Part 2

Thys hope hath helped me to end this booke: which, if he allowe, I shall thinke my labours well imployed, and shall not moch æsteme the misliking of any others. And I trust, he shall thinke the better of it, bicause he shall finde the best part thereof, to cum out of his Schole, whom he, of all men loued and liked best. Yet some men, frendly enough of nature, but of small iudgement in learninge, do thinke, I take to moch paines, and Plato in // spend to moch time, in settinge forth these initio // childrens affaires. But those good men were Theagis. // neuer brought vp in Socrates Schole, who saith ou gar esti // plainlie, that no man goeth àbout à more godlie peri otou // purpose, than he that is mindfull of the good theioterou // bringing vp, both of hys owne, and other mens anthropos // children. an bouleu- // saito, e // Therfore, I trust, good and wise men, will peri pai- // thinke well of this my doing. And of other, that deias, kai // thinke otherwise, I will thinke my selfe, they are ton auton, // but men, to be pardoned for their follie, and kai ton // pitied for their ignoraunce. oikeion. // In writing this booke, I haue had earnest respecte to three speciall pointes, trothe of Religion, honestie in liuing, right order in learning. In which three waies, I praie God, my poore children may diligently waulke: for whose sake, as nature moued, and reason required, and necessitie also somewhat compelled, I was the willinger to take these paines. For, seing at my death, I am not like to leaue them any great store of liuing, therefore in my life time, I thought good to bequeath vnto them, in this litle booke, as in my Will and Testament, the right waie to good learning: which if they followe, with the feare of God, they shall verie well cum to sufficiencie of liuinge. I wishe also, with all my hart, that yong M. Rob. Sackuille,

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may take that fructe of this labor, that his worthie Grauntfather purposed he should haue done: And if any other do take, either proffet, or pleasure hereby, they haue cause to thanke M. Robert Sackuille, for whom speciallie this my Scholemaster was prouided. And one thing I would haue the Reader consider in readinge this booke, that bicause, no Scholemaster hath charge of any childe, before he enter into hys Schole, therefore I leauing all former care, of their good bringing vp, to wise and good Parentes, as à matter not belonging to the Scholemaster, I do appoynt thys my Scholemaster, than, and there to begin, where his office and charge beginneth. Which charge lasteth not long, but vntill the Scholer be made hable to go to the Vniuersitie, to procede in Logike, Rhetoricke, and other kindes of learning. Yet if my Scholemaster, for loue he beareth to hys Scholer, shall teach hym somewhat for hys furtherance, and better iudgement in learning, that may serue him seuen yeare after in the Vniuersitie, he doth hys Scholer no more wrong, nor de- serueth no worse name therby, than he doth in London, who sellinge silke or cloth vnto his frend, doth giue hym better measure, than either hys pro- mise or bargaine was.

Farewell in Christ.

The first booke for the youth.

AFter the childe hath learned perfitlie the eight partes of speach, let him then learne the right ioyning togither of substantiues with adiectiues, the nowne with the verbe, the relatiue with the antecedent. And in learninge farther hys Syntaxis, by mine aduice, he shall not vse the common order in common scholes, for making of latines: wherby, the childe Cic. de // commonlie learneth, first, an euill choice of wordes, Cla. or. // (and right choice of wordes, saith Cæsar, is the foundation of eloquence) than, a wrong placing of wordes: and lastlie, an ill framing of the sentence, with a peruerse iudgement, both of wordes and sentences. These Making of // faultes, taking once roote in yougthe, be neuer, or Lattines // hardlie, pluckt away in age. Moreouer, there is marreth // no one thing, that hath more, either dulled the Children. // wittes, or taken awaye the will of children from learning, then the care they haue, to satisfie their masters, in making of latines. For, the scholer, is commonlie beat for the making, when the master were more worthie to be beat for the mending, or rather, marring of the same: The master many times, being as ignorant as the childe, what to saie properlie and fitlie to the matter. Two scholemasters haue set forth in print, either of them Horman. // a booke, of soch kinde of latines, Horman and Whitting- // Whittington. ton. // A childe shall learne of the better of them, that, which an other daie, if he be wise, and cum to iudgement, he must be faine to vnlearne againe.

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There is a waie, touched in the first booke of Cicero De Oratore, which, wiselie brought into scholes, // 1. De Or. truely taught, and constantly vsed, would not onely take wholly away this butcherlie feare in making of latines, but would also, with ease and pleasure, and in short time, as I know by good experience, worke a true choice and placing of wordes, a right ordering of sentences, an easie vnderstandyng of the tonge, a readines to speake, a facultie to write, a true iudgement, both of his owne, and other mens doinges, what tonge so euer he doth vse. The waie is this. After the three Concordances learned, as I touched before, let the master read vnto hym the Epistles of Cicero, gathered togither and chosen out by Sturmius, for the capacitie of children. First, let him teach the childe, cherefullie and plainlie, the cause, and matter of the letter: then, let him construe it into Englishe, so oft, as the childe may // The order easilie carie awaie the vnderstanding of it: // of teaching. Lastlie, parse it ouer perfitlie. This done thus, let the childe, by and by, both construe and parse it ouer againe: so, that it may appeare, that the childe douteth in nothing, that his master taught him before. After this, the childe must take a paper booke, and sitting in some place, where no man shall prompe him, by him self, let him translate into Englishe his former lesson. Then shewing it to his master, let the master take from him his latin booke, and // Two pa- pausing an houre, at the least, than let the childe // per bokes. translate his owne Englishe into latin againe, in an other paper booke. When the childe bringeth it, turned into latin, the master must compare it with Tullies booke, and laie them both togither: and where the childe doth well, either in chosing, or true placing of Tullies wordes, let the master // Children praise him, and saie here ye do well. For I // learne by assure you, there is no such whetstone, to // prayse. sharpen a good witte and encourage a will to learninge, as is praise. But if the childe misse, either in forgetting a worde, or in chaunging a good with a worse, or misordering the sentence, I would not haue the master, either froune, or chide with him, if the childe haue done his diligence, and vsed no trewandship

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therein. For I know by good experience, that a childe shall Ientlenes // take more profit of two fautes, ientlie warned of, in teaching. // then of foure thinges, rightly hitt. For than, the master shall haue good occasion to saie vnto him. N. Tullie would haue vsed such a worde, not this: Tullie would haue placed this word here, not there: would haue vsed this case, this number, this person, this degree, this gender: he would haue vsed this moode, this tens, this simple, rather than this compound: this aduerbe here, not there: he would haue ended the sentence with this verbe, not with that nowne or participle, etc. In these fewe lines, I haue wrapped vp, the most tedious part of Grammer: and also the ground of almost all the Rewles, that are so busilie taught by the Master, and so hardlie learned by the Scholer, in all common Scholes: which after this sort, the master shall teach without all error, and the scholer shall learne without great paine: the master being led by so sure a guide, and the scholer being brought into so plaine and easie a waie. And therefore, we do not contemne Rewles, but we gladlie teach Rewles: and teach them, more plainlie, sensiblie, and orderlie, than they be commonlie taught in common Scholes. For whan the Master shall compare Tullies booke with his Scholers translation, let the Master, at the first, lead and teach his Scholer, to ioyne the Rewles of his Grammer booke, with the examples of his present lesson, vntill the Scholer, by him selfe, be hable to fetch out of his Grammer, euerie Rewle, for euerie Example: So, as the Grammer booke be euer in the Scholers hand, and also vsed of him, as a Dictionarie, for euerie present vse. This is a liuely and perfite waie of teaching of Rewles: where the common waie, vsed in common Scholes, to read the Grammer alone by it selfe, is tedious for the Master, hard for the Scholer, colde and vn- cumfortable for them bothe. Let your Scholer be neuer afraide, to aske you any dout, but vse discretlie the best allurements ye can, to encorage him to the same: lest, his ouermoch fearinge of you, driue him to seeke some misorderlie shifte: as, to seeke to be helped by some other booke, or to be prompted by some other Scholer, and so goe aboute to begile you moch, and him selfe more.

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With this waie, of good vnderstanding the mater, plaine construinge, diligent parsinge, dailie translatinge, cherefull admonishinge, and heedefull amendinge of faultes: neuer leauinge behinde iuste praise for well doinge, I would haue the Scholer brought vp withall, till he had red, & translated ouer y^e first booke of Epistles chosen out by Sturmius, with a good peece of a Comedie of Terence also. All this while, by mine aduise, the childe shall vse to speake no latine: For, as Cicero saith in like mater, with like wordes, loquendo, male loqui discunt. And, that excellent // Latin learned man, G. Budæus, in his Greeke Com- // speakyng. mentaries, sore complaineth, that whan he began // G. Budæus. to learne the latin tonge, vse of speaking latin at the table, and elsewhere, vnaduisedlie, did bring him to soch an euill choice of wordes, to soch a crooked framing of sentences, that no one thing did hurt or hinder him more, all the daies of his life afterward, both for redinesse in speaking, and also good iudge- ment in writinge. In very deede, if children were brought vp, in soch a house, or soch a Schole, where the latin tonge were properlie and perfitlie spoken, as Tib. and Ca. Gracci were brought vp, in their mother Cornelias house, surelie, than the dailie vse of speaking, were the best and readiest waie, to learne the latin tong. But, now, commonlie, in the best Scholes in England, for wordes, right choice is smallie regarded, true proprietie whollie neglected, confusion is brought in, barbariousnesse is bred vp so in yong wittes, as afterward they be, not onelie marde for speaking, but also corrupted in iudgement: as with moch adoe, or neuer at all, they be brought to right frame againe. Yet all men couet to haue their children speake latin: and so do I verie earnestlie too. We bothe, haue one purpose: we agree in desire, we wish one end: but we differ somewhat in order and waie, that leadeth rightlie to that end. Other would haue them speake at all aduentures: and, so they be speakinge, to speake, the Master careth not, the Scholer knoweth not, what. This is, to seeme, and not to bee: except it be, to be bolde without shame, rashe without skill, full of words without witte. I wish to haue them speake so, as it may well appeare, that the braine doth gouerne the tonge, and that reason leadeth

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forth the taulke. Socrates doctrine is true in Plato, and well Plato. // marked, and truely vttered by Horace in Arte Horat. // Poetica, that, where so euer knowledge doth accom- panie the witte, there best vtterance doth alwaies awaite vpon the tonge: For, good vnderstanding must first be bred Much wri- // in the childe, which, being nurished with skill, and tyng bree- // vse of writing (as I will teach more largelie deth ready // hereafter) is the onelie waie to bring him to speakyng. // iudgement and readinesse in speakinge: and that in farre shorter time (if he followe constantlie the trade of this litle lesson) than he shall do, by common teachinge of the common scholes in England. But, to go forward, as you perceiue, your scholer to goe better and better on awaie, first, with vnderstanding his lesson more quicklie, with parsing more readelie, with translating more spedelie and perfitlie then he was wonte, after, giue him longer lessons to translate: and withall, begin to teach him, The second // both in nownes, & verbes, what is Proprium, and degree and // what is Translatum, what Synonymum, what order in // Diuersum, which be Contraria, and which be teachyng. // most notable Phrases in all his lecture. As: _{Rex Sepultus est Proprium. {magnificè.

{Cum illo principe, Translatum. {Sepulta est & gloria {et Salus Reipublicæ.

Synonyma. {Ensis, Gladius. {Laudare, prædicare.

{Diligere, Amare. Diuersa. {Calere, Exardescere. {Inimicus, Hostis.

{Acerbum & luctuosum { bellum. Contraria. {Dulcis & lœta { Pax.

{Dare verba. Phrases. {abjicere obedientiam._

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Your scholer then, must haue the third paper booke: in the which, after he hath done his double transla- // The thyrd tion, let him write, after this sort foure of these // paper boke. forenamed sixe, diligentlie marked out of eurie lesson.

{Propria. {Translata. {Synonyma. Quatuor. {Diuersa. {Contraria. {Phrases.

Or else, three, or two, if there be no moe: and if there be none of these at all in some lecture, yet not omitte the order, but write these.

{Diuersa nulla. {Contraria nulla. etc.

This diligent translating, ioyned with this heedefull marking, in the foresaid Epistles, and afterwarde in some plaine Oration of Tullie, as, pro lege Manil: pro Archia Poeta, or in those three ad C. Cæs: shall worke soch a right choise of wordes, so streight a framing of sentences, soch a true iudge- ment, both to write skilfullie, and speake wittlelie, as wise men shall both praise, and maruell at. If your scholer do misse sometimes, in marking rightlie these foresaid sixe thinges, chide not hastelie: for that shall, both dull his witte, and discorage his diligence: // Ientleness but monish him gentelie: which shall make // in teaching. him, both willing to amende, and glad to go forward in loue and hope of learning. I haue now wished, twise or thrise, this gentle nature, to be in a Scholemaster: And, that I haue done so, neither by chance, nor without some reason, I will now // Loue. declare at large, why, in mine opinion, loue is // Feare. fitter than feare, ientlenes better than beating, to bring vp a childe rightlie in learninge. With the common vse of teaching and beating in common scholes of England, I will not greatlie contend: // Common which if I did, it were but a small grammaticall // Scholes. controuersie, neither belonging to heresie nor

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treason, nor greatly touching God nor the Prince: although in very deede, in the end, the good or ill bringing vp of children, doth as much serue to the good or ill seruice, of God, our Prince, and our whole countrie, as any one thing doth beside. I do gladlie agree with all good Scholemasters in these pointes: to haue children brought to good perfitnes in learning: to all honestie in maners: to haue all fautes rightlie amended: to haue euerie vice seuerelie corrected: but for the order and waie that leadeth rightlie to these pointes, we somewhat differ. Sharpe // For commonlie, many scholemasters, some, as Schole- // I haue seen, moe, as I haue heard tell, be of so masters. // crooked a nature, as, when they meete with a hard witted scholer, they rather breake him, than bowe him, rather marre him, then mend him. For whan the scholemaster is angrie with some other matter, then will he sonest faul to beate his scholer: and though he him selfe should be punished for his folie, yet must he beate some scholer for his pleasure: though there be no cause for him to do so, nor yet fault in the scholer to deserue so. These ye will say, be fond scholemasters, and fewe they be, that be found to be soch. They be fond in deede, but surelie ouermany soch be found euerie where. But Nature // this I will say, that euen the wisest of your great punished. // beaters, do as oft punishe nature, as they do correcte faultes. Yea, many times, the better nature, is sorer punished: For, if one, by quicknes of witte, take his lesson readelie, an other, by hardnes of witte, taketh it not so speedelie: the first is alwaies commended, the other is commonlie punished: whan a wise scholemaster, should rather discretelie consider the right disposition of both their natures, and not so moch wey what either of them is able to do now, Quicke // as what either of them is likelie to do hereafter. wittes for // For this I know, not onelie by reading of bookes learnyng. // in my studie, but also by experience of life, abrode in the world, that those, which be commonlie the wisest, the best learned, and best men also, when they be olde, were neuer commonlie the quickest of witte, when they were yonge. The causes why, amongst other, which be many, that moue me thus to thinke, be these fewe, which I will recken. Quicke wittes commonlie, be apte to take, vnapte to keepe: soone hote and desirous of this and that: as colde and sone

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