not brauler, nor
+lecherous. For the vices that be takẽ euen in y<sup>e</sup> very
+beginninges of lyfe, both of the bodye and of the mynd, abyde fast vntyl
+we be olde. <!-- newline --> Some men also write y<sup>t</sup> it
+skilleth muche who be his sucking felowes &amp; who be his playfelowes.
+Fourthlye that in due season he be set to a chosen scholemaster alowed
+by all mens witnes, and many waies tryed. You must be diligẽt in
+chosyng, and after go thorowe with it. Homer disaloweth wher many beare
+rule: and after the olde prouerbe of the grekes. The multitude of
+captaines dyd lose Caria. And the oftẽ chaunginge of physicions hath
+destroyed manye. There is nothynge more vnprofitable, then often to
+chaunge y<sup>e</sup> master. For by that meanes the web of Penelopes is
+wouẽ and vnwouen. But I haue knowen childrẽ, whych before they wer .xii.
+yere old, had more thẽ .xii. masters, and that thorowe the
+recheles&shy;nesse of their parẽtes. And yet after this is done must the
+parẽtes be diligẽt.
+<span class = "folionum">||</span>
+<!-- png 148 -->
+<!-- newline --> They shall take heede bothe to the master &amp; to the
+sonne, neither shall they so caste away al care from thẽ as they are
+wonte to laye all the charge of the doughter vpon the spouse, but the
+father shall oftentyme looke vpon them, and marke whether he profite,
+remembrynge those thynges whych the olde men spake both sagely and
+wittely, that the forehead is set before the hynder part of the head:
+and that nothyng sooner fatteth the horse then the masters eye, nor that
+no dunge maketh the ground more fruitfull then the masters footyng.
+I&nbsp;speake of yonge ons. For as for the elders it is meete sometyme
+that they be sente far out of oure syght, whiche thing as it were a
+graffing, is inespecially wont to tame yonge mens wyttes. Emonge the
+excellent vertues of Paulus Emilius, this also is praised, that as oftẽ
+as he might for his busines in the cõmon welth he wolde be at the
+exercises of hys sõnes. And Plinie the nepheu was contente nowe and then
+to go into the schole for his friendes sonnes
+<span class = "folionum">K.iii.</span>
+<!-- png 149 -->
+sake, whom he had taken vpon him to brynge vp in good learnynge.
+¶&nbsp;Furthermore, that that wee haue spoken of nature is not to be
+vnderstand one wayes. For there is a nature of a common kinde, as the
+nature of a man in to vse reason. But ther is a nature peculier, eyther
+to hym or him, that properly belõgeth either to thys man or that, as if
+a man wolde saye some menne to be borne to disciplines mathematical some
+to diuinitie, some to rethorike some to poetrie, and some to war. <!--
+newline --> So myghtely disposed they be and pulled to these studies,
+that by no meanes they canne be discoraged from them, or so greatly they
+abhor them, that they wyl sooner go into the fyre, then apply their
+mynde to a science that they hate. I&nbsp;knewe one familierlye whych
+was verye well seene both in greke and latin, and well learned in all
+liberall sciences, when an archbyshop by whõ he was found, had sende
+hither by hys letters, that he shulde begynne to heare the readers of
+the lawe agaynst hys nature. After he had
+<span class = "folionum">||</span>
+<!-- png 150 -->
+cõplayned of this to me (for we laye both together) I&nbsp;exhorted hym
+to be ruled by his patron, saying that it wold wexe more easily, that at
+the beginning was harde, and that at the least waye he shulde geue some
+part of hys tyme to that study. After he had brought oute certen places
+wonderfull folyshe, which yet those professours halfe goddes dyd teache
+their hearers wyth greate authoritie, I&nbsp;answered, he shuld set
+light by them, &amp; take out that whyche they taught well: and after I
+had preased vpon hym wyth many argumentes, I&nbsp;am quod he so minded,
+that as often as I turne my selfe to these studies, me thinketh a swerde
+runneth thorowe my hert. <!-- newline --> Menne that bee thus naturallye
+borne, I&nbsp;thynke they be not to bee compelled against their nature,
+lest after the common saying we shuld leade an Oxe to wreastlynge, or an
+Asse to the harpe. Peraduenture of this inclinacion you may perceiue
+certen markes in lytle ons. There be that can pronosticate such thynges
+by the houre of hys birthe, to
+<span class = "folionum">K.iiii.</span>
+<!-- png 151 -->
+whose iudgemente howe muche ought to be geuen, I&nbsp;leaue it to euerye
+mans estimacion. It wolde yet muche profite to haue espyed the same
+assoone as can be, because we learne those thynges most easelie, to the
+which nature hath made vs. <!-- newline --> I&nbsp;thinke it not a very
+vayne thing to coniecture by y<sup>e</sup> figure of the face and the
+behaueour of the rest of the bodie, what disposicion a man is of. Certes
+Aristotle so greate a philosopher vouchsaued to put oute a booke of
+phisio&shy;gnonomye verye cunnynge and well laboured. As saylyng is more
+pleasaunt when wee haue borne the wynd and the tyde, so be we soner
+taught those things to the whych we be inclined by redines of wyt.
+Virgyll hath shewed markes wherby a man may know an oxe good for
+y<sup>e</sup> plough, or a cowe meete for generacion &amp; encrease of
+cattell. Beste is y<sup>t</sup> oxe that looketh grimly. He techeth by
+what tokẽs you may espie a yong colt mete for iusting. <ins class =
+"correction" title = "text reads ‘Sraight’">Straight</ins> waye the colt
+of a lusty courage trãpleth garlic in the fieldes .&amp;c. for you know
+the verses.
+<span class = "folionum">||</span>
+<!-- png 152 -->
+<!-- newline --> They are deceyued whyche beleue that nature hathe geuen
+vnto man no markes, whereby hys disposiciõ maye bee gathered, and they
+do amisse, that do not marke them thar be geuen. Albeit in my iudgemente
+there is scante anye discipline, but that the wyt of man is apt to lerne
+it, if we continue in preceptes and exercise. For what may not a man
+learne, when an Eliphant maye be taught to walke vpõ a corde,
+a&nbsp;bear to daunse, and an asse to playe the foole. As nature
+therefore is in no mannes owne hande, so wee haue taught wherin by some
+meanes we maye helpe nature. But good orderynge and exercise is
+altogether of our own witte and diligence. How much the waye to teach
+doth helpe, thys specially declareth, that we se daylye, burdens to be
+lyft vp by engins and arte, whiche otherwyse coulde bee moued by no
+strength. ¶&nbsp;And how greatly exercise auaileth that notable saying
+of the old wise man, inespe&shy;ciallye proueth, that he ascribeth all
+thynges to diligence and study. But labour, say they, is
+<span class = "folionum">||</span>
+<!-- png 153 -->
+not meete for a tender age, &amp; what readines to lerne can be in
+children whych yet scarse knowe that they are men: I&nbsp;wyll answere
+to bothe these thinges in few wordes. How agreeth it that that age
+shulde bee counted vnmeete for learnynge, whych is nowe apte to learne
+good maners? But as there be rudimentes of verture, so be there also of
+<ins class = "correction" title = "text reads ‘sci-/cences’ at line break">sciences</ins>.
+Philosophy hath his infancie, hys youthe, and
+rype age. An horsecolt, which forthwyth sheweth his gentle kynd, is not
+straight way forced wyth the bytte to cary on his backe an armed manne,
+but wyth easy exercises he learneth the fashion of warre. The calfe that
+is appoynted to the plowghe, is not strayght wayes laden wyth werye
+yockes, nor prycked wyth sharpe godes, but as Virgyl hath elegantlye
+taught: Fyrst they knyt aboute his necke circles made of tender twygges,
+and after when his free necke hathe bene accustumed to do seruice, they
+make rounde hoopes mete, &amp; when they be wrythẽ, ioyne a payre of
+meete ons together, and
+<span class = "folionum">||</span>
+<!-- png 154 -->
+so cause the yonge heyfers to gooe forwardes, and often tymes they make
+them to draw an empty cart, and sleightly go awaye, but afterwards they
+set on a great heauy axeltree of beeche, and make them to draw a great
+plough beame of yrõ. <!-- newline --> Plowmen can skyll howe to handell
+oxen in youthe, and attemper their exercises after their strength muche
+more diligently ought this to be done in bringing vp our children.
+Furthermore the prouidẽce of nature hath geuen vnto litle ons a certen
+mete habilitte. An infant is not yet meete to whome thou shuldest reade
+y<sup>e</sup> offices of Cicero, or the Ethickes of Aristotle, or the
+moral bokes of Seneca or Plutarche, or the epistles of Paule,
+I&nbsp;confesse, but yet if he do any thyng vncomly at the table, he is
+monyshed, and when he is monyshed, he fashioneth hym selfe to do as he
+is taught. He is brought into the temple, he lerneth to bowe his kne, to
+holde hys handes manerly, to put of hys cap, and to fashion all the
+behaueour of hys bodie to worshyp God, he is
+<span class = "folionum">||</span>
+<!-- png 155 -->
+cõmaunded to holde hys peace when misteries be in doyng, and to turne
+hys eyes to the alter. These rudimentes of modestye and vertue the
+childe lerneth before he can speake, which because they sticke fast
+vntil he be elder, they profit somwhat to true religiõ. There is no
+differẽce to a chyld when he is first borne, betwene his parẽntes &amp;
+straungers. Anon after he learneth to knowe his mother, &amp; after his
+father. He learneth by litle &amp; litle to reuerẽce thẽ, he learneth to
+obey them, &amp; to loue thẽ. He vnlerneth to be angrye, to be auẽged,
+&amp; when he is biddẽ kysse thẽ that he is ãgry withal, he doth it,
+&amp; vnlerneth to bable out of measure. He lerneth to rise vp, &amp;
+geue reuerence to an old mã, &amp; to put of his cap at y<sup>e</sup>
+image of the crucifix. Thei that thinke y<sup>t</sup> these lytle
+rudimẽtes help nothing to vertue, in my mind be greatly deceiued,
+A&nbsp;certẽ yonge man whẽ he was rebuked of Plato because he had plaied
+at dice cõplained y<sup>t</sup> he was so bitterly chiddẽ, for so litle
+harme. Thẽ quod Plato, although it be but smal hurt to play at dice, yet
+is it great hurt to vse it.
+<span class = "folionum">||</span>
+<!-- png 156 -->
+<!-- newline --> As it is therefore a greate euyll to accustume thy
+selfe to euyl, so to vse thy selfe to small good thynges is a greate
+good. And that tender age is so muche the more apte to learne these
+thyngs, because of it selfe it is plyaunt vnto all fashions, because it
+is not yet occupyed wyth vyce, and is glad to folowe, if you shewe it to
+do any thinge. And as cõmonlye it accustumeth it selfe to vyce, or euer
+it vnderstand what vyce is, so wyth lyke easynes maye it be accustumed
+to vertue. And it is beste to vse best thinges euen at the fyrst. <!--
+newline --> That fashion wyll endure longe, to the which you make the
+empty and tender mynde. Horace wrote that if you thruste oute nature
+wyth a forke, yet wyll it styll come againe. <!-- newline --> He wrot it
+and that very truly, but he wrote it of an olde tre. Therefore the wise
+husband man wil straight waye fashion the plante after that maner whyche
+he wyll haue tarye for euer when it is a tree. It wyll soone turne in to
+nature, that you powre in fyrste of all. Claye if it be to moyste wyl
+not kepe the fashion
+<span class = "folionum">||</span>
+<!-- png 157 -->
+that is prynted in it: the waxe may be so softe that nothynge can bee
+made of it. But scarse is there any age so tender that is not able to
+receyue learnyng. No age sayth Seneca, is to late to learne: whether
+that be true or no I wot not, surely elderly age is very harde to learne
+some thyngs. This is doutles, that no age is so yonge but it is apte to
+be taught, inespecially those thynges vnto the whych nature hathe made
+vs, for as I sayd: for thys purpose she hath geuen a certen peculier
+desyre of folowyng, that what so euer they haue herde or seene, they
+desyre to do the lyke, and reioyse when they thynke they can do any
+thyng: a&nbsp;man wolde saye they wer apes. And of thys ryseth the
+fyrste coniecture of their wyt and aptnes to be taughte. Therefore
+assone as the man chyld is borne, anone he is apte to lerne maners.
+After whẽ he hath begon to speake, he is mete to be taught letters. Of
+what thynge regarde is fyrste to be had, a&nbsp;readines by &amp; by is
+geuen to lerne it. For learnyng although it haue infinite
+<span class = "folionum">||</span>
+<!-- png 158 -->
+commodities, yet excepte it wayte vpon vertue, it bryngeth more harme
+then good. Worthilye was refused of wyse menne theire sentence, which
+thought that children vnder seuen yere olde shulde not be set to
+lernyng: and of thys sayinge many beleued Hesiodus to be the author,
+albeit Aristophanes the gramarian sayd, that those morall preceptes in
+the whych worke it was written, were not made by Hesiodus<ins class =
+"correction" title = ". missing">. </ins>Yet nedes must be some excellẽt
+wryter, which put forth such a booke that euen learned menne thought it
+to be of Hesiodus doing<ins class = "correction" title = ". missing">.
+</ins>But in case it were Hesiodus, without doute yet no mans authoritie
+oughte to be of suche force vnto vs, that we shulde not folowe the
+better if it be shewed vs. Howebeit who soeuer wer of thys mynd, they
+meant not thys, that all thys time vntyll seuen yeres shulde bee quite
+voyde of teachyng, but that before that tyme chyldren shulde not bee
+troubled wyth the laboure of studies, in the whych certeine tediousnes
+muste bee deuoured, as of cannyng
+<span class = "folionum">||</span>
+<!-- png 159 -->
+wythout booke, sayinge the lesson agayn, and wyth wrytinge it, for scant
+maye a man fynde anye that hathe so apte a wytte to bee taught, so
+tractable and that so wil folowe, whyche wyll accustume it selfe to
+these thynges wythout prickyng forward. Chrisippus apoynted thre yeres
+to the nourses, not that in the meane space there shuld be no teachynge
+of manners, and speach, but that the infante shulde be prepared by fayr
+meanes to lern vertue and letters, ether of the nurses, or of the
+parentes, whose maners wythout peraduẽture do help very much to the good
+fashionynge of chyldren. And because the fyrste teachyng of chyldren is,
+to speake playnly and wythout faute, in this afore tyme the nourses and
+the parentes helpe not a lytle. Thys begynnyng, not only very muche
+profiteth to eloquẽce, but also to iudgement, and to the knowledge of
+all disciplines: for the ignoraunce of tonges, eyther hath marred all
+the sciences, or greatly hurt thẽ, euẽ diuinitie it selfe also, phisicke
+&amp; law.
+<span class = "folionum">||</span>
+<!-- png 160 -->
+<!-- newline --> The eloquence of the Gracchians was muche merueyled at
+in tyme paste, but for the most they myghte thanke theyr mother Cornelia
+for it, as Tullie iudgeth. It apeareth sayth he, that the chyldren wer
+not so much brought vp in the mothers lappe, as in the mothers
+cõmunicacion. So theyr fyrste scholyng was to them the mothers lap.
+Lelia also expressed in her goodly talke the eloquence of her father
+Caius. And what marueile. While she was yet yonge she was dyed wyth her
+fathers communi&shy;cacion, euen when she was borne in his armes. The
+same happened to the two sisters, Mucia and Licinia, neeces vnto Caius.
+Specially is praysed the elegaunce of Licinia in speakyng, whiche was
+the daughter of Lucius Crassus, one Scipios wyfe as I weene. What nedes
+many words? <!-- newline --> All the house and all the kynred euen to
+the nepheus, and their cosyns dyd often expresse elegance of their fore
+fathers in artificiall and cunnyng speakyng. The daughter of Quintus
+Hortencius so expressed
+<span class = "folionum">L.i.</span>
+<!-- png 161 -->
+her fathers eloquence, that ther was longe ago an oracion of hers to se,
+that she made before the officers called Triumuiri, not only (as Fabius
+sayth) to the prayse of womankynd. To speake without faut no litle helpe
+brynge also the nourses, tutors, and playefelowes. For as touching the
+tonges, so great is the readines of that age to learne them, that within
+a few monethes a chylde of Germany maye learne Frenche, and that whyle
+he dothe other thinges also: neyther dothe that thynge come euer better
+to passe then in rude and verye yonge yeres. And if this come to passe
+in a barbarous and vnruled tonge, whych wryteth other wyse then it
+speaketh, and the whych hathe hys schriches and wordes scarse of a man,
+howe muche more easely wyl it be done in the Greeke or Latine tonge?
+Kyng Mithridates is read to haue perfitly knowen .xxii. tonges, so that
+he could plead the lawe to euery nacion in their owne tonges wythoute
+anye interpreter. ¶&nbsp;Themistocles within a yeres space
+<span class = "folionum">||</span>
+<!-- png 162 -->
+lerned perfitely the Persians tong because he wolde the better cõmen
+wyth the kyng. If sũwhat old age can do that, what is to be hoped for of
+a chylde? And all this businesse standeth specially in two thynges,
+memorye and imitacion. We haue shewed before alredy that there is a
+certein naturall greate desyre in chyldren to folowe other, and very
+wyse men wryte that memorie in chyldren is verye sure in holdinge faste:
+and if we distrust there authoritie, experience it selfe wyll proue it
+vnto vs. Those thynges that we haue seene beying chyldren, they so abide
+in our mindes, as thou we had sene them yesterdaie. Thinges that we read
+today whẽ we be old, wythin two daies after if we read thẽ agayn they
+seme newe vnto vs. <!-- newline --> Furthermore howe fewe haue we seene
+whych haue had good successe in lernynge the tonges when they were olde?
+And if some haue wel spedde them in knowledge, yet the right sound and
+pronun&shy;ciacion hath chaunsed either to none, or to very few. For
+rare examples be no
+<span class = "folionum">L.ii.</span>
+<!-- png 163 -->
+common rules. Neyther for thys muste we call chyldren to lerne the
+tonges after sixtene yere olde, because that the elder Cato lerned
+latine, and Greeke, when he was thre score and ten yeres olde. But Cato
+of Vtica muche better lerned then the other and more eloquent, when he
+was a chylde was continuallye wyth hys master Sarpedo. And <ins class =
+"correction" title = "text reads ‘hece’">hẽce</ins> we ought so much the
+more to take heede, because that yonge age led rather by sense then
+iudgemẽt, wyll assone or peraduenture soner lerne leudnes &amp; things
+y<sup>t</sup> be naught<ins class = "correction" title = ". missing">.
+</ins>Yea we forget soner good thinges thẽ naught. Gentile philosophers
+espyed that, &amp; merueyled at it, and could not search out the cause,
+whiche christẽ philosophers haue shewed vnto vs: which telleth
+y<sup>t</sup> this redines to mischiefe is setteled in vs of Adam the
+first father of mãkind. <!-- newline --> Thys thynge as it can not be
+false, so is it very true, that the greateste parte of this euyll cõmeth
+of leude and naughty bryngyng vp, inespe&shy;ciallye of tender youthe,
+whyche is plyeable to euerye thynge.<br>
+<span class = "folionum">||</span>
+<!-- png 164 -->
+¶ We fynd in writyng that great Alexander lerned certeine fautes of hys
+master Leonides, whyche he could not leaue when he was well growẽ vp,
+and a great Emperour. <!-- newline --> Therfore as long as amonge the
+latines floryshed that old vertuousnes of good maners, chyldren were not
+committed to an hyrelynge to be taught, but were taughte of the parentes
+them selues &amp; their kinsfolke, as of their vncles both by father and
+mother, of the graund&shy;fathers, as Plutarch sayth: For they thought
+it especially perteyned to the honour of their kynred, if they had very
+manye excellentlye well seene in liberall knowledge, where as now adayes
+all nobilitie almost stãdeth in painted &amp; grauen armes, dauncing,
+huntynge and dicynge. <!-- newline --> Spurius Carbilius of a bond man
+made free, whose patron Carbilius brought in the fyrste example of
+diuorce, is reported to be the fyrste that taught an opẽ grãmer schole.
+<!-- newline --> Before thys tyme it was counted a verye vertuous office
+if euery mã taughte hys kynsefolke in vertue
+<span class = "folionum">L.iii.</span>
+<!-- png 165 -->
+and lernyng. Nowe is thys <ins class = "notation"
+title = "other printing has ‘theyr’">theyr</ins>
+onlye care, to seeke for their chyld a
+wyfe wyth a good dowrye. That done, they thynke they haue done all that
+belongeth to a father. But as the world is alwayes redy to be worse and
+worse, dayntines hathe perswaded vs to <ins class = "notation" title =
+"other printing has ‘commit’">comune</ins> this office to a tuter that
+is one of our householde, and a gentleman is put to be taught of a
+seruaunte. In whyche thynge in deede, if we wolde take heede whom we
+chose, the ieopardy were so muche the lesse, because the teacher liued
+not only in y<sup>e</sup> fathers syght, but also wer vnder hys power if
+he dyd amysse. They that wer very wyse, either bought lerned seruauntes,
+or prouided they myghte be lerned, that they myghte be teachers to their
+children. But howe muche wyser were it, if the parents wolde get lernyng
+for thys entent, that they them selues myght teach theyr owne chyldren.
+Verelye by thys meanes the profite wolde be double, as the cõmoditie is
+double if the Byshoppe shewe hym selfe a good man, to the entente he
+maye
+<span class = "folionum">||</span>
+<!-- png 166 -->
+encourage very many to the loue of vertue. Thou wyle saye; euerye mã
+hath not leasure, and they be lothe to take so greate payne. But go to
+good syr, Lette vs caste wyth oure selfe howe muche tyme wee lose at
+dice, bankettynge, and beholdynge gaye syghtes, and playinge wyth
+fooles, and I weene wee shall bee ashamed, to saye wee lacke leasure to
+that thynge whych oughte to be done, all other set asyde. We haue tyme
+sufficiente to do all we shoulde do, if we bestowe it so thriftelye as
+we shulde do. But the daye is short to vs, whẽ we lose the greater part
+thereof. Consider thys also, howe greate a porcion of tyme is geuen now
+and then to the foelyshe busines of our friendes. If we can not do as
+they all wolde haue vs, verelye wee oughte chiefely to regarde our
+chyldren. What payne refuse we to leaue vnto oure chyldren a ryche
+patrimonye and well stablished: and to get that for them whiche is
+better then all this, shulde it yrke vs to take laboure? namelye
+<span class = "folionum">L.iiii.</span>
+<!-- png 167 -->
+when naturall loue and the profite of them whyche be mooste deareste
+vnto vs, maketh sweete al the grief and payne. If that were not, when
+wolde the mothers beare so longe tediousenes of chyldbyrth and nursyng.
+He loueth his sonne lyghtlye whych is greued to teache hym. ¶&nbsp;But
+the manner to enstructe them was the more easy to them in olde tyme,
+because the learned and vnlearned people spake all one tong, saue that
+the learned spake more truelye, more elegantly, more wiselye, and more
+copiouselye. I&nbsp;confesse that, and it were a very shorte way to
+learnynge, if it were so nowe a dayes. And there haue bene some that
+haue gone aboute to renewe and brynge again those olde examples, and to
+doo as those olde fathers haue done afore tyme, as in Phrisia,
+Canterians, in Spayne Queene Elisabeth the wyfe of Fardinandus, out of
+whose familye there haue come forthe verye manye womenne bothe
+meruey&shy;louselye well learned and verteouse.
+<span class = "folionum">||</span>
+<!-- png 168 -->
+<!-- newline --> Emong the englishe men, it greued not the ryght
+worshypful Thomas More, although beyng much occupyed in the kynges
+matters, to be a teacher to hys wyfe, daughters, and sonne, fyrste in
+vertue, and after to knowledge of Greke and Latine. Verely this ought to
+be done in those that we haue apoynted to learnynge. Neyther is there
+anye ieopardie that they shulde be ignoraunt in the peoples tonge, for
+thei shall learne that whether they wyl or not by companye of men. And
+if there be none in oure house that is lerned, anon we shulde prouide
+for some cunnyng man, but tryed both in maners and lernyng. It is a
+folyshe thyng to make a profe in thy sone, as in a slaue of litle value,
+whether hys teacher be learned or not, and whether he bee a good man
+that thou haste gotten hym or not. In other thinges pardon may be geuen
+to negligence, but here thou muste haue as manye eyes as Argus had, and
+muste be as vigilant as is possible. They say: a&nbsp;man maye not twyse
+do a faute in war:
+<span class = "folionum">||</span>
+<!-- png 169 -->
+here it is not laweful to do once amisse. Moreouer the soner the child
+shall be set to a master, so much shal hys brynginge vp come the better
+to passe. I&nbsp;knowe some men fynde thys excuse, that it is ieopardy
+lest the labour of studies make y<sup>e</sup> good health of the tender
+bodye weaker. <!-- newline --> Here I myght ensure, y<sup>t</sup>
+althoughe the strength of the bodye wer sumwhat taken awaye, that thys
+incõmoditie is well recompensed by so goodly gyftes of the mynd. For we
+fashion not a wrestler, but a philosopher, a&nbsp;gouernour of the
+common wealth, to whõ it is sufficient to be healthful, although he haue
+not the strengthe of Milo: yet do I cõfesse that somewhat we must tender
+the age, that it maye waxe the more lustye. But there be manye that
+foolyshely do feare leste their chyldren shulde catche harme by
+learnynge, whych yet feare not the much greater peryll that cometh of to
+muche meate, whereby the wyttes of the litle ons no lesse be hurted then
+bee theyr bodyes by kyndes of meates and drynkes that be not meete for
+<span class = "folionum">||</span>
+<!-- png 170 -->
+that age. They brynge theyr lytle children to great and longe feastes,
+yea feastyng sometyme vntyl farre forth nyghtes, they fyl them wyth salt
+and hoat meates, somtyme euẽ tyl thei vomite. They bynde in and loade
+the tender bodies wyth vnhandsome garmentes to set them out, as some
+trym apes, in mans apparel, and otherwayes they weaken their children,
+and they neuer more tenderlye be afrayed of their health, then when
+cõmunication is begon to be had of lernynge, that is of that thynge
+whych of al other is moste wholesom and necessarye. <!-- newline -->
+That whych we haue spoken touchyng health, that same perteineth to the
+care of hys bewety, whyche as I confesse is not to be lyght set bye, so
+to carefully to be regarded, is not very meete for a man.
+<span class = "sidenote">
+A&nbsp;wayward feare for hurting childrẽs bewtye.</span>
+Neyther do we more weywardlye fear any other thyng then the hurt of it
+to come by studie, where it is hurt a greate deale more by surfet,
+dronkennes, vntymelye watchynge, by fyghtyng and woundes, finally by
+vngracious pockes, which scarse
+<span class = "folionum">||</span>
+<!-- png 171 -->
+anie man escapeth that liueth intemperatly. From these thyngs rather let
+thẽ see they keepe their children then frõ lernyng, whych so carefully
+take thought for the health and bewtie.
+<span class = "sidenote">
+Prouisiõ for easinge chyldrens labour</span>
+Howbeit thys also may be prouided for by our care &amp; diligẽce that
+ther shuld be very litle labour and therfore litle losse. This shal be
+if neyther many thyngs, neither euery lyght thynge be taught them when
+they be yong, but the best only &amp; that be mete for their age, whiche
+is delighted rather in pleasaũt thynges then in subtile. Secondly,
+a&nbsp;fayre manoure of teachynge shall cause y<sup>t</sup> it may seme
+rather a playe then a labour, for here the age must be beguiled with
+sweete flattering wordes, which yet cã not tell what fruit, what honour,
+what pleasure lernyng shall brynge vnto them in tyme to come. And this
+partly shal be done by the teachers gẽtlenes &amp; curteous behaueour,
+&amp; partlye by his wit &amp; subtile practise, wherbi he shal deuise
+diuerse prety meanes to make lerning plesaũt to y<sup>e</sup> chylde,
+&amp; pul hym away frõ feling of labour.
+<span class = "folionum">||</span>
+<!-- png 172 -->
+<!-- newline --> For there is nothynge worse then when the waywardnes of
+the master causeth the children to hate lernyng before they knowe
+wherefore it shulde be loued. The fyrst degree of lerning, is the loue
+of the master. <!-- newline --> In processe of tyme it shall come to
+passe that the chyld whych fyrst began to loue lernyng for the masters
+sake, afterwards shall loue the master because of lernyng. For as many
+giftes are very dere vnto vs euẽ for thys cause, that they come from
+them whome wee loue hertelye: so lernyng, to whom it can not yet be
+pleasaunt thorowe discrescion, yet to them it is acceptable for the loue
+they beare to the teacher. It was very well spoken of Isocrates that he
+lerneth very much, whych is desirous of lernyng. And we gladlye lerne of
+them whome we loue. But some be of so vnpleasaunt maners that they can
+not bee loued, no not of their wyues, theyr countenaũce lowryng, their
+companye currishe, they seme angrye euen when they be beste pleased,
+they can not speke fayre, scarse can they laughe when
+<span class = "folionum">||</span>
+<!-- png 173 -->
+men laugh vpon them, a&nbsp;man wold saye they were borne in an angrye
+hour. These men I iudge scant worthye to whome we shulde put oure wylde
+horses to be broken, muche lesse wuld I thynke that thys tender and
+almost suckynge age shuld be committed to them. Yet be ther some that
+thynke that these kynde of men, euen inespecyally worthye to be set to
+teache yonge chyldren, whylest they thynke their sturdynes in lookynge
+is holynes. But it is not good trustyng the lookes, vnder that frownynge
+face lurke oftẽ tymes most vnchaste and wanton maners, neyther is to be
+spoken amonge honeste men, to what shamefulnes these bouchers abuse
+chyldren by fearyng them. No nor the parents thẽ selues can well bring
+vp theyr chyldrẽ, if they be no more but feared. The fyrste care is to
+be beloued, by lytle and lytle foloweth after, not feare, but a certen
+liberall and gentle reuerence which is more of value then feare. Howe
+properly then I praye you be those chyldren prouided for, which being
+<span class = "folionum">||</span>
+<!-- png 174 -->
+yet scante foure yere olde are sente to schole, where sytteth an
+vnknowen scholemaster, rude of manners, not verye sober, and sometyme
+not well in hys wytte, often lunatike, or hauynge the fallyng sycknes,
+or frenche pockes? For there is none so vyle, so naughte, so wretched,
+whome the common people thynketh not sufficiente ynoughe to teache a
+grammer schole. And thei thynkyng they haue gotten a kingdome, it is
+marueyle to see howe they set vp the brystels because thei haue rule,
+not vpon beastes, as sayeth Terence, but vpõ that age whiche ought to be
+cheryshed wyth all gentlenes. You wolde saye it were not a schole, but a
+tormentynge place: nothynge is hearde there beside the flappynge vpon
+the hande, beside yorkynge of roddes, besyde howlynge and sobbinge and
+cruell threatnynges. What other thynge maye chyldren learne hereof, then
+to hate learnyng? When this hatered hath once setteled in the tender
+myndes, yea when they be old they abhorre studye. It is also muche
+<span class = "folionum">||</span>
+<!-- png 175 -->
+more foolyshe, that some men sende their lytle chyldren to a pyuyshe
+dronken woman to learne to reade and wryte. It is agaynste nature that
+women shulde haue rule vpon menne: besyde that, nothynge is more cruell
+then that kynde, if they bee moued with anger, as it wyll soone be, and
+wyll not cease tyll it be full reuenged. Monasteries also, and colleges
+of brethern, for so they cal them selues, seeke for their liuynge
+hereof, and in theyr darke corners teache the ignoraunt chyldren
+commenlye by menne that be but a lytle learned, or rather leudlye
+learned, althoughe we graunte they bee bothe wyse and honeste.
+¶&nbsp;Thys kynde of teachynge howe so euer other menne alowe it, by my
+counsell no manne shall vse it, who soeuer entendeth to haue hys child
+well brought vp. It behoueth that eyther there were no schole, or else
+to haue it openlye abrode. It is a shorte waye in dede that cõmonlye is
+vsed: for manye be compelled of one more easelye by feare,
+<ins class = "correction"
+title = "text unchanged: error for ‘then’ (‘than’)?">that</ins>
+one brought vp of one liberallye.
+<span class = "folionum">||</span>
+<!-- png 176 -->
+¶&nbsp;But it is no great thynge to beare rule vpon Asses or Swyne, but
+to brynge vp chyldren liberallye as it is veri hard, so is it a goodly
+thing. <!-- newline --> It is tiranny to oppresse citizens by feare, to
+keepe them in good order, by loue, moderacion and prudence, it is
+princely. Diogenes beynge taken out of the Agenites, and brought oute to
+be solde, the cryer axed hym by what title he wolde be set out to the
+byer. Axe quod he if any wyl bye a man that can rule chyldren. At this
+straunge prayse manye laughed. One that hadde chyldren at home communed
+wyth the philosopher, whether he could do in deede that he professed. He
+sayde he coulde. By shorte communi&shy;cacion he perceyued he was not of
+the cõmon sorte, but vnder a pore cloke, ther was hydden great wisedome:
+he bought hym, and brought hym home, &amp; put his chyldrẽ to him to be
+taught. As y<sup>e</sup> Scots say, ther be no greater beaters then
+frenche schole&shy;masters. When they be tolde thereof, they be wonte to
+answere, that that naciõ euen lyke the Phrigians
+<span class = "folionum">M.i.</span>
+<!-- png 177 -->
+is not amẽded but bi stripes. <!-- newline --> Whether this be true let
+other mẽ iudge. Yet I graunt that there is some difference in the
+nacion, but much more in the propertie of euerye seueral wyt. Some you
+shal soner kyl, then amende wyth stripes: but the same bi loue and
+gentle monicions you may leade whither ye wyll. Truth it is that of thys
+disposicion I my selfe was when I was a childe, and when my master whych
+loued me aboue all other, because he sayd he conceiued a certen great
+hope of me, toke more heede, watched me well, and at laste to proue howe
+I could abyde the rod, and laying a faute vnto my charge which I neuer
+thought of, did beat me, that thinge so put awaye from me all the loue
+of studie, and so discouraged my chyldyshe mynd, that for sorowe I hadde
+almost consumed awaye, and in deede folowed therof a quartaine ague.
+When at laste he had perceiued hys faute, among his friendes he bewailed
+it. ¶&nbsp;This wyt (quod he) I&nbsp;had almoste destroyed before I
+knewe it. For he
+<span class = "folionum">||</span>
+<!-- png 178 -->
+was a man both wyttye and well learned, and as I thynke, a&nbsp;good mã.
+He repẽted him, but to late for my parte. Here nowe (good syr) cõiecture
+me howe many frowarde wyttes these vnlerned greate beaters do destroye,
+yet proud in their owne conceite of learnyng, wayeward, dronken, cruel,
+and that wyl beate for their pleasure: them selues of suche a cruell
+nature, that they take plesure of other mens tormentes. These kynde of
+men shuld haue ben bouchers or hangmẽ, not teachers of youth. Neyther do
+any torment chyldren more cruelly, thẽ they that canne not teache them.
+¶&nbsp;What shulde thei do in scholes but passe the daye in chydyng and
+beatynge? I&nbsp;knewe a diuine and that familierly, a&nbsp;man of
+greate name, whych was neuer satisfied wyth crudelity against his
+scholers, whẽ he him selfe had masters that were very great beaters. He
+thought y<sup>t</sup> dyd much helpe to caste downe the fiersnes of
+their wittes, &amp; tame the wãtonnes of their youth. He neuer feasted
+amonge hys flocke, but as
+<span class = "folionum">M.ii.</span>
+<!-- png 179 -->
+Comedies be wont to haue a mery endyng, so contrary when they had eaten
+theyr meat, one or other was haled oute to be beaten wyth roddes: and
+sometime he raged against them that had deserued nothynge, euen because
+they shuld be accustumed to stripes. I&nbsp;my selfe on a time stode
+nerre hym, when after diner he called out a boie as he was wõt to do, as
+I trow ten yere olde. And he was but newe come frome hys mother into
+that compani. He told vs before that the chyld had a very good woman to
+hys mother, and was earnestly committed of her vnto hym: anon to haue an
+occacion to beate hym, he beganne to laye to hys charge I wotte not what
+wãtonnesse: When the chylde shewed hym selfe to haue nothyng lesse, and
+beckened to hym to whome he committed the chyefe rule of hys colledge,
+surnamed of the thynge, a&nbsp;tormentoure, to beate, hym ne by and by
+caste doune the chylde, and beate hym as thoughe he had done sacrilege.
+The diuine sayde once or twyse, it is inoughe, it is inoughe.
+<span class = "folionum">||</span>
+<!-- png 180 -->
+<!-- newline --> But that tormentour deaffe with feruentnes, made no
+ende of his bochery, tyl the chylde was almost in a sounde: Anon the
+diuine turninge to vs, he hathe deserued nothynge quod he, but that he
+muste be made lowe. Who euer after that maner hath taught hys slaue, or
+hys Asse? <!-- newline --> A&nbsp;gẽtle horse is better tamed with
+puping of the mouth or softe handlyng, then wyth whyp or spurres. <!--
+newline --> And if you handle hym hard, he wil whynche, he wyll kycke,
+he wyll byte, and go backwardes. An oxe if you pricke hym to harde wyth
+godes, wyl caste of his yocke, and run vpon hym that pricked hym. So
+muste a gentle nature be handled as is the whelpe of a Lion. Onlye arte
+tameth Elephantes, not violence, neyther is there any beaste so wylde,
+but that it wyl be tamed by gentlenes, neyther any so tame, but
+immoderate cruelnes wil anger it. <!-- newline --> It is a seruyle
+thynge to be chastened by feare, and common custume calleth chyldren
+free men, because liberall and gentle bringyng vp becommeth them, much
+vnlike to seruile.
+<span class = "folionum">M.iii.</span>
+<!-- png 181 -->
+Yet they that be wyse do thys rather, that seruantes by gentelnes and
+benefites leaue of their slauyshe condicions: remẽbryng that they also
+be men, and not beastes. <!-- newline --> There be rehearsed meruelous
+examples of seruauntes toward their masters, whome verely they shulde
+not haue founde such if they hadde kept them vnder only by strypes.
+¶&nbsp;A&nbsp;seruaunt if he be corrigible is better amended by
+monicions, by honestie, &amp; good turnes, then by stripes: if he be
+paste amendmente, he is hardened to extreme mischief and eyther wyll
+runne awaye and rob hys master, or by some craft go aboute his masters
+deathe. Sometime he is reuenged on his masters crueltie, thoughe it
+coste hym his lyfe. And there is no creature more fereful thẽ man, whõ
+cruell iniurie hathe taught to dispyse his owne lyfe. Therfore the commõ
+prouerb that sayth a man hath as manye enemies as he hath seruauntes, If
+it be true, I&nbsp;thynke it may be chiefly imputed to the
+vnreason&shy;ablenes of the master: for it is a poynte of
+<span class = "folionum">||</span>
+<!-- png 182 -->
+arte, and not of chaunce to rule wel seruauntes. And if the wyser
+masters go aboute thys thynge, so to vse their seruauntes, that thei
+shuld serue them well and gently, and in stede of seruantes had rather
+haue them fre men, how shameful is it bi bryngyng vp, to make seruantes
+of those that be gentle and free by nature? Nor wythout cause dothe the
+olde manne in the comedie thynke that there is greate difference
+betwixte a master and a father. The master only compelleth, the father
+by honestie and gentelnes accustumeth hys sonne, to do well of hys owne
+mynde, rather then by feare of an other: and that he shulde bee all one
+in hys presence and behind hys backe. He that can not do this sayth he,
+lette hym confesse that he can not rule chyldren. But there oughte to be
+a litle more difference betwyxte a father and the master, then betwixt a
+kinge and a tirant. <!-- newline --> Wee putte awaye a tiraunte from the
+common wealthe, and we chose tirauntes, yea for oure sonnes, eyther we
+oure selfes exercyse tirannye
+<span class = "folionum">M.iiii.</span>
+<!-- png 183 -->
+vpon them. Howebeit thys vyle name of seruitude oughte vtterlye to be
+taken awaye oute of the lyfe of chrysten menne. Sainte Paule desyreth
+Philo to bee good to Onesimus, not nowe as a seruaunte, but as a deere
+brother in steede of a seruaunte. And wrytyng to the Ephesians, he
+monysheth the masters to remitte theyr bytternesse agaynst theyr
+seruauntes, and their threatnynges<ins class = "correction" title =
+"text has ,,">, </ins>remembrynge that they are rather felow seruauntes
+then masters, because they both haue a common master in heauen, whyche
+as well wyll punyshe the masters if they do amysse, as the seruauntes.
+The Apostle wolde not haue the masters ful of threatning, muche lesse
+full of beatynge: for he saythe not, pardonynge your strypes, but
+pardonynge your threaten&shy;ynges, and yet wee woulde haue oure
+chyldren nothynge but beaten, whyche scarse the Galeye masters or Sea
+robbers do agaynste theyr slaues and rowers. But of chyldren, what dothe
+the same Apostle commaunde vs?<br>
+<span class = "folionum">||</span>
+<!-- png 184 -->
+¶ In somuch he wyll not haue them beaten slauyshely, he cõmaundeth all
+crueltye and bytternes to be awaye from our monicions and chydyng. <!--
+newline --> You fathers saythe he, prouoke not your chyldren to anger,
+but bring them vp in discipline and chastisyng of the Lorde. And what
+the discipline of the lorde is, he shal soone se that wyll consider,
+wyth what gentlenes, what meekenes, what charitie the Lord Iesus hath
+taught, suffered and noryshed and brought vp by litle and lytle his
+disciples. The lawes of man do temper the fathers power: the same also
+permit vnto the seruauntes an accion of euyll handlyng, and from whence
+then commeth thys crueltye amonge christen men? In time paste one Auxon
+a knight of Rome, whylest he wente about to amende hys sonne by beatynge
+hyn vnmesurably, he kylled him. That crueltye so moued the people, that
+the fathers and chyldren haled hym in to the market place, &amp; al to
+be pricked hym, thrust him in with theyr wrytyng pinnes, nothynge
+regarding
+<span class = "folionum">||</span>
+<!-- png 185 -->
+the dignitie of his knighthod, and Octauus Augustus had much a do to
+saue hym. But now a daies howe many Auxons do we see whiche thorowe
+cruell beatynge, hurte the chyldrens healthe, make them one eyed, weaken
+them, and sometyme kyll them. Roddes serue not to some mens crueltie,
+they turne them and beate thẽ wyth the great ende, they geue them
+buffettes, and stryke the yonge ons wyth their fistes, or whatsoeuer is
+next at hand they snatche it, and dashe it vpon them. It is told in the
+lawe, that a certen sowter, when he layd one of hys sowters vpon the
+hynder parte of the heade wyth a laste, he stroke oute one of hys eyes,
+and that for that deede he was punyshed by the lawe. What shall we saye
+of them whyche beside their beatinges, do thẽ shamefull despite also?
+I&nbsp;wolde neuer haue beleued it, excepte both I had knowen the
+chylde, and the doer of this crueltie perfitelye.<br>
+¶ A chylde yet scante .vii. yere olde, whose honeste parentes had done
+good to his master, they handled so
+<span class = "folionum">||</span>
+<!-- png 186 -->
+cruellye, that scarse anye suche tiraunt as was Mezencius or Phalaris
+coulde do more cruelly. They caste so much mans donge into the childes
+mouth y<sup>t</sup> scarsely he coulde spit, but was cõpelled to
+swallowe doune a great parte of it. What tiraunt dyd euer suche kynde of
+despyght? After suche daynties, they exercysed suche <ins class =
+"correction" title = "text unchanged">lozdelynes</ins>. The chylde naked
+was hanged vp wyth cordes by y<sup>e</sup> armeholes, as though he hadde
+bene a stronge thyefe, and there is amonge to Germanes no kynde of
+punishement more abhorred then thys. Anone as he honge, they all to beat
+hym wyth roddes, almoste euen tyll deathe. For the more the chylde
+denyed the thynge that he dyd not, so muche the more dyd they beate hym.
+Put also to thys, the tormentour hym selfe almoste more to be feared
+then the verie punyshemente, hys eyes lyke a serpente, hys narowe and
+wrythen mouth, hys sharpe voyce like a spirite, hys face wanne and pale,
+hys head roulyng about, threatninges and rebukes suche as they lusted in
+<span class = "folionum">||</span>
+<!-- png 187 -->
+theyr anger: a&nbsp;manne wolde haue thought it a furie out of hel. What
+folowed? anone after this punishement the chyld fel sicke, with great
+ieopardye both of mynde and lyfe. <!-- newline --> Then this tormentour
+began fyrst to complayne, he wrote to hys father to take awaye hys sonne
+as sone as could be, and that he had bestowed as much phisicke vpon him
+as he coulde, but in vayne vpon the chylde that was paste remedye.
+¶&nbsp;When the <ins class = "correction"
+title = "text reads ‘sickens’">sicknes</ins>
+of the body was somewhat put away by medicines,
+yet was the minde so astonied, that we feared leste he wold neuer come
+agayne to the olde strength of hys mynd. Neither was thys y<sup>e</sup>
+cruelty of one daye, as longe as the childe dwelte wyth hym there passed
+no daye but he was cruelly beatẽ once or twise. I&nbsp;know
+y<sup>u</sup> suspectest o reader, that it was an haynouse faute,
+wherunto so cruell remedie was vsed. I&nbsp;wyl shew you in few words.
+<!-- newline --> Ther was foũd both of hys y<sup>t</sup> was beaten, and
+of two others, theire bookes blotted wyth ynke, their garmentes cutte,
+and their hose arayed wyth mannes donge.<br>
+<span class = "folionum">||</span>
+<!-- png 188 -->
+¶ He that played thys playe was a chylde borne to all myschiefe, whiche
+by other vngracious deedes afterwardes, made men beleue the other to be
+true that were done before. And he was nephewe by the systers syde to
+this mad docter: euẽ then playing a part before to these thyngs whych
+souldiers are wont to do in bataile or robbynge. At an hostes house of
+his, he pulled oute the faucet, and let the wyne runne vpõ the ground,
+and as one to shew a pleasure, he sayde that he felt the sauour of the
+wyne: wyth an other of hys felowes he daylye played at the sworde, not
+in sporte, but in earnest, that euen then you myght wel perceyue he
+wolde be a thyefe or a murtherer, or whych is very lyke to them, that he
+wolde be an hyred souldier. Although the teacher fauored hym, yet
+fearynge leste they shulde one kyll an other, he sente awaye his cosen.
+For he had for that other a good rewarde: and he was of this sorte of
+gospellers, to whom nothing is more swete then monei. His godfather was
+made surely to
+<span class = "folionum">||</span>
+<!-- png 189 -->
+beleue that the child was w<sup>t</sup> a good and diligent master, when
+in deede he dwelte wyth a boucher, &amp; was continually in company, and
+made drudge with a man that was halfe mad, and continually sicke. Thus
+fauoringe more his kynseman then hym by whom he had so much profite, the
+suspicion was layde vpon the harmeles, to whom they ascribed so muche
+malice that he wolde teare and defile his owne garmentes to auoide
+suspicion if any suche thyng had bene done. But the child commyng both
+of good father and mother, dyd neuer shewe any tokẽ of such a naughtie
+disposicion: and at thys daye there is nothing farther from all malice
+then are hys maners, whyche nowe free frome all feare telleth all the
+matter in order as it was donne.<br>
+¶ To suche tutors do honest citizens committe their chyldren whome they
+moste loue, and suche do complayne that they be not wel rewarded for
+their paynes. And this tormentour wolde not once knoweledge he had done
+amisse, but had
+<span class = "folionum">||</span>
+<!-- png 190 -->
+rather playe the starke mad man, then confesse his faute: and yet
+agaynst such is not taken an accion of euyll handlyng, neither hath the
+rigoure of the lawe anye power agaynste suche huge crueltie. There is no
+anger worse to be pleased thẽ theirs that be lyke to haue the fallynge
+sycknes. Howe many things be crepte in, into the lyfe of christen men,
+not meete neither for the Phrigians nor y<sup>e</sup> Scithians, of
+y<sup>e</sup> which I wyl shew one much like this matter. The yong
+gentlemã is send in to y<sup>e</sup> vniuersitie to lerne the liberall
+sciences. But w<sup>t</sup> how vngentle despightes is he begun in them?
+Fyrst they rub his chyn, as though they wolde shaue his bearde: hereunto
+thei vse pisse, or if ther be any fouler thyng. This liquour is dashed
+into his mouth, &amp; he may not spit it out. <!-- newline --> Wyth
+paynfull bobbes they make as though thei drewe hornes from him: sõtime
+he is cõpelled to drinke a great deale of vinegre or salte, or
+whatsoeuer it listeth y<sup>e</sup> wyld cõpany of yong mẽ to geue him:
+for whẽ they begin the play, thei make him swere y<sup>t</sup> he shal
+obey al that they
+<span class = "folionum">||</span>
+<!-- png 191 -->
+cõmaund him. At last they hoyse him vp, &amp; dashe his backe against a
+post as oftẽ as they list. After these so rustical despightes sũtime
+foloweth an ague or a paine of y<sup>e</sup> backe y<sup>t</sup> neuer
+cã be remedied. Certes this foolishe play endeth in a drõken bãket:
+w<sup>t</sup> such beginninges enter they into y<sup>e</sup> studies of
+liberal sciences. But it were mete that after this sorte ther shuld
+begin a boucher, a&nbsp;tormẽtour a baud or a bõde slaue or a botemã,
+not a child appointed to y<sup>e</sup> holy studies of lerning. It is a
+meruel that yong mẽ geuen to liberal studies be mad after this fashiõ,
+but it is more meruel y<sup>t</sup> these things be alowed of suche <ins
+class = "correction" title = "text reads ‘is’">as</ins> haue the rule of
+youth. To so foule &amp; cruel folyshenes is pretẽsed the name of
+custume, as though the custume of an euil thing wer any thing else thẽ
+an old errour, whiche ought so much the more diligẽtly to be pulled vp
+bicause it is crept among many. So cõtinueth amõg the diuines
+y<sup>e</sup> maner of a vesper, for they note an euyl thynge
+w<sup>t</sup> a like name, more mete for scoffers thẽ diuines. But thei
+y<sup>t</sup> professe liberal sciẽces, shuld haue also liberal sports.
+<span class = "folionum">||</span>
+<!-- png 192 -->
+<!-- newline --> But I come againe to chyldren, to whome nothyng is more
+vnprofitable, then to be vsed to stripes, whiche enormittie causeth that
+the gẽtle nature is intractable, and the viler driuen to desperacion:
+and cõtinuaunce of thẽ maketh that both the bodye is hardened to
+stripes, &amp; the mynd to wordes. Nay we may not oftentymes chyde thẽ
+to sharplye. A&nbsp;medicine naughtelye vsed, maketh the sickenes worse,
+helpeth it not, and if it be layde to continuallye, by litle and litle,
+it ceaseth to be a medicine, and dothe nothinge else then dothe
+stinkynge and vnwholesome meate. But here some man wyl laye vnto vs the
+godlye sayings of the Hebrues. He that spareth the rod hateth hys chylde
+and he that loueth hys sonne, beateth hym muche. Agayne: Bowe downe the
+necke of thy chylde in youth, and beate hys sydes whyle he is an infante
+very yonge. Suche chastise&shy;mente peraduenture was meete in tyme
+paste for the Iewes. <!-- newline --> Nowe must the sayinge be expounded
+more ciuilely. And if a man wil
+<span class = "folionum">N.i.</span>
+<!-- png 193 -->
+be hard to vs wyth letters and sillables, what is more cruell then to
+bend the necke of a chyld, &amp; to beat the sides of an infant? woldest
+thou not beleue that a bull were taught to y<sup>e</sup> plowgh, or an
+asse to bear paniars, and not a mã to vertue? And what rewarde doth he
+promise vs? <!-- newline --> That he grope not after other mẽnes dores.
+He is afeard lest his son shulde be poore, as the greateste of all
+mischiefe. What is more coldly spoken then thys sentence? Let gentle
+admonicion be oure rodde, and sometyme chydyng also, but sauced wyth
+mekenes, not bitternes. Let vs vse thys whyp continuallye in our
+chyldren, y<sup>t</sup> beyng wel brought vp, they maye haue at home a
+meanes to lyue well, and not be cõpelled to beg counsell at their
+neighbours how to do their busines. Licon the philosopher hath shewed
+<ins class = "correction" title = ".ii">.ii.</ins> sharpe spurres to
+quicken vp chyldrens wyttes, shame, and prayse: shame is the feare of a
+iust reproch, prayse is the norysher of all verteous actes: wyth these
+prickes lette vs quicken our chyldrens wyttes.
+<span class = "folionum">||</span>
+<!-- png 194 -->
+<!-- newline --> Also if you wyl, I&nbsp;wyl shewe you a club to beate
+their sides wythall. <!-- newline --> Continuall labour vanquysheth all
+thynges sayth the best of al poetes. <!-- newline --> Let vs wake, let
+vs prycke thẽ forwardes, &amp; styl call vpon them, by requiringe,
+repetynge, and often teachyng: Wyth this club let vs beate the sydes of
+our infantes. Fyrst let them lerne to loue, and maruell at vertue and
+lernyng, to abhor sinne and ignorance. Let them hear some praysed for
+theyr well doinges, and some rebuked for their euyl. Let examples be
+brought in of those men to whom lernyng hath gottẽ hygh glorye, ryches,
+dignitie, and authoritie. And againe of them to whom their euyll
+condicions &amp; wyt wythout all lernyng hath brought infamie, contempt,
+pouertye and myschiefe. These verely be the clubbes meete for
+christians, that make disciples of Iesu.
+<span class = "sidenote">
+Emulacion is an enuye wythout malice, for desire to be as good as an
+other, &amp; to be as much praysed.</span>
+And if we cã not profite by monicions, nor prayers, neyther by
+emulacion, nor shame, nor prayse, nor by other meanes, euen the
+chastenyng w<sup>t</sup> the rod, if it so require, ought to be gentle
+&amp; honeste.
+<span class = "folionum">N.ii.</span>
+<!-- png 195 -->
+<!-- newline --> For euen thys that the bodies of gẽtle children shulde
+be made bare, is a kind of despice. Howbeit Fabius vtterly cõdemneth al
+y<sup>e</sup> custume to beate gentle chyldrẽ. Some mã wil saye, what
+shall be done to them if they can not be driuen to study but by stripes?
+I&nbsp;answer roũdly, what wold ye do to asses or to oxen if thei went
+to schole? Woldest thou not driue them in to the contrey, &amp; put the
+one to the backhouse, the other to the plowe. For there be men as well
+borne to the plowe and to the backehouse, as oxen and asses be. <!--
+newline --> But they wyll saye: then decreseth my flocke. What then? Yea
+and myne aduauntage to. Thys is an harde matter: thys maketh them to
+weepe. They set more money then by the profite of the chyldren. <!--
+newline --> But suche are all the cõmon sorte of folyshe teachers.
+I&nbsp;graunte. As the philosophers describe a wyse mã, y<sup>e</sup>
+rethoricians an oratour, such one as scarse maye be foũd in anye place:
+So muche more easye it is to prescribe what manner of man a scholmaster
+shuld be, thẽ to find many y<sup>t</sup> wil be as you wold haue thẽ.
+<span class = "folionum">||</span>
+<!-- png 196 -->
+<span class = "sidenote">
+Ciuile officers and prelates shuld se that ther wer good schole
+masters.</span>
+¶&nbsp;But this oughte to be a publyque care and charge, and belongeth
+to the ciuyle officer, and chyef prelats of the churches that as ther be
+men appointed to serue in war, to singe in churches, so muche more there
+shulde be ordeined that shuld teach citizens chyldren well and gently.
+<!-- newline -->
+<span class = "sidenote">
+Vespasian.</span>
+Vespasianus oute of hys owne cofers gaue yerely sixe hũdred poũde to
+Latine and Greke rethoricians. <!-- newline -->
+<span class = "sidenote">
+Plinie.</span>
+Plinie the nephew of his owne liberalitie bestowed a great sũme of money
+to the same purpose. And if the comẽty in thys poynt be slacke, certenly
+euerye man ought to take hede at home for his owne house. ¶&nbsp;Thou
+wylt saye: what shall poore men do which can scarse fynd their chyldren,
+muche lesse hyre a master to teache them? Here I haue nothynge to saye,
+but thys out of the comedie: We muste do as we maye do, when we can not
+as we wolde. <!-- newline --> We do shewe the beste waye of teachynge,
+we be not able to geue fortune: Saue that here also the liberalitie of
+ryche men ought to helpe good wyttes, whych can not shewe
+<span class = "folionum">N.iii.</span>
+<!-- png 197 -->
+forthe the strength of naturall inclinacion because of pouertye.
+<span class = "sidenote">
+Pouertie hurteth good wittes.</span>
+I&nbsp;wyll that the gentlenes of the master shulde be so tempered, that
+familiaritie, the companion of contempte, put not away honeste
+reuerence, suche one as men say Sarpedo was, tutour to Cato of Vtica,
+which thorowe hys gentle maners gat greate loue, and by hys vertue as
+lyke authoritie, causynge the chylde to haue a greate reuerence, and to
+set much by him wythout anye feare of roddes. But these y<sup>t</sup>
+can do nothynge elles but beate, what wolde they do if they had taken
+vpon them to teache Emperoures or kynges chyldren, whome it were not
+lefull to beate? They wyll saye that greate mens sonnes muste be
+excepted from thys fashion. What is that? Be not the chyldren of
+citizens, men as well as kynges chyldren be? Shulde not euerye manne as
+wel loue hys chylde as if he wer a kynges sonne? If his estate be sũwhat
+base, so much the more neede hath he to be taught, and holpen by
+lernynge, that he maye come vp,
+<span class = "folionum">||</span>
+<!-- png 198 -->
+from his pore case. But <ins class = "notation"
+title = "invisible in one printing">if</ins>
+he be of hye degre, philosophy &amp; lernyng is
+necessary to gouerne hys matters well. Further not a fewe be called
+frome lowe degre to hye estate, yea sometyme to be great byshops. All
+men come not to thys, yet oughte al men to be brought vp to come to it.
+I&nbsp;<ins class = "correction" title = "text reads ‘wll’">wil</ins>
+braule no more with these greate beaters, after I haue tolde you this
+one thing: How that those lawes &amp; officers be condemned of wyse men,
+whych can no more but feare men wyth punyshement, &amp; do not also
+entyse men by rewardes: and the whych punyshe fautes, and prouide not
+also y<sup>t</sup> nothyng be done worthy punishmẽt. The same must be
+thought of the cõmon sort of teachers, whych only beate for fautes, and
+do not also teache y<sup>e</sup> mynd that it do not amysse. They
+straitlie require their lesson of them: if the chylde fayle, he is
+beaten: and whẽ this is done daily because the child shuld be more
+accustumed to it, thei thinke they haue plaied the part of a gaye
+scholemaster. But the chyld shulde fyrste haue ben encoraged to
+<span class = "folionum">N.iiii.</span>
+<!-- png 199 -->
+loue lernyng, and to be afeared to displease hys teacher. But of these
+thynges peraduenture some man wyl thynke I haue spoke to much &amp; so
+myght I worthely be thought, except that almoste all men dyd in this
+poynte so greatly offende, that hereof a mã cã neuer speke inough. <!--
+newline --> Furthermore it wyll helpe verye muche, if he that hathe
+taken vpon hym to teache a chylde, so sette hys mynd vpon hym, that he
+bear a fatherly loue vnto hym. By thys it shall come to passe,
+y<sup>t</sup> both the child wil lerne more gladly, &amp; he shal fele
+lesse tediousnes of his laboure.
+<span class = "sidenote">
+A&nbsp;sentence to be marked.</span>
+For in euery busines loue taketh away y<sup>e</sup> greatest part of
+hardnes. And because after the olde prouerbe: Lyke reioyseth in lyke,
+y<sup>e</sup> master muste in maner play the childe againe, that he may
+be loued of the chylde. Yet this lyketh me not, y<sup>t</sup> men set
+theyr children to be taught their fyrst beginnings of letters vnto those
+that be of extreme and dotyng olde age, for they be chyldren in verye
+deede, they fayne not, they coũterfait not, stuttinge, but stutte in
+deede.<br>
+<span class = "folionum">||</span>
+<!-- png 200 -->
+¶ I wolde wyshe to haue one of a lustye yonge age, whome the chylde
+myght delyght in, and which wold not be lothe to playe euerye parte.
+<!-- newline -->
+<span class = "sidenote">
+A&nbsp;lykenynge of schole&shy;masters and nurses together.</span>
+Thys man shulde do in fashionyng hys wytte, that parentes and nurses be
+wont to do in formynge the bodye. Howe do they fyrst teache the infante
+to speake lyke a man? <!-- newline --> They applye their wordes by
+lyspyng accordyng to the chyldes tatlynge. How do they teach them to
+eat? They chaw fyrst their milke soppes, and when they haue done, by
+lytle &amp; litle put it in to the chyldes mouthe. Howe do they teache
+thẽ to go? They bowe downe their owne bodies, and drawe in theyre owne
+strides after the measure of the infantes. Neyther do they fede them
+wyth euerye meate, nor putte more in then they bee able to take: and as
+they increase in age, they leade them to bigger thinges. First they
+seeke for noryshemente that is meete for them, not differyng much frõ
+mylke, whych yet if it be thrust into the mouthe to muche, either it
+choketh the chylde, or beynge caste
+<span class = "folionum">||</span>
+<!-- png 201 -->
+oute defileth hys garmente. When it is softelye and pretelye put in, it
+doth good. Whych selfe thynge we se cõmeth to passe in vesselles that
+haue narowe mouthes: if you pour in muche, it bubbleth out agayne, but
+if you powre in a litle, and as it were by droppes, in deede it is a
+whyle, and fayre and softely erste, but yet then fylled.
+<span class = "sidenote">
+The fedyng of the bodye and mynd cõpared together.</span>
+So then as by small morsels, and geuen now and then, the lytle tender
+bodies are noryshed: in lyke manner chyldrens wyttes by instruccions
+meete for them taught easely, and as it were by playe by lytle &amp;
+litle accustume thẽ selues to greater thyngs: &amp; the wearynesse in
+the meane season, is not felte, because that small encreasynges so
+deceyue the felynge of labour, that neuer&shy;thelesse they helpe much
+to great profite. As it is told of a certen wrestler, whych, accustumed
+to beare a calfe by certein furlonges, bare hym whẽ he was waxen a bull,
+wythoute anye payne: for the encrease was not felt, whych euerye daye
+was put to the burden. <!-- newline --> But there be some that looke
+that
+<span class = "folionum">||</span>
+<!-- png 202 -->
+chyldren shulde strayghtwaye become olde men, hauyng no regarde of their
+age, but measure the tender wittes, by theyr owne strengthe.
+¶&nbsp;Straightway they call vpon them bytterly, straightway they
+straitly require perfect diligence, by and by they frowne wyth the
+forhead if the childe do not as wel as he wold haue hym, and they bee so
+moued as thoughe they had to do wyth an elder body, forgettyng you maye
+be sure y<sup>t</sup> they thẽ selues wer once children. How much more
+curteouse is it that Pliny warneth a certen master that was to sore.
+Remember saythe he, that bothe he is a yonge man, and that thou hast ben
+one thi selfe. But many be so cruel against the tender chyldren, as
+though thei remẽbred not neyther them selues, neyther their scolers to
+be menne. <!-- newline -->
+<span class = "sidenote">
+What things lytle yonge chyldrẽ shold be fyrste taughte.</span>
+Thou woldest that I shulde shewe the those thynges that be meete for the
+inclinaciõ of that age, and whiche shuld by and by be taughte the lytle
+yongons. Fyrst the vse of tonges whych commeth to them without any
+greate studye, ther as olde
+<span class = "folionum">||</span>
+<!-- png 203 -->
+folkes can scarse be hable to learne them wyth great labour.
+<span class = "sidenote">
+Chyldren desyre naturally to folow &amp; do as other do.</span>
+And here to as we sayde, moueth the chyldrẽ a certen desyre to folowe
+and do as they se other do: of the which thing we see a certen lyke
+fashion in pies and popiniayes. What is more delectable then the fabels
+of poetes, which wyth their swete entisynge plesures to delight
+childrens eares that thei profite vs very much whẽ we be olde also, not
+only to y<sup>e</sup> knowledge of the tong, but also to iudgement and
+copye of elegant speche? <!-- newline --> What wyll a chyld hear more
+gladlye then Esops fabels, whyche in sporte and playe teache earnest
+preceptes of philosophy? and the same fruite is also in the fabels of
+other poetes. The chylde heareth that Vlisses felowes were turned into
+swyne, and other fashions of beastes. The tale is laughed at, and yet
+for al that he lerneth that thing that is the chiefest poynte in al
+morall philosophye: Those whyche be not gouerned by ryght reason, but
+are caried after the wyll of affeccions, not to be men, but beastes.
+<span class = "folionum">||</span>
+<!-- png 204 -->
+¶&nbsp;What coulde a stoycke saye more sagely? and yet dothe a merye
+tale teache the same. In a thynge that is manifest I wyll not make the
+tarye with many exãples.
+<span class = "sidenote">
+Bucolicall, where y<sup>e</sup> herdmen do speke of nete and
+shepe.</span>
+Also what is more mery conceited thẽ the verses called Bucolicall? what
+is sweter then a comedie, whych standing by morall maners, deliteth
+bothe the vnlearned and chyldren? And heare how great a parte of
+philosophye is lerned by playe? Adde vnto thys the names of all thynges,
+in the whych it is meruell to see howe now a dayes, yea euẽ they be
+blind which are taken for wel lerned mẽ. <!-- newline --> Finally,
+shorte and mery conceited sentences, as commonly be prouerbes, and
+quicke shorte sayinges of noble men, in the whiche onlye in tyme paste
+philosophie was wonte to be taught to the people. Ther appeareth also in
+the very chyldren a certen peculier redines to some sciences, as vnto
+musicke, arithmetique, or cosmographie. For I haue proued that they
+whych were very dull to lerne the preceptes of grammer and rethorique,
+were found verye
+<span class = "folionum">||</span>
+<!-- png 205 -->
+apte to lerne the subtile artes. <!-- newline --> Nature therfore must
+be holpen to that parte wherunto of it selfe it is inclined. And down
+the hyll is very litle labour, as contrary is great. <!-- newline -->
+Thou shalt nether do nor saye anye thynge agaynst thy naturall
+inclinacion. I&nbsp;knewe a child that could not yet speake whych had no
+greater pleasure, than to open a booke, and make as thoughe he read. And
+when he dyd that sometyme many houres, yet was he not weery. And he
+neuer wept so bitterli, but if you had offered hym a booke, he wolde be
+pleased. That thynge made hys friendes hope that in time to come he
+wolde be a well lerned manne. <!-- newline --> His name also brought
+some good lucke: for he was called Hierome. <!-- newline -->
+<span class = "sidenote">
+That is a teacher of holye lernynge.</span>
+And what he is now I can not tel, for I sawe hym not beynge growẽ vp. To
+the knowledge of the tonge it wyll helpe verye muche if he be broughte
+vp amonge them that be talkatiue. Fabels and tales wyll the chylde lerne
+so muche the more gladly, and remember the better, if he maye see before
+his eyes the
+<span class = "folionum">||</span>
+<!-- png 206 -->
+argumentes properly paynted, and what soeuer is tolde in the oracion be
+shewed him in a table.<a class = "tag" name = "endtag1" id = "endtag1"
+href = "#endnote1">*</a> The same shall helpe as much to lerne without
+boke the names of trees, herbs, and beastes, and also their properties,
+inespecially of these whych be not common to be seene in euerye place,
+as is Rhinoceros, whyche is a beaste that hathe a horne in hys nose,
+naturall enemye to the Elephant: Tragelaphus, a&nbsp;goate hart,
+Duocrotalus, a&nbsp;byrd lyke to a swã, whyche puttyng hys head into the
+water brayeth lyke an asse, an asse of Inde and an Elephant. The table
+maye haue an Elephant whom a Dragon claspeth harde aboute, wrapping in
+his former feete with his tayle. The litle chyld laugheth at the syght
+of thys straunge paintynge, what shall the master do then? He shall
+shewe him that ther is a greate beaste called in Greeke an Elephante,
+and in Latine lykewyse, saue that sometyme it is declined after the
+latine fashion. He shall shewe, that that whyche the grekes cal
+proboscida, or his snout,
+<span class = "folionum">||</span>
+<!-- png 207 -->
+the latines call his hande, because wyth that he reacheth hys meate.
+<!-- newline --> He shall tell hym that that beaste doth not take breath
+at the mouthe as we do, but at the snoute: &amp; that he hath teth
+standyng out on bothe sides, and they be iuory, which rich mẽ set much
+price by, and therwith shal shew hym an iuory combe. Afterwardes he
+shall declare that in Inde ther be dragons as greate as they. And that
+dragon is bothe a greke worde and a latine also, saue that the grekes
+says dracontes<a class = "tag" name = "endtag2" id = "endtag2" href =
+"#endnote2">†</a> in the genitiue case. He shall shewe that naturallie
+betwyxte the dragons and the Elephantes is great fyghte. And if the
+chylde be somewhat gredy of learnynge, he maye rehearse manye other
+thynges of the nature of Elephantes and dragons. Manye reioyse to see
+huntinges paynted. Here howe manye kyndes of trees, hearbes, byrdes,
+foure footed beastes maye he lerne and playe? I&nbsp;wyll not holde you
+longe wyth examples, seynge it is easye by one to coniecture all.
+<span class = "folionum">||</span>
+<!-- png 208 -->
+¶&nbsp;The master shall be diligent in chosynge them oute, and what he
+shall iudge moste pleasaunt to chyldren, most mete for them, what they
+loue best, and is most floryshyng, that inespecially let hym set before
+them. <!-- newline --> The fyrste age lyke vnto the spring tyme,
+standeth in pleasaunt sweete flowres, and goodly grene herbes, vntyl the
+heruest time of ripe mans age fyll the barne full of corne. ¶&nbsp;Then
+as it were agaynst reason in ver or springe tyme to seeke for a rype
+grape, and a rose in autumne,
+<span class = "sidenote">
+Autumne is the tyme betwyxt somer and wynter.</span>
+so muste the master marke what is mete for euerye age. Mery and
+plesaunte thynges be conueniente for chyldehod, howbeit all sourenesse
+and sadnes muste be cleane awaye from all studies.
+<span class = "sidenote">
+The meaning of y<sup>e</sup> poetes deuise touching the muses &amp;
+Charites.</span>
+And I am deceyued except the olde men ment that also, whyche ascribed to
+the muses beynge virgins, excellent bewtye, harpe, songes, daunses, and
+playes in the pleasaunt fieldes, and ioyned to them as felowes the
+Ladies of loue: and that increase of studies dyd stande specially in
+mutual loue of myndes, and therefore the olde
+<span class = "folionum">O.i.</span>
+<!-- png 209 -->
+men called it the lernyng that perteined to man. And ther is no cause
+why profite maye not folowe pleasure, and honestie ioyned to
+delectacion.
+<span class = "sidenote">
+Wherfore lernyng is called humanitie</span>
+For what letteth that they shulde not lerne eyther a proper fable, arte
+of poets, or a sentence, or a notable prety hystorie, or a learned tale,
+as well as they lerne and can wythout boke a piuyshe songe, and
+oftẽtimes a baudy one to, &amp; folishe old wiues tatlynges, &amp; very
+trifles of triflyng womẽ? What a sũme of dreames, vaine ryddels, and
+vnprofitable trifles of spirites, hobgoblines, fayries, witches,
+nightmares<ins class = "correction" title = ", missing"> </ins>wood men
+and gyauntes, how manye naughty lies, how many euyll sayings remember
+wee, yea euen when we be men, whych beyng lytle chyldrẽ we lerned of our
+dadies, graũdmothers, nurses, &amp; maydens whyle they were spynnynge,
+and heard thẽ when they kissed &amp; plaied wyth vs? And what a profite
+shuld it haue bene to lernynge, if in stede of these moste vaine
+garringes, not only folyshe, but also hurtfull, wee had lerned those
+thynges that we
+<span class = "folionum">||</span>
+<!-- png 210 -->
+rehearsed a litle before. Thou wylt saye, what lerned man wyll lowly hys
+wyt to these so small thynges? <!-- newline --> Yet Aristotle hym selfe
+beynge so greate a philosopher was not greued to take vpon hym the
+office of a teacher, to instruct Alexander. ¶&nbsp;Chiron fashioned the
+infancy of Achilles, and Phenix succeded hym. <!-- newline --> Hely the
+priest brought vp y<sup>e</sup> childe Samuell. And ther be now a daies
+whych eyther for a lytle money, or for theyr plesure take almost more
+payne in teachyng a pye or a popiniay. There be some that for deuocions
+sake take vpon them iourneys that both be farre of and ieoperdeous, and
+other laboures besyde almost intollerable. Why dothe not holynes cause
+vs to do thys office seynge nothyng can please god better? Howbeit in
+teachinge those thynges that we haue rehearsed, the master must neyther
+be to much callyng vpon, neither to sharpe: but vse a continuaunce
+rather then be wythout measure. Continuaunce hurteth not so it be
+mesurable, &amp; spiced also wyth varietie and plesaũtnes. Finally if
+these thynges be so
+<span class = "folionum">O.ii.</span>
+<!-- png 211 -->
+taught, that imaginaciõ of labour be awaye, and that the chylde do thynk
+al thinges be done in playe. <!-- newline --> Here the course of our
+talkyng putteth vs in remẽbraunce briefely to shewe by what meanes it
+maye be brought to passe that lernyng shuld waxe swete vnto the chylde,
+<span class = "sidenote">
+How learnyng may be made swete vnto y<sup>e</sup> chyld.</span>
+which before we somwhat touched. To be able to speake redely, as I told
+you is easely gotten by vse. After thys cõmeth the care to reade and
+write whych of it selfe is somwhat tedious, but the griefe is taken
+awaye a great parte by the cũnyng handling of the master, if it be
+sauced w<sup>t</sup> some pleasaunt allurementes. For you shall fynde
+some whych tarye long and take great paine in knowyng &amp; ioynynge
+their letters &amp; in those fyrst rudimẽtes of grammer, whẽ they wyl
+quyckely lerne greater thyngs. The yrksõnes of these thinges must be
+holpẽ by some pretie craft, of the which y<sup>e</sup> old fathers haue
+shewed certẽ fashions. Some haue made the letters in sweete crustes and
+cakes that chyldren loue well, <ins class = "correction"
+title = "second ‘t’ invisible">that</ins>
+so in manner they myghte eate vp their letters.
+<span class = "folionum">||</span>
+<!-- png 212 -->
+¶&nbsp;When they tell the letters name, they geue the letter it selfe
+for a rewarde. Other haue made the fashion of iuorie, that the chylde
+shulde playe wyth them, or if there were any other thyng wherin that age
+is specially delited.
+<span class = "sidenote">
+The practise of a certen englishe man to teache hys chyld hys letters by
+shootyng.</span>
+The englyshe mẽ delyte principally in shotynge, and teache it their
+chyldren fyrst of all: wherefore a certen father that had a good quicke
+wyt perceiuinge his sonne to haue a greate pleasure in shotyng, bought
+hym a prety bowe &amp; very fayr arrowes, &amp; in al partes both of hys
+bowe &amp; arrowes were letters painted. Afterwards insted of markes, he
+set vp the fashiõ of leters, fyrste of Greke, and after of latẽ: when he
+hyt, &amp; tolde the name of the letter, besyde a greate reioysinge, he
+had for a reward a cherye, or some other thynge that chyldrẽ delyte in.
+Of that playe commeth more fruite, if two or thre matches playe
+together. For then the hope of victorie and feare of rebuke maketh them
+to take more heede, and to be more chereful. By thys deuise it was
+broughte aboute that the
+<span class = "folionum">O.iii.</span>
+<!-- png 213 -->
+chylde wythin a fewe days playing, had perfitely lerned to know &amp;
+sound all hys letters whych ye cõmõ sort of teachers be scarse able to
+brynge to passe in thre whole yeres whyth their beatynges threatyngs,
+and brawlynges. Yet do not I alowe the diligence of some to painful,
+whych drawe out these thyngs by playinge at chesses or dyce. For when
+the playes them selues passe the capacitie of chyldren, how shal they
+lerne the letters by them? ¶&nbsp;This is not to helpe the chyldrens
+wyttes, but to put one labour to an other. As there be certen engins so
+full of worke and so curious, that they hynder the doynge of the
+busines. Of thys sorte commonly be all those thynges whych some haue
+deuised of the arte of memorye for to gette money, or for a vayne
+boastynge, rather then for profite: for they do rather hurte the
+memorye. <!-- newline -->
+<span class = "sidenote">
+The beste craft for memmorie.</span>
+The best crafte for memorie, is thorowlye to vnderstande, and then to
+brynge into an order, last of al oftẽ to repete that thou woldest
+remember. And in litleons there is a natural
+<span class = "folionum">||</span>
+<!-- png 214 -->
+great desyre to haue the mastry inespecially of suche as be of lustye
+courage, and lyuely towardnes. ¶&nbsp;The teacher shall abuse these
+inclinacions to the profite of hys study. <!-- newline --> If he shall
+profite nothing by prayers, and fayre meanes, neyther by gyftes mete for
+chyldren, nor prayses, he shal make a contencion with hys equales. Hys
+felowe shall be praysed in the presẽce of the duller. <!-- newline -->
+Desyre to be as good shall quicken forwardes, whom only adhortacion
+coulde not do. Yet it is not meete so to geue the mastrie to the victor,
+as thoughe he shulde haue it for euer: but somtime he shall shewe hope
+to hym that is ouercome, that by takyng hede he may recouer
+y<sup>e</sup> shame: whych thynge capteyns be wonte to dooe in batayle.
+And sometyme we shall suffer that the chyld shuld thynke he hadde gotten
+the better, when he is worse in deede. Finally by enter&shy;chaungyng,
+prayse and disprayse, he shall noryshe in them, as Hesiodus sayth,
+a&nbsp;stryfe who shall do best. Perchaunce one of a sadde wyt wyl be
+loth so to play the child
+<span class = "folionum">O.iiii.</span>
+<!-- png 215 -->
+among chyldren. And yet the same is not greued, neyther yet ashamed to
+spende a greate parte of the day in playing wyth little puppies and
+marmesettes, or to babble wyth a pie or popiniay, or to play the foole
+wyth a foole. By these tryfles, a&nbsp;verye sadde matter is broughte to
+passe, and it is meruell that good men haue litle pleasure herein,
+seeing y<sup>t</sup> natural loue of our children, and hope of great
+profit is wunt to make those thynges also pleasaũte, whyche of them
+selues be sharpe, sowre and bytter. I&nbsp;confesse that the preceptes
+of grammer be at the beginnynge somewhat sowre, and more necessary then
+pleasant. But the handsomnes of the teacher shal take from them also a
+greate parte of the payne. The beste thynge and playnest muste be
+taughte fyrste. ¶&nbsp;But nowe wyth what compasses, and hardenesse be
+chyldren troubeled whyle they learne wythout the booke the names of the
+letters before they knowe what manner letters they bee?<br>
+<span class = "folionum">||</span>
+<!-- png 216 -->
+¶ Whyle they be compelled in the declinynge of nownes and verbes to can
+by roote in howe manye cases, moodes and tenses one worde is put: as
+muse in the genetiue and datiue singuler, the nominatiue and vocatiue
+plurel? Legeris of legor, and of legerim, and legero? What a beatyng is
+thẽ in the schole, whẽ chyldren be axed these thynges? ¶&nbsp;Some light
+teachers to boast their lerynge are wonte of purpose to make these
+thynges somewhat harder. Whyche faute maketh the beginnynges almost of
+all sciences in doute, and paynfull, specially in logicke. And if you
+shewe them a better waye, they answere they were brought vp after thys
+fashion, and wyll not suffer that anye chyldren shulde be in better
+case, then they them selues were when they were chyldren. All
+difficultye eyther therefore muste be auoided, whyche is not necessarye,
+or that is vsed oute of tyme. It is made softe and easy, that is done
+whẽ it shuld be. But when tyme is, that of necessitie an harde doute
+muste be learned,
+<span class = "folionum">||</span>
+<!-- png 217 -->
+than a cunnynge teacher of a childe shall studye as muche as he may to
+folowe the good and frendlye Phisicians,
+<span class = "sidenote">
+A&nbsp;good schol master in teachyng, muste folow a phisicion in
+medicines.</span>
+whych whan they shalt gyue a bytter medicyne do anoyut, as Lucrecius
+faith, the brimmes of their cuppes with honye, that the chylde entised
+by pleasure of the swetenes shuld not feare the wholesome bytternes, or
+else put suger into y<sup>e</sup> medicine it selfe, or some other swete
+sauoryng thynge. Yea they wyl not be knowen that it is a medicine, for
+the only imaginacion sometyme maketh vs quake for feare. Finally thys
+tediousenes is sone ouercome, if things be taught them not to much at
+once, but by lytle and litle, and at sundrie times. <!-- newline -->
+Howebeit we ought not to distrust to much chyldrens strength, if perhaps
+they muste take some paines. <!-- newline --> A&nbsp;chyld is not myghty
+in strength of bodye, but he is stronge to continue, and in abilitie
+strong inough. <!-- newline --> He is not myghty as a bull, but he is
+strong as an emet.
+<span class = "sidenote">
+Note the sentence.</span>
+In some thinges a flye passeth an elephant. Euerye thyng is mighty in
+that, to the
+<span class = "folionum">||</span>
+<!-- png 218 -->
+whyche nature hathe made hym. <!-- newline --> Do we not se tender
+chyldren rũne merueylouse swyftlye all the daye long, and feele no
+werinesse. What is the cause? Because playe is fitte for that age, and
+they imagine it a playe and no labour. And in euerye thynge the gretest
+part of payne is imaginacion, whych somtyme maketh vs feele harme, when
+there is no harme at all. Therefore seynge that the prouidence of nature
+hath taken awaye imaginacion of laboure from chyldren<ins class =
+"correction" title = "comma in original">, </ins>And howe muche they
+lacke in strengthe, so muche they be holpen in thys part, that is, that
+they feele not labour<ins class = "correction"
+title = "comma in original">, </ins><!-- newline -->
+It shal be the masters parte, as we
+sayde before, to put away the same by as many wayes as he can, and of
+purpose to make a playe of it. ¶&nbsp;There be also certen kindes of
+sportes meete for chyldren, wherwyth theyr earnest studye must somwhat
+be eased after they be come to that, they muste lerne those higher
+thynges whyche can not be perceiued wythoute diligence and laboure: as
+are the handling of Themes, to
+<span class = "folionum">||</span>
+<!-- png 219 -->
+turne latine into Greeke, or greeke into latine, or to learne
+cosmographie wythout booke. But moste of all shall profite, if the
+chylde accustume to loue and reuerence hys master, to loue and make
+muche of learnyng, to feare rebuke, and delyght in prayse.
+<span class = "sidenote">
+The last obieccion touching the profit of y<sup>e</sup> chyld in his
+young yeres.</span>
+There remayneth one doute, wonte to be obiected by those whych saye: The
+profite that the chylde getteth in those thre or foure yeres to be so
+lytle, that it is not worthe the laboure, eyther to take so muche payne
+in teachynge, or bestowe so much coste. And these in dede seme vnto me,
+not so muche to care for to profite the chyldren, as for the sparyng of
+theyr money, or the teachers labour. But I wyl saye he is no father,
+whyche when the matter is of teaching his child, taketh so greate care
+for expenses. <!-- newline --> Also it is a folyshe pitie, to thintent
+the master shuld saue his labour, to make his sonne lose certen yeres.
+I&nbsp;graunt it to be true indede y<sup>t</sup> Fabius sayth,
+y<sup>t</sup> more good is done in .i. yere after, then in these .iii.
+or .iiii. why shuld we set light by this litle y<sup>t</sup> is won in a
+thyng far more <ins class = "correction"
+title = "missing ‘ous.’ at page break supplied from catchword">precious.</ins>
+<span class = "folionum">||</span>
+<!-- png 220 -->
+Let vs graunt that it is but a very lytle, yet were it better the chylde
+to do it, then eyther nothyng at al, or lerne somewhat that after muste
+be vnlerned. Wyth what businesse shall that age be better occupied as
+sone as he beginneth to speake, whiche in no wyse can be vnoccupied?
+<!-- newline --> Also how lytle soeuer it be that the former age doth
+bringe, yet shal the chylde lerne greater thynges, euen in the same
+yeres, when smaller shuld haue ben lerned, if he had not lerned them
+before. Thys sayth Fabius, euery yere furthered and increased profiteth
+to a great summe and as much tyme as is taken before in the infancie, is
+gotten to the elder age. It nedeth not to rehearse that in those first
+yeres certen thinges be easely lerned, which be more hard to be lerned
+whẽ we be elder. <!-- newline --> For it is very easely lerned, that is
+lerned in time conueniente. Let vs graunt that they be small and litle
+thynges, so we confesse them to be necessarye. Yet to me in deede it
+semeth not so litle a furtheraunce to lerning to haue gotten though not
+<span class = "folionum">||</span>
+<!-- png 221 -->
+a perfit knowledge, yet at the least waye a taste of bothe the tongues,
+besydes so many vocables and names of thinges, and finally to haue begun
+to be able to reade and write prõptly. It greueth vs not in thinges much
+more vile, to gette all the vauntage we can, be it neuer so lytle.
+A&nbsp;diligente marchaunt setteth not light bi winning of a farthing,
+thinkyng thus in hys mynde: it is in dede of it selfe but a litle, but
+it groweth to a summe, and a litle often put to a lytle, wyll quyckelye
+make a great heape. The Smithes ryse before daye, to wyn as it were
+parte of the day. Husband men vpon the holy daye do some thynges at
+home, to make an ende of more worke the other dayes. And do we regarde
+as nothyng the losse of <ins class = "correction"
+title = "second . missing">.iiii.</ins>
+yeres in oure chyldren, when there is nothyng more
+costly then tyme, nor no possession better thẽ lerning? <!-- newline -->
+It is neuer lerned tymely inoughe that neuer is ended. For we muste euer
+learne as longe as we lyue. ¶&nbsp;And in other thyngs the lucre that is
+loste by slackenes, maye be recouered
+<span class = "folionum">||</span>
+<!-- png 222 -->
+by diligence. Time whẽ it is once flowen awaye (and it flyeth awaye very
+quickely) may be called againe by no inchaunt&shy;mentes. For the poets
+do trifle whyche tell of a fountayne, wherby olde men do as it were waxe
+yong agayne: and the phisicions deceiue you, whych promise a gay
+floryshyng youth to old men thorowe a certeyn folishe fyft essence I
+wote not what. Here therfore we ought to be verye sparyng, because the
+losse of tyme may by no meanes be recouered. Beside this the fyrst part
+of our lyfe is coũted to be best, and therfore shuld be bestowed more
+warelye. Hesiodus aloweth not sparynge, neyther at the hyest, nor at the
+lowest, because when the tunne is full it semeth to hasty, and to late
+when it is spente: and therefore byddeth vs spare in the myddes. But of
+tyme we muste nowher cast away the sparing, and if we shuld spare when
+the tunne is ful for thys cause that wyne is best in the myddest, then
+shulde we most of all saue our yonge yeres, because it is the best parte
+of the life, if you
+<span class = "folionum">||</span>
+<!-- png 223 -->
+exercise it, but yet y<sup>t</sup> goeth swyftest awaye. The husbande
+manne if he be anye thynge diligente, wyll not suffer anye parte of hys
+lande to lye vacante, and that that is not meete to brynge forthe corne,
+he setteth it eyther wyth yonge graffes, or leaueth it to pasture, or
+storeth it wyth potte hearbes. And shall we suffer the beste parte of
+our lyfe to passe awaye wyth oute all fruite of lerning? Newe falowed
+ground must be preuented wyth some fruitfull thynge, leste beynge
+vntylled, it brynge forthe of it selfe naughty cockle. For needes muste
+it brynge forthe somewhat. Lykewyse the tender mynde of the infante,
+except it bee strayghte wayes occupyed wyth fruitefull teachynges, it
+wyl be <ins class = "correction"
+title = "text unchanged: error for ‘overcouered’?">ouercoued</ins>
+wyth vyce. An earthen potte wyll keepe
+longe the sauoure of the liquore that it is fyrste seasoned wyth, and it
+wyll be long or it go out. But as for an earthen vessell beynge newe and
+emptye, you maye keepe it for what liquore ye wyll.<br>
+<span class = "folionum">||</span>
+<!-- png 224 -->
+¶ The mynde eyther bryngeth forth good fruite, if you caste into it good
+seede, or if ye regard it not, it is fylled wyth naughtines, whych
+afterwardes must be pulled vp. And not a litle hath he wonne whyche
+hathe escaped the losse, neyther hathe he brought small helpe to vertue,
+whiche hath excluded vyce. But what nede many wordes? Wylt thou see howe
+muche it auayleth, whether one be brought vp in learnynge or not?
+Beholde how excellently lerned in the olde tyme men were in their youth,
+and how in oure daies they that be aged be hable to do nothyng in
+studie?
+<span class = "sidenote">
+Ouide.</span>
+Ouide beyng a verye yonge man wrot hys verses of loue. What olde man is
+hable to do lyke?
+<span class = "sidenote">
+Lucane.</span>
+What maner of man Lucane was in hys youth hys workes declare. Howe came
+thys? Because that beynge but .vi. moneths old he was brought to Rome,
+&amp; strayght waie deliuered to be taught of two the best gramarians,
+Palemõ, and Cornutus.
+<span class = "sidenote">
+Bassus.</span>
+Hys companions in studye were Salcius Bassus, and Aulus Persius:
+<span class = "sidenote">
+Persius.</span>
+that one excellente in
+<span class = "folionum">P.i.</span>
+<!-- png 225 -->
+historye, that other in a Satyre.</p>
+
+<p>Doubtles hereof cam that most perfite knoweledge that he had in all
+the seuen sciences, &amp; his so marueylous eloquence, that in verse he
+was both an excellente oratoure, &amp; also a Poet. In thys our time
+ther wãteth not exemples of good bringing vp (although thei be veri few)
+&amp; y<sup>t</sup> as wel in womẽ as mẽ. Politiã praised y<sup>e</sup>
+wit of y<sup>e</sup> maidẽ Cassãdra. ¶&nbsp;And what is more marueylous
+thã Vrsinus a childe of .xii. yeres olde? for the remẽbraunce of him, he
+also in a very eligãte epistle put in eternall memorye. How fewe men
+shal you nowe fynd, whiche at one time be able to endite two epistles to
+so manye notaries, that the sẽtence in euerye one do agree, and that
+there shoulde happen no incon&shy;ueniente speache. That chylde did it
+in fyue epistles &amp; gaue the argumentes w<sup>t</sup>out any study,
+&amp; was not prepared afore hãd to do it. Some men when they se these
+things, thinking that thei passe al mens strength, ascribe it to
+witchcraft. It is done in dede by witchcrafte, but it is an effectual
+<span class = "folionum">||</span>
+<!-- png 226 -->
+enchaũting, to be set in time to a learned, good, and vigilant master.
+<!-- newline --> It is a stronge medicine to learne the best things of
+learned men, and emonge the learned.</p>
+
+<p><span class = "sidenote">
+Alexander.</span>
+By such wytchcrafte Alexander the greate, whan he was a yonge man,
+besides eloquence, was perfit in al the parts of Philosophie, and except
+the loue of warres, &amp; swetenes to raygne had quite raught away his
+inclinaciõ, he might haue bene counted the chiefe among the beste
+Philosophers. By the same meanes Caius Cesar beinge but a yonge man, was
+so eloquent &amp; wel sene in the mathematical sciences. <!-- newline
+--> So well sene also were many Emperors: Marcus Tullius, also Virgil,
+and Horace in their lusty youth were so excellent in learninge and
+Eloquence, all bycause they were strayght waye in their tender age
+learned of their parentes &amp; nourses the elegancy of the tonges, and
+of the beste maisters the liberal sciences: as Poetry, Rhetorique,
+Histories, the knowledge of antiquities, Arithmetique, Geographye,
+<span class = "folionum">P.ii.</span>
+<!-- png 227 -->
+Philosophye, moral and political. <!-- newline --> And what do we I
+praye you? wee kepe our children at home till they be past fourtene or
+fiftene yere old, and whan they be corrupted wyth idlenes, ryot, &amp;
+delicatenes, with muche worke at the laste we sende them to the cõmen
+scholes. There to further y<sup>e</sup> matter wel, they taste a little
+grammer: after, whan they can declyne words, &amp; ioyne the adiectiue
+and the substãtiue togither, they haue learned al the grammer, and thã
+be set to that troubled Logike, wher they must forget againe if they
+haue learned to speake anie thynge well. But more vnhappye was the tyme
+whan I was a child whiche al to vexed the youth with modes of
+signifiinge, and other folyshe questions, &amp; teching nothinge els
+then to speake folishelye. Verely those masters bicause they wold not be
+thought to teach folish thinges, darckened grammer wyth difficulties of
+Logike and Metaphisike: euen for this verelye, that afterwardes they
+shold returne backwardelye to learne grammer, whã
+<span class = "folionum">||</span>
+<!-- png 228 -->
+they were olde, which we see happeneth nowe to some diuines that be
+wyser, that after so manye hye degrees and all their titles, wherby they
+maye be ignoraunte in nothing, they be faine to come againe to those
+bookes, which are wonte to be reade vnto children. I&nbsp;blame thẽ not,
+for it is better to lerne late then neuer, that thing which is necessary
+to be knowen.</p>
+
+<p>Good Lorde what a world was that, whan wyth greate boastynge Iohn
+Garlandes verses wer read to yonge men, and that with longe and
+painefull commentaries? whã a greate parte of tyme was consumed in
+folyshe verses, in saying thẽ to other, repetynge them, and hearynge
+theim agayne? whan Florista and Florius were learned without booke? for
+as for Alexander, I&nbsp;thynke him worthye to be receiued amonge the
+meaner sorte. Moreouer howe muche tyme was loste in Sophistrye, and in
+the superfluous mases of Logyke? And bicause I will not be to longe,
+howe trouble&shy;somelye were all sciences taughte?
+<span class = "folionum">P.iii.</span>
+<!-- png 229 -->
+howe paynefully? whiles euerye reader to auaunce him selfe, wolde euen
+straighte waye in the begynninge stuffe in the hardest thynges of all,
+and sometyme verye folyshe thyngs to. For a thyng is not therfore goodly
+bycause it is harde, as to stand a far of, and to caste a mustarde seede
+thorowe a nedles eye &amp; misse not, it is hard in dede, but yet it is
+a verye trifle: and to vndo a payre of tariers, it is much worke, but
+yet a vayne and idle subilltye.</p>
+
+<p>Adde here vnto, that oftentymes these thynges be taught of vnlearned
+men, and that is worse, of lewd learned men, somtyme also of sluggardes
+and vnthriftes, which more regarde takynge of money thã the profite of
+their scholers. Whã the commune bryngynge vp is suche, yet do wee
+maruayle that fewe be perfitly learned before they be old. <!-- newline
+-->
+<span class = "sidenote">
+Nota.</span>
+The beste parte of oure lyfe is loste wyth idlenes, with vices,
+wherewith whan we be infected, we giue a litle parte of our tyme to
+studies, and a greate parte to feastes and plaies. And to an yll matter
+is taken
+<span class = "folionum">||</span>
+<!-- png 230 -->
+as euil a craftes manne, either teachynge that is folyshe, or that
+whiche must be vnlearned againe. <!-- newline --> And after this we make
+our excuse that the age is weake, the wyt not yet apte to learne, the
+profite to be verye small, and manye other thinges, whan in dede the
+fault is to be ascribed to euill brynginge vp. I&nbsp;wil not trouble
+you any lẽger, onelie wil I speake to your wisdome whyche is in other
+thynges verye sharpe and quycke of syght.
+<span class = "sidenote">
+A&nbsp;goodli brief rehearsall of the thinges before spokẽ.</span>
+Consider howe deare a possession youre sonne is, howe diuerse a thynge
+it is and a matter of muche worke to come by learnynge, and how noble
+also the same is, what a redines is in all childrens wyttes to learne,
+what agilitie is in the mynd of mã howe easily those thynges be learned
+whyche be beste and agreable to nature, inespe&shy;ciallye if they be
+taught of learned and gentle maisters by the waye of playe: further how
+fast those thynges abide with vs, wherew<sup>t</sup> we season fyrste of
+all the emptye and rude myndes, whiche selfe thynges an elder age
+perceyueth
+<span class = "folionum">||</span>
+<!-- png 231 -->
+boeth more hardelye, and soner forgetteth: Beside thys how dear and the
+losse neuer recouered, tyme is, howe much it auayleth to begin in seasõ,
+and to learne euery thyng whan it shold be, how much continuaunce is
+able to do, &amp; howe greately the heape that Hesiodus speaketh of,
+doeth increase by puttinge to little and litle, how swiftly the time
+flieth away, how youth wyll alwayes be occupied, &amp; howe vnapte olde
+age is to be taught: If thou consyder these thynges thou wilt neuer
+suffer that thi litle child shoulde passe away (I&nbsp;wil not say)
+seuen yere, but not so much as thre dayes, in the whiche he maye</p>
+<p class = "center nospace">
+be eyther prepared or in-<br>
+structed to learnynge<br>
+though the profit<br>
+be neuer so<br>
+litle.</p>
+
+
+<h4>FINIS.</h4>
+
+<p class = "illustration">
+<img src = "images/pg232.png" width = "267" height = "261"
+alt = "see end of text"></p>
+
+</div>
+<!-- end div maintext -->
+
+<!-- png 232 -->
+
+<div class = "endnote">
+
+<h5><a name = "titletext" id = "titletext" href = "#titlepage">
+Title Page</a></h5>
+
+<p class = "center">
+<span class = "larger">¶ That chyldren oughte to</span><br>
+be taught and brought vp gẽtly in<br>
+vertue and learnynge, and that<br>
+euen forthwyth from theyr na<br>
+tiuitie: A declamacion of<br>
+a briefe theme, by E-<br>
+rasmus of Rote-<br>
+rodame.</p>
+
+<h5>Final Page</h5>
+
+<p class = "center">
+<span class = "giant">¶ Impryn-</span><br>
+<span class = "larger">
+ted at London by Iohn Day,</span><br>
+dwellinge ouer Aldersgate, beneth<br>
+saint Martyns. And are to be sold<br>
+at his shop by the litle conduit<br>
+in Chepesyde at the sygne<br>
+of the Resurrec-<br>
+tion.</p>
+
+<p class = "center">
+<i>Cum priuilegio ad imprimendum<br>
+solum. Per septennium.</i></p>
+
+<h4><a name = "endnote" id = "endnote">Notes on the Text</a></h4>
+
+<h5>Paragraphs</h5>
+
+<p>Some paragraph breaks in this e-text are conjectural. The printed
+book had the following kinds of breaks:</p>
+
+<div class = "inset">
+<p>conventional paragraph with indented first line</p>
+<p>unambiguous paragraph with non-indented first line</p>
+<p>ambiguous paragraph: previous line ends with blank space, but the
+space is not large enough to contain the first syllable of the
+following line</p>
+<p>sentence break corresponds to line break: this happens randomly in
+any printed book, and only becomes ambiguous when the book also has
+non-indented paragraphs</p>
+</div>
+
+<p>In this e-text, the second type of paragraph is marked with a simple
+line break (no space) and pilcrow&nbsp;¶. The third type has a pilcrow ¶
+but no break. The fourth type is not marked.</p>
+
+<h5>Spelling</h5>
+
+<p>The pattern of initial <b>v</b>, non-initial <b>u</b> is followed
+consistently.</p>
+<p>The spelling “they” is more common than “thei”.</p>
+<p>The form “then” is normally used for both “then” and “than”; “than”
+is rare.</p>
+<p>The most common spelling is “wyll”, but “wyl”, “wil” and “will” also
+occur.</p>
+
+<h5>Word Division</h5>
+
+<p>Line-end hyphens were completely arbitrary; words split at line break
+were hyphenated about two-thirds of the time. The presence or absence of
+a hyphen has not been noted. Hyphenless words at line-end were joined or
+separated depending on behavior elsewhere in the text:</p>
+
+<div class = "inset">
+<p><i>Always one word</i> (re-joined at line break): som(e)what,
+without, afterward(e)s</p>
+<p><i>Usually one word:</i> often( )times, what( )so( )euer</p>
+<p><i>One or two words:</i> an( )other</p>
+<p><i>Usually two words:</i> it/him/my.. self/selues; shal(&nbsp;)be;
+straight(&nbsp;)way</p>
+<p><i>Always two words:</i> here to</p>
+</div>
+
+<h5>Roman Numerals</h5>
+
+<p>Numbers were printed with leading and following .period. When the
+number came at the beginning or end of a line, the “outer” period was
+sometimes omitted. These have been supplied for consistency.</p>
+
+<h4>Transcriber’s Footnotes</h4>
+
+<p><a name = "endnote1" id = "endnote1" href = "#endtag1">*</a>
+“in a table”</p>
+<p class = "inset">
+<i>In context, “table” looks like an error for either “tale” or
+“fable”, but it means picture</i> (Latin <i>tabula</i>)</p>
+
+<p><a name = "endnote2" id = "endnote2" href = "#endtag2">†</a>
+“the grekes says dracontes in the genitiue case”</p>
+<p class = "inset">
+Latin <i>draco, draconis</i><br>
+Greek δρακων, δρακοντος (<i>drakôn, drakontos</i>)</p>
+
+</div>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's The Education of Children, by Desiderius Erasmus
+
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+</pre>
+
+</body>
+</html>
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