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diff --git a/28338-h/28338-h.htm b/28338-h/28338-h.htm new file mode 100644 index 0000000..879701e --- /dev/null +++ b/28338-h/28338-h.htm @@ -0,0 +1,3152 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> +<html> +<head> +<title>The Education of Children</title> +<meta http-equiv = "Content-Type" content = "text/html; charset=UTF-8"> + +<style type = "text/css"> + +/* standard styles */ + +body {margin-left: 10%; margin-right: 10%;} +div.titlepage, div.maintext {margin-top: 4em; margin-bottom: 4em; +margin-right: 12.5%;} + +hr {width: 80%; margin-top: 1em; margin-bottom: 1em; text-align: center;} + +sup {font-size: 75%; line-height: 50%;} + +a.tag {text-decoration: none; padding: 0 .25em;} +div.endnote a {text-decoration: none; padding-right: .25em;} + +h1, h2, h3, h4, h5, h6 {text-align: center; font-style: normal; +font-weight: normal; line-height: 1.5; margin-top: .5em; +margin-bottom: .5em;} + +h1 {font-size: 200%;} +h2 {font-size: 175%;} +h3 {font-size: 150%;} +h4 {font-size: 120%; margin-top: 1em;} +div.endnote h4 {margin-top: 1.5em; font-weight: bold;} +h5 {font-size: 100%;} +div.endnote h5 {margin-top: 1em; font-weight: bold;} +h6 {font-size: 85%;} + +p {margin-top: .5em; margin-bottom: 0em; line-height: 1.2;} + +p.illustration {text-align: center; margin-top: 1em; margin-bottom: 1em;} + +div.inset, p.inset {margin-left: 2em; margin-right: 2em;} +div.inset p {margin-left: 1em; text-indent: -1em;} + +p.center {text-align: center;} +p.nospace {margin-top: 0em;} + + +/* sidenotes */ + +span.sidenote {width: 20%; font-size: 88%; float: right; clear: right; +padding: .5em 0 .5em 1em; margin-right: -23%;} + + +/* text formatting */ + +span.larger {font-size: 120%;} +span.largest {font-size: 150%;} +span.giant {font-size: 300%;} + + +/* correction popup */ + +ins.correction {text-decoration: none; border-bottom: thin dotted red;} +ins.notation {text-decoration: none; border-bottom: thin dotted blue;} + +/* page number */ + +span.folionum {position: absolute; left: 2%; font-size: 88%; +font-style: normal; text-indent: 0;} + +/* Transcriber's Note */ + +.mynote {background-color: #DDE; color: #000; +font-family: sans-serif; font-size: 90%;} + +div.mynote {margin: 1em 5%; padding: .5em 1em 1em;} +p.mynote {margin: 1em 5%; padding: 1em;} +div.mynote a {text-decoration: none;} + +div.endnote {padding: .5em 1em 1em; margin: 2em 0; +font-family: sans-serif; font-size: 90%; border: 3px ridge #A9F;} + +</style> +</head> + +<body> + + +<pre> + +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) + + + + + + +</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 <i>e, u with overline = following n or m</i></p> + +<p>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, 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 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 & 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 & 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"> </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, & 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, & 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 & 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, & 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 +<span class = "folionum">||</span> +<!-- png 100 --> +weake which euẽ for thys is y<sup>e</sup> more mete to take paynes & +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 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. ¶ 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<sup>t</sup> 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<sup>t</sup> very +good iuyce, & so indue hys mynd w<sup>t</sup> very wholsom opinions, +& very honest lernynge. For I thinke it not conuenient that +y<sup>u</sup> 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 +<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 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<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 & +also vntowardli which in tilling their lãd building their houses, keping +their horse, vse y<sup>e</sup> gretest diligẽce thei cã, & take to +counsell men y<sup>t</sup> 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 +<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 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 +<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, & 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? ¶ 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. ¶ 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 <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, & 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, +<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. +¶ 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<sup>t</sup> 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 +<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 & 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 +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 +<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 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 +<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, & 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<sup>u</sup> markest to what vse he is good, +& 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, & 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.<br> +<span class = "folionum">||</span> +<!-- png 116 --> +¶ The saying of Alexander is muche spoken of: excepte I were Alexander, +I 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, & 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 +<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: & 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 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. <!-- 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. +¶ 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 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. <!-- 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 & +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. <!-- 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 newe booke quod he, a 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 & 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 know thou doest often hear such wordes. <!-- +newline --> 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<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, & 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 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<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 know +greate men, whych of manye chyldren haue scante one lefte alyue. +¶ 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 +whore­huntynge 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. ¶ 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. ¶ 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? ¶ 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? <!-- newline --> 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<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: & 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 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 +<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 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 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, & 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? <!-- +newline --> For it is plainely a kynde of witchcraft & 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, & also more +quickely, & 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, & 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. +¶ 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 & 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. ¶ 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, & 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 +incon­uenience 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 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 +<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? +¶ 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<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 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, & 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, & 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 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<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 & day thei playe at dice, and bestowe +moch vpon houndes & +<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 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, & 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 --> +¶ 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<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 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 & 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 +recheles­nesse 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 & 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 +<span class = "folionum">K.iii.</span> +<!-- png 149 --> +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. <!-- +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 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 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. <!-- newline --> 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 +<span class = "folionum">K.iiii.</span> +<!-- png 151 --> +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. <!-- newline --> I 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 +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<sup>e</sup> plough, or a cowe meete for generacion & 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 .&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 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 +<span class = "folionum">||</span> +<!-- png 153 --> +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 +<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, & 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 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 & +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<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 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 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 +<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 +& 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 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? <!-- 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. ¶ 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 +pronun­ciacion 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 & 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, & 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, inespe­ciallye 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 & 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. <!-- 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. ¶ 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. +<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 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 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 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 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 & 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<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 & curteous behaueour, +& partlye by his wit & subtile practise, wherbi he shal deuise +diuerse prety meanes to make lerning plesaũt to y<sup>e</sup> chylde, +& 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 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. +¶ 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 --> +¶ 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 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<sup>e</sup> 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 +<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. ¶ This wyt (quod he) I 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 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<sup>t</sup> 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 +<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 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. +<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 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. +¶ 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 +<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 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?<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, & 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 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 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. +¶ 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 know +y<sup>u</sup> suspectest o reader, that it was an haynouse faute, +wherunto so cruell remedie was vsed. I 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, & 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, & 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, & 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 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 & 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, & 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. <!-- 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, & 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 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, & 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. +<span class = "sidenote"> +Emulacion is an enuye wythout malice, for desire to be as good as an +other, & 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 +& 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 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. <!-- +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 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> +¶ 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. ¶ 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 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 & 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 <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 & 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<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 & 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, & he shal fele +lesse tediousnes of his laboure. +<span class = "sidenote"> +A 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 lykenynge of schole­masters 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 & 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 & +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. <!-- 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. +¶ 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 & 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 --> +¶ 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 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 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, +<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: & 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 wyll not holde you +longe wyth examples, seynge it is easye by one to coniecture all. +<span class = "folionum">||</span> +<!-- png 208 --> +¶ 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. ¶ 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 & +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, & 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<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, & 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 +<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. ¶ 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, & 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 & 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<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 --> +¶ 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 & 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 +<span class = "folionum">O.iii.</span> +<!-- png 213 --> +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. <!-- 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. ¶ 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 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 +<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 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 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?<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? ¶ 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 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 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. ¶ 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 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 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. ¶ 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 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 +<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, +& 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, & 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<sup>t</sup> as wel in womẽ as mẽ. Politiã praised y<sup>e</sup> +wit of y<sup>e</sup> 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<sup>t</sup>out 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 +<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, & 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. <!-- 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 & 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, & +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, & 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 +<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 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 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? +<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 & 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 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 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, inespe­ciallye 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, & 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</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 ¶. 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( )be; +straight( )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 + +*** END OF THIS PROJECT GUTENBERG EBOOK THE EDUCATION OF CHILDREN *** + +***** This file should be named 28338-h.htm or 28338-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/2/8/3/3/28338/ + +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) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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