Chapter 2

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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wery of the same againe: more quicke to enter spedelie, than hable to pearse farre: euen like ouer sharpe tooles, whose edges be verie soone turned. Soch wittes delite them selues in easie and pleasant studies, and neuer passe farre forward in hie and hard sciences. And therefore the quickest wittes commonlie may proue the best Poetes, but not the wisest Orators: readie of tonge to speake boldlie, not deepe of iudgement, // Quicke either for good counsell or wise writing. Also, // wittes, for for maners and life, quicke wittes commonlie, be, // maners & in desire, newfangle, in purpose, vnconstant, light // lyfe. to promise any thing, readie to forget euery thing: both benefite and inurie: and therby neither fast to frend, nor fearefull to foe: inquisitiue of euery trifle, not secret in greatest affaires: bolde, with any person: busie, in euery matter: sothing, soch as be present: nipping any that is absent: of nature also, alwaies, flattering their betters, enuying their equals, despising their inferiors: and, by quicknes of witte, verie quicke and readie, to like none so well as them selues. Moreouer commonlie, men, very quicke of witte, be also, verie light of conditions: and thereby, very readie of disposition, to be caried ouer quicklie, by any light cumpanie, to any riot and vnthriftines when they be yonge: and therfore seldome, either honest of life, or riche in liuing, when they be olde. For, quicke in witte, and light in maners, be either seldome troubled, or verie sone wery, in carying a verie heuie purse. Quicke wittes also be, in most part of all their doinges, ouer- quicke, hastie, rashe, headie, and brainsicke. These two last wordes, Headie, and Brainsicke, be fitte and proper wordes, rising naturallie of the matter, and tearmed aptlie by the condition of ouer moch quickenes of witte. In yougthe also they be, readie scoffers, priuie mockers, and euer ouer light and mery. In aige, sone testie, very waspishe, and alwaies ouer miserable: and yet fewe of them cum to any great aige, by reason of their misordered life when they were yong: but a great deale fewer of them cum to shewe any great counten- ance, or beare any great authoritie abrode in the world, but either liue obscurelie, men know not how, or dye obscurelie, men marke not whan. They be like trees, that shewe forth, faire blossoms & broad leaues in spring time, but bring out small and not long lasting fruite in haruest time: and that

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onelie soch, as fall, and rotte, before they be ripe, and so, neuer, or seldome, cum to any good at all. For this ye shall finde most true by experience, that amongest a number of quicke wittes in youthe, fewe be found, in the end, either verie fortunate for them selues, or verie profitable to serue the common wealth, but decay and vanish, men know not which way: except a very fewe, to whom peraduenture blood and happie parentage, may perchance purchace a long standing vpon the stage. The which felicitie, because it commeth by others procuring, not by their owne deseruinge, and stand by other mens feete, and not by their own, what owtward brag so euer is borne by them, is in deed, of it selfe, and in wise mens eyes, of no great estimation. Some wittes, moderate enough by nature, be many tymes Som sci- // marde by ouer moch studie and vse of some ences hurt // sciences, namelie, Musicke, Arithmetick, and mens wits, // Geometrie. Thies sciences, as they sharpen mens and mar // wittes ouer moch, so they change mens maners mens ma- // ouer sore, if they be not moderatlie mingled, & ners. // wiselie applied to som good vse of life. Marke all Mathe- Mathe- // maticall heades, which be onely and wholy bent maticall // to those sciences, how solitarie they be themselues, heades. // how vnfit to liue with others, & how vnapte to serue in the world. This is not onelie knowen now by common experience, but vttered long before by wise mens Iudgement _Galen._ // and sentence. _Galene_ saith, moch Musick marreth _Plato._ // mens maners: and _Plato_ hath a notable place of the same thing in his bookes _de Rep._ well marked also, and excellentlie translated by _Tullie_ himself. Of this matter, I wrote once more at large, XX. yeare a go, in my booke of shoting: now I thought but to touch it, to proue, that ouer moch quicknes of witte, either giuen by nature, or sharpened by studie, doth not commonlie bring forth, eyther greatest learning, best maners, or happiest life in the end. Contrariewise, a witte in youth, that is not ouer dulle, Hard wits // heauie, knottie and lumpishe, but hard, rough, and in learning. // though somwhat staffishe, as _Tullie_ wisheth _otium, quietum, non languidum_: and _negotium cum labore, non cum periculo_, such a witte I say, if it be, at the first well handled by the mother, and rightlie smothed and wrought as it

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should, not ouerwhartlie, and against the wood, by the schole- master, both for learning, and hole course of liuing, proueth alwaies the best. In woode and stone, not the softest, but hardest, be alwaies aptest, for portrature, both fairest for pleasure, and most durable for proffit. Hard wittes be hard to receiue, but sure to keepe: painefull without werinesse, hedefull without wauering, constant without newfanglenes: bearing heauie thinges, thoughe not lightlie, yet willinglie: entring hard thinges, though not easelie, yet depelie, and so cum to that perfitnes of learning in the ende, that quicke wittes, seeme in hope, but do not in deede, or else verie seldome, // Hard wits euer attaine vnto. Also, for maners and life, hard // in maners wittes commonlie, ar hardlie caried, either to // and lyfe. desire euerie new thing, or else to meruell at euery strange thinge: and therfore they be carefull and diligent in their own matters, not curious and busey in other mens affaires: and so, they becum wise them selues, and also ar counted honest by others. They be graue, stedfast, silent of tong, secret of hart. Not hastie in making, but constant in keping any promise. Not rashe in vttering, but ware in considering euery matter: and therby, not quicke in speaking, but deepe of iudgement, whether they write, or giue counsell in all waightie affaires. And theis be the men, that becum in the end, both most happie for themselues, and alwaise best estemed abrode in the world. I haue bene longer in describing, the nature, the good or ill successe, of the quicke and hard witte, than perchance som will thinke, this place and matter doth require. But // The best my purpose was hereby, plainlie to vtter, what // wittes dri- iniurie is offered to all learninge, & to the common // uen from welthe also, first, by the fond father in chosing, // learnyng, but chieflie by the lewd scholemaster in beating // to other li- and driuing away the best natures from learning. A childe // uyng. that is still, silent, constant, and somewhat hard of witte, is either neuer chosen by the father to be made a scholer, or else, when he commeth to the schole, he is smally regarded, little looked vnto, he lacketh teaching, he lacketh coraging, he lacketh all thinges, onelie he neuer lacketh beating, nor any word, that may moue him to hate learninge, nor any deed that may driue him from learning, to any other kinde of liuing. And when this sadde natured, and hard witted child, is bette

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