mouer of goodnesse, prosper alwaies him & his, as he hath
many times comforted me and mine, and, I trust to God, shall
comfort more and more. Of whom, most iustlie I may saie,
and verie oft, and alwaies gladlie, I am wont to say, that
sweete verse of _Sophocles_, spoken by _Oedipus_ to worthie _Theseus_.
Soph. in // echo [gar] acho dia se, kouk allon broton.
Oed. Col. //
Thys hope hath helped me to end this booke: which, if he
allowe, I shall thinke my labours well imployed, and shall not
moch æsteme the misliking of any others. And I trust, he
shall thinke the better of it, bicause he shall finde the best part
thereof, to cum out of his Schole, whom he, of all men loued
and liked best.
Yet some men, frendly enough of nature, but of small
iudgement in learninge, do thinke, I take to moch paines, and
_Plato_ in // spend to moch time, in settinge forth these
initio // childrens affaires. But those good men were
Theagis. // neuer brought vp in _Socrates_ Schole, who saith
ou gar esti // plainlie, that no man goeth àbout à more godlie
peri otou // purpose, than he that is mindfull of the good
theioterou // bringing vp, both of hys owne, and other mens
anthropos // children.
an bouleu- //
saito, e // Therfore, I trust, good and wise men, will
peri pai- // thinke well of this my doing. And of other, that
deias, kai // thinke otherwise, I will thinke my selfe, they are
ton auton, // but men, to be pardoned for their follie, and
kai ton // pitied for their ignoraunce.
oikeion. //
In writing this booke, I haue had earnest respecte to three
speciall pointes, trothe of Religion, honestie in liuing, right order
in learning. In which three waies, I praie God, my poore
children may diligently waulke: for whose sake, as nature
moued, and reason required, and necessitie also somewhat
compelled, I was the willinger to take these paines.
For, seing at my death, I am not like to leaue them any
great store of liuing, therefore in my life time, I thought good
to bequeath vnto them, in this litle booke, as in my Will and
Testament, the right waie to good learning: which if they
followe, with the feare of God, they shall verie well cum to
sufficiencie of liuinge.
I wishe also, with all my hart, that yong M. _Rob. Sackuille_,
_A Præface to the Reader._ 181
may take that fructe of this labor, that his worthie Grauntfather
purposed he should haue done: And if any other do take, either
proffet, or pleasure hereby, they haue cause to thanke M.
_Robert Sackuille_, for whom speciallie this my Scholemaster was
prouided.
And one thing I would haue the Reader consider in
readinge this booke, that bicause, no Scholemaster hath charge
of any childe, before he enter into hys Schole, therefore I
leauing all former care, of their good bringing vp, to wise and
good Parentes, as à matter not belonging to the Scholemaster,
I do appoynt thys my Scholemaster, than, and there to begin,
where his office and charge beginneth. Which charge lasteth
not long, but vntill the Scholer be made hable to go to the
Vniuersitie, to procede in Logike, Rhetoricke, and other kindes
of learning.
Yet if my Scholemaster, for loue he beareth to hys
Scholer, shall teach hym somewhat for hys furtherance,
and better iudgement in learning, that may serue
him seuen yeare after in the Vniuersitie, he
doth hys Scholer no more wrong, nor de-
serueth no worse name therby, than he
doth in London, who sellinge silke
or cloth vnto his frend, doth
giue hym better measure,
than either hys pro-
mise or bargaine
was.
_Farewell in Christ._
_The first booke for the youth._
AFter the childe hath learned perfitlie the eight partes of
speach, let him then learne the right ioyning togither of
substantiues with adiectiues, the nowne with the verbe, the
relatiue with the antecedent. And in learninge farther hys
Syntaxis, by mine aduice, he shall not vse the common order
in common scholes, for making of latines: wherby, the childe
_Cic._ de // commonlie learneth, first, an euill choice of wordes,
Cla. or. // (and right choice of wordes, saith _Cæsar_, is the
foundation of eloquence) than, a wrong placing
of wordes: and lastlie, an ill framing of the sentence, with
a peruerse iudgement, both of wordes and sentences. These
Making of // faultes, taking once roote in yougthe, be neuer, or
Lattines // hardlie, pluckt away in age. Moreouer, there is
marreth // no one thing, that hath more, either dulled the
Children. // wittes, or taken awaye the will of children from
learning, then the care they haue, to satisfie their masters, in
making of latines.
For, the scholer, is commonlie beat for the making, when
the master were more worthie to be beat for the mending, or
rather, marring of the same: The master many times, being
as ignorant as the childe, what to saie properlie and fitlie to the
matter.
Two scholemasters haue set forth in print, either of them
_Horman._ // a booke, of soch kinde of latines, _Horman_ and
_Whitting-_ // _Whittington_.
_ton._ //
A childe shall learne of the better of them,
that, which an other daie, if he be wise, and cum to iudgement,
he must be faine to vnlearne againe.
_The first booke for the youth._ 183
There is a waie, touched in the first booke of _Cicero
De Oratore_, which, wiselie brought into scholes, // 1. _De Or._
truely taught, and constantly vsed, would not
onely take wholly away this butcherlie feare in making of
latines, but would also, with ease and pleasure, and in short
time, as I know by good experience, worke a true choice and
placing of wordes, a right ordering of sentences, an easie
vnderstandyng of the tonge, a readines to speake, a facultie to
write, a true iudgement, both of his owne, and other mens
doinges, what tonge so euer he doth vse.
The waie is this. After the three Concordances learned,
as I touched before, let the master read vnto hym the Epistles
of _Cicero_, gathered togither and chosen out by _Sturmius_, for
the capacitie of children.
First, let him teach the childe, cherefullie and plainlie, the
cause, and matter of the letter: then, let him
construe it into Englishe, so oft, as the childe may // The order
easilie carie awaie the vnderstanding of it: // of teaching.
Lastlie, parse it ouer perfitlie. This done thus, let the childe,
by and by, both construe and parse it ouer againe: so, that it
may appeare, that the childe douteth in nothing, that his
master taught him before. After this, the childe must take
a paper booke, and sitting in some place, where no man shall
prompe him, by him self, let him translate into Englishe his
former lesson. Then shewing it to his master,
let the master take from him his latin booke, and // Two pa-
pausing an houre, at the least, than let the childe // per bokes.
translate his owne Englishe into latin againe, in an other paper
booke. When the childe bringeth it, turned into latin, the
master must compare it with _Tullies_ booke, and laie them both
togither: and where the childe doth well, either in chosing, or
true placing of _Tullies_ wordes, let the master // Children
praise him, and saie here ye do well. For I // learne by
assure you, there is no such whetstone, to // prayse.
sharpen a good witte and encourage a will to learninge, as is
praise.
But if the childe misse, either in forgetting a worde, or in
chaunging a good with a worse, or misordering the sentence,
I would not haue the master, either froune, or chide with him,
if the childe haue done his diligence, and vsed no trewandship