These two circunstances for the generall place, and the generall time,

concerne both the exercise of the bodie, and the training of the minde

iointly, bycause they both are to be put in execution in the same

place, and at the same time, though not at the same howres. For the

particular times, and places I will deale in myne other treatises,

where I will accomodate the particular circumstance to the particular

argument. Priuate places, where euery parent hath his children taught

within his doares, haue but small interest in this place: bycause

such a parent, as he may take or leaue of the generall traine, what

it shall please him, his owne liking being the measure to leade him:

so for exercise, or any other thing he is the appointer of his owne

circumstance, and his house is his castle.

[Sidenote: Diuision of publike places. Collegiat.]

Publike places be either elementarie, grammaticall, or collegiate. For

the collegiate places, whether they be in the vniuersities, or without,

they be lightly well situate, and for both the traines resonably well

builded, specially such as haue a cloysture or galerie for exercise in

foule weather, and the open fieldes at hand for the faire. If there be

any fault in that kinde, it may be set downe, in hope sooner to haue it

amended in new erections, when such founders shalbe found: then to be

redressed in those which be erected already: bicause these buildinges

be restrained to the soile, where on they stand. Yet wish for the

better may take place, when the want is found, though the effect do

follow a long while after, if it euer do at all.

[Sidenote: Elementarie.]

The elementarie places, admit no great counsell, bycause such as enter

the yong ones, do prouide the rowmes of them selues, and the litle

people be not as yet capable of any great exercise: so that there is no

more to be said herein but this, that the Elementarie teachers prouide

their rowmes as large as they may, and that the parentes domesticall

care supply: where the maisters prouision is not sufficient. For as

the collegiate yeares must direct themselues most, bycause they are

after a certaine degree set ouer to their owne gouernment: so the

elementarie, bycause of their weakenes and youth must be ioyntly helpt

betwene the maister and the parent, this point for the petie ones being

altogither priuate, and vpon priuate charge, as the other collegiate is

altogither publicke and vpon publicke erection though alway proceeding

from some priuat meane. But if any well disposed wealthie man for the

honour that he beareth to the murthered infantes, (as all our erections

haue some respect that way,) would beginne some building euen for the

litle yong ons, which were no encrease to schooles, but an helpe to

the elementarie degree, all they would pray for him, and he himselfe

should be much bound to the memorie of the yong infantes, which put him

in remembraunce of so vertuous an act. And rich men which haue much

more then necessary enough, though none of them thinke he haue simply

enough, would be stirred forward by all good and earnest people, which

fauour the publicke weale, whose foundation is laid in these petie

infantes, to spend the supererogation of their wealth that waie, where

it will do most good to other, and least harme to themselues.

[Sidenote: Grammaticall.]

3. The places where the toungues be taught, by order and art of

grammer, require more obseruation, bycause the yeares that be or at

the least ought to be emploied that way be fittest, both for the

fashioning of the body, and for framing of the minde: most subiect

to the maisters direction, and consist of a compound care, publicke

erection, which prouideth them places wherein to learne: and priuate

maintenaunce which furnisheth out the rest. The scholers either come

daily from their fathers houses to schoole, or be bourded at their

charges somewhere verie nigh to the schoole.

[Sidenote: Of boarding abroad.]

Where there riseth a question whether it be better for the childe to

boord abroad with his maister, or some where else: or to come from home

daily to schoole. If the place where the parentes dwell, be neare to

the schoole, that the nighnes of his maisters house can be no great

vantage: or but so farre of, as the very walke may be for the boyes

health: and the parent himselfe be carefull and wise withall, to be

as good a furtherer in the training, as he is a father to the being

of his owne chield: certainely the parentes house is much better, if

for nothing else, yet bycause the parent may more easily at all times

entend the goodnes of his owne, being but one or few, then the maister

can, at such extraordinarie times as the bourding with him, doth seeme

to begge his diligence, being both tired before, and distracted among

many. Further, all the considerations which do perswade men rather to

haue their children taught at home, then among the multitude abroad,

for the bettering of their behauiour, do speake for their bourding

at home, if the parentes will consider the thing well: Bycause the

parent may both see to the entertainement of his childe, when he is

from schoole, and withall examine, what good he doth at schoole. For

vndoubtedly the maisters be wearied with trauelling all the day, so

that the priuate helpe within their houses, can be but litle, without

both ouertyring the maister, and shortening his life, and the dulling

of the childe, if he still pore vpon his booke. Times of recreation

must be had, and are as requisite to doe thinges well any long time,

as studying is necessarie to do any thing well at any time. For can

any man but thinke it a great deale more, then a sufficient time for

the maister to teach, and the scholer to learne dayly from six in the

morning till eleuen, and from one in the afternoone till well nigh

six at night, if these houres be well applied? nay if they were a

great deale fewer? And may not the residew be well enough bestowed

vpon solace and recreation in some chaunge to the more pleasant for

either partie? In the maisters house, I graunt children may keepe

schoolehowers better, and be lesse subiect to loytering and trewantrie.

The maisters care in his generall teaching may eye them nearer,

bycause they be in his so neare tuition, and in place of his owne

children, being committed vnto his priuate care by their owne parentes

and friendes, he may more easily dispence with their howers, if they

fortune to minde many elementarie pointes at one time: and sooner

finde out their inclination, then in the generall multitude. And if

any particular preferment be incident to his house, without the common

wearying both of the scholer and maister, some thing may be done. There

be also many priuate considerations, which some parentes follow in the

displacing of their children from their owne houses, which I remit to

their thoughtes, as I reserue some to myne owne. If the maister do

entend onely such scholers as he bourdeth, and haue both in himselfe

abilitie to performe, what is needefull for the best traine: and haue

such a conuenient number as will rise to some hight in the traine,

I know none better, so the place where he dwelleth, and teacheth do

answere in conuenientnes, and situation and some circumstances, else.

But while he careth to haue his bourders learne, sure some slow paying

parentes will keepe him leane, if he looke not well to it, and his

gaine will go backeward, besides the continuall miscontentmentes. At

home spoiles, soilthes, twentie things, are nothing in the parentes

homely eye, which selfe same be death abroad, where the parent hath

another eye: and yet the things misliked not auoidable euen at home.

But what if sickenes, nay what if death come in deede, then all things

be constrewed to the worst, as if death did not know where the parent

dwells. And though the maister doe that which the ciuill law requireth

in deposing, and vse not onely so much diligence to preserue, but much

more then in his owne, yet all that is nothing. Wherefore as parentes

must beware of boording out for their owne good: so maisters must be

warie of admitting any for their owne harme. And sure to set downe

my resolution, me thinke it enough for the maister to take vpon him

the traine alone, being so great both for exercise and learning, as I

wish him well considered, that can do both well. If parentes dwell not

neare the schoole, let some neighbours be hostes, which may and will

entend it, and deliuer the maister of the parentes care, whom euen

they will fauour more, if they find profit by his schooling. They be

distinct offices, to be a parent and a maister, and the difficulties

in training do eager sore enough, though the same man be troubled with

no more. Boording, that is the vndertaking of both a fathers and a

maisters charge requireth many circumstances of conuenientnes in place,

of prouision for necessities, of trustie and diligent seruauntes, and

a number moe: besides indifferencie in the parent to be armed against

accidentes, where there is no euident default, and to content truely

where there is great desert: as the maister is to giue a great account

of two seuerall cures, a personage for his teaching, and a vicarage

for his boording. The maisters charge is great of it selfe, but this

composition of a duble office is a meruelous matter. If the maister

minde his boorders eitheer only or most, where his charge is ouer

moe, where then is his dutie? if not, what gaine haue those boorders,

by their maisters priuate? If he teach but boorders let him looke to

himselfe, for his charge will proue chargeable moe wayes then one: and

those that be best able to put forth to boord, are alway most strait in

making all audittes, and to amplifie offences before they be proued,

without eitheir conference or contentment. I wish parentes therefore

to be warie, ear they set ouer their owne person for more then the

training: and the maisters to be as warie for feare of had I wist. But

to the grammer schooles. As the elementaries of force must be neare

vnto their parentes bycause of their youth, and therefore are not to be

denied the middle of cities and townes: so I could wish that grammer

schooles were planted in the skirtes and suburbes of townes, neare to

the fieldes, where partely by enclosure of some priuate ground, for

the closer exercises both in couert and open: partely for the benefit

of the open fieldes for exercises of more raunge, there might not be

much want of roome, if there were any at all. To haue a faire schoole

house aboue with freedome of aire for the toungues, and an other

beneath for other pointes of learning, and perfiting or continuyng the

Elementarie entrances, which will hardly be kept, if they be posted

ouer to priuate practising at home: to haue the maister and his familie

though of some good number conueniently well lodged: to haue a pretie

close adioyning to the schoole walled round about, and one quarter if

no more couered aboue cloisture like, for the childrens exercise in

the rainie weather, as it will require a good minde and no mean purse:

so it needs neither the conference of a countrey, as _Lacedemon_ did

in _Athenæus_, and _Plato_, as _Athens_ did in _Pausanius_, _Suidas_

and _Philostratus_, as _Corinth_ did in _Diogenes Laertius_: nor yet

the reuenue of a Romain Emperour, whose buildinges in this kinde, were

most sumptuous and magnificent, as _Adrian_ the Emperours _Athenæum_,

_Hermæum_ and _Panathænaicum_ at _Tibur_, and _Neroes Thermæ_ at

_Rome_, which in one building furnished out both learning and exercise

as it appeareth by the descriptions of their places called _Gymnasia_,

_xysta_, and _Palæstræ_.

There is wealth enough in priuate possession, if there were will enough

to publike education. And yet we haue no great cause to complaine for

number of schooles and founders. For during the time of her _Maiesties_

most fortunate raigne already, there hath bene mo schooles erected,

then all the rest be, that were before her time in the whole Realme.

My meaning is not to haue so many, but better appointed both for the

maisters entertainment, and the commoditie of the places. Small helpe

will make most of our roomes serue, and small studie with great good

will and honest salarie to maintaine a sufficient man, will make

our teachers able both to enstructe well and to exercise better.

The places of learning and exercise, ought to be ioint tenementes,

and neare neigbours capable of number, which must be limited by the

neede of the countrey, where the schoole standeth, and the maisters

maintenaunce, which way it must rise. For if it rise by the number,

better for him few and choice, so they consider his paines accordingly.

And sure experience hath taught me, that where the maister is left

to the vncertaintie of his stipende to encrease or decrease with his

diligence, that there he will do best, and the children profit most,

allway prouided that he deale with no more, then he can bring vp vnder

himselfe, and hasard not his owne credit, nor his childrens profit vpon

any absolute vnderteacher. Whose vse is not, as we now practise it

in schooles, where indeede vshers be maisters of them selues, but to

assist the maister in the easier pointes of his charge, which ought to

haue all vnder his owne teaching, for the cheife pointes, and the same

vnder the vshers, for more vsuall and easie, as in the teaching of the

Latin toungue, I will declare more at large. Where the very practise

wil confirme my wordes, and proue them to be true.

Againe, it is halfe a wonder euer to bring forth a good scholer in

the hart of a great towne: where there be chaunge of schooles, and

many straunge circunstances to procure chaunge, as it shall please the

child. Who notwithstanding he haue his will followed in the chaunge,

yet seldome winneth very much by the chaunge: though the second maister

oftimes make shew of the formers ground worke, which is made but light

of, bycause it kepeth lowe.

If the maisters stipend do rise by foundacion, and standing payment,

yet the place may not be ouercharged with number: nor the maister

with care to prouide things needfull any other wayes then onely by

his trade. For what reason is it to haue a mans whole labour, and to

allow him liuing stant [scant?] sufficient for a quarter? or what

pollicie is it, to haue him that should teache well, to be enforced for

neede, to meddle with some trade, quite different from the schoole. In

this pointe the _Pope_, and Canon lawe weare merueilous freindly to

maisters, and helped them still with some Ecclesiasticall maintenaunce,

as it appeareth in _Gregories_ Decretales, the fifth title of the

fifth booke, _De Magistris_. And the Glose ripping further then the

text, is yet more freindly. And our owne countrey also, in benefit of

priuiledge, by the common lawe at this day, doth not frowne vpon vs,

and for certaine immunities, letteth vs enioye that benefit, which the

_Canonist_ meant vs. And the good Emperour _Frederick_ did further by

his freindly and favourable constitution, which he caused to be placed

in the fourth booke of _Iustinians_ new Codex, the thirtenth title,

_Ne filius, pro patre_, where the Glosse, making an anatomie of the

Emperours meaning, and desirous to do vs good, helpeth vs particularly

and properly to.

Among many causes which make schooles so vnsufficiently appointed, I

know not any, nay is there any? that so weakneth the profession as the

very nakednesse of allowance doth. The good that commeth from and by

schooles is great and infinite: the qualities required in the teacher

many and resolute: the charges which his freindes haue bene at in his

bringing vp much and heauy: and in the way of preferment, will ye wish

any of any worth to set downe his staffe at some petie portion, which

euen they that praise it, would not be content to haue their owne sit

downe with, though the founder follow his president, and the time

haue bene, when with the Church helpe some litle would haue serued?

but the case now is quite altered. In these our dayes eche man will

enhaunce in his owne, without reason or remorse: but in professions of

greatest neede and most account, they will yeelde no more allowance,

then the auncient rent, where all thinges be improued. Yet oftimes they

meete with bookmen in some kinds, which wil bite them coursdly. But

those bookmen be neither Elementarie teachers, nor yet Grammarians.

Our calling creepes low and hath paine for companion, stil thrust to

the wall, though still confessed good: Our comfort perforce is in the

generall conclusion, that those thinges be good thinges, which want

no praising,[67] though they go a cold, for want of happing. For our

schoole places, which I do know, the most are either commodiously

situate already, or being in the hart of townes might easely be chopt

for some field situation, farre from disturbaunce, and neare to all

necessaries. It were no small part of a great and good erection, euen

to translate roumes to more conuenient places, either by exchaunge or

by new purchace: and I do thinke that licences to that ende, will be

more easely graunted then to build moe schooles. The inconueniences

which I my selfe haue felt that waye, both for mine owne, and for my

scholers health, and the checking of that, which of long I haue wished

for: I meane some traine in exercise, do cause me so much to commend

field roome. Though I my selfe be not the worst appointed within a

citie for roome, thorough the great good will towardes the furtherance

of learning, and the great cost, in the purchasing, and apparelling the

roome to that vse, done by the worshipfull companie of the _marchaunt

tailours_ in London. In whose schoole I haue bene both the first, and

onely maister sence the erection, and their haue continued now twenty

yeares.

If ye consider, what is to be done in these roomes which I require,

ye shall better iudge what roomes will serue. In the schoole the

tongues be taught, and the Elementarie traine continued at times

thervnto appointed, for those, two roomes will serue. An vpper,

with some conuenient discharging the place from noysome ayre, which

the verie children cause: and from to great noise if the place be

vawted vnder, or enclosed with other building: and an other beneath

likewise appointed, to serue for what else is to be done. They that

will haue their children learne all that I haue assigned them vpon

good warrant of the best writers, and most commendable custome, if

their capacities be according, may haue their turne serued so: and

those that will not, need not, but the opportunity of the place, and

the commoditie of such trainers, wherof a smal time wil bring forth a

great meany, will draw many on, and procure good exhibitours to haue

the thing go forward. I could wish we had fewer schooles, so they were

more sufficient, and that vpon consideration of the most conuenient

seates for the countries, and shires, there were many put together to

make some few good. _Insufficiencie_ by distraction dismembers, and

weakens: _sufficiencie_ by vniting strengthens, and doth much good. To

conclude I wishe the roome commodious for situacion, which in training

vp of youth hath bene an old care, as it appeareth by _Xenophon_ in

the schooling of _Cyrus_ and the _Persian_ order: large to holde, and

conuenient to holde handsomely. For as _reading_ and thinges of that

motion do require small elbow roome: so _writing_, and her appendentes

may not be straited. _Musicke_ will cumber if it be confounded. Where

_writing_ wilbe allowed, there _drawing_ will not be driuen out. But

exercise must haue scope. And such kinde of roomes, if the multitude be

not to bigge, or the waye to schoole not to farre for the infant, with

some litle distinctions, and parting of places, will serue conueniently

both for the _Elementarie_, and the _Grammarian_, and so much the

better.

[Sidenote: The time.]

For the time there is but litle to be said at this time: bycause in

the Elementarie and so onward, I meane by the grace of God to apply

all circunstances so neare, and so precisely to schoole vses, as the

maister shalbe able streight way to execute: if he do but follow that

which shalbe set before him, for _matter_ wherin: for _manner_ how:

for _time_ when to do eche thing best. For the generall exercising

time. These two groundes of _Hippocrates_, must be still kept in

remembraunce, to vse no exercise when ye be very hungrie: neither yet

to eate before ye haue vsed some exercise.

For the generall learning times: to begin, the strength of body,

and conceit of minde were made the generall meanes: to continue,

perfectnesse, and vse were appointed the limittes: for the midle houres

this I thinke, that it were not good, to go to your booke streight

after ye rise, but to giue some time to the clearing of your body. As

also studie after meate, and fast before ye sleepe beareth great blame

for great harmes to health, and to much shortning of life. From seuen

of the cloke, though ye rise sooner, (as the _lambe_ and the _larke_

be the prouerbiale leaders, when to rise and when to go to bead)

till tenne before noone, and from two till almost fiue in the after

noone, be the best and fittest houres, and enough for children wherin

to learne. The morening houres will best serue for the memorie and

conceiuing: the after noone for repetitions, and stuffe for memorie to

worke on. The reasons be the freenesse, or fulnesse of the head. The

other times before meat be for exercises, as hath bene fully handled

heretofore. The houres before learning, and after meate, are to be

bestowed, vpon either neating of the bodie, or solacing of the minde,

without to much motion: wherin as I said before the greatest part, and

the best to be plaid consisteth vsually in the trainers discretion,

to apply thinges according to the circunstances of person, place,

and time. To conclude we must be content with those places, which be

already founded, and vse those houres which be already pointed to the

best that we can, and yet prepare our selues towardes the better,

when soeuer it shall please God to send them. And by perswasion some

maisters maye well enough bring wise parentes to yeelde vnto this note,

and to giue it the triall. In the meane time some excellent man hauing

the commoditie of a well situate house, and being able to commaund his

owne circunstance, neither depending of other mens helpe, wherof he

cannot iudge, and so that way leasing some authoritie in direction, may

put many excellent conclusions in triall.

CHAPTER 41.

OF TEACHERS AND TRAINERS IN GENERALL, AND THAT THEY BE EITHER

ELEMENTARIE, GRAMMATICALL, OR ACADEMICALL. OF THE ELEMENTARIE TEACHERS

ABILITIE, AND ENTERTAIMENT. OF THE GRAMMER MAISTERS ABILITIE, AND HIS

ENTERTAIMENT. A MEANE TO HAUE BOTH EXCELLENT TEACHERS, AND CUNNING

PROFESSORS IN ALL KINDES OF LEARNING, BY THE DIUISION OF COLLEGES

ACCORDING TO PROFESSIONS: BY SORTING LIKE YEARES INTO THE SAME ROUMES:

BY BETTERING THE STUDENTES ALLOWANCE AND LIUING: BY PROUIDING AND

MAINTAINING NOTABLE WELL LEARNED READERS. THAT FOR BRINGING LEARNING

FORWARD IN HIS RIGHT AND BEST COURSE, THERE WOULD BE SEUEN ORDINARIE

ASCENDING COLLEGES FOR TOUNGUES, FOR MATHEMATIKES, FOR PHILOSOPHIE,

FOR TEACHERS, FOR PHYSICIANS, FOR LAWYERS, FOR DIUINES, AND THAT

THE GENERALL STUDIE OF LAWE WOULD BE BUT ONE STUDIE: EUERY OF THESE

POINTES WITH HIS PARTICULAR PROOFES, SUFFICIENT FOR A POSITION. OF THE

ADMISSION OF TEACHERS.

Althovgh I deuided the traine of education into two partes, the one

for learning to enrich the minde: the other for exercise to enable the

body: yet I reserued the execution of both to one and the same maister:

bycause neither the knowledge of both is so excessiue great, but it may

easely be come by: neither the execution so troublesome, but that one

man may see to it: neither do the subiectes by nature receiue partition

seeing the soule and body ioyne so freindly in lincke, and the one

must needes serue the others turne: and he that seeth the necessitie

of both, can best discerne what is best for both. As concerning

the trainers abilitie, whereby he is made sufficient to medle with

exercises, I haue already in my conceit sufficiently enstructed him,

both for the exercises themselues, and for the manner of handling

them according to the rules and considerations of _Physick_ and

_Gymnastick_, besides some aduertisements giuen peculiarly to his owne

person: wherin I dwelt the longer, and delt the larger, bycause I ment

not to medle with that argument any more then once, and for that point

so to satisfie the trainer, wheresoeuer he dwelt, or of what abilitie

soeuer he were, as if he listed he might rest vpon my rules being

painfully gathered from the best in that kinde. If he were desierous to

make further search, and had oportunity of time, and store of bookes:

I gaue him some light where to bestow his studie.

[Sidenote: Teachers.]

[Sidenote: Elementarie.]

[Sidenote: Grammaticall.]

[Sidenote: Academicall.]

Now am I to deale with the teaching maister, or rather that propertie

in the common maister, which concerneth teaching, which is either

_Elementarie_ and dealeth with the first principles: or _Gramaticall_

and entreth to the toungues: or _Academicall_, and becomes a reader, or

tutour to youth in the vniuersity.

[Sidenote: Academicall.]

For the _tutour_ bycause he is in the vniuersitie, where his daily

conuersation among a number of studentes, and the opinion of learning,

which the vniuersitie hath of him: wil direct choice and assure desire:

I haue nothing to saye, but leaue the parentes to those helpes, which

the place doth promise.

[Sidenote: Elementarie.]

2. For the _Elementarie_ bycause good scholers will not abase

themselues to it, it is left to the meanest, and therfore to the worst.

For that the first grounding would be handled by the best, and his

reward would be greatest, bycause both his paines and his iudgement

should be with the greatest. And it would easily allure sufficient men

to come downe so lowe, if they might perceaue that reward would rise

vp. No man of iudgement will contrarie this pointe, neither can any

ignorant be blamed for the contrarie: the one seeth the thing to be but

low in order, the other knoweth the ground to be great in laying, not

onely for the matter which the child doth learne: which is very small

in shew, though great for proces: but also for the manner of handling

his witte, to harten him for afterward, which is of great moment.

[Sidenote: Of the Elementary teachers entertainment.]

But to say somwhat concerning the teachers reward, which is the

encouragement to good teaching, what reason is it, though still

pretended, and sometimes perfourmed, to encrease wages, as the child

waxeth in learning? Is it to cause the maister to take more paines,

and vpon such promise, to set his pupille more forward? Nay surely

that cannot be. The present payment would set that more forward, then

the hope in promise, bycause in such varietie and inconstancie of

the parentes mindes, what assurance is there, that the child shall

continue with the same maister: that he maye receiue greater allowance

with lesse paines, which tooke greater paines, with lesse allowance?

Besides this if the reward were good, he would hast to gaine more,

which new and fresh repare of scholers would bring, vpon report of the

furthering his olde, and his diligent trauell. What reason caryeth

it, when the labour is lesse, then to enlarge the allowance? the

latter maister to reape the benefit of the formers labour, bycause

the child makes more shew with him? why? It is the foundacion well

and soundly laid, which makes all the vpper building muster, with

countenaunce and continuaunce. If I were to strike the stroke, as I am

but to giue counsell, the first paines truely taken, should in good

truth be most liberally recompensed: and lesse allowed still vpward,

as the paines diminish, and the ease encreaseth. Wherat no maister

hath cause to repine, so he maye haue his children well grounded in

the _Elementarie_. Whose imperfection at this day doth marueilously

trouble both maisters and scholers, so that we can hardly do any good,

nay scantly tell how to place the too too raw boyes in any certaine

forme, with hope to go forward orderly, the ground worke of their

entrie being so rotten vnderneth. Which weaknes if the vpper maister do

redresse, when the child commeth vnder his hand, he cannot but deserue

triple wages, both for his owne making, and for mending that, which the

_Elementarie_ either marred with ignoraunce, or made not for haste,

which is both the commonest, and the corruptest kinde of marring in my

opinion. For the next maisters wages, I do conceiue, that the number

in ripenesse vnder him, will requite the _Elementarie_ allowance, be

it neuer so great. For the first maister can deale but with a few, the

next with moe, and so still vpward, as reason groweth on, and receiues

without forcing. For the inequalitie of children, it were good a whole

companie remoued still togither, and that there were no admission into

schooles, but foure times in the yeare quarterly, that the children

of foresight might be matched, and not hurled hand ouer head into

one forme as now we are forced, not by substaunce, but by similitude

and coniecture at the sudden, which thing the conference betwene the

maisters in a resolued plat will helpe wonderfully well forward, when

the one saith this haue I taught, and this can the child do: the other

knoweth this ye should teach, and this your childe should do. Thus much

for the _elementarie_ maister, that he be sufficiently appointed in

himselfe for abilitie, and sufficiently prouided for, by parentes for

maintenaunce. Now whether one man, or moe shalbe able to perfourme all

the _elementarie_ pointes, at diuers houres, or of force there must

be more teachers, that shalbe handled in the _elementarie_ it selfe

hereafter. Once fore all good entertainement by way of reward, will

make very able men to leane this way, and one course of training will

breed, a meruelous number of sufficient trainers, whose insufficiencie

may now be obiected, that such cannot presently be had, though in short

time they may. And if there must be moe executours, entertainement will

worke that to, and conuenientnes of rowme will bring all togither.

[Sidenote: Grammer maisters.]

[Sidenote: The Grammer maisters entertainement

and his sufficiencie.]

3. My greatest trauell must be about the _grammer_ maister, as ech

parent ought to be verie circumspect for his owne priuate that way.

For he is to deale with those yeares, whereupon all the residew do

build their likelyhoode to proue well or ill. Wherein by reason of the

naturall agilitie of the soule and body, being both vnsettled, there is

most stirre, and least stay: he perfiteth the _Elementarie_ in course

of learning: he offereth hope or despaire of perfection to the _tutour_

and vniuersitie, in their proceeding further. For whom in consideration

of sufficient abilitie, and faithfull trauell I must still pray for

good entertainement, which will always procure most able persons. For

it is a great daunting to the best able man, and a great cutting of

his diligent paynes, when he shall finde his whole dayes trauell not

able to furnish him of necessarie prouision: to do good with the best,

and to gaine with the basest, nay much lesse than the lowest, who may

entend to shift, when he must entend his charge: and enrich himselfe,

nay hardly feede himselfe, with a pure, and poore conscience. But ye

will perhaps say what shall this man be able to performe, for whom you

are so carefull, to haue him so well entertained? to whose charge the

youth of our country is to be committed? If there were no more said,

euen this last point were enough to craue enough, for that charge is

great: and if he do discharge it well, he must be well able to do

it, and ought to be very well requited for doing it so well. Besides

his maners and behauiour, which require testimonie and assurance:

besides his skill in exercising and trayning of the body, he must be

able to teach the three learned toungues, the _latin_, the _greeke_,

the _hebrew_, if the place require so much, if not, so much as is

required. Wherin assuredly a mediocritie in knowledge, will proue to

meane, to emplant, that in another which he hath in himselfe. For he

that meaneth to plant but some litle well: must himselfe farre exceede

any degree of mediocrite. He must be able to vnderstand his writer,

to maister false printes, vnskilfull dictionaries, simple coniectures

of some smattering writers concerning the matter of his traine, and

be so appointed ear he begine to teach, as he may execute readyly,

and not make his owne imperfection, to be a torture to his scooler,

and a schooling to him selfe. For it is an ill ground to grow vp from

ignoraunce by teaching, in that place, where no ignorance of matter

at least should be, at the very first: though time and experience

do polish out the maner. He must haue the knowledge of all the best

grammers, to giue notes by the way still, though he burden not the

childes memorie of course, with any more then shalbe set downe. There

are required in him besides these, and further pointes of learning to,

as I will note hereafter, _hardnes_ to take paines: _constancie_ to

continew and not to shrinke from his trade: _discretion_ to iudge of

circumstances: _lightsomnes_ to delite in the successe of his labour:

_hartines_ to encourage a toward youth: _regard_ to thinke ech childe

an _Alexander_: _courteous lowlines_ in himselfe, as if he were the

meanest thoug he were knowne to be the best. For the verie least thing

in learning, will not be well done, but onely by him, which knoweth the

most, and doth that which he doth with pleasure and ease, by reason of

his former store. These qualities deserue much, and in our scooles they

be not generally found, bycause the rewardes for labour there be so

base and simple, yet the most neare is best in choice, and many there

be which would come neare, if entertainement were answerable. Let the

parentes, and founders prouide for the one: and certainely they shall

finde no default in the other.

[Sidenote: A meane to haue excellent teachers and professours

generally.]

[Sidenote: The foure particular meanes.]

There were a way in the nature of a seminarie for excellent maisters

in my conceit, if reward were abroad, and such an order might be

had within the vniuersitie: which I must touch with licence and for

touching craue pardon, if it be not well thought of, as I know it will

seeme straunge at the first, bycause of some difficultie in perfourming

the deuise. And yet there had neuer bene any alteration to the better,

if the name of alteration had bene the obiect to repulse. This my note

but by the way, though it presently parhapes doe make some men muse,

yet hereafter vpon better consideration, it may proue verie familiar

to some good fantasies, and be exceeding well liked of, both by my

maisters of the vniuersities them selues, and by their maisters abroad.

Whereby not onely schoolemaisters, but all other professours also

shalbe made excellently able to performe that in the common weale which

she looketh for at their handes, when they come from the vniuersitie.

But by the way I protest simply, that I do not tender this wish, as

hauing any great cause to mislike the currant, which the vniuersities

be now in: but graunting thinges there to be well done already, I offer

no discourtesie in wishing that good to be a great deale better. My

conceit resteth in these foure pointes: 1. what if the colleges were

deuided by professions and faculties? 2. what if they of the like

yeares, and the like profession, were all bestowed in one house? 3.

what if the liuings by vniting were made better, and the colleges not

so many: though farre greater? 4. what if in euery house there were

great pensions, and allowances for continuall and most learned readers:

which would end their liues there? what harme could our countrie

receiue thereby? nay, what good were not in great forwardnes to be

done, if this thing were done? And may not the state of the realme do

this by authoritie, which gaue authoritie to founders to do the other,

with reseruation of prerogatiue to alter vpon cause? or is not this

question as worthy the debating to mend the vniuersities, and to plant

sownd learning: as to deuise the taking away landes from colleges, and

put the studentes to pension, bycause they cannot vse them without

iarring among themselues? Were there any way better to cut away all the

misliking, wherewith the vniuersities be now charged, and to bring in a

new face of thinges both rarer and fayrer?

In the first erection of schooles and colleges, _priuat zeale_ enflamed

good founders: in altering to the better, _publicke consideration_

may cause a commoner good, and yet keepe the good founders meaning,

who would very gladly embrace any auauncement to the better in any

their buildinges. The nature of _time_ is vpon sting of necessitie,

to enfourme what were best: and the dutie of _pollicie_ is, aduisedly

to consider how to bring that about which time doth aduertise. And

if time do his dutie to tell, can _pollicie_ auoide blame in sparing

to trie? And why should not _publike consideration_ be as carefull to

thinke of altering to fortifie the state now, as _priuat zeale_ was

hoat then to strengthen that which was then in liking?

But I will open these foure interrogations better, that the

considerations which leade me, may winne others vnto me, or at the

least let them see, that it is no meere noueltie which moueth me thus

farre.

[Sidenote: Of the diuision of colleges.]

[Sidenote: The college of toungues.]

Touching the _diuision_ of _colleges_ by professions and faculties, I

alleege no president from other nations, though I could do diuerse,

begining euen at _Lycæum_, _Stoa_, _Academia_, themselues, and so

downeward, and in other nations east and southeast ascending vpwarde,

where studentes cloystured them selues together, as their choice in

learning lay: but priuate examples in their applying to our country may

be controuled by generall exception. If there were one college, where

nothing should be professed, but languages onely, (as there be some

people which will proceede no further) to serue the realme abroad, and

studies in the vniuersitie, in that point excellently and absolutelie,

were it not conuenient? nay were it not most profitable? That being the

ende of their profession, and nothing dealt withall there but that,

would not sufficiencie be discried by witnes of a number? and would

not dayly conference and continuall applying in the same thing procure

sufficiencie? Wheras now euery one dealing with euery thing confusedly

none can assuredly say, thus much can such a one do in any one thing,

but either vpon coniecture which oftentimes deceiueth euen him that

affirmes: or else vpon curtesie which as oft beguiles euen him that

beleueth. These reasons hold not in this point for toungues onely: but

in all other distributions, where the like matter and the like men be

likewise to be matched. For where all _exercises_, all _conferences_,

all both priuate and publike, _colloquies_, be of the same argument,

bycause the soile bringeth foorth no other stuffe, there must needes

follow great perfection. When toungues, and learning be so seuered, it

will soone appeare, what ods there is betwene one that can but speake,

and him that can do more, whereas now some few finish wordes, will

beare away the glorie from knowledge without consideration, that the

gate is without the towne as dismantling bewraies, though it be the

entrie into it.

[Sidenote: The colledge for the mathematikes.]

If an other colledge were for the _Mathematicall_ sciences, I dare

say it were good, I will not say it were best, for that some good

wittes, and in some thinges not vnseene, not knowing the force of these

faculties bycause they neuer thought them worthey their studie as

being without preferment, and within contempt, do vse to abase them,

and to mocke at _mathematicall_ heades, bycause in deede the studie

thereof requireth attentiuenes, and such a minde, as will not be soone

caried to any publike shew, before his full ripenes, but will rest in

solitarie contemplation, till he finde himselfe flidge. Now this their

meditation if they be studentes in deede: or the shadow of meditation,

if they be but counterfettes, do these men plaie with all, and mocke

such mathematicall heades, to solace themselues with.

Wherein they haue some reason to mocke at mathematicall heades, as

they do tearme them, though they should haue greater reason, why to

cherish, and make much of the mathematicall sciences, if they will not

discredit _Socrates_ his authoritie, and wisedome in _Plato_,[68] which

in the same booke auaunceth these sciences aboue the moone, whence

some learned men fetch his opinion, and force his iudgement, as the

wisest maister against such as allow of correction in schooles: which

they would seeme to banishe, till their owne rod beat them. The very

end of that booke is the course that is to be kept in learning in the

perfitest kinde, which beginneth at the mathematikes, and it dealeth

more with the necessitie of them, then with the whole argument besides:

as it is no noueltie to heare that _Plato_ esteemed of them, who forbad

any to enter his _Academie_, which was not a _Geometrician_, whereunder

he contained the other, but specially her sister _Arithmetike_.

For the men which professe these sciences, and giue cause to their

discountenaunce, they be either meere ignorant, and maintaine their

credit with the vse of some tearmes, propositions, and particularities

which be in ordinarie courses that way, and neuer came nigh the

kernell: or hauing some knowledge in them in deede, rather employe

their time, and knowledge aboute the degenerate, and sophisticall

partes of them, applyed by vaine heades to meere collusions though

they promise great consequences: then to the true vse, and auauncement

of art. Howbeit in the meane time, though the one disgrace them with

contempt, and the other make them contemptible, by both their leaues

I do thinke thus of them: but what a poore thing is my thought? yet

some thing it is where it shalbe beleeued. In time all learning may

be brought into one toungue, and that naturall to the inhabitant, so

that schooling for toungues, may proue nedeles, as once they were not

needed: but it can neuer fall out, that artes and sciences in their

right nature, shalbe but most necessarie for any common weale, that

is not giuen ouer vnto to to much barbarousnes. We do attribute to much

to toungues, which do minde them more then we do matter chiefly in a

monarchie: and esteeme it more honorable to speake finely, then to

reason wisely: where wordes be but praised for the time, and wisedom

winnes at length. For while the _Athenian_, and _Romaine_ popular

gouernementes, did yeald so much vnto eloquence, as one mans perswasion

might make the whole assembly to sway with him, it was no meruell if

the thing were in price, which commaunded: if wordes were of weight,

which did rauish: if force of sentence were in credit, which ruled the

fantsie, and bridled the hearer. Then was the toungue imperiall bycause

it dealt with the people: now must it obey, bycause it deales with a

prince, and be seruaunt vnto learned matter, acknowledging it to be

her liege, and mistresse. All those great obseruations of eloquence,

are either halfe drowned, for want of a democratie: or halfe douted of

for discredit of diuinitie: which following the substance of matter,

commendeth vnto vs the like in all studies.

For the credit of these _mathematicall_ sciences, I must needes vse

one authoritie of great, and well deserued countenaunce among vs,

and so much the rather, bycause his iudgement is so often, and so

plausibly vouched by the curteouse maister _Askam_ in his booke, which

I wish he had not himselfe, neither any other for him entitled the

_scoolemaister_, bycause myselfe dealing in that argument must needes

sometime dissent to farre from him, with some hasard of myne owne

credit, seeing his is hallowed. The worthy, and well learned gentleman

_Sir Iohn Cheeke_[69] in the middest of all his great learning, his

rare eloquence, his sownd iudgement, his graue modestie, feared the

blame of a _mathematicall_ head so litle in himselfe, and thought the

profession to be so farre from any such taint, being soundly and sadly

studied by others, as he bewraid his great affection towards them

most euidently in this his doing. Being himselfe prouost of the kings

colledge in _Cambridge_, in the time of his most honored prince, and

his best hoped pupill, the good _king Edward_, brother to our gracious

soueraine _Queene Elizabeth_, he sent downe from the court one maister

_Bukley_ somtime fellow of the saide colledge, and very well studyed

in the _mathematicalls_ to reade _Arithmeticke_, and _Geometrie_ to

the youth of the colledge: and for the better encouraging of them

to that studie gaue them a number of _Euclides_ of his owne coast.

Maister _Bukley_ had drawne the rules of _Arithmeticke_ into verses,

and gaue the copies abroad to his hearers. My selfe am to honour the

memorie of that learned knight, being partaker my selfe of his liberall

distribution of those _Euclides_, with whom he ioyned _Xenophon_,

which booke he wished, and caused to be red in the same house, and

gaue them to the studentes, to encourage them aswell to the greeke

toungue, as he did to the _mathematikes_. He did I take it as much for

the studentes in S. _Iohns_ colledge, whose pupill he had once bene,

as he did for vs of the kinges colledge whose prouost he then was.

Can he then mislike the _mathematicall_ sciences, which will seeme

to honour Syr _Iohn Cheeke_, and reuerence his iudgement? can he but

thinke the opinion to proceede from wisedom, which counteth _Socrates_

the wisest maister? Nay how dare he take vpon him to be a maister,

not of art, but of artes (for so is the name,) which hath not studyed

them, ear he proceeded? Are not the proceeders to reade in any of those

sciences publickely, by the vice chauncelours appointment, after they

haue commenced? and do they not promise, and professe the things, when

they seeke to procure the titles? And with what face dare ignorance

open her mouth, or but vtter some sounde of words, where she hath

professed the weight of matter? So that the very vniuersity her selfe

doth highly esteeme of them if she could entreat her people to esteeme

of their mothers iudgement. These sciences bewray them selues in many

professions and trades which beare not the titles of learning, whereby

it is well seene, that they are no prating, but profitable grounds:

not gay to the shew, but good to be shewed, and such meanes of vse, as

the vse of our life were quite maimed without them. Then gather I, if

bare experience, and ordinarie imitation do cause so great thinges to

be done by the meere shadow, and roat of these sciences, what would

iudiciall cunning do, being ioyned with so well affected experience?

Neither is it any obiection of account to say what should marchauntes,

carpentars, masons, shippmaisters, maryners, deuisours, architectes,

and a number such do with latin, and learning? do they not well enough

without, to serue the turne in our countrie? If they do well with out

might they not do better with? And why may not an English carpentar,

and his companions speake that toungue to helpe their countrie the

more, being gotten in youth, eare they can be set to other labour,

which the _Romaine_ artificer did naturally vse, seing it is more

commendable in ours, where labour is the conquerour, then in the Romain

where nature was commendour? As if none should haue Latin but those

which were for further degrees in learning.

The tounges be helpes indifferent to all trades as well as to learning.

Neither is the speaking of Latin any necessarie argument of deeper

learning, as the Mathematicall sciences be the olde rudimentes of

young children, and the certaine directours to all those artificers,

which without them go by roate, and with them might shew cunning. I

maye not at this time prosecute this position, as to fremd for this

place: but after my Elementarie and toungue schoole, I meane to search

it to the very bottom, with the whole profession of those faculties,

if God send me life, and health. 1. For the while this shall suffise

that these sciences, which we terme the Mathematicalles in their

effectual nature, do worke still some good thing, sensible euen to

the simple, by number, figure, sound, or motion: 2. In the manner of

their teaching they do plant in the minde of the learner, an habite

inexpungable by bare probabilities, and not to be brought to beleeue

vpon light coniectures, in any other knowledge, being still drawne on

by vnfallible demonstrations: 3. In their similitudinarie applications,

they let one see by them in sense the like affection in contemplatiue,

and intelligible thinges, and be the surest groundes to retourne vnto

in replies and instances, either vpon defect in memorie, or in checke

of aduersarie, contrarie to the common similitudes. For when ye compare

the common weale to a ship, and the people to the passagers, the

application being vnder saile, maye be out of sight, when ye seeke for

your proofe. But in these sciences the similitudinarie teaching is so

certain in applying, and so confirmed by effectes: as there is nothing

so farre from sense, and so secret in vnderstanding, but it will make

it palpable. They be taken from the sense, and trauell the thought,

but they resolue the minde. And though such as vnderstand them not, do

mislike them, which yet is no reason in them, nor any disgrace to the

thing misliked by them, seeing ignoraunce misliketh: yet those that

vnderstand them, may boldly mislike the mislikers, and oppose the whole

auncient Philosophie, and all well appointed common weales against such

mockmathematicalles, without whose helpe they could not liue, nor haue

houses to hide their heades, though they thanke not their founders.

[Sidenote: The colledge for Philosophie.]

3. If _Philosophie_ with her three kindes had the third colledge, were

it thinke you vnproper? Then the naturall might afterward proceede

to _Physick_, whom she fitteth: the Politicke to _Lawe_, whom she

groundeth: the morall to _Diuinitie_, whom she helpeth in discourse.

Which three professions, _Diuinitie_, _Lawe_, _Physick_ should euery

one be endowed with their particular colledges, and liuinges. 4. To

haue the _Physician_ thus learned, it were nothing to much, considering

his absolutenesse is learning, and his ignoraunce butcherie, if

he do but marke his owne maister _Galene_[70] in his booke of the

best profession. 5. For the _Diuine_ to tarie time, and to haue the

handmaiden sciences to attend vpon their mistres profession, were it

any hindrance to his credit, where discretion the daughter of time is

his fairest conusance, and if he come without her, what sternesse so

euer he pretend in countenance, we will measure the man, though we

marke his sayinges? 6. The _Lawyers_ best note in the best iudgementes

is contentment, not to couet to much, and for that desire not to striue

to gaine to much: not beyond the extremitie of lawe, but farre on this

side the extremitie of right. And can digesting time be but commodious

in this case, and contempt of toyes eare he enter into them, be but

mother to contentment? Time to bread sufficiencie, and sufficiencie

to bring sound iudgement, cut of all matter of blame, and leaue all

matter to praise. But in this distribution where is _Logicke_ and

_Rethoricke_, some will saye? Where is _Grammer_ then will I saye?

A directour to language. And so _Logicke_, for her demonstratiue

part, plaieth the _Grammer_ to the _Mathematicalles_, and naturall

_Philosophie_: for her probabilitie to morall, and politike, and such

other as depend not vpon necessitie of matter. _Rhetoricke_ for puritie

without passion doth ioyne with the writer in any kinde, for perswasion

with passion, with the speaker in all kindes, and yet both the speaker

dealeth sometime quietly, and the plaine writer waxeth very hoate.

[Sidenote: The necessitie of the college for toungues.]

1. Of these colledges, that which is for _toungues_ is so necessary

as scant any thing more. For the toungues being receites for matter,

without the perfect vnderstanding of them, what hope is there to

vnderstand matter? and seeing wordes be names of thinges applyed and

giuen according to their properties, how can thinges be properly

vnderstood by vs, which vse the ministrie and seruice of wordes to

know them by, onelesse the force of speeche be thoroughly knowen? And

do you not thinke that euery profession hath neede to haue a title of

the signification of wordes, as well as the ciuill lawyer? I do see in

writers, and I do heare in speakers great defectes in the mistaking of

meaninges: and euident errours thorough insufficiencie herin. And as

_toungues_ cannot be better perfitted, then streight after their entrie

by the grammer schoole: so they must be more perfitted, then they can

be there. And what if some will neuer proceede any further, but rest in

those pleasaunt kinde of writers, which delite most in gaing of their

language as poetes, histories, discourses, and such, as will be counted

generall men?

[Sidenote: The necessitie of the Mathematicall colledge.]

2. As for the _Mathematicalles_, they had the place before the toungues

were taught, which though they be now some necessarie helpes, bycause

we vse forreine language for conueaunce of knowledge: yet they push

vs one degree further of from knowledge. That the _Mathematicalles_

had the place, and were proposed still to children, he that hath

read any thing in Philosophie cannot be ignorant. _Plato_ is full of

it, and termeth them commonly the _childrens entrance_, but cheifly

in the seuenth booke of his common weale. So is his scholer though

long after his death _Philo_ the _Iewe_ (whom euen his countrieman

_Iosephus_, a man somewhat parciall in praising other, yet calleth a

singular man for eloquence and wisedome, speaking of his embassage

to _Caius_ the Emperour) but specially in that treatise, which he

maketh of the foretraine, for so I turne _Platoes_ προπαιδεία, and

_Philoes_ προπαίδευμα.[71] There he deuiseth, as he is a perpetuall

allegoriser, _Sara_ to be the _image_ of _Diuinitie_, and _Agar_ the

figure of all other handmaiden sciences, wherein he wisheth a young

man to deale very long, or he venture vpon _Sara_, which will not

be fertil but in late, and ripe yeares. He construeth both in that

place, and in _Moses_ his life also, those wordes of the bringing vp

of _Moses_ in all the doctrine of the _Ægyptians_, to be meant in the

_Mathematicalles_, which was the traine of that time, and the brood of

that soile, or there about. And to saye the trueth let any man marke

the course of all auncient learning, and he shall finde, that it could

not be possibly otherwise, but that the _Mathematicall_ was their

rudiment, though no historie, no describer of common weale, no setter

forth of Philosophers life, no Philosopher himselfe had tolde it vs?

Is not _Aristotles_ first booke of all in course of his teaching, his

_Organum_, which conteineth his whole _Logicke_? and in his proofes for

the piking out of his _syllogismes_ doth he not bewraie, wherin he was

brought vp? I vse _Aristotle_ alone for example, bycause our studentes

be best acquainted with him: whom yet they cannot vnderstand without

these helpes, as one _Brauardine_ espied well, though not he alone,

who tooke the paines to gather out of _Euclide_ two bookes purposely

for the vnderstanding of _Aristotle_. Can his bookes of Demonstration,

the _Analytica prosteriora_ be vnderstood without this helpe? His

whole treatise of Motion wheresoeuer, commonly fetcht from the verie

forme of the thing moued: His confutation of others by the nature of

Motion, and site: His _Mathematicall_ discriptions in many places:

His naturall _Theoremes_ echwhere can they be conceiued, much lesse

vnderstood by any ignorant in this pointe? Wherin _Aristotle_ sheweth

vs his owne education, to whom he commendeth the like, if we like of

him, whose liking will not fall, though fooles oftimes shake it. It

were to infinite to vse proofes in so generall, and so knowne a case,

which the whole antiquitie still allowed of, and the famous _Athenian_

common weale vsed euen then, when she had the great brood of the most

excellent persons, for her ordinary traine to her youth as _Socrates_

still alledgeth in _Plato_: or rather _Plato_ fathering the speach

vpon _Socrates_ sayth so himselfe. _Aristippus_ after his shipwrake

found releise thorough that train, and encoraged his companions vpon

sight of Geometricall figures in the sande. He that will iudge of these

sciences in generall, what degree they haue in the course of learning,

and wherin they be profitable to all other studies whatsoever, let

him read but either _Proclus_ his foure bookes vpon _Euclides_ first

in Greeke, or bycause the greeke is ill, and corruptly printed: _Io.

Barocius_, a young gentleman of _Venice_ which hath turned them into

Latin, and corrected the copie. Though many haue delt in the argument

they be but secondarie to _Proclus_. For he handleth euery question

that either makes for them, or against them cheifly in his first booke.

It were to much for me to stand vpon enumeration of testimonies in this

place, that the auncient schoole did begin at the _Mathematicall_ after

the first _Elementarie_, while they minded sound learning in deede, and

sequestred their thoughtes from other dealinges in the world. He that

marketh but the ordinary metaphores in the eloquentest Greeke writers

of that time, whence we prescribe, shall easily bewray, where in the

auncient discipline trauelled. To alledge the _Romain_ for learning is

to alledge nothing, whose cunning _Virgile_[72] describeth to lye in

gouernement, and conquests, remitting other faculties to other people.

For till the forreine learning in latter yeares, was translated into

their toungue, of themselues they had litle. _Rhetoricke_, _poetrie_,

_historie_, _ciuill lawe_, and some petie treatises of _Philosophie_,

and _Physicke_ were the _Romaines_ learning. Some one, or two as

_Gallus_, and _Figulus_ were noted for the _Mathematicalles_, as

many yeares after them _Iulius Firmicus_, and some architecture

_Mathematicke_ in _Vitruuius_. But their owne stories can tell, what an

afterdeale in the wynning of _Syracusæ_ _Archimedes_ by those faculties

put _Marcellus_ their generall vnto, which yet was as carefull to

haue saued _Archimedes_, if the rashnesse of a rude soldiar had not

preuented his proclamation: as _Demetrius_ πολιορκητής was to saue

_Protogenes_ at _Rhodes_. After the state was brought to a monarchie,

the Greekes ouerlaid their learning, as it appeareth, from _Dionysius_

of _Halycarnassus_, and _Strabo_, which were in _Augustus Cæsars_

time, downe still in a number of most notable Grecians, which serued

that state continually both for training vp their young Emperours,

and for all other kinde of learning: so that the authoritie of the

_Mathematicall_ must be fetcht from the Grekes, though they themselues

borrowed the matter of other nations, and were founders onely to

language, methode, and those faculties, which serue for the direction

of language.

[Sidenote: The necessitie of the colledge for Philosophie.]

3. For _Philosophie_ to haue the third place it will be easily

obtained, though there be some pretended doubt in the order of the

partes for the training. We vse to set young ones to the morall and

politike first and reason against _Aristotles_ conclusion, that a young

stripling is a fit hearer of morall _Philosophie_. But _Aristotle_

himselfe being well brought vp in the _Mathematicalles_ placeth

naturall _Philosophie_ next vnto them, as very intelligible vnto

very young heades, by reason of their necessarie consequence, and

_Theoreticall_ consideration. Wheras the other partes being subiect to

particular circunstance in life are to be reserued for elder yeares.

For not onely the _Philosophicall_ resolution, but also the very

religious was in the best, and eldest time to cause youth abide long in

study, and to forbeare publike shew, till it were very late. To make

_Logicke_, and _Rhetoricke_ serue to those vses, and in those places,

where I appointed them, was no absurdity. For _Rhetoricke_, there will

be small contradiction, though declamations, and such exercises seeme

to make some further claime. _Pythagoras_ his fiue yeares silence,

hath a meaning that ye heare sufficiently, eare ye speake boldly. And

_Socrates_ that great maister in _Plato_ calleth _Logicke_ the ridge,

or toppe of the _Mathematicalles_, as then to succeede, when they

were gotten: and good reason, why, bycause their methode in teaching,

and order in prouing did bring forth _Logicke_. As he that will make

_Plato_ the example to _Aristotles_ preceptes shall easily perceaue.

[Sidenote: The necessitie of three colledges peculiar for Diuinitie,

Law, Physicke.]

3, 4, 5. For _Diuinitie_, _Lawe_, and _Physicke_ to haue their owne

colledges, for their full exercises, and better learning, then now thus

to haue their studentes scattered, it is a thing that implyeth no great

repugnaunce with any reason, and is not without president. As for the

_Lawe_, if the whole studie were made one and whatsoeuer appertaineth

to that profession, for either Ecclesiasticall, or Temporall vse were

reduced into one body, had our countrey any cause to complaine? or

but great cause to be very glad? wheras now three seuerall professions

in lawe, bewraye a three headed state, one _English_ and _French_, an

other, Romish Imperiall, the third Romish ecclesiasticall, where meere

_English_ were simply our best. I shall not neede to say any more

herein, but onely giue occasion to those which can iudge, and helpe it,

to thinke of the position: the distraction of temporall, ciuill, and

Canon lawe being in many pointes very offensiue to our countrey.

6. Some difficultie there will be to winne a colledge for such as shall

afterward passe to teach in schooles.

[Sidenote: The seuenth colledge for training maisters, and the

necessitie therof.]

7. There is no diuerting to any profession till the student depart from

the colledge of _Philosophie_, thence he that will go to _Diuinitie_,

to _Lawe_, to _Physicke_, may, yet with great choise, to haue the

fittest according to the subiect. He that will to the schoole is then

to diuert. In whom I require so much learning to do so much good, as

none of the other three, (honour alway reserued to the worthinesse of

the subiect which they professe,) can chalenge to himselfe more: either

for paines which is great: or for profit which is sure: or for helpe

to the professions: which haue their passage so much the pleasaunter,

the forwarder studentes be sent vnto them, and the better subiects be

made to obay them: as the scholing traine is the trak to obedience.

And why should not these men haue both this sufficiencie in learning,

and such roome to rest in, thence to be chosen and set forth for the

common seruice? be either children, or schooles so small a portion of

our multitude? or is the framing of young mindes, and the training

of their bodies so meane a point of cunning? be schoolemaisters in

this Realme such a paucitie, as they are not euen in good sadnesse to

be soundly thought on? If the chancell haue a minister, the belfray

hath a maister: and where youth is, as it is eachwhere, there must

be trainers, or there will be worse. He that will not allow of this

carefull prouision for such a seminarie of maisters, is most vnworthy

either to haue had a good maister him selfe, or herafter to haue a good

one for his. Why should not teachers be well prouided for, to continue

their whole life in the schoole, as _Diuines_, _Lawyers_, _Physicians_

do in their seuerall professions? Thereby iudgement, cunning, and

discretion will grow in them: and maisters would proue olde men, and

such as _Xenophon_ setteth ouer children in the schooling of _Cyrus_.

Wheras now, the schoole being vsed but for a shift, afterward to passe

thence to the other professions, though it send out very sufficient

men to them, it selfe remaineth too too naked, considering the

necessitie of the thing. I conclude therfore that this trade requireth

a particular college, for these foure causes. 1. First for the subiect

being the meane to make or mar the whole frye of our state. 2. Secondly

for the number, whether of them that are to learne, or of them that

are to teache. 3. Thirdly for the necessitie of the profession which

maye not be spared. 4. Fourthly for the matter of their studie which is

comparable to the greatest professions, for language, for iudgement,

for skil how to traine, for varietie in all pointes of learning, wherin

the framing of the minde, and the exercising of the bodie craueth

exquisite consideration, beside the staidnes of the person.

1. These seuen colledges being so set vp, and bearing the names of

the thinges which they professe, for _Toungues_, for _Mathematickes_,

for _Philosophie_, for _Traine_, for _Physicke_, for _Lawe_, for

_Diuinitie_ were there any great absurditie committed either in the

thing if it were so, or in me for wishing it so? If it had bene thus

appointed at the first, as he might, if the whole building had bene

made at once, which is scant possible where thinges grow by degrees,

and buildinges by patches: it would haue bene liked very well, and the

Vniuersities in their commencementes, and publike actes would haue

commended their pollicy, and wisedome, which first did appoint it. And

maye not that be now toucht without blame, which if it had bene then

done, had deserued great honour, and when soeuer it shall be done will

deserue euerlasting memorie? and maye now be well done, seeing we haue

all thinges needful for the well doing redie: And why should it seeme

straunge to wish such an alteration, seeing greater chaunges haue

bene both wished, and wrought within this our time? Sad, and lingring

thoughts, which measure common weales as buildinges grounded vpon some

rocke of marble, finde many, and sober difficulties: resolute mindes

make no bones: there is stuffe enough, the places be ready, the landes

be neither to be begd, ne yet to be purchased, they be got, and giuen

already: they maye be easily brought into order, seeing our time is the

time of reformation. Before my wish be condemned, I desire my reader

to consider it well, and marke if it maye take place, and whether it

maye not with great facilitie.

[Sidenote: The second meane, to sorte like yeares into ye same

roomes.]

2. For sorting like yeares into one roome, which was my second

interrogatorie, it is no new deuice, nor mine: All good common weales

not fained by fantsie, but being in deede such haue vsed it both for

likenes of education in like yeares, and for trying out where most

excellencie lodged, to bestow prefermentes vpon apparent desert,

besides that it is most fit, and emulation to the better doth best

beseeme like yeares. The greeke poet saith, that God draweth allway the

like to the like, and therefore men may well follow the president.

[Sidenote: The third meane to better the studentes maintenaunce.]

3. For vniting of colledges, enlarging of the vnited, and bettering

studentes liuinges, I dare say none of them wilbe against me, which

for a better liuing will chaung his colledge. Neither will he thinke

it any great losse to leaue his old poore place, for a fatter rowme,

which for such a one will abandon the vniuersitie and all. Sure the

liuings in colledges be now to to leane, and of necessitie force good

wittes to fly ear they be well feathered. More sufficiencie of liuing

will yeald more conuenient time and furniture to studie, which two be

the onely meanes to procure more sufficiencie in learning, more ripenes

in iudgement, more stay in maners. The necessitie of studentes may

thus be supplyed of their owne, and they not forced by accepting of

exhibition at some handes to admit some bondage vnder hand. Restraint

will ridde needelesse number: sufficient liuinges will maintaine, and

make the nedefull number sufficiently well learned. I neede not staie

any longer here. For methinke all those good studentes ioyne with me

in this fourme of the vniuersitie, whom want, and barenes of liuing

will not suffer to tarie long enough there, and better it were for our

countrie to haue some smaller meane well trayned, and sufficiently

prouided, then a loose number, and an vnlearned multitude. And there

were two questions more worthy the resolution, then all _Iohannes

Picus_ the erle of _Mirandula_ his nine hundred propounded at _Rome_:

the one whether it were agreable to the nature of learning, being

liberall in condition to be _elemosinarie_ in maintenaunce: the other

whether it were for a common weale to haue the conceit bound to

respectes, bycause of priuate exhibition, which ought to direct simply,

without respect, sauing to the state alone. For sure where learning

growes vp by props, it leaseth her propertie: where the stocke of it

selfe will beare vp the bowes, there it must be best, if choice be made

leader, and fit wittes bestowed on bookes. My three forraine pointes

for the furtheraunce of learning be, _choice_ for wittes, _time_ for

furniture, _maintenaunce_ for direction: what shalbe peculiar to the

partie, himselfe must tender, as therein being detter to _God_, and his

countrie. _Diligence_ to apply his wit, _continuaunce_ to store his

time, _discretion_ to set furth his maintenaunce, are required at his

handes.

[Sidenote: The fourth meane for readers.]

4. For _readers_ of yeares, of sufficiencie, of continuance, methinke I

durst enter into some combat that it were beyonde all crie profitable,

and necessarie, to haue whom to follow, and of whom to learne how to

direct our studies, for _yeares_ auncient fathers: for _sufficiencie_

most able to enstruct: for _continuance_ cunning to discerne persons,

and circumstaunces: for _aduise_ skillfull to rule rash heades, which

runne on to fast, being armed with some priuate opinion of their owne

petie learning. What was _Plato_ to the _Academikes_? _Aristotle_

to the _Peripatetikes_? _Xeno_ to the _Stoiks_? _Epicure_ to the

_Epicurians_? _Aristippus_ to the _Anicerian_ and _Cyrenaike_? and

other such fathers to the famulies of their professions, but _readers_?

It is a meruell to thinke on, how longe those fellowes continued in

their profession as _Diogenes Laertius_ doth note. It should seeme that

_Plato_ taught aboue fiftie yeares, reckening the time that he left

_Speusippus_ his deputie during his trauell into _Ægypt_ and that way:

whereby both himselfe proued an excellent maister, and his hearers

proued most excellent scholers. They that haue bene acquainted with

cunning _readers_ any where will subscribe to this I know.

Priuate studie tied to one booke led by one braine: not alway the best

(as what counsellour is commonly worse to ones selfe, then himselfe?)

so proceeding as the first impression leads, be it what it can be,

cannot compare for iudiciall learning with the benefit of hearing

one, nay of repeating to one vpon interrogatories after reading, to

trie his iudgement, his keeping, and remembrance: which one hath red,

and digested all the best bookes, or at the least all the best bookes

in that kinde, whereof he maketh profession: which hath a iudgement

settled and resolute by the helpe of all those good braines: which

hath dealte with thousandes of the pregnantest wittes, whom experience

hath taught stay, whom the common weale by sufferance commendes as

sufficient. He that is not acquainted with such an excellent reader or

teacher (for both the names import one thing) and that with repetition,

but pleaseth himselfe with his owne priuate studie, as he taketh more

paines vndoutedly, so getteth he lesse gaine I dare assure him, hauing

in one lecture the benefit of his _readers_ vniuersall studie, and that

so fitted to his hand, as he may streight way vse it, without further

thinking on: wheras when he hath beaten his owne braines priuatly about

a litle, for want of time to digest, being to forward to put foorth,

he vttereth that which he must either amend vpon better aduice, or

quite reuoke when he findes he is ouer shot. Wherfore such _readers_,

or rather such _nurses_ to studie must needes be maintained with great

allowance, to make their heauen there, where ye meane to vse them.

Whose seruice, for the benefit that comes from them will saue their

whole hier in very bookes, which the student shall not so much neede,

when his _reader_ is his librarie: neither must they be soules, as we

tearme them, though of great reading, neither is it enough to haue read

much, but they must be of great gouernment withall, which are to bring

vp such a frie of gouerners. And therefore that great sufficiencie doth

still call for great recompence to be tyed to a stake for it all ones

life time.

[Sidenote: That this wish is most profitable to the vniuersitie, and

hurthfull no not to any particular.]

But now I pray you by this wish of mine be the vniuersities in common

sence any whit endammaged? if they were, so the harme were but some

litle, and the good exceeding great, the dammage might be consumed by

the greatnes of the good. I finde not any harme offered them, they

lease no landes studentes be not put to pensions, they that be thought

fit, finde better and fuller maintenaunce, better meane is made to

proue learned, by such excellent _readers_, which the cunninger they

be, the more affable they be, and thereby the fitter to satisfie any

studentes dout in that which they professe. And where yong men may

staie vntill they be singular, and haue good meanes to make them

singular, is not the thing to be wished, and he that wisheth it, not to

be thought to wish the _vniuersitie_ harme, where it is vniuersally

holpen? If this transposing of houses to this vse were commaunded

by authoritie, and by some helpe of wealthy patrones for the common

good sake, were happily accomplished, the _vniuersitie_ should lease

nothing, though they breake vp for a time, and the studentes gaue

place, to masons, and carpenters, nay though the whole reuenew of all

the colledges were for that time bestowed vpon the alteration. And yet

all that trouble should not neede, if the first were first begune, and

so particularly in order, neither should any student now well placed

complaine of the chaunge if he would set himselfe to any certaine

profession. This is but my conceit which the effect will confirme, and

wise considerations will finde, that it carieth a good ground: besides

that it is all ready in verie neare possibilitie, without any great

charge, and with verie great good, as also certainetie, and greatnes of

annuitie would streight way raise vp _readers_, and afterward continew

them. How good, and how easie a thing this were, the attempt by so many

particular _readers_ would shew, which being themselues excellently

well learned in those argumentes, that I do appoint to colledges, and

professing them in conuenient houses of their owne, would vndoutedly

drawe as many into their priuate hostelles, as there be now studentes

in publicke colledges. All this my wish offereth greater difficulty,

in the maner, how to worke it: then dout of profit, in the thing, if

we had it. Howbeit harder thinges haue bene easily accomplished, but

any more profitable was neuer compassed: neither doth it repent me to

wish that, which I would reioyce to see. If the hindring lie in cost,

it is somwhat, and yet but small, considering what is ready: if in good

will: that is all, and yet but ill, considering what it hindereth.

For no learning is so well got, where her helping meanes be seuered,

as where all be vnited, which those colledges would cause: a thing

neither of nouelty, as of an old ground and elswhere practised: neither

iniuriouse, to any offering profit to all. I do finde my selfe so armed

in the point, as if there were any hope in the thing to be effected, I

could answeare any obiection of difficultie, which might arise against

it, either from without the _vniuersitie_, or from within, eitther for

any communitie, or for any priuate, that it would be best for all,

neither any breach of good now well laied, nor any hindraunce to any,

which findes himselfe at ease, as the present is now appointed. But

will ye haue euerie one rise through all these degrees of learning,

ear he become a professour? yea surely I. but who moueth the question?

either he that cannot iudge, who is therefore to be pardoned: or he

that would be doing, who is therefore to be blamed: or he that doth

not way it, which would be desired to do: or he whom neede hasteneth,

whose case is to be pitied. And yet of all these foure, only he, that

desireth to shew him selfe ripe in his owne, though raw in other mens

opinion, will contrarie the conclusion: for ignoraunce, will yeeld

vpon better instruction: iust consideration, wil relent after waing:

good wittes oppressed with want, and yet waing the truth, will wish

for more wealth to tarie their full time, and the cariage of their

cunning: but the hastie heades, to whom any delaie is present death,

which will be doing, eare they can do well, but in their owne conceites

they will stand against it, and scrape all defences, though while they

do scrape, they descrie them selues to be extreme ignorant. For if

sufficiencie be the onely meane to perfit the professour, and to profit

the publike, insufficiencie ouerthrowes both. And as he that meaneth to

turne before, may lymit his ascent: so he that will be perfit in the

end and last profession ought at the least to haue the contemplatiue

knowledge of all that goeth before, though he practise but at pleasure.

The generall gaine thereby is this, that while the studentes youth is

wedded to honest, and learned meditation, the heat of that stirring

age is cooled which might harme in publicke, and set all on fire:

ripe iudgement is got, to stay, not to stirre: and all ambitiouse

passions meruellously daunted through resolutenes of iudgement. It is

no reason, where see ye the like? but it is a great reason, the like

is worth seeing, and who so comes neare, is still better liked, then

he that dowteth of it. The want of triall, is some shift for a time,

but the triall that hath bene, may lead vs to the like, and procure

good allowance. And sure till the yong professours be made to tarie

longer, and studie sounder, neither shall learning haue credit, nor our

countrie be but sicke. It is not my complaint, though I ioyne with the

complainantes. If ye meane to take learning before you, you will neuer

moue the question. It is not he that hath, and knoweth, which moueth

the question, but he that knoweth not and should.

What should a _diuine_ do with the _mathematikes_? why was _Moses_

trained in all the _Ægyptians_ learning? Nay in one reason for all, why

will ye condemne in _diuinitie_, or execute in _lawe_, the sciences

which ye know not, but finde the name condemned? and I pray you with

what warrant? what if that be not the name? or what if the thing be not

such? a condemnation without euidence where the iudge presumeth, and

knoweth not the skill, which he saith is naught. The _Physician_ should

haue all, and if he haue not, he is most to be blamed, bycause the

parentes of his profession durst not professe without them, and make

them vnder meanes. To be short I wish they had them, which mislike that

they haue not, and giue ignorance the raigne. For if they had them, we

should heare no speach, but praise and proufe, admiration and honour.

But to turne to my byace againe which was the mother, and matter to my

wish, this colledge for teachers, might prooue an excellent nurserie

for good schoolemaisters, and vpon good testimonie being knowne to so

many before, which would vpon their owne knowledge assure him, whom

they would send abroad. In the meane time till this come to passe, the

best that we can haue, is best worthy the hauing, and if we prouide

well for good teachers, that prouision will prouide vs good teachers.

[Sidenote: The admission of teachers.]

There remaineth now one consideration in the admitting not of these,

whom I admit without any exception, for all sufficiencie in religion,

in learning, in discretion, in behauiour: but of such as we daily vse,

and must vse, till circumstances be bettered, which are in compasse

of many exceptions. The admitter or chuser considering what the place

requireth, must exact that cunning, which the place calleth for: the

partie himselfe must bring testimonie of his owne behauiour, if he

be altogither vnknowen: and the admission would be lymited to such a

schoole in such a degree of learning, as he is found to be fit for.

For many vpon admission and licence to teach in generall, ouerreach to

farre, and marre to much, being vnsufficient at randon, though seruing

well for certaine by way of restraint. Thus much for the trainer, which

I know will better my patterne if preferment better him: with whom I

shall haue occasion to deale againe in my grammer schoole: where I will

note vnto him what my opinion is in the particularities of teaching.

FOOTNOTES:

[67] Probitas laudatur et alget.

[68] Plato 7, de rep.

[69] Sir Iohn Cheeke.

[70] Gal. περὶ ἀρίστης αἱρέσεως.

[71] Philo. περὶ τῆς εἰς τὰ προπαιδεύματα συνόδου.

[72] 6 Æneid.

CHAPTER 42.

HOW LONG THE CHILDE IS TO CONTINUE IN THE ELEMENTARIE EAR HE PASSE TO

THE TOUNGUES, AND GRAMMER. THE INCURABLE INFIRMITIES WHICH POSTING

HAST WORKETH IN THE WHOLE COURSE OF STUDIE. HOW NECESSARIE A THING

SUFFICIENT TIME IS FOR A SCHOLER.

Hastie preasing onward is the greatest enemie, which any thing can

haue whose best is to ripe at leasure. For if ripenes be the vertue,

before it is greene, after it is rotten: and yet the excesse is the

lesse harme: bycause it may ioyne, and be compounded with the vertue,

and be called rotten ripe: and at the least be cast away, without any

more losse, then of the thing it selfe, as it appeareth in frutes.

The defect to plucke before ripenes, breedes ill in the partie which

tasteth therof, and causeth the thing after a bite or two to be cast

away to: vnlesse it be in longing wymen, whose distemperate delite vpon

a cause not common, doth giue vs to iudge, that too timely taking,

is but for some disordered humours. This plucking before ripenes in

my position tendeth to this ende. I haue appointed in my elementarie

traine, _reading_, _writing_, _drawing_, _singing_, _playing_: now

if either all these be vnperfitly gotten, where all be attempted, or

some, where some: when the childe is remoued to the grammer schoole,

what an error is committed? The thinges being not perfit, to serue the

consequence, either die quite if they be not seuearly called on: or

come forward with paine, where the furtherance is in feare. How many

small infantes haue we set to _grammer_, which can scarecely reade?

how many to learne _latin_, which neuer wrate letter? And yet though

some litle one could doe much better then all his fellowes, it were

no harme for him to be captaine a good while in his _elementarie_

schoole, rather then to be a meane souldier in a captaine schoole. The

displeasoures be beyond all proportion pernicious, beyond all multitude

many, which this posting pulles after it. And if moning could amend

them, I would not onely mone them, that they be so many, but also

mourne for them, that they be so helpeles. It is a world to see the

weakenes of children, and the fondnes of friendes in that behalfe. It

is to much, that may be vnderstood, where so much is said: the fault

is generall, and the onely cause, which both makes children loth to

learne, and the maisters seeme to be tormenters in their teaching. For

the maister hasting on to the effect of his profession, and the scholer

drawing backe, as not able to beare the burden: there riseth a conflict

in the maister, with passion, if it conquere him: against passion if

he conquere it. If the maister be verie sharp witted in deliuering,

and the boy slowheaded in receiuing, then the passion will lightly

conquer. Which it cannot doe, where wisedome and consideration in the

maister be armed aforehand with pacience, or where experience, and

wearines of extremitie haue wrought a calmenes. And as in the maister

passion breedes heat, so in the childe infirmitie breedes feare, and

so much the more, if he finde his maister somwhat to fierce. Whereupon

neither the one nor the other can do much good at all, and all through

this hastie imperfection being the matter of heat in the one, and of

feare in the other. Whereof if the boy were not in daunger how peart

would he be, and what a pleasure would the maister take in such a

perfit perteling? but when the childe is so weake, as both he himselfe

feeles it in his learning, and the maister findes it in his teaching,

tell the parent so he will not beleeue it. So blynde is affection in

the parent which cannot see: and in stoore of teachers, he shall finde

some which will vndertake, and condemne the misliker. Whereby chaunge

feedes his humour for the time, and repentance his follie long after,

when the default proues vncurable, and the first maister is admitted

among the prophetes. Such a thing it is to preuent illes in time, and

when warning is giuen not to mocke the intelligence, nor to blame the

watchman.

If the imperfections which come more of haste then of ignoraunce from

the Elementary schoole would take vp their _Inne_ there, and raunge

no further, the moane were not so much, bycause there were some meane

to redresse: but now as one billow driueth on an other: so hast

beginning there makes the other successions in learning trowle on too

too headlong. Be young children set to soone to their _Grammer_ onely?

be none sent to the _Vniuersitie_, which when they come thence from

yeares after, might well with good gaine returne to the _Grammer_

schoole againe? I will not saye that they were not ready when they

went, but peraduenture they were not ready, and forgat that they were

so. Do not some good honest wittes in the middest of their studie

finde the festering of haste, and wishe though in vaine that they had

bene more aduised in their passage? and if they recouer that which

they misse and wish for, do they not finde the learned conclusion

trew: that such thinges be extreme painful to setled memories, which

were very pleasaunt passages to the youngest boyes? He that beginnes

his _Grammer_ in any language, when he is a _Graduate_, may perhaps

wish for some way without _Grammer_, and couet a _Compendium_. The

_Vniuersities_ can best iudge of the infirmities in our _Grammer_

schooles, when they finde the want in those yonglinges, whom they haue

from vs, but not sent by vs: we our selues see them, but we cannot

salue them. Priuate affection ouerrules all reason: straungenesse

betwene the parent and maister cuttes of conference in the remouing:

and in some places multitude of schooles marres the whole market: where

store is the sore, and oportunitie to alter an allurement to the worse.

So that by degrees the _Elementarie_ feebleth the _Grammarian_: and the

_Grammarian_ transporteth his weaknesse from his schoolemaister to his

_Vniuersitie tutour_. Such a matter it is to stay hast at the first,

which distempereth till the last. I would not haue the _Vniuersities_,

but to thinke freindly of me, bycause though I finde fault, I seeke it

not: neither blase I it with discredit to them, but wish it healed with

the profit of my countrey, as I well know the most, and best of them

there do.

Doth not want of sufficient time (I meane not for taking degrees,

bycause that time may be complete from the proceeders first ariuall

into the _Vniuersitie_) but for want of age and yeares: and therwithall

for the want of that, which yeares do bring, oftimes send abroad

youthes, whose degrees deserue place, but their depth deserues none?

That prentice is to hastely out of his yeares, which being at one and

twentie free from his maister, is eare foure and twentie free from

his thrift both reft of goodnesse, and left goodlesse. If men abroad

had not a sensible iudgement in yeares, that young ware cannot be but

greene, how sprooting faire so euer it doth shew: youth might deceiue

them with titles, as it deceiues it selfe with opinions. _Yeares_

without _stuffe_ maye beguile before _triall_: _yeares_ with _stuffe_

will abide the _stampe_: _Stuffe_ without _yeares_ is wounderous for a

while, but it is subiecte to quicke withering, and to fade of wonder.

Neither _stuffe_ nor _yeares_, is extreme pitifull, and the very

ground of my complaint, bycause neither few yeares can prouide great

_stuffe_, yea to the best witte: nor many yeares to any witte, without

great studie, which is a death there, where the defecte is great. How

fortuneth it then, that either freindes be so foolish, or studentes so

vnstayed, to haste so with so much waste? The causes be: _impacience_,

which can abide no tarying, where a restlesse conceit is full frawght:

_libertie_, to liue as he listeth, bycause he listeth not to liue

as he should: _brauerie_, to seeme to be some body, and to cary a

countenaunce: _hope_ of preferment, to desire dignities before abilitie

to discharge. In the meane while: the _common weale_ becomes priuate:

the _generall_ weapeth, while the _particular_ winneth: and yet the

winning is no soundnesse, but shew. What notable men haue dealt with,

and against the forestaulling of sound time in professions? Among many

if onely _Viues_ the learned _Spaniard_, were called to be witnesse,

he would craue pardon for his owne person, as not able to come for the

goute, but he would substitute for his deputie his whole twentie bookes

of disciplines, wherin he entreateth, how they come to spoile, and how

they may be recouered. Lacke of time not onely in his opinion, but also

in whose not? bringes lacke of learning, which is a sore lacke, where

it ought not to be lacking. The cankar that consumeth all, and causeth

all this euill is haste, an _vnaduised, rashe, hedlong counsellour_,

and then most pernicious when it hath either some apparence in reason

that the child is ripe: or the hartning of some maister, which either

is disposed to follow where he seeth replying past cure: or that cannot

discern colours, bycause he is that in his degree, which the childe is

in his: both vnripe: the one to teach, the other to remoue.

But what if hope of exhibition make an Vniuersitie man straine? and

either perswade abilitie, or promise to supplie, where abilitie wantes?

Nay what if exhibitours of some litle, seeke recompence to soone, and

halfe force some poore scholer to toile with imperfection?

When the vnripe boye findeth any such meane to go to the Vniuersitie,

the maister shall neuer know, till he be booted, if he do know then:

for feare of stopping his iourney by contrarie counsell: that is by

reason to stay him, which runnes to his owne harme.

_Time_ of it selfe, as it is the noblest circunstance wherwith we haue

to deale: so it hath a bredth in it selfe capeable of to much, to

litle, and enough.

To much _time_ is seldome found fault with iustly, though some time

pretended, bycause it is seldome taryed for in this kinde wherwith I

deale.

To litle _time_ is that wheron I complaine, and so much the more

harmefull, bycause hast to attaine vnto the desired ende makes it seeme

no fault till the blow be giuen.

_Time_ enough is that meane which perfiteth all, the _Elementarie_

in his kinde, the _Grammarian_ in his, the _Graduate_ in his, and so

profiteth the _common weale_ by perfiting all: the _prerogatiue_ to

thought: the _mother_ to truth: the _tuchestone_ to ripenesse: the

_enemy_ to errour: mans only stay, and helpe to aduice.

For the Grammarians _time_, though it be not within this argument,

as many other thinges which the affinitie drew in, yet thus much may

I say. That his perfitnesse hath a pitche, and his yeares yeilde his

good, as it shall appeare in his owne place, whose time must needes

be limited, bycause he is so placed after the _Elementarie_, and

before the _Uniuersitie_, as the well appointing of his _time_ shall

disapoint neither of them. For the _times_, and yeares of studie

before degrees in the Vniuersitie, _Plato_ himselfe in his exquisite

_republike_ cannot, nor doth not appoint them better then they be

there already, if the _Grammar_, and _Elementarie_ haste marred not,

and made them that come to soone seeke also to proceede to soone, yet

euen so fulfilling statutes, which appoint the continuing yeares,

though smallie for their benefit, which are not appointed in yeares,

and lesse then not appointed in substaunce. The distances betwene

degrees orderly employed, and the midle learninges being caryed before

them, as it is imported by their stiles: might worke in the most very

reasonable knowledge, for methode and ground in habite, though not for

particulars, which be alwayes endlesse, still without art, though most

within experience, for their most needfull number. Now if that helpe

of readers, which I wished for, were put in execution, me thinke, the

world should see, a marueilous number of excellent professours in euery

degree. I am to long in talking of to litle: but the times hanging

one vpon another haue led me thus onward: wherfore it is now time

for me to determine that time, which I do take to be enough for the

_Elementarie_. When the child can read so readily, and roundly, as the

length of his lesson shal nothing trouble him for his reading: when he

can write so faire and so fast, as no kinde of exercise shalbe tedious

vnto him for the writing: when his penne or pencill shall delite him

with bragge: when his _Musicke_ both for voice, and hand is so farre

forward, as a litle voluntarie will both maintaine, and encrease it:

all which thinges the second maister must haue an eye vnto: then hath

the _Elementarie_ had time enough. If the parent account not of all,

yet perfitnesse in his choice must be his cheife account. The childes

ordinarie exercises, will continue his writing, and reading, himselfe

will alwaye be drawing, bycause it deliteth his eye, and busieth not

his braine. But for _Musicke_, the maister and the parentes delite must

further it. For that in those yeares, children be Musicall rather for

other then for them selues. Once in, this is a certaine ground, and

most infallible, that in tarying long, and perfiting well, there is no

losse of time, specially seeing those qualities euen alone, be a pretie

furniture of houshold if they be well gotten. The hasting on to fast

to see the frute too soone, when circunstances perswade tarying, is to

winne an houre in the morning, and to lease the day after. Thus much

concerning the _Elementarie_ time, determinable not by yeares, but by

sufficiencie. If yeares could be limittes to knowledge, as they be very

good leaders, the rule were more certaine: but where witte goeth not by

yeares, nor learning without, sufficiencie is the surest bounder, to

set out, wherin enough is. Howbeit in the _Elementarie_, and so forth I

will limit the time somwhat nearer, with all the considerations, both

for varietie of the matters which are to be learned, and the men which

are to teach, and such thinges as seeme not so proper to be set downe

here.

CHAPTER 43.

HOW TO CUT OF MOST INCONUENIENCES WHERWITH SCHOOLES AND SCHOLERS,

MAISTERS AND PARENTES BE IN OUR SCHOOLING NOW MOST TROUBLED. WHEROF

THERE BE TWO MEEANES, VNIFORMITIE IN TEACHING AND PUBLISHING OF

SCHOOLE ORDERS. THAT VNIFORMITIE IN TEACHING HATH FOR COMPANIONS

DISPATCH IS LEARNING, AND SPARING OF EXPENSES. OF THE ABBRIDGING OF

THE NUMBER OF BOOKES. OF CURTESIE AND CORRECTION. OF SCHOOLE FAULTES.

OF FRIENDLINESSE BETWENE PARENTES AND MAISTERS.

A great learned man[73] in our dayes thought so much of the troublesome

and toilsome life, which we teachers lead, as he wrate a pretie booke

of the miseries of maisters. We are to thanke him for his good will:

but when any kinde of life be it high, be it low, is not troubled with

his proportion to our portion, we will yeild to misery. Our life is

very painfull in deede, and what if beyond comparison painfull? Much a

do we haue, and what if none more? Yet sure many as much, though they

deale not with so many, and moe more miserable, bycause they better

not so many. But I will neither rip vp those thinges, which seeme most

restlesse in vs, though the argument offer spreding: neither will

I medle with any other trade, no lesse troublesome then teaching,

by comparing to seeme to lessen: bycause comparisons in miseries be

vncomfortable to both, though some ease to either. To what purpose

should I shew, why the maister blames this, the parent that, the

child nothing more then the rod, though he will not but deserue it?

Such a disease we haue to repine at the paine, and not to waye the

offence, which deserueth the paine. Why beat ye him sayeth one? Why

offendeth he sayeth none? so harde a thing it is to finde defense for

right, so easie a thing it is to finde qualifying for wrong. Therefore

to omit these vnpleasant rippinges, I will deale with the remedies

how to cut of the most of those, which he calles miseries, I terme

_inconueniences_, wherwith the trade of teaching at this day seemeth to

haue a great conflict. Which counsell though it be first laid for the

youngest scholers, yet may it well be translated further, and beseeme

both the biggest, and best, in any learned course.

These remedies I take to be two: 1. The one _vniformitie_ in

_teaching_, which draweth after it, _dispatch_ in _learning_, and

_sparing_ of _expenses_ about to great a number of bookes.

2. The other is _publike schoole lawes_, set downe, and seen, which

bring with them for companions _agreement_ of parentes and teachers,

_continuance_ of scholers, _conference_ to amend, _comfort_ to

freindes, and _commoditie_ to the common countrey.

[Sidenote: Vniformitie in teaching.]

For _vniformitie_ in _teaching_ how many gaules that will heale,

wherwith schooles be now greiued, it will then best appeare, when it

shalbe shewed, what good it will worke, and how necessarie a thing it

is, to haue all schooles reduced vnto it. That there is to much variety

in teaching, and therfore to much ill teaching (bycause in the midst

of many bypathes, there is but one right waye) he were senseles, that

sees not: if he either haue taught, or haue bene taught himselfe.

Which whence it springeth, diuersities of iudgement bewraie, that

men haue gotten by better or worse training vp in youth: by lesse or

more trauell in studie: by longer or shorter continuance at their

booke: by liking or misliking some trade in teaching: by accommodating

themselues to the parentes choice: and many wayes moe, which either

brede varietie, or else be bred by varietie. But of all varieties

there is none vayner, then when ignoraunce sweares that that is an

_aphorisme_, the contrarie wherof sound knowledge hath set downe for a

sure _oracle_. Now in this confusion of varieties what hinderance hath

_youth_? what discredite receiue _schooles_? what inequalities be the

_Vniuersities_ molested with? what toile is it to _Tutours_? how small

riddaunce to _readers_? when diuersities of groundworke do hinder their

building, and the scholers weakenesse discrieth his maister? And yet

oftimes the weake maister bringes vp a strong scholer, by some accident

not ordinarie, and the cunninger man by some ordinarie let makes small

shew of his great labour. Do not the learners also themselues commonly

when they come to yeares and misse that commoditie, which ther maisters

could not giue them, being very weake themselues, then blame their

fortune and feele the want of foresight? For if varietie had bene

wipte awaye by vniformitie, euen the weakest maister might haue done

very well if he had had but a meane head to follow direction being set

downe to his hand.

This pointe is so plaine as many of the best learned, and of the best

teachers also oftimes complaine of it, and wish the redresse, though

they still draw backe, and spare their owne pains for any thing they

publish: perhaps not hauing the oportunitie and leasure which so great

an enterprise craueth: perhaps being induced by hope that some other

will start vp, and publish the amendment. Whereby all the youth of this

whole Realme shall seeme to haue bene brought vp in one schoole, and

vnder one maister, both for the matter and manner of traine, though

they differ in their owne inuention which is priuate and seuerall to

euery one by nature, though generall and one to euery one by art.

Which thing must needes turne to the profit of the _learner_, whose

_straying_ shalbe straited, that he cannot go amisse: to the ease of

the _teacher_ whose _labour_ shalbe lightened, by the easinesse of

his curraunt: to the honour of the _countrey_, which thereby shall

haue great store of sufficient stuffe: and the immortall _renown_

of that carefull _Prince_ which procured such a good. Which benefit

say I must proceede from some _vniforme_ kinde of teaching set downe

by authoritie, that one waye to supplie all wantes, and no one to

disdaine, where obedience is enioyned. And wheras _difference_ in

iudgement worketh _varietie_: _consent_ in knowledge will plant

_vniformitie_. Which consent, as it must be enforced by authoritie, so

must it proceede from some likenesse of abilitie in teachers, namely in

that thing wherof they are teachers: though both in executing the same,

and for some other qualities they may differ much.

Now the onely waye to worke this likenesse or rather samenesse in

abilitie, where otherwise the oddes is so odde, were to set downe in

some certain plat, the best that may seeme to be, if that which is best

in deede may not be had, as why not? both what and how to teach, with

all the particular circunstances, so farre forth as they ordinarily do

fall within common compasse, and may best be seeme the best ordered

schooles, which both the meane teacher may wel attaine vnto, and the

cunning maister may rest content with, and so they both in that pointe

proue equall, while the meaner mounting vpword with fethers made for

him, and the cunninger comming downward at the shew of the lure,

they both meete in the middle waye, and flying forward like freindes,

pay their price with their pastime, and mend their faire with their

praye, no dishonour offered him, whom mo qualities do commend: and a

great helpe to him that cannot swimme without. In whom diligence borne

vp, will worke no lesse wonder, nay may fortune more, then greater

learning in the other, whom either ouer weyning may make insolent, or

loytering negligent. And sure as I may be deceiued herein, so haue I

some reason very fauourable to my seeming, that it were more fitting

for the common profit, to prouide a certaine direction to helpe the

meane teacher, which will continue in the trade without either any or

very late changing of his course, and so a long time do much good, then

to leaue it at random to the libertie of the more learned, who commonly

vse teaching, but to shift with for a time, and be but pilgrimes in the

profession, still minding to remoue to some other kinde of life either

of more ease, which allureth soone, or of more gaine, which enforceth

sore. So that in the meane time the scholers cannot profit much, while

the maisters deale like straungers, which entending one day to returne

to their countrey, as nature calleth homeward, though profit bid tary,

cannot haue that zealous care, which the naturall countrieman, and

continuall trauellour of nature hath, and of duetie sheweth. And though

conscience cause some odde honest man to worke well, and discharge his

duetie in that rowling residence: yet neither be priuiledges generall,

nor lawes leuelled after some few, and that foolish fellow was

fretished for cold, which followed the fond _swallow_, that flew out to

timely, and to farre before her fellowes. An order must be generall to

the liking of the better, who should alwaye wishe it, and the leading

of the weaker, who shall alway neede it.

If when this order for matter and manner of teaching shalbe set downe,

the executor proue negligent, and prolong the effect, or else quite

defeat it, by ill handling of that, which was well ment, the surueiors

and patrones of schooles, must ouerlooke such teachers, of themselues

if they can, if not they may call for the assistaunce of _learning_,

which for cunning can, and of curtesie will seeke to further such a

thing. Our preceptes be generall, the particular must perfourme, and

amend his owne accident. I haue but sleightly noted the surface of

_vniformitie_ in teaching, and the disioynting of skill by misordered

varietie, and yet who is so blinde as he may not thereby discerne,

that the one strips away the euilles, which the other bringes in, and

thereby cuttes of many encumbraunces from schooles?

[Sidenote: Dispatch in learning.]

Now _vniformitie_ in _teaching_ once obtained, doth not _dispatch_ in

_learning_ incontinently follow? which consisteth in choice of the best

and fittest authours at the first, and continuaunce in the same: in the

best exercises and most proper to the childes ascent in learning: and

generally in the maisters orderly proceeding, and methode in teaching:

whereby the child shall not learne any thing, which he must or ought to

forget, vpon his maisters better aduise: nor leaue any needefull thing

vnlearned till his maister grow to better aduise. The maister himselfe

shall not neede to chaunge his course, as he chaungeth his skill, now

coursing on to fast by to much rashnes: now retiring to late by to

louse repentaunce: finally neither the maister nor the scholer shall

busie themselues to long about a litle, and neuer the better, nor hast

to fast on, and neuer a whit the further. The best course being hit

on at the first, as appointment may procure it, one thing helpeth an

other forward naturally, without forcing: that which is first taught

maketh way for that which must follow next, and continuall vse will

let nothing be forgot, which is once well got, and the rising vp by

degrees in learning will succede in proportion, with out losse of time

or let of labour, either by lingring to long, or by posting to fast,

which cannot now possibly be brought about, while thinges be left to

the teachers discretion, whereof, as the most be not alway the best,

so euen the verie best cannot alway hit those thinges, which in deede

are best, while the _customarie education_ is helde for a sanctuarie:

_alteration_ to the better is esteemed an heresie: _allowance_ is

measured by priuate liking: _vnthankefulnes_ is made harbour to desert:

and the very _bookes_ which we vse be not appropriate to our vse. I

touch no mo stoppes then may easily be remoued, if _authoritie_ take

the matter in hand. Priuate lettes must haue priuate lessons, and

personall circumstance shall haue rowme to pleade in, at an other time.