other fitte wordes: But if ye alter also, the composition, forme,
and order than that is not _Paraphrasis_, but _Imitatio_, as I will
fullie declare in fitter place.
The scholer shall winne nothing by _Paraphrasis_, but onelie,
if we may beleue _Tullie_, to choose worse wordes, to place them
out of order, to feare ouermoch the iudgement of the master, to
mislike ouermuch the hardnes of learning, and by vse, to gather
vp faultes, which hardlie will be left of againe.
The master in teaching it, shall rather encrease hys owne
labor, than his scholers proffet: for when the scholer shall bring
vnto his master a peece of _Tullie_ or _Cæsar_ turned into other
latin, then must the master cum to _Quintilians_ goodlie lesson _de
Emendatione_, which, (as he saith) is the most profitable part of
teaching, but not in myne opinion, and namelie for youthe in
Grammer scholes. For the master nowe taketh double paynes:
first, to marke what is amisse: againe, to inuent what may be
sayd better. And here perchance, a verie good master may
easelie both deceiue himselfe, and lead his scholer into error.
It requireth greater learning, and deeper iudgement, than is
to be hoped for at any scholemasters hand: that is, to be able
alwaies learnedlie and perfitelie
{_Mutare quod ineptum est:_
{_Transmutare quod peruersum est:_
{_Replere quod deest;_
{_Detrahere quod obest:_
{_Expungere quod inane est._
And that, which requireth more skill, and deaper conside-
racion
{_Premere tumentia:_
{_Extollere humilia:_
{_Astringere luxuriantia:_
{_Componere dissoluta._
The master may here onelie stumble, and perchance faull in
teaching, to the marring and mayning of the Scholer in learning,
whan it is a matter, of moch readyng, of great learning, and
tried iudgement, to make trewe difference betwixt
_the ready way to the Latin tong._ 249
{_Sublime, et Tumidum:_
{_Grande, et immodicum:_
{_Decorum, et ineptum:_
{_Perfectum, et nimium._
Some men of our time, counted perfite Maisters of eloquence,
in their owne opinion the best, in other mens iudgements very
good, as _Omphalius_ euerie where, _Sadoletus_ in many places, yea
also my frende _Osorius_, namelie in his Epistle to the Queene &
in his whole booke _de Iusticia_, haue so ouer reached them selues,
in making trew difference in the poyntes afore rehearsed, as
though they had bene brought vp in some schole in _Asia_, to
learne to decline rather then in _Athens_ with _Plato, Aristotle_, and
_Demosthenes_, (from whence _Tullie_ fetched his eloquence) to
vnderstand, what in euerie matter, to be spoken or written on,
is, in verie deede, _Nimium, Satis, Parum_, that is for to say, to
all considerations, _Decorum_, which, as it is the hardest point, in
all learning, so is it the fairest and onelie marke, that scholers, in
all their studie, must alwayes shote at, if they purpose an other
day to be, either sounde in Religion, or wise and discrete in any
vocation of the common wealth.
Agayne, in the lowest degree, it is no low point of learnyng
and iudgement for a Scholemaster, to make trewe difference
betwixt
{_Humile & depressum:_
{_Lene & remissum:_
{_Siccum & aridum:_
{_Exile & macrum:_
{_Inaffectatum & neglectum._
In these poyntes, some, louing _Melancthon_ well, as he was
well worthie, but yet not considering well nor wiselie, how he
of nature, and all his life and studie by iudgement was wholly
spent in _genere Disciplinabili_, that is, in teaching, reading, and
expounding plainlie and aptlie schole matters, and therfore
imployed thereunto a fitte, sensible, and caulme kinde of
speaking and writing, some I say, with very well louyng,
but not with verie well weying _Melancthones_ doinges,
do frame them selues a style, cold, leane, and weake,
though the matter be neuer so warme & earnest, not moch
vnlike vnto one, that had a pleasure, in a roughe, raynie, winter