Chapter 7

¶ I wolde wyshe to haue one of a lustye yonge age, whome the chylde myght delyght in, and which wold not be lothe to playe euerye parte. [Sidenote: A lykenynge of scholemasters and nurses together.] Thys man shulde do in fashionyng hys wytte, that parentes and nurses be wont to do in formynge the bodye. Howe do they fyrst teache the infante to speake lyke a man? They applye their wordes by lyspyng accordyng to the chyldes tatlynge. How do they teach them to eat? They chaw fyrst their milke soppes, and when they haue done, by lytle & litle put it in to the chyldes mouthe. Howe do they teache th[em] to go? They bowe downe their owne bodies, and drawe in theyre owne strides after the measure of the infantes. Neyther do they fede them wyth euerye meate, nor putte more in then they bee able to take: and as they increase in age, they leade them to bigger thinges. First they seeke for noryshemente that is meete for them, not differyng much frõ mylke, whych yet if it be thrust into the mouthe to muche, either it choketh the chylde, or beynge caste oute defileth hys garmente. When it is softelye and pretelye put in, it doth good. Whych selfe thynge we se cõmeth to passe in vesselles that haue narowe mouthes: if you pour in muche, it bubbleth out agayne, but if you powre in a litle, and as it were by droppes, in deede it is a whyle, and fayre and softely erste, but yet then fylled. [Sidenote: The fedyng of the bodye and mynd cõpared together.] So then as by small morsels, and geuen now and then, the lytle tender bodies are noryshed: in lyke manner chyldrens wyttes by instruccions meete for them taught easely, and as it were by playe by lytle & litle accustume th[em] selues to greater thyngs: & the wearynesse in the meane season, is not felte, because that small encreasynges so deceyue the felynge of labour, that neuerthelesse they helpe much to great profite. As it is told of a certen wrestler, whych, accustumed to beare a calfe by certein furlonges, bare hym wh[en] he was waxen a bull, wythoute anye payne: for the encrease was not felt, whych euerye daye was put to the burden. But there be some that looke that chyldren shulde strayghtwaye become olde men, hauyng no regarde of their age, but measure the tender wittes, by theyr owne strengthe. ¶ Straightway they call vpon them bytterly, straightway they straitly require perfect diligence, by and by they frowne wyth the forhead if the childe do not as wel as he wold haue hym, and they bee so moued as thoughe they had to do wyth an elder body, forgettyng you maye be sure y^t they th[em] selues wer once children. How much more curteouse is it that Pliny warneth a certen master that was to sore. Remember saythe he, that bothe he is a yonge man, and that thou hast ben one thi selfe. But many be so cruel against the tender chyldren, as though thei rem[em]bred not neyther them selues, neyther their scolers to be menne. [Sidenote: What things lytle yonge chyldr[en] shold be fyrste taughte.] Thou woldest that I shulde shewe the those thynges that be meete for the inclinaciõ of that age, and whiche shuld by and by be taughte the lytle yongons. Fyrst the vse of tonges whych commeth to them without any greate studye, ther as olde folkes can scarse be hable to learne them wyth great labour. [Sidenote: Chyldren desyre naturally to folow & do as other do.] And here to as we sayde, moueth the chyldr[en] a certen desyre to folowe and do as they se other do: of the which thing we see a certen lyke fashion in pies and popiniayes. What is more delectable then the fabels of poetes, which wyth their swete entisynge plesures to delight childrens eares that thei profite vs very much wh[en] we be olde also, not only to y^e knowledge of the tong, but also to iudgement and copye of elegant speche? What wyll a chyld hear more gladlye then Esops fabels, whyche in sporte and playe teache earnest preceptes of philosophy? and the same fruite is also in the fabels of other poetes. The chylde heareth that Vlisses felowes were turned into swyne, and other fashions of beastes. The tale is laughed at, and yet for al that he lerneth that thing that is the chiefest poynte in al morall philosophye: Those whyche be not gouerned by ryght reason, but are caried after the wyll of affeccions, not to be men, but beastes. ¶ What coulde a stoycke saye more sagely? and yet dothe a merye tale teache the same. In a thynge that is manifest I wyll not make the tarye with many exãples. [Sidenote: Bucolicall, where y^e herdmen do speke of nete and shepe.] Also what is more mery conceited th[en] the verses called Bucolicall? what is sweter then a comedie, whych standing by morall maners, deliteth bothe the vnlearned and chyldren? And heare how great a parte of philosophye is lerned by playe? Adde vnto thys the names of all thynges, in the whych it is meruell to see howe now a dayes, yea eu[en] they be blind which are taken for wel lerned m[en]. Finally, shorte and mery conceited sentences, as commonly be prouerbes, and quicke shorte sayinges of noble men, in the whiche onlye in tyme paste philosophie was wonte to be taught to the people. Ther appeareth also in the very chyldren a certen peculier redines to some sciences, as vnto musicke, arithmetique, or cosmographie. For I haue proued that they whych were very dull to lerne the preceptes of grammer and rethorique, were found verye apte to lerne the subtile artes. Nature therfore must be holpen to that parte wherunto of it selfe it is inclined. And down the hyll is very litle labour, as contrary is great. Thou shalt nether do nor saye anye thynge agaynst thy naturall inclinacion. I knewe a child that could not yet speake whych had no greater pleasure, than to open a booke, and make as thoughe he read. And when he dyd that sometyme many houres, yet was he not weery. And he neuer wept so bitterli, but if you had offered hym a booke, he wolde be pleased. That thynge made hys friendes hope that in time to come he wolde be a well lerned manne. His name also brought some good lucke: for he was called Hierome. [Sidenote: That is a teacher of holye lernynge.] And what he is now I can not tel, for I sawe hym not beynge grow[en] vp. To the knowledge of the tonge it wyll helpe verye muche if he be broughte vp amonge them that be talkatiue. Fabels and tales wyll the chylde lerne so muche the more gladly, and remember the better, if he maye see before his eyes the argumentes properly paynted, and what soeuer is tolde in the oracion be shewed him in a table. The same shall helpe as much to lerne without boke the names of trees, herbs, and beastes, and also their properties, inespecially of these whych be not common to be seene in euerye place, as is Rhinoceros, whyche is a beaste that hathe a horne in hys nose, naturall enemye to the Elephant: Tragelaphus, a goate hart, Duocrotalus, a byrd lyke to a swã, whyche puttyng hys head into the water brayeth lyke an asse, an asse of Inde and an Elephant. The table maye haue an Elephant whom a Dragon claspeth harde aboute, wrapping in his former feete with his tayle. The litle chyld laugheth at the syght of thys straunge paintynge, what shall the master do then? He shall shewe him that ther is a greate beaste called in Greeke an Elephante, and in Latine lykewyse, saue that sometyme it is declined after the latine fashion. He shall shewe, that that whyche the grekes cal proboscida, or his snout, the latines call his hande, because wyth that he reacheth hys meate. He shall tell hym that that beaste doth not take breath at the mouthe as we do, but at the snoute: & that he hath teth standyng out on bothe sides, and they be iuory, which rich m[en] set much price by, and therwith shal shew hym an iuory combe. Afterwardes he shall declare that in Inde ther be dragons as greate as they. And that dragon is bothe a greke worde and a latine also, saue that the grekes says dracontes in the genitiue case. He shall shewe that naturallie betwyxte the dragons and the Elephantes is great fyghte. And if the chylde be somewhat gredy of learnynge, he maye rehearse manye other thynges of the nature of Elephantes and dragons. Manye reioyse to see huntinges paynted. Here howe manye kyndes of trees, hearbes, byrdes, foure footed beastes maye he lerne and playe? I wyll not holde you longe wyth examples, seynge it is easye by one to coniecture all. ¶ The master shall be diligent in chosynge them oute, and what he shall iudge moste pleasaunt to chyldren, most mete for them, what they loue best, and is most floryshyng, that inespecially let hym set before them. The fyrste age lyke vnto the spring tyme, standeth in pleasaunt sweete flowres, and goodly grene herbes, vntyl the heruest time of ripe mans age fyll the barne full of corne. ¶ Then as it were agaynst reason in ver or springe tyme to seeke for a rype grape, and a rose in autumne, [Sidenote: Autumne is the tyme betwyxt somer and wynter.] so muste the master marke what is mete for euerye age. Mery and plesaunte thynges be conueniente for chyldehod, howbeit all sourenesse and sadnes muste be cleane awaye from all studies. [Sidenote: The meaning of y^e poetes deuise touching the muses & Charites.] And I am deceyued except the olde men ment that also, whyche ascribed to the muses beynge virgins, excellent bewtye, harpe, songes, daunses, and playes in the pleasaunt fieldes, and ioyned to them as felowes the Ladies of loue: and that increase of studies dyd stande specially in mutual loue of myndes, and therefore the olde men called it the lernyng that perteined to man. And ther is no cause why profite maye not folowe pleasure, and honestie ioyned to delectacion. [Sidenote: Wherfore lernyng is called humanitie] For what letteth that they shulde not lerne eyther a proper fable, arte of poets, or a sentence, or a notable prety hystorie, or a learned tale, as well as they lerne and can wythout boke a piuyshe songe, and oft[en]times a baudy one to, & folishe old wiues tatlynges, & very trifles of triflyng wom[en]? What a s[um]me of dreames, vaine ryddels, and vnprofitable trifles of spirites, hobgoblines, fayries, witches, nightmares wood men and gyauntes, how manye naughty lies, how many euyll sayings remember wee, yea euen when we be men, whych beyng lytle chyldr[en] we lerned of our dadies, gra[un]dmothers, nurses, & maydens whyle they were spynnynge, and heard th[em] when they kissed & plaied wyth vs? And what a profite shuld it haue bene to lernynge, if in stede of these moste vaine garringes, not only folyshe, but also hurtfull, wee had lerned those thynges that we rehearsed a litle before. Thou wylt saye, what lerned man wyll lowly hys wyt to these so small thynges? Yet Aristotle hym selfe beynge so greate a philosopher was not greued to take vpon hym the office of a teacher, to instruct Alexander. ¶ Chiron fashioned the infancy of Achilles, and Phenix succeded hym. Hely the priest brought vp y^e childe Samuell. And ther be now a daies whych eyther for a lytle money, or for theyr plesure take almost more payne in teachyng a pye or a popiniay. There be some that for deuocions sake take vpon them iourneys that both be farre of and ieoperdeous, and other laboures besyde almost intollerable. Why dothe not holynes cause vs to do thys office seynge nothyng can please god better? Howbeit in teachinge those thynges that we haue rehearsed, the master must neyther be to much callyng vpon, neither to sharpe: but vse a continuaunce rather then be wythout measure. Continuaunce hurteth not so it be mesurable, & spiced also wyth varietie and plesa[un]tnes. Finally if these thynges be so taught, that imaginaciõ of labour be awaye, and that the chylde do thynk al thinges be done in playe. Here the course of our talkyng putteth vs in rem[em]braunce briefely to shewe by what meanes it maye be brought to passe that lernyng shuld waxe swete vnto the chylde, [Sidenote: How learnyng may be made swete vnto y^e chyld.] which before we somwhat touched. To be able to speake redely, as I told you is easely gotten by vse. After thys 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 c[un]nyng handling of the master, if it be sauced w^t some pleasaunt allurementes. For you shall fynde some whych tarye long and take great paine in knowyng & ioynynge their letters & in those fyrst rudim[en]tes of grammer, wh[en] they wyl quyckely lerne greater thyngs. The yrksõnes of these thinges must be holp[en] by some pretie craft, of the which y^e old fathers haue shewed cert[en] fashions. Some haue made the letters in sweete crustes and cakes that chyldren loue well, that so in manner they myghte eate vp their letters. ¶ When they tell the letters name, they geue the letter it selfe for a rewarde. Other haue made the fashion of iuorie, that the chylde shulde playe wyth them, or if there were any other thyng wherin that age is specially delited. [Sidenote: The practise of a certen englishe man to teache hys chyld hys letters by shootyng.] The englyshe m[en] delyte principally in shotynge, and teache it their chyldren fyrst of all: wherefore a certen father that had a good quicke wyt perceiuinge his sonne to haue a greate pleasure in shotyng, bought hym a prety bowe & very fayr arrowes, & in al partes both of hys bowe & arrowes were letters painted. Afterwards insted of markes, he set vp the fashiõ of leters, fyrste of Greke, and after of lat[en]: when he hyt, & tolde the name of the letter, besyde a greate reioysinge, he had for a reward a cherye, or some other thynge that chyldr[en] delyte in. Of that playe commeth more fruite, if two or thre matches playe together. For then the hope of victorie and feare of rebuke maketh them to take more heede, and to be more chereful. By thys deuise it was broughte aboute that the chylde wythin a fewe days playing, had perfitely lerned to know & sound all hys letters whych ye cõmõ sort of teachers be scarse able to brynge to passe in thre whole yeres whyth their beatynges threatyngs, and brawlynges. Yet do not I alowe the diligence of some to painful, whych drawe out these thyngs by playinge at chesses or dyce. For when the playes them selues passe the capacitie of chyldren, how shal they lerne the letters by them? ¶ This is not to helpe the chyldrens wyttes, but to put one labour to an other. As there be certen engins so full of worke and so curious, that they hynder the doynge of the busines. Of thys sorte commonly be all those thynges whych some haue deuised of the arte of memorye for to gette money, or for a vayne boastynge, rather then for profite: for they do rather hurte the memorye. [Sidenote: The beste craft for memmorie.] The best crafte for memorie, is thorowlye to vnderstande, and then to brynge into an order, last of al oft[en] to repete that thou woldest remember. And in litleons there is a natural great desyre to haue the mastry inespecially of suche as be of lustye courage, and lyuely towardnes. ¶ The teacher shall abuse these inclinacions to the profite of hys study. If he shall profite nothing by prayers, and fayre meanes, neyther by gyftes mete for chyldren, nor prayses, he shal make a contencion with hys equales. Hys felowe shall be praysed in the pres[en]ce of the duller. Desyre to be as good shall quicken forwardes, whom only adhortacion coulde not do. Yet it is not meete so to geue the mastrie to the victor, as thoughe he shulde haue it for euer: but somtime he shall shewe hope to hym that is ouercome, that by takyng hede he may recouer y^e shame: whych thynge capteyns be wonte to dooe in batayle. And sometyme we shall suffer that the chyld shuld thynke he hadde gotten the better, when he is worse in deede. Finally by enterchaungyng, prayse and disprayse, he shall noryshe in them, as Hesiodus sayth, a stryfe who shall do best. Perchaunce one of a sadde wyt wyl be loth so to play the child among chyldren. And yet the same is not greued, neyther yet ashamed to spende a greate parte of the day in playing wyth little puppies and marmesettes, or to babble wyth a pie or popiniay, or to play the foole wyth a foole. By these tryfles, a verye sadde matter is broughte to passe, and it is meruell that good men haue litle pleasure herein, seeing y^t natural loue of our children, and hope of great profit is wunt to make those thynges also pleasa[un]te, whyche of them selues be sharpe, sowre and bytter. I confesse that the preceptes of grammer be at the beginnynge somewhat sowre, and more necessary then pleasant. But the handsomnes of the teacher shal take from them also a greate parte of the payne. The beste thynge and playnest muste be taughte fyrste. ¶ But nowe wyth what compasses, and hardenesse be chyldren troubeled whyle they learne wythout the booke the names of the letters before they knowe what manner letters they bee?