therein. For I know by good experience, that a childe shall
Ientlenes // take more profit of two fautes, ientlie warned of,
in teaching. // then of foure thinges, rightly hitt. For than, the
master shall haue good occasion to saie vnto him.
_N. Tullie_ would haue vsed such a worde, not this: _Tullie_
would haue placed this word here, not there: would haue vsed
this case, this number, this person, this degree, this gender: he
would haue vsed this moode, this tens, this simple, rather than
this compound: this aduerbe here, not there: he would haue
ended the sentence with this verbe, not with that nowne or
participle, etc.
In these fewe lines, I haue wrapped vp, the most tedious
part of Grammer: and also the ground of almost all the Rewles,
that are so busilie taught by the Master, and so hardlie learned
by the Scholer, in all common Scholes: which after this sort,
the master shall teach without all error, and the scholer shall
learne without great paine: the master being led by so sure
a guide, and the scholer being brought into so plaine and easie
a waie. And therefore, we do not contemne Rewles, but we
gladlie teach Rewles: and teach them, more plainlie, sensiblie,
and orderlie, than they be commonlie taught in common
Scholes. For whan the Master shall compare _Tullies_ booke
with his Scholers translation, let the Master, at the first,
lead and teach his Scholer, to ioyne the Rewles of his Grammer
booke, with the examples of his present lesson, vntill the
Scholer, by him selfe, be hable to fetch out of his Grammer,
euerie Rewle, for euerie Example: So, as the Grammer booke
be euer in the Scholers hand, and also vsed of him, as a
Dictionarie, for euerie present vse. This is a liuely and perfite
waie of teaching of Rewles: where the common waie, vsed in
common Scholes, to read the Grammer alone by it selfe, is
tedious for the Master, hard for the Scholer, colde and vn-
cumfortable for them bothe.
Let your Scholer be neuer afraide, to aske you any dout,
but vse discretlie the best allurements ye can, to encorage him
to the same: lest, his ouermoch fearinge of you, driue him
to seeke some misorderlie shifte: as, to seeke to be helped
by some other booke, or to be prompted by some other
Scholer, and so goe aboute to begile you moch, and him selfe
more.
_the brynging vp of youth._ 185
With this waie, of good vnderstanding the mater, plaine
construinge, diligent parsinge, dailie translatinge, cherefull
admonishinge, and heedefull amendinge of faultes: neuer
leauinge behinde iuste praise for well doinge, I would haue the
Scholer brought vp withall, till he had red, & translated ouer y^e
first booke of Epistles chosen out by _Sturmius_, with a good
peece of a Comedie of _Terence_ also.
All this while, by mine aduise, the childe shall vse to speake
no latine: For, as _Cicero_ saith in like mater, with like wordes,
_loquendo, male loqui discunt_. And, that excellent // Latin
learned man, _G. Budæus_, in his Greeke Com- // speakyng.
mentaries, sore complaineth, that whan he began // _G. Budæus._
to learne the latin tonge, vse of speaking latin at the table, and
elsewhere, vnaduisedlie, did bring him to soch an euill choice of
wordes, to soch a crooked framing of sentences, that no one
thing did hurt or hinder him more, all the daies of his life
afterward, both for redinesse in speaking, and also good iudge-
ment in writinge.
In very deede, if children were brought vp, in soch a house,
or soch a Schole, where the latin tonge were properlie and
perfitlie spoken, as _Tib._ and _Ca. Gracci_ were brought vp, in
their mother _Cornelias_ house, surelie, than the dailie vse of
speaking, were the best and readiest waie, to learne the latin
tong. But, now, commonlie, in the best Scholes in England,
for wordes, right choice is smallie regarded, true proprietie
whollie neglected, confusion is brought in, barbariousnesse is
bred vp so in yong wittes, as afterward they be, not onelie
marde for speaking, but also corrupted in iudgement: as with
moch adoe, or neuer at all, they be brought to right frame
againe.
Yet all men couet to haue their children speake latin: and
so do I verie earnestlie too. We bothe, haue one purpose: we
agree in desire, we wish one end: but we differ somewhat in
order and waie, that leadeth rightlie to that end. Other would
haue them speake at all aduentures: and, so they be speakinge,
to speake, the Master careth not, the Scholer knoweth not,
what. This is, to seeme, and not to bee: except it be, to be
bolde without shame, rashe without skill, full of words without
witte. I wish to haue them speake so, as it may well appeare,
that the braine doth gouerne the tonge, and that reason leadeth