,transcriber's ,note3 ,i have omitted signature designations1 have transcribed ,greek characters but not italicized them1 and have expanded the usual ,renaissance contractions for m and n as well as the abbreviation for ,latin terminal que2 marginalia are separated from textual line by _/_/ and a curly bracket or vertical line vertically exending over more than one line is represented by a curly bracket on each successive line4 ,i have also closed 3 and 8 with the word preceding4 ,updater's note3 ,the previous version of this file used ,,html tags and entities to indicate ,latin#a and ,unicode characters4 ,these have been replaced with the actual characters4 ,italics are now indicated with surrounding underscore characters1 and superscripts with a preceding 4 ,,the ,,scholemaster ,or plaine and perfite way of tea- chyng children1 to vnderstand1 write1 and speake1 the ,latin tong1 but specially purposed for the priuate brynging vp of youth in ,ientle- men and ,noble mens houses1 and commodious also for all such1 as haue forgot the ,latin tonge1 and would1 by themselues1 with- out a ,scholemaster1 in short tyme1 and with small paines1 recouer a sufficient habilitie1 to vnder- stand1 write1 and speake ,latin4 ,by ,roger ,ascham4 ,an4 #aegj4 ,,at ,,london4 ,printed by ,iohn ,daye1 dwelling ouer ,aldersgate4 ,cum ,gratia ,priuilegio ,regi ,maiestatis1 per ,decennium4 page intentionally blank ,to the honorable ,sir ,william ,cecill ,knight1 principall ,secretarie to the ,quenes most excellent ,maiestie4 ,s,ondry and reasonable be the causes why learned men haue vsed to offer and dedicate such workes as they put abrode1 to some such personage as they thinke fittest1 either in respect of abilitie of defense1 or skill for iugement1 or priuate regard of kindenesse and dutie4 ,euery one of those considerations1 ,syr1 moue me of right to offer this my late husbands ,m4 ,aschams worke vnto you4 ,for well remembryng how much all good learnyng oweth vnto you for defense therof1 as the ,vniuersitie of ,cambrige1 of which my said late husband was a member1 haue in chosing you their worthy ,chaunceller acknowledged1 and how happily you haue spent your time in such studies caried the vse therof to the right ende1 to the good seruice of the ,quenes ,maiestie and your contrey to all our benefites1 thyrdly how much my sayd husband was many wayes bound vnto you1 and how gladly and comfortably he vsed in hys lyfe to recognise and report your goodnesse toward hym1 leauyng with me then hys poore widow and a great sort of orphanes a good comfort in the hope of your good continuance1 which ,i haue truly found to me and myne1 and therfore do duely and dayly pray for you and yours3 ,i could not finde any man for whose name this booke was more agreable for hope of protection1 more mete for submission to iudgement1 nor more due for respect of worthynesse of your part and thankefulnesse of my husbandes and myne4 ,good ,i trust it shall do1 as ,i am put in great hope by many very well learned that can well iudge therof4 ,mete therefore ,i compt it that such good as my husband was able to doe and leaue to the common weale1 it should #agd ,preface4 be receiued vnder your name1 and that the world should owe thanke therof to you1 to whom my husband the authour of it was for good receyued of you1 most dutiefully bounden4 ,and so besechyng you1 to take on you the defense of this booke1 to auaunce the good that may come of it by your allowance and furtherance to publike vse and benefite1 and to accept the thankefull recognition of me and my poore children1 trustyng of the continuance of your good me- morie of ,m4 ,ascham and his1 and dayly commen- dyng the prosperous estate of you and yours to ,god whom you serue and whoes you are1 ,i rest to trouble you4 ,your humble ,margaret ,ascham4 ,a ,prface to the ,reader4 ,w,hen the great plage was at ,london1 the yeare #aefc4 the ,quenes ,maiestie ,queene ,elizabeth1 lay at her ,castle of ,windsore3 ,where1 vpon the #aj4 day of ,december1 it fortuned1 that in ,sir ,william ,cicells chamber1 hir ,highnesse ,principall ,secretarie1 there dined togither these personages1 ,m4 ,secretarie him selfe1 ,syr ,william ,peter1 ,syr ,j4 ,mason1 ,d4 ,wotton1 ,syr ,richard ,sackuille ,treasurer of the ,exchecker1 ,syr ,walter ,mildmaye ,chauncellor of the ,exchecker1 ,m4 ,haddon ,master of ,requestes1 ,m4 ,john ,astely ,master of the ,iewell house1 ,m4 ,bernard ,hampton1 ,m4 ,nicasius1 and ,j4 ,of which number1 the most part were of hir ,maiesties most honourable priuie ,counsell1 and the reast seruing hir in verie good place4 ,i was glad than1 and do reioice yet to remember1 that my chance was so happie1 to be there that day1 in the companie of so manie wise good men togither1 as hardly than could haue beene piked out againe1 out of all ,england beside4 ,m4 ,secretarie hath this accustomed maner1 though his head be neuer so full of most weightie affaires of the ,realme1 yet1 at diner time he doth seeme to lay them alwaies aside3 and findeth euer fitte occasion to taulke pleasantlie of other matters1 but most gladlie of some matter of learning3 wherein1 he will curteslie heare the minde of the meanest at his ,table4 ,not long after our sitting doune1 ,i haue strange newes brought me1 sayth ,m4 ,secretarie1 this morning1 that diuerse ,scholers of ,eaton1 be runne awaie from the ,schole1 for feare of beating4 ,whereupon1 ,m4 _/_/,m4 ,secreta- ,secretarie tooke occasion1 to wishe1 that some _/_/rie4 #agf ,a ,prface to the ,reader4 more discretion were in many ,scholemasters1 in vsing correction1 than commonlie there is4 ,who many times1 punishe rather1 the weakenes of nature1 than the fault of the ,scholer4 ,whereby1 many ,scholers1 that might else proue well1 be driuen to hate learning1 before they knowe1 what learning meaneth3 and so1 are made willing to forsake their booke1 and be glad to be put to any other kinde of liuing4 ,m4 ,peter1 as one somewhat seuere of nature1 said plainlie1 ,m4 ,peter4 _/_/ that the ,rodde onelie1 was the sworde1 that must keepe1 the ,schole in obedience1 and the ,scholer ,m4 ,wotton4 _/_/ in good order4 ,m4 ,wotton1 man milde of nature1 with soft voice1 and fewe wordes1 inclined to ,m4 ,secretaries iudgement1 and said1 in mine opinion1 the ,schole- ,ludus li- _/_/ house should be in deede1 as it is called by name1 terarum4 _/_/ the house of playe and pleasure1 and not of feare ,plato de _/_/ and bondage3 and as ,i do remember1 so saith ,rep4 #g4 _/_/ ,socrates in one place of ,plato4 ,and therefore1 if a ,rodde carie the feare of ,sworde1 it is no maruell1 if those that be fearefull of nature1 chose rather to forsake the ,plaie1 than to stand alwaies within the feare of a ,sworde in a fonde mans handling4 ,m4 ,mason1 after his maner1 was ,m4 ,mason4 _/_/ verie merie with both parties1 pleasantlie playing1 both1 with the shrewde touches of many courste boyes1 and with the small discretion of many leude ,scholemasters4 ,m4 ,haddon was fullie of ,m4 ,peters opinion1 and said1 that ,m4 ,haddon4 _/_/ the best scholemaster of our time1 was the greatest beater1 and named the ,person4 ,though1 quoth ,i1 it was his good fortune1 to send from his ,schole1 ,the ,author of _/_/ vnto the ,vniuersitie1 one of the best ,scholers in this booke4 _/_/ deede of all our time1 yet wise men do thinke1 that that came so to passe1 rather1 by the great towardnes of the ,scholer1 than by the great beating of the ,master3 and whether this be true or no1 you your selfe are best witnes4 ,i said somewhat farder in the matter1 how1 and whie1 yong children1 were soner allured by loue1 than driuen by beating1 to atteyne good learning3 wherein ,i was the bolder to say my minde1 bicause ,m4 ,secretarie curteslie prouoked me thereunto3 or else1 in such companie1 and namelie in his prsence1 my wonte is1 to be more willing1 to vse mine eares1 than to occupie my tonge4 ,a ,prface to the ,reader4 #agg ,syr ,walter ,mildmaye1 ,m4 ,astley1 and the rest1 said verie litle3 onelie ,syr ,rich4 ,sackuill1 said nothing at all4 ,after dinner ,i went vp to read with the ,queenes ,maiestie4 ,we red than togither in the ,greke tongue1 as ,i well remember4 _/_/ ,demost4 that noble ,oration of ,demosthenes against schines1 _/_/ peri pa- for his false dealing in his ,ambassage to king _/_/ rapresb4 ,philip of ,macedonie4 ,syr ,rich4 ,sackuile came vp sone after3 and finding me in hir ,maiesties priuie chamber1 he _/_/ ,syr ,r4 tooke me by the hand1 carying me to _/_/ ,sackuiles windoe1 said1 ,m4 ,ascham1 ,i would not for good _/_/ communi- deale of monie1 haue bene1 this daie1 absent from _/_/ cation with diner4 ,where1 though ,i said nothing1 yet ,i gaue _/_/ the ,author as good eare1 and do consider as well the taulke1 _/_/ of this that passed1 as any one did there4 ,m4 ,secretarie said very _/_/ booke4 wisely1 and most truely1 that many yong wittes be driuen to hate learninge1 before they know what learninge is4 ,i can be good witnes to this my selfe3 ,for fond ,scholemaster1 before ,i was fullie fourtene yeare olde1 draue me so1 with feare of beating1 from all loue of learninge1 as nowe1 when ,i know1 what difference it is1 to haue learninge1 and to haue litle1 or none at all1 ,i feele it my greatest greife1 and finde it my greatest hurte1 that euer came to me1 that it was my so ill chance1 to light vpon so lewde ,scholemaster4 ,but seing it is but in vain1 to lament thinges paste1 and also wisdome to looke to thinges to cum1 surely1 ,god willinge1 if ,god lend me life1 ,i will make this my mishap1 some occasion of good hap1 to litle ,robert ,sackuile my sonnes sonne4 ,for whose bringinge vp1 ,i would gladlie1 if it so please you1 vse speciallie your good aduice4 ,i heare saie1 you haue sonne1 moch of his age3 we wil deale thus togither4 ,point you out ,scholemaster1 who by your order1 shall teache my sonne and yours1 and for all the rest1 ,i will prouide1 yea though they three do cost me a couple of hundred poundes by yeare3 and beside1 you shall finde me as fast ,frend to you and yours1 as perchance any you haue4 ,which promise1 the worthie ,ientleman surelie kept with me1 vntill his dying daye4 ,we had than farther taulke togither1 of bringing vp of children3 of the nature1 of quicke1 and hard wittes3 _/_/ ,the cheife of the right choice of good witte3 of ,feare1 and _/_/ pointes of loue in teachinge children4 ,we passed from _/_/ this booke4 #agh ,a ,prface to the ,reader4 children and came to yonge men1 namely1 ,ientlemen3 we taulked of their to moch libertie1 to liue as they lust3 of their letting louse to sone1 to ouer moch experience of ill1 contrarie to the good order of many good olde common welthes of the ,persians and ,grekes3 of witte gathered1 and good fortune gotten1 by some1 onely by experience1 without learning4 ,and lastlie1 he required of me verie earnestlie1 to shewe1 what ,i thought of the common goinge of ,englishe men into ,italie4 ,but1 sayth he1 bicause this place1 and this tyme1 will not suffer so long taulke1 as these good matters require1 therefore ,i pray you1 at my request1 and at your leysure1 put in some order of writing1 the cheife pointes of this our taulke1 concerning the right order of teachinge1 and honestie of liuing1 for the good bringing vp of children yong men4 ,and surelie1 beside contentinge me1 you shall both please and profit verie many others4 ,i made some excuse by lacke of habilitie1 and weakenes of bodie3 well1 sayth he1 ,i am not now to learne1 what you can do4 ,our deare frende1 good ,m4 ,goodricke1 whose iudgement ,i could well beleue1 did once for all1 satisfye me fullie therein4 ,againe1 ,i heard you say1 not long agoe1 that you may thanke ,syr ,john ,cheke1 for all the learninge you haue3 ,and ,i know verie well my selfe1 that you did teach the ,quene4 ,and therefore seing ,god did so blesse you1 to make you the ,scholer of the best ,master1 and also the ,scholemaster of the best ,scholer1 that euer were in our tyme1 surelie1 you should please ,god1 benefite your countrie1 honest your owne name1 if you would take the paines1 to impart to others1 what you learned of soch ,master1 and how ye taught such scholer4 ,and1 in vttering the stuffe ye receiued of the one1 in declaring the order ye tooke with the other1 ye shall neuer lacke1 neither matter1 nor maner1 what to write1 nor how to write in this kinde of ,argument4 ,i beginning some farther excuse1 sodeinlie was called to cum to the ,queene4 ,the night following1 ,i slept litle1 my head was so full of this our former taulke1 and ,i so mindefull1 somewhat to satisfie the honest request of so deare frend1 ,i thought to prpare some litle treatise for a ,new yeares gift that ,christmas4 ,but1 as it chanceth to busie builders1 so1 in building thys my poore ,scholehouse 7the rather bicause the forme of it is somewhat new1 and differing from others7 the worke ,a ,prf ace to the ,reader4 #agi rose dailie higher and wider1 than ,i thought it would at the beginninge4 ,and though it appeare now1 and be in verie deede1 but a small cotage1 poore for the stuffe1 and rude for the workemanship1 yet in going forward1 ,i found the site so good1 as ,i was lothe to giue it ouer1 but the making so costlie1 outreaching my habilitie1 as many tymes ,i wished1 that some one of those three1 my deare frendes1 with full pursses1 ,syr ,tho4 ,smithe1 ,m4 _/_/ ,smith4 ,haddon1 or ,m4 ,watson1 had had the doing of it4 _/_/ ,m4 ,haddon4 ,yet1 neuerthelesse1 ,i my selfe1 spending gladlie _/_/ ,watson4 that litle1 that ,i gatte at home by good ,syr ,iohn _/_/ ,syr ,i4 ,cheke1 and that that ,i borrowed abroad of my _/_/ ,cheke4 frend ,sturmius1 beside somewhat that was left me _/_/ ,i4 ,sturmius4 in ,reuersion by my olde ,masters1 ,plato1 ,aristotle1 _/_/ ,plato4 and ,cicero1 ,i haue at last patched it vp1 as ,i could1 _/_/ ,aristotle4 and as you see4 ,if the matter be meane1 and meanly handled1 _/_/ ,cicero4 ,i pray you beare1 both with me1 and it3 for neuer worke went vp in worse wether1 with mo lettes and stoppes1 than this poore ,scholehouse of mine4 ,westminster ,hall can beare some witnesse1 beside moch weakenes of bodie1 but more trouble of minde1 by some such sores1 as greue me to toche them my selfe1 and therefore ,i purpose not to open them to others4 ,and1 in middes of outward iniuries1 and inward cares1 to encrease them withall1 good ,syr ,rich4 ,sackuile dieth1 that worthie ,ientleman3 ,that earnest _/_/ ,syr ,r4 fauorer and furtherer of ,gods true ,religion3 _/_/ ,sackuill4 ,that faithfull ,seruitor to his ,prince and ,countrie3 ,a louer of learning1 all learned men3 ,wise in all doinges3 ,curtesse to all persons3 shewing spite to none3 doing good to many3 and as ,i well found1 to me so fast frend1 as ,i neuer lost the like before4 ,whan he was gone1 my hart was dead4 ,there was not one1 that woare blacke gowne for him1 who caried heuier hart for him1 than ,i4 ,whan he was gone1 ,i cast this booke waie3 ,i could not looke vpon it1 but with weping eyes1 in remembring him1 who was the onelie setter on1 to do it1 and would haue bene1 not onelie glad commender of it1 but also sure and certaine comfort1 to me and mine1 for it4 ,almost two yeares togither1 this booke lay scattered1 and neglected1 and had bene quite giuen ouer of me1 if the goodnesse of one had not giuen me some life and spirite againe4 ,god1 the #ahj ,a ,prface to the ,reader4 mouer of goodnesse1 prosper alwaies him his1 as he hath many times comforted me and mine1 and1 ,i trust to ,god1 shall comfort more and more4 ,of whom1 most iustlie ,i may saie1 and verie oft1 and alwaies gladlie1 ,i am wont to say1 that sweete verse of ,sophocles1 spoken by ,oedipus to worthie ,theseus4 ,soph4 in _/_/ echo gar acho dia se1 kouk allon broton4 ,oed4 ,col4 _/_/ ,thys hope hath helped me to end this booke3 which1 if he allowe1 ,i shall thinke my labours well imployed1 and shall not moch steme the misliking of any others4 ,and ,i trust1 he shall thinke the better of it1 bicause he shall finde the best part thereof1 to cum out of his ,schole1 whom he1 of all men loued and liked best4 ,yet some men1 frendly enough of nature1 but of small iudgement in learninge1 do thinke1 ,i take to moch paines1 and ,plato in _/_/ spend to moch time1 in settinge forth these initio _/_/ childrens affaires4 ,but those good men were ,theagis4 _/_/ neuer brought vp in ,socrates ,schole1 who saith ou gar esti _/_/ plainlie1 that no man goeth bout more godlie peri otou _/_/ purpose1 than he that is mindfull of the good theioterou _/_/ bringing vp1 both of hys owne1 and other mens anthropos _/_/ children4 an bouleu- _/_/ saito1 e _/_/ ,therfore1 ,i trust1 good and wise men1 will peri pai- _/_/ thinke well of this my doing4 ,and of other1 that deias1 kai _/_/ thinke otherwise1 ,i will thinke my selfe1 they are ton auton1 _/_/ but men1 to be pardoned for their follie1 and kai ton _/_/ pitied for their ignoraunce4 oikeion4 _/_/ ,in writing this booke1 ,i haue had earnest respecte to three speciall pointes1 trothe of ,religion1 honestie in liuing1 right order in learning4 ,in which three waies1 ,i praie ,god1 my poore children may diligently waulke3 for whose sake1 as nature moued1 and reason required1 and necessitie also somewhat compelled1 ,i was the willinger to take these paines4 ,for1 seing at my death1 ,i am not like to leaue them any great store of liuing1 therefore in my life time1 ,i thought good to bequeath vnto them1 in this litle booke1 as in my ,will and ,testament1 the right waie to good learning3 which if they followe1 with the feare of ,god1 they shall verie well cum to sufficiencie of liuinge4 ,i wishe also1 with all my hart1 that yong ,m4 ,rob4 ,sackuille1 ,a ,prface to the ,reader4 #aha may take that fructe of this labor1 that his worthie ,grauntfather purposed he should haue done3 ,and if any other do take1 either proffet1 or pleasure hereby1 they haue cause to thanke ,m4 ,robert ,sackuille1 for whom speciallie this my ,scholemaster was prouided4 ,and one thing ,i would haue the ,reader consider in readinge this booke1 that bicause1 no ,scholemaster hath charge of any childe1 before he enter into hys ,schole1 therefore ,i leauing all former care1 of their good bringing vp1 to wise and good ,parentes1 as matter not belonging to the ,scholemaster1 ,i do appoynt thys my ,scholemaster1 than1 and there to begin1 where his office and charge beginneth4 ,which charge lasteth not long1 but vntill the ,scholer be made hable to go to the ,vniuersitie1 to procede in ,logike1 ,rhetoricke1 and other kindes of learning4 ,yet if my ,scholemaster1 for loue he beareth to hys ,scholer1 shall teach hym somewhat for hys furtherance1 and better iudgement in learning1 that may serue him seuen yeare after in the ,vniuersitie1 he doth hys ,scholer no more wrong1 nor de- serueth no worse name therby1 than he doth in ,london1 who sellinge silke or cloth vnto his frend1 doth giue hym better measure1 than either hys pro- mise or bargaine was4 ,farewell in ,christ4 ,the first booke for the youth4 ,a,fter the childe hath learned perfitlie the eight partes of speach1 let him then learne the right ioyning togither of substantiues with adiectiues1 the nowne with the verbe1 the relatiue with the antecedent4 ,and in learninge farther hys ,syntaxis1 by mine aduice1 he shall not vse the common order in common scholes1 for making of latines3 wherby1 the childe ,cic4 de _/_/ commonlie learneth1 first1 an euill choice of wordes1 ,cla4 or4 _/_/ 7and right choice of wordes1 saith ,csar1 is the foundation of eloquence7 than1 a wrong placing of wordes3 and lastlie1 an ill framing of the sentence1 with a peruerse iudgement1 both of wordes and sentences4 ,these ,making of _/_/ faultes1 taking once roote in yougthe1 be neuer1 or ,lattines _/_/ hardlie1 pluckt away in age4 ,moreouer1 there is marreth _/_/ no one thing1 that hath more1 either dulled the ,children4 _/_/ wittes1 or taken awaye the will of children from learning1 then the care they haue1 to satisfie their masters1 in making of latines4 ,for1 the scholer1 is commonlie beat for the making1 when the master were more worthie to be beat for the mending1 or rather1 marring of the same3 ,the master many times1 being as ignorant as the childe1 what to saie properlie and fitlie to the matter4 ,two scholemasters haue set forth in print1 either of them ,horman4 _/_/ a booke1 of soch kinde of latines1 ,horman and ,whitting- _/_/ ,whittington4 ton4 _/_/ ,a childe shall learne of the better of them1 that1 which an other daie1 if he be wise1 and cum to iudgement1 he must be faine to vnlearne againe4 ,the first booke for the youth4 #ahc ,there is a waie1 touched in the first booke of ,cicero ,de ,oratore1 which1 wiselie brought into scholes1 _/_/ #a4 ,de ,or4 truely taught1 and constantly vsed1 would not onely take wholly away this butcherlie feare in making of latines1 but would also1 with ease and pleasure1 and in short time1 as ,i know by good experience1 worke a true choice and placing of wordes1 a right ordering of sentences1 an easie vnderstandyng of the tonge1 a readines to speake1 a facultie to write1 a true iudgement1 both of his owne1 and other mens doinges1 what tonge so euer he doth vse4 ,the waie is this4 ,after the three ,concordances learned1 as ,i touched before1 let the master read vnto hym the ,epistles of ,cicero1 gathered togither and chosen out by ,sturmius1 for the capacitie of children4 ,first1 let him teach the childe1 cherefullie and plainlie1 the cause1 and matter of the letter3 then1 let him construe it into ,englishe1 so oft1 as the childe may _/_/ ,the order easilie carie awaie the vnderstanding of it3 _/_/ of teaching4 ,lastlie1 parse it ouer perfitlie4 ,this done thus1 let the childe1 by and by1 both construe and parse it ouer againe3 so1 that it may appeare1 that the childe douteth in nothing1 that his master taught him before4 ,after this1 the childe must take a paper booke1 and sitting in some place1 where no man shall prompe him1 by him self1 let him translate into ,englishe his former lesson4 ,then shewing it to his master1 let the master take from him his latin booke1 and _/_/ ,two pa- pausing an houre1 at the least1 than let the childe _/_/ per bokes4 translate his owne ,englishe into latin againe1 in an other paper booke4 ,when the childe bringeth it1 turned into latin1 the master must compare it with ,tullies booke1 and laie them both togither3 and where the childe doth well1 either in chosing1 or true placing of ,tullies wordes1 let the master _/_/ ,children praise him1 and saie here ye do well4 ,for ,i _/_/ learne by assure you1 there is no such whetstone1 to _/_/ prayse4 sharpen a good witte and encourage a will to learninge1 as is praise4 ,but if the childe misse1 either in forgetting a worde1 or in chaunging a good with a worse1 or misordering the sentence1 ,i would not haue the master1 either froune1 or chide with him1 if the childe haue done his diligence1 and vsed no trewandship #ahd ,the first booke teachyng therein4 ,for ,i know by good experience1 that a childe shall ,ientlenes _/_/ take more profit of two fautes1 ientlie warned of1 in teaching4 _/_/ then of foure thinges1 rightly hitt4 ,for than1 the master shall haue good occasion to saie vnto him4 ,n4 ,tullie would haue vsed such a worde1 not this3 ,tullie would haue placed this word here1 not there3 would haue vsed this case1 this number1 this person1 this degree1 this gender3 he would haue vsed this moode1 this tens1 this simple1 rather than this compound3 this aduerbe here1 not there3 he would haue ended the sentence with this verbe1 not with that nowne or participle1 etc4 ,in these fewe lines1 ,i haue wrapped vp1 the most tedious part of ,grammer3 and also the ground of almost all the ,rewles1 that are so busilie taught by the ,master1 and so hardlie learned by the ,scholer1 in all common ,scholes3 which after this sort1 the master shall teach without all error1 and the scholer shall learne without great paine3 the master being led by so sure a guide1 and the scholer being brought into so plaine and easie a waie4 ,and therefore1 we do not contemne ,rewles1 but we gladlie teach ,rewles3 and teach them1 more plainlie1 sensiblie1 and orderlie1 than they be commonlie taught in common ,scholes4 ,for whan the ,master shall compare ,tullies booke with his ,scholers translation1 let the ,master1 at the first1 lead and teach his ,scholer1 to ioyne the ,rewles of his ,grammer booke1 with the examples of his present lesson1 vntill the ,scholer1 by him selfe1 be hable to fetch out of his ,grammer1 euerie ,rewle1 for euerie ,example3 ,so1 as the ,grammer booke be euer in the ,scholers hand1 and also vsed of him1 as a ,dictionarie1 for euerie present vse4 ,this is a liuely and perfite waie of teaching of ,rewles3 where the common waie1 vsed in common ,scholes1 to read the ,grammer alone by it selfe1 is tedious for the ,master1 hard for the ,scholer1 colde and vn- cumfortable for them bothe4 ,let your ,scholer be neuer afraide1 to aske you any dout1 but vse discretlie the best allurements ye can1 to encorage him to the same3 lest1 his ouermoch fearinge of you1 driue him to seeke some misorderlie shifte3 as1 to seeke to be helped by some other booke1 or to be prompted by some other ,scholer1 and so goe aboute to begile you moch1 and him selfe more4 the brynging vp of youth4 #ahe ,with this waie1 of good vnderstanding the mater1 plaine construinge1 diligent parsinge1 dailie translatinge1 cherefull admonishinge1 and heedefull amendinge of faultes3 neuer leauinge behinde iuste praise for well doinge1 ,i would haue the ,scholer brought vp withall1 till he had red1 translated ouer ye first booke of ,epistles chosen out by ,sturmius1 with a good peece of a ,comedie of ,terence also4 ,all this while1 by mine aduise1 the childe shall vse to speake no latine3 ,for1 as ,cicero saith in like mater1 with like wordes1 loquendo1 male loqui discunt4 ,and1 that excellent _/_/ ,latin learned man1 ,g4 ,budus1 in his ,greeke ,com- _/_/ speakyng4 mentaries1 sore complaineth1 that whan he began _/_/ ,g4 ,budus4 to learne the latin tonge1 vse of speaking latin at the table1 and elsewhere1 vnaduisedlie1 did bring him to soch an euill choice of wordes1 to soch a crooked framing of sentences1 that no one thing did hurt or hinder him more1 all the daies of his life afterward1 both for redinesse in speaking1 and also good iudge- ment in writinge4 ,in very deede1 if children were brought vp1 in soch a house1 or soch a ,schole1 where the latin tonge were properlie and perfitlie spoken1 as ,tib4 and ,ca4 ,gracci were brought vp1 in their mother ,cornelias house1 surelie1 than the dailie vse of speaking1 were the best and readiest waie1 to learne the latin tong4 ,but1 now1 commonlie1 in the best ,scholes in ,england1 for wordes1 right choice is smallie regarded1 true proprietie whollie neglected1 confusion is brought in1 barbariousnesse is bred vp so in yong wittes1 as afterward they be1 not onelie marde for speaking1 but also corrupted in iudgement3 as with moch adoe1 or neuer at all1 they be brought to right frame againe4 ,yet all men couet to haue their children speake latin3 and so do ,i verie earnestlie too4 ,we bothe1 haue one purpose3 we agree in desire1 we wish one end3 but we differ somewhat in order and waie1 that leadeth rightlie to that end4 ,other would haue them speake at all aduentures3 and1 so they be speakinge1 to speake1 the ,master careth not1 the ,scholer knoweth not1 what4 ,this is1 to seeme1 and not to bee3 except it be1 to be bolde without shame1 rashe without skill1 full of words without witte4 ,i wish to haue them speake so1 as it may well appeare1 that the braine doth gouerne the tonge1 and that reason leadeth #ahf ,the first booke teachyng forth the taulke4 ,socrates doctrine is true in ,plato1 and well ,plato4 _/_/ marked1 and truely vttered by ,horace in ,arte ,horat4 _/_/ ,poetica1 that1 where so euer knowledge doth accom- panie the witte1 there best vtterance doth alwaies awaite vpon the tonge3 ,for1 good vnderstanding must first be bred ,much wri- _/_/ in the childe1 which1 being nurished with skill1 and tyng bree- _/_/ vse of writing 7as ,i will teach more largelie deth ready _/_/ hereafter7 is the onelie waie to bring him to speakyng4 _/_/ iudgement and readinesse in speakinge3 and that in farre shorter time 7if he followe constantlie the trade of this litle lesson7 than he shall do1 by common teachinge of the common scholes in ,england4 ,but1 to go forward1 as you perceiue1 your scholer to goe better and better on awaie1 first1 with vnderstanding his lesson more quicklie1 with parsing more readelie1 with translating more spedelie and perfitlie then he was wonte1 after1 giue him longer lessons to translate3 and withall1 begin to teach him1 ,the second _/_/ both in nownes1 verbes1 what is ,proprium1 and degree and _/_/ what is ,translatum1 what ,synonymum1 what order in _/_/ ,diuersum1 which be ,contraria1 and which be teachyng4 _/_/ most notable ,phrases in all his lecture4 ,as3 ,rex ,sepultus est ,proprium4 magnific4 ,cum illo principe1 ,translatum4 ,sepulta est gloria et ,salus ,reipublic4 ,synonyma4 ,ensis1 ,gladius4 ,laudare1 prdicare4 ,diligere1 ,amare4 ,diuersa4 ,calere1 ,exardescere4 ,inimicus1 ,hostis4 ,acerbum luctuosum bellum4 ,contraria4 ,dulcis lta ,pax4 ,dare verba4 ,phrases4 abjicere obedientiam4 the brynging vp of youth4 #ahg ,your scholer then1 must haue the third paper booke3 in the which1 after he hath done his double transla- _/_/ ,the thyrd tion1 let him write1 after this sort foure of these _/_/ paper boke4 forenamed sixe1 diligentlie marked out of eurie lesson4 ,propria4 ,translata4 ,synonyma4 ,quatuor4 ,diuersa4 ,contraria4 ,phrases4 ,or else1 three1 or two1 if there be no moe3 and if there be none of these at all in some lecture1 yet not omitte the order1 but write these4 ,diuersa nulla4 ,contraria nulla4 etc4 ,this diligent translating1 ioyned with this heedefull marking1 in the foresaid ,epistles1 and afterwarde in some plaine ,oration of ,tullie1 as1 pro lege ,manil3 pro ,archia ,poeta1 or in those three ad ,c4 ,cs3 shall worke soch a right choise of wordes1 so streight a framing of sentences1 soch a true iudge- ment1 both to write skilfullie1 and speake wittlelie1 as wise men shall both praise1 and maruell at4 ,if your scholer do misse sometimes1 in marking rightlie these foresaid sixe thinges1 chide not hastelie3 for that shall1 both dull his witte1 and discorage his diligence3 _/_/ ,ientleness but monish him gentelie3 which shall make _/_/ in teaching4 him1 both willing to amende1 and glad to go forward in loue and hope of learning4 ,i haue now wished1 twise or thrise1 this gentle nature1 to be in a ,scholemaster3 ,and1 that ,i haue done so1 neither by chance1 nor without some reason1 ,i will now _/_/ ,loue4 declare at large1 why1 in mine opinion1 loue is _/_/ ,feare4 fitter than feare1 ientlenes better than beating1 to bring vp a childe rightlie in learninge4 ,with the common vse of teaching and beating in common scholes of ,england1 ,i will not greatlie contend3 _/_/ ,common which if ,i did1 it were but a small grammaticall _/_/ ,scholes4 controuersie1 neither belonging to heresie nor #ahh ,the first booke teachyng treason1 nor greatly touching ,god nor the ,prince3 although in very deede1 in the end1 the good or ill bringing vp of children1 doth as much serue to the good or ill seruice1 of ,god1 our ,prince1 and our whole countrie1 as any one thing doth beside4 ,i do gladlie agree with all good ,scholemasters in these pointes3 to haue children brought to good perfitnes in learning3 to all honestie in maners3 to haue all fautes rightlie amended3 to haue euerie vice seuerelie corrected3 but for the order and waie that leadeth rightlie to these pointes1 we somewhat differ4 ,sharpe _/_/ ,for commonlie1 many scholemasters1 some1 as ,schole- _/_/ ,i haue seen1 moe1 as ,i haue heard tell1 be of so masters4 _/_/ crooked a nature1 as1 when they meete with a hard witted scholer1 they rather breake him1 than bowe him1 rather marre him1 then mend him4 ,for whan the scholemaster is angrie with some other matter1 then will he sonest faul to beate his scholer3 and though he him selfe should be punished for his folie1 yet must he beate some scholer for his pleasure3 though there be no cause for him to do so1 nor yet fault in the scholer to deserue so4 ,these ye will say1 be fond scholemasters1 and fewe they be1 that be found to be soch4 ,they be fond in deede1 but surelie ouermany soch be found euerie where4 ,but ,nature _/_/ this ,i will say1 that euen the wisest of your great punished4 _/_/ beaters1 do as oft punishe nature1 as they do correcte faultes4 ,yea1 many times1 the better nature1 is sorer punished3 ,for1 if one1 by quicknes of witte1 take his lesson readelie1 an other1 by hardnes of witte1 taketh it not so speedelie3 the first is alwaies commended1 the other is commonlie punished3 whan a wise scholemaster1 should rather discretelie consider the right disposition of both their natures1 and not so moch wey what either of them is able to do now1 ,quicke _/_/ as what either of them is likelie to do hereafter4 wittes for _/_/ ,for this ,i know1 not onelie by reading of bookes learnyng4 _/_/ in my studie1 but also by experience of life1 abrode in the world1 that those1 which be commonlie the wisest1 the best learned1 and best men also1 when they be olde1 were neuer commonlie the quickest of witte1 when they were yonge4 ,the causes why1 amongst other1 which be many1 that moue me thus to thinke1 be these fewe1 which ,i will recken4 ,quicke wittes commonlie1 be apte to take1 vnapte to keepe3 soone hote and desirous of this and that3 as colde and sone the brynging vp of youth4 #ahi wery of the same againe3 more quicke to enter spedelie1 than hable to pearse farre3 euen like ouer sharpe tooles1 whose edges be verie soone turned4 ,soch wittes delite them selues in easie and pleasant studies1 and neuer passe farre forward in hie and hard sciences4 ,and therefore the quickest wittes commonlie may proue the best ,poetes1 but not the wisest ,orators3 readie of tonge to speake boldlie1 not deepe of iudgement1 _/_/ ,quicke either for good counsell or wise writing4 ,also1 _/_/ wittes1 for for maners and life1 quicke wittes commonlie1 be1 _/_/ maners in desire1 newfangle1 in purpose1 vnconstant1 light _/_/ lyfe4 to promise any thing1 readie to forget euery thing3 both benefite and inurie3 and therby neither fast to frend1 nor fearefull to foe3 inquisitiue of euery trifle1 not secret in greatest affaires3 bolde1 with any person3 busie1 in euery matter3 sothing1 soch as be present3 nipping any that is absent3 of nature also1 alwaies1 flattering their betters1 enuying their equals1 despising their inferiors3 and1 by quicknes of witte1 verie quicke and readie1 to like none so well as them selues4 ,moreouer commonlie1 men1 very quicke of witte1 be also1 verie light of conditions3 and thereby1 very readie of disposition1 to be caried ouer quicklie1 by any light cumpanie1 to any riot and vnthriftines when they be yonge3 and therfore seldome1 either honest of life1 or riche in liuing1 when they be olde4 ,for1 quicke in witte1 and light in maners1 be either seldome troubled1 or verie sone wery1 in carying a verie heuie purse4 ,quicke wittes also be1 in most part of all their doinges1 ouer- quicke1 hastie1 rashe1 headie1 and brainsicke4 ,these two last wordes1 ,headie1 and ,brainsicke1 be fitte and proper wordes1 rising naturallie of the matter1 and tearmed aptlie by the condition of ouer moch quickenes of witte4 ,in yougthe also they be1 readie scoffers1 priuie mockers1 and euer ouer light and mery4 ,in aige1 sone testie1 very waspishe1 and alwaies ouer miserable3 and yet fewe of them cum to any great aige1 by reason of their misordered life when they were yong3 but a great deale fewer of them cum to shewe any great counten- ance1 or beare any great authoritie abrode in the world1 but either liue obscurelie1 men know not how1 or dye obscurelie1 men marke not whan4 ,they be like trees1 that shewe forth1 faire blossoms broad leaues in spring time1 but bring out small and not long lasting fruite in haruest time3 and that #aij ,the first booke teachyng onelie soch1 as fall1 and rotte1 before they be ripe1 and so1 neuer1 or seldome1 cum to any good at all4 ,for this ye shall finde most true by experience1 that amongest a number of quicke wittes in youthe1 fewe be found1 in the end1 either verie fortunate for them selues1 or verie profitable to serue the common wealth1 but decay and vanish1 men know not which way3 except a very fewe1 to whom peraduenture blood and happie parentage1 may perchance purchace a long standing vpon the stage4 ,the which felicitie1 because it commeth by others procuring1 not by their owne deseruinge1 and stand by other mens feete1 and not by their own1 what owtward brag so euer is borne by them1 is in deed1 of it selfe1 and in wise mens eyes1 of no great estimation4 ,some wittes1 moderate enough by nature1 be many tymes ,som sci- _/_/ marde by ouer moch studie and vse of some ences hurt _/_/ sciences1 namelie1 ,musicke1 ,arithmetick1 and mens wits1 _/_/ ,geometrie4 ,thies sciences1 as they sharpen mens and mar _/_/ wittes ouer moch1 so they change mens maners mens ma- _/_/ ouer sore1 if they be not moderatlie mingled1 ners4 _/_/ wiselie applied to som good vse of life4 ,marke all ,mathe- ,mathe- _/_/ maticall heades1 which be onely and wholy bent maticall _/_/ to those sciences1 how solitarie they be themselues1 heades4 _/_/ how vnfit to liue with others1 how vnapte to serue in the world4 ,this is not onelie knowen now by common experience1 but vttered long before by wise mens ,iudgement ,galen4 _/_/ and sentence4 ,galene saith1 moch ,musick marreth ,plato4 _/_/ mens maners3 and ,plato hath a notable place of the same thing in his bookes de ,rep4 well marked also1 and excellentlie translated by ,tullie himself4 ,of this matter1 ,i wrote once more at large1 ,,xx4 yeare a go1 in my booke of shoting3 now ,i thought but to touch it1 to proue1 that ouer moch quicknes of witte1 either giuen by nature1 or sharpened by studie1 doth not commonlie bring forth1 eyther greatest learning1 best maners1 or happiest life in the end4 ,contrariewise1 a witte in youth1 that is not ouer dulle1 ,hard wits _/_/ heauie1 knottie and lumpishe1 but hard1 rough1 and in learning4 _/_/ though somwhat staffishe1 as ,tullie wisheth otium1 quietum1 non languidum3 and negotium cum labore1 non cum periculo1 such a witte ,i say1 if it be1 at the first well handled by the mother1 and rightlie smothed and wrought as it the brynging vp of youth4 #aia should1 not ouerwhartlie1 and against the wood1 by the schole- master1 both for learning1 and hole course of liuing1 proueth alwaies the best4 ,in woode and stone1 not the softest1 but hardest1 be alwaies aptest1 for portrature1 both fairest for pleasure1 and most durable for proffit4 ,hard wittes be hard to receiue1 but sure to keepe3 painefull without werinesse1 hedefull without wauering1 constant without newfanglenes3 bearing heauie thinges1 thoughe not lightlie1 yet willinglie3 entring hard thinges1 though not easelie1 yet depelie1 and so cum to that perfitnes of learning in the ende1 that quicke wittes1 seeme in hope1 but do not in deede1 or else verie seldome1 _/_/ ,hard wits euer attaine vnto4 ,also1 for maners and life1 hard _/_/ in maners wittes commonlie1 ar hardlie caried1 either to _/_/ and lyfe4 desire euerie new thing1 or else to meruell at euery strange thinge3 and therfore they be carefull and diligent in their own matters1 not curious and busey in other mens affaires3 and so1 they becum wise them selues1 and also ar counted honest by others4 ,they be graue1 stedfast1 silent of tong1 secret of hart4 ,not hastie in making1 but constant in keping any promise4 ,not rashe in vttering1 but ware in considering euery matter3 and therby1 not quicke in speaking1 but deepe of iudgement1 whether they write1 or giue counsell in all waightie affaires4 ,and theis be the men1 that becum in the end1 both most happie for themselues1 and alwaise best estemed abrode in the world4 ,i haue bene longer in describing1 the nature1 the good or ill successe1 of the quicke and hard witte1 than perchance som will thinke1 this place and matter doth require4 ,but _/_/ ,the best my purpose was hereby1 plainlie to vtter1 what _/_/ wittes dri- iniurie is offered to all learninge1 to the common _/_/ uen from welthe also1 first1 by the fond father in chosing1 _/_/ learnyng1 but chieflie by the lewd scholemaster in beating _/_/ to other li- and driuing away the best natures from learning4 ,a childe _/_/ uyng4 that is still1 silent1 constant1 and somewhat hard of witte1 is either neuer chosen by the father to be made a scholer1 or else1 when he commeth to the schole1 he is smally regarded1 little looked vnto1 he lacketh teaching1 he lacketh coraging1 he lacketh all thinges1 onelie he neuer lacketh beating1 nor any word1 that may moue him to hate learninge1 nor any deed that may driue him from learning1 to any other kinde of liuing4 ,and when this sadde natured1 and hard witted child1 is bette #aib ,the first booke teachyng from his booke1 and becummeth after eyther student of ,hard wits _/_/ the common lawe1 or page in the ,court1 or proue best _/_/ seruingman1 or bound prentice to a merchant1 in euery _/_/ or to som handiecrafte1 he proueth in the ende1 kynde of _/_/ wiser1 happier and many tymes honester too1 than life4 _/_/ many of theis quick wittes do1 by their learninge4 ,learning is1 both hindred and iniured to1 by the ill choice of them1 that send yong scholers to the vniuersities4 ,of whom must nedes cum all our ,diuines1 ,lawyers1 and ,physicions4 ,thies yong scholers be chosen commonlie1 as yong apples be ,the ill _/_/ chosen by children1 in a faire garden about ,s4 choice of _/_/ ,iames tyde3 a childe will chose a sweeting1 because it wittes for _/_/ is presentlie faire and pleasant1 and refuse a ,runnet1 learnyng4 _/_/ because it is than grene1 hard1 and sowre1 whan the one1 if it be eaten1 doth breed1 both wormes and ill humors3 the other if it stand his tyme1 be ordered and kepte as it should1 is holsom of it self1 and helpeth to the good digestion of other meates3 ,sweetinges1 will receyue wormes1 rotte1 and dye on the tree1 and neuer or seldom cum to the gathering for good and lasting store4 ,for verie greafe of harte ,i will not applie the similitude3 but hereby1 is plainlie seen1 how learning is robbed of hir best wittes1 first by the great beating1 and after by the ill chosing of scholers1 to go to the vniuersities4 ,whereof cummeth partelie1 that lewde and spitefull prouerbe1 sounding to the greate hurte of learning1 and shame of learned men1 that1 the greatest ,clerkes be not the wisest men4 ,and though ,i1 in all this discourse1 seem plainlie to prefer1 hard and roughe wittes1 before quicke and light wittes1 both for learnyng and maners1 yet am ,i not ignorant that som quicknes of witte1 is a singuler gifte of ,god1 and so most rare emonges men1 and namelie such a witte1 as is quicke without lightnes1 sharpe without brittlenes1 desirous of good thinges without newfanglenes1 diligent in painfull thinges without werisomnes1 and constant in good will to do all thinges well1 as ,i know was in ,syr ,iohn ,cheke1 and is in som1 that yet liue1 in whome all theis faire qualities of witte ar fullie mette togither4 ,but it is notable and trewe1 that ,socrates saith in ,plato to ,plato in _/_/ his frende ,crito4 ,that1 that number of men is ,critone4 _/_/ fewest1 which far excede1 either in good or ill1 in wisdom of folie1 but the meane betwixt both1 be the brynging vp of youth4 #aic the greatest number3 which he proueth trewe in diuerse other thinges3 as in greyhoundes1 emonges which fewe _/_/ ,verie are found1 exceding greate1 or exceding litle1 _/_/ good1 or exceding swift1 or exceding slowe3 ,and therfore_/ verie ill ,i speaking of quick and hard wittes1 ,i ment1 the _/_/ men1 be common number of quicke and hard wittes1 _/_/ fewest in emonges the which1 for the most parte1 the hard _/_/ number4 witte1 proueth manie times1 the better learned1 wiser and honester man3 and therfore1 do ,i the more lament1 that soch wittes commonlie be either kepte from learning1 by fond fathers1 or bet from learning by lewde scholemasters4 ,and speaking thus moche of the wittes of children for learning1 the opportunitie of the place1 and good- _/_/ ,horsemen nes of the matter might require to haue here _/_/ be wiser in declared the most speciall notes of a good witte for _/_/ knowledge learning in a childe1 after the maner and custume _/_/ of a good of a good horsman1 who is skilfull1 to know1 and _/_/ ,colte1 than hable to tell others1 how by certein sure signes1 a _/_/ scholema- man may choise a colte1 that is like to proue an _/_/ sters be1 in other day1 excellent for the saddle4 ,and it is _/_/ knowledge pitie1 that commonlie1 more care is had1 yea and _/_/ of a good that emonges verie wise men1 to finde out rather a cunnynge _/_/ witte4 man for their horse1 than a cunnyng man for their _/_/ ,a good ,ri- children4 ,they say nay in worde1 but they do so _/_/ der better in deede4 ,for1 to the one1 they will gladlie giue _/_/ rewarded a stipend of #bjj4 ,crounes by yeare1 and loth _/_/ than a good to offer to the other1 #bjj4 shillinges4 ,god1 that _/_/ ,schole- sitteth in heauen laugheth their choice to skorne1 _/_/ master4 and rewardeth their liberalitie as it should3 for he suffereth them1 to haue1 tame1 and well ordered horse1 but _/_/ ,horse well wilde and vnfortunate ,children3 and therfore in _/_/ broken1 the ende they finde more pleasure in their horse1 _/_/ children ill than comforte in their children4 _/_/ taught4 ,but concerning the trewe notes of the best wittes for learning in a childe1 ,i will reporte1 not myne own opinion1 but the very iudgement of him1 that was counted the best teacher and wisest man that learning maketh mention of1 _/_/ ,plato in #g4 and that is ,socrates in ,plato1 who expresseth _/_/ de ,rep4 orderlie thies seuen plaine notes to choise a good witte in a child for learninge4 #aid ,the first booke teachyng #a ,euphues4 #b ,mnemon4 ,trewe #c ,philomathes4 notes of a #d ,philoponos4 good witte4 #e ,philekoos4 #f ,zetetikos4 #g ,philepainos4 ,and bicause ,i write ,english1 and to ,englishemen1 ,i will plainlie declare in ,englishe both1 what thies wordes of ,plato meane1 and how aptlie they be linked1 and how orderlie they folow one an other4 #a4 ,euphues4 ,is he1 that is apte by goodnes of witte1 and appliable by ,witte4 _/_/ readines of will1 to learning1 hauing all other ,will4 _/_/ qualities of the minde and partes of the bodie1 that must an other day serue learning1 not trobled1 mangled1 and halfed1 but sounde1 whole1 full1 hable to do their ,the tong4 _/_/ office3 as1 a tong1 not stamering1 or ouer hardlie drawing forth wordes1 but plaine1 and redie to ,the voice4 _/_/ deliuer the meaning of the minde3 a voice1 not softe1 weake1 piping1 wommanishe1 but audible1 ,face4 _/_/ stronge1 and manlike3 a countenance1 not werishe ,stature4 _/_/ and crabbed1 but faire and cumlie3 a personage1 not wretched and deformed1 but taule and goodlie ,learnyng _/_/ for surelie1 a cumlie countenance1 with a goodlie ioyned _/_/ stature1 geueth credit to learning1 and authoritie with a cum- _/_/ to the person3 otherwise commonlie1 either1 open lie perso- _/_/ contempte1 or priuie disfauour doth hurte1 or nage4 _/_/ hinder1 both person and learning4 ,and1 euen as a faire stone requireth to be sette in the finest gold1 with the best workmanshyp1 or else it leseth moch of the ,grace and price1 euen so1 excellencye in learning1 and namely ,diuinitie1 ioyned with a cumlie personage1 is a meruelous ,iewell in the world4 ,and how can a cumlie bodie be better employed1 than to serue the fairest exercise of ,goddes greatest gifte1 and that is learning4 ,but commonlie1 the fairest bodies1 ar bestowed on the foulest purposes4 ,i would it were not so3 and with examples herein ,i will not medle3 yet ,i wishe1 that the brynging vp of youth4 #aie those shold1 both mynde it1 medle with it1 which haue most occasion to looke to it1 as good and wise fathers shold do1 and greatest authoritie to amend it1 as good wise magistrates ought to do3 ,and yet ,i will not let1 openlie to lament the vnfortunate case of learning herein4 ,for1 if a father haue foure sonnes1 three faire and well formed both mynde and bodie1 the fourth1 _/_/ ,deformed wretched1 lame1 and deformed1 his choice shalbe1 _/_/ creatures to put the worst to learning1 as one good enoughe _/_/ commonlie to becum a scholer4 ,i haue spent the most parte _/_/ set to lear- of my life in the ,vniuersitie1 and therfore ,i can _/_/ nyng4 beare good witnes that many fathers commonlie do thus3 wherof1 ,i haue hard many wise1 learned1 and as good men as euer ,i knew1 make great1 and oft complainte3 a good horseman will choise no soch colte1 neither for his own1 nor yet for his masters sadle4 ,and thus moch of the first note4 #b ,mnemon4 ,good of memorie1 a speciall parte of the first note euphues1 and a mere benefite of nature3 yet it is so _/_/ ,memorie4 necessarie for learning1 as ,plato maketh it a separate and perfite note of it selfe1 and that so principall a note1 as without it1 all other giftes of nature do small seruice to learning4 ,afranius1 that olde ,latine ,poete maketh _/_/ ,aul4 ,gel4 ,memorie the mother of learning and wisedome1 saying thus4 ,vsus me genuit1 ,mater peperit memoria1 and though it be the mere gifte of nature1 yet is memorie well preserued by vse1 and moch encreased by order1 as our scholer must _/_/ ,three sure learne an other day in the ,vniuersitie3 but in _/_/ signs of a a childe1 a good memorie is well known1 by three _/_/ good me- properties3 that is1 if it be1 quicke in receyuing1 _/_/ morie4 sure in keping1 and redie in deliuering forthe againe4 #c ,philomathes4 ,giuen to loue learning3 for though a child haue all the giftes of nature at wishe1 and perfection of memorie at wil1 yet if he haue not a speciall loue to learning1 he shall neuer attaine to moch learning4 ,and therfore ,isocrates1 one of the noblest #aif ,the first booke teachyng scholemasters1 that is in memorie of learning1 who taught ,kinges and ,princes1 as ,halicarnassus writeth1 and out of whose schole1 as ,tullie saith1 came forth1 mo noble ,capitanes1 mo wise ,councelors1 than did out of ,epeius horse at ,troie4 ,this ,isocrates1 ,i say1 did cause to be written1 at the entrie of his schole1 in golden letters1 this golden sentence1 ean es philomathes1 ese polymathes which excellentlie said in ,greeke1 is thus rudelie in ,englishe1 if thou louest learning1 thou shalt attayne to moch learning4 #d4 ,philoponos4 ,is he1 that hath a lust to labor1 and a will to take paines4 ,for1 if a childe haue all the benefites of nature1 with perfection of memorie1 loue1 like1 praise learning neuer so moch1 yet if he be not of him selfe painfull1 he shall neuer attayne vnto it4 ,and yet where loue is present1 labor is seldom absent1 and namelie in studie of learning1 and matters of the mynde3 and therfore did ,isocrates rightlie iudge1 that if his scholer were philomathes he cared for no more4 ,aristotle1 variing from ,isocrates in priuate affaires of life1 but agreing with ,isocrates in common iudgement of learning1 for loue and labor in learning1 is of the same opinion1 vttered in these wordes1 in his ,rhetorike #b ,rhet4 ad _/_/ ad ,theodecten4 ,libertie kindleth loue3 ,loue ,theod4 _/_/ refuseth no labor3 and labor obteyneth what so euer it seeketh4 ,and yet neuerthelesse1 ,goodnes of nature may do little good3 ,perfection of memorie1 may serue to small vse3 ,all loue may be employed in vayne3 ,any labor may be sone graualed1 if a man trust alwaies to his own singuler witte1 and will not be glad somtyme to heare1 take aduise1 and learne of an other3 ,and therfore doth ,socrates very notablie adde the fifte note4 #e4 ,philekoos4 ,he1 that is glad to heare and learne of an other4 ,for otherwise1 he shall sticke with great troble1 where he might go easelie forwarde3 and also catche hardlie a verie litle by his owne toyle1 whan he might gather quicklie a good deale1 by an nothers mans teaching4 ,but now there be some1 that haue great loue to learning1 good lust to labor1 be willing to learne of others1 yet1 either of a fonde shamefastnes1 or else of a proud the brynging vp of youth4 #aig folie1 they dare not1 or will not1 go to learne of an nother3 ,and therfore doth ,socrates wiselie adde the sixte note of a good witte in a childe for learning1 and that is4 #f4 ,zetetikos4 ,he1 that is naturallie bold to aske any question1 desirous to searche out any doute1 not ashamed to learne of the meanest1 not affraide to go to the greatest1 vntill he be perfitelie taught1 and fullie satisfiede4 ,the seuenth and last poynte is4 #g4 ,philepainos4 ,he1 that loueth to be praised for well doing1 at his father1 or masters hand4 ,a childe of this nature1 will earnestlie loue learnyng1 gladlie labor for learning1 willinglie learne of other1 boldlie aske any doute4 ,and thus1 by ,socrates iudgement1 a good father1 and a wise scholemaster1 shold chose a childe to make a scholer of1 that hath by nature1 the foresayd perfite qualities1 and cumlie furniture1 both of mynde and bodie3 hath memorie1 quicke to receyue1 sure to keape1 and readie to deliuer3 hath loue to learning3 hath lust to labor3 hath desire to learne of others3 hath boldnes to aske any question3 hath mynde holie bent1 to wynne praise by well doing4 ,the two firste poyntes be speciall benefites of nature3 which neuerthelesse1 be well preserued1 and moch encreased by good order4 ,but as for the fiue laste1 loue1 labor1 gladnes to learne of others1 boldnes to aske doutes1 and will to wynne praise1 be wonne and maintened by the onelie wisedome and discretion of the scholemaster4 ,which fiue poyntes1 whether a scholemaster shall worke soner in a childe1 by fearefull beating1 or curtese handling1 you that be wise1 iudge4 ,yet some men1 wise in deede1 but in this matter1 more by seueritie of nature1 than any wisdome at all1 do laugh at vs1 when we thus wishe and reason1 that yong children should rather be allured to learning by ientilnes and loue1 than compelled to learning1 by beating and feare3 ,they say1 our reasons serue onelie to breede forth talke1 and passe a waie tyme1 but we neuer saw good scholemaster do so1 nor neuer red of wise man that thought so4 ,yes forsothe3 as wise as they be1 either in other mens opinion1 or in their owne conceite1 ,i will bring the contrarie #aih ,the first booke teachyng iudgement of him1 who1 they them selues shall confesse1 was as wise as they are1 or else they may be iustlie thought to haue small witte at all3 and that is ,socrates1 whose iudgement in ,plato in #g4 _/_/ ,plato is plainlie this in these wordes3 which1 de ,rep4 _/_/ bicause they be verie notable1 ,i will recite them in his owne tong1 ouden mathema meta douleias chre manthanein3 oi men gar tou somatos ponoi bia ponoumenoi cheiron ouden to soma apergazontai2 psyche de1 biaion ouden emmonon mathema3 in ,englishe thus1 ,no learning ought to be learned with bondage3 ,for bodelie labors1 wrought by compul- sion1 hurt not the bodie3 but any learning learned by compulsion1 tarieth not long in the mynde3 ,and why8 ,for what soeuer the mynde doth learne vnwillinglie with feare1 the same it doth quicklie forget without care4 ,and lest proude wittes1 that loue not to be contraryed1 but haue lust to wrangle or trifle away troth1 will say1 that ,socrates meaneth not this of childrens teaching1 but of som other higher learnyng1 heare1 what ,socrates in the same place doth more plainlie say3 me toinyn bia1 o ariste1 tous paidas en tois mathemasin1 alla paizontas trephe1 that is to say1 and therfore1 my deare frend1 bring not vp your children in learning by compulsion and feare1 but by playing and pleasure4 ,and you1 that do read ,plato1 as ,the right _/_/ ye shold1 do well perceiue1 that these be no readyng of _/_/ ,questions asked by ,socrates1 as doutes1 but they ,plato4 _/_/ be ,sentences1 first affirmed by ,socrates1 as mere trothes1 and after1 giuen forth by ,socrates1 as right ,rules1 most necessarie to be marked1 and fitte to be folowed of all them1 that would haue children taughte1 as they should4 ,and in this counsell1 iudgement1 and authoritie of ,socrates ,i will repose my selfe1 vntill ,i meete with a man of the contrarie mynde1 whom ,i may iustlie take to be wiser1 than ,i thinke ,socrates ,yong ,ien- _/_/ was4 ,fonde scholemasters1 neither can vnder- tlemen1 be _/_/ stand1 nor will folow this good counsell of ,socrates1 wiselier _/_/ but wise ryders1 in their office1 can and will do taught to _/_/ both3 which is the onelie cause1 that commonly1 ryde1 by com- _/_/ the yong ientlemen of ,england1 go so vnwillinglie mon ry- _/_/ to schole1 and run so fast to the stable3 ,for in ders1 than _/_/ verie deede fond scholemasters1 by feare1 do to learne1 _/_/ beate into them1 the hatred of learning1 and wise by common _/_/ riders1 by ientle allurements1 do breed vp in ,schole- _/_/ masters4 _/_/ the brynging vp of youth4 #aii them1 the loue of riding4 ,they finde feare1 bondage in scholes1 ,they feele libertie and freedome in stables3 which causeth them1 vtterlie to abhore the one1 and most gladlie to haunt the other4 ,and ,i do not write this1 that in exhorting to the one1 ,i would dissuade yong ientlemen from the other3 yea ,i am sorie1 with all my harte1 that they be giuen no more to riding1 then they be3 ,for1 of all outward qualities1 _/_/ ,ryding4 to ride faire1 is most cumelie for him selfe1 most necessarie for his contrey1 and the greater he is in blood1 the greater is his praise1 the more he doth excede all other therein4 ,it was one of the three excellent praises1 amongest the noble ientlemen the old ,percians1 ,alwaise to say troth1 to ride faire1 and shote well3 and so it was engrauen vpon ,darius tumbe1 as ,strabo beareth witnesse4 _/_/ ,strabo4 #ae4 ,darius the king1 lieth buried here1 ,who in riding and shoting had neuer peare4 ,but1 to our purpose1 yong men1 by any meanes1 leesing the loue of learning1 whan by tyme they cum to their owne rule1 they carie commonlie1 from the schole with them1 a perpetuall hatred of their master1 and a continuall contempt of learning4 ,if ten ,ientlemen be asked1 why they forget so sone in ,court1 that which they were learning so long in schole1 eight of them1 or let me be blamed1 will laie the fault on their ill handling1 by their scholemasters4 ,cuspinian doth report1 that1 that noble ,emperor ,maxi- milian1 would lament verie oft1 his misfortune herein4 ,yet1 some will say1 that children of nature1 loue pastime1 and mislike learning3 bicause1 in their kinde1 the _/_/ ,pastime4 one is easie and pleasant1 the other hard and werisom3 which is an opinion not so trewe1 as _/_/ ,learnyng4 some men weene3 ,for1 the matter lieth not so much in the disposition of them that be yong1 as in the order maner of bringing vp1 by them that be old1 nor yet in the difference of learnyng and pastime4 ,for1 beate a child1 if he daunce not well1 cherish him1 though he learne not well1 ye shall haue him1 vnwilling to go to daunce1 glad to go to his booke4 ,knocke him alwaies1 when he draweth his shaft ill1 and fauor him againe1 though he faut at his booke1 ye shall haue hym verie loth to be in the field1 and verie willing to be in the schole4 #bjj ,the first booke teachyng ,yea1 ,i saie more1 and not of my selfe1 but by the iudgement of those1 from whom few wisemen will gladlie dissent1 that if euer the nature of man be giuen at any tyme1 more than other1 to receiue goodnes1 it is in innocencie of yong yeares1 before1 that experience of euill1 haue taken roote in hym4 ,for1 the pure cleane witte of a sweete yong babe1 is like the newest wax1 most hable to receiue the best and fayrest printing3 and like a new bright siluer dishe neuer occupied1 to receiue and kepe cleane1 anie good thyng that is put into it4 ,and thus1 will in children1 wiselie wrought withall1 maie ,will4 _/_/ easelie be won to be verie well willing to in ,children4 _/_/ learne4 ,and witte in children1 by nature1 ,witte4 _/_/ namelie memorie1 the onelie keie and keper of all learning1 is readiest to receiue1 and surest to kepe anie maner of thing1 that is learned in yougth3 ,this1 lewde and learned1 by common experience1 know to be most trewe4 ,for we remember nothyng so well when we be olde1 as those things which we learned when we were yong3 ,and this is not straunge1 but ,yong yeares _/_/ common in all natures workes4 ,euery man sees1 aptest for _/_/ 7as ,i sayd before7 new wax is best for printyng3 learnyng4 _/_/ new claie1 fittest for working3 new shorne woll1 aptest for sone and surest dying3 new fresh flesh1 for good and durable salting4 ,and this similitude is not rude1 nor borowed of the larder house1 but out of his scholehouse1 of whom1 the wisest of ,england1 neede not be ashamed to learne4 ,yong ,graftes grow not onelie sonest1 but also fairest1 and bring alwayes forth the best and sweetest frute3 yong whelpes learne easelie to carie3 yong ,popingeis learne quicklie to speake3 ,and so1 to be short1 if in all other thinges1 though they lacke reason1 sens1 and life1 the similitude of youth is fittest to all goodnesse1 surelie nature1 in mankinde1 is most beneficiall and effectuall in this behalfe4 ,therfore1 if to the goodnes of nature1 be ioyned the wisedome of the teacher1 in leading yong wittes into a right and plaine waie of learnyng1 surelie1 children1 kept vp in ,gods feare1 and gouerned by his grace1 maie most easelie be brought well to serue ,god and contrey both by vertue and wisedome4 ,but if will1 and witte1 by farder age1 be once allured from innocencie1 delited in vaine sightes1 filed with foull taulke1 crooked with wilfulnesse1 hardned with stubburnesse1 and let the brynging vp of youth4 #bja louse to disobedience1 surelie it is hard with ientlenesse1 but vnpossible with seuere crueltie1 to call them backe to good frame againe4 ,for1 where the one1 perchance maie bend it1 the other shall surelie breake it3 and so in stead of some hope1 leaue an assured desperation1 and shamelesse con- _/_/ ,xen4 #a4 ,cy- tempt of all goodnesse1 the fardest pointe in all _/_/ ri ,pd4 mischief1 as ,xenophon doth most trewlie and most wittelie marke4 ,therfore1 to loue or to hate1 to like or contemne1 to plie this waie or that waie to good or to bad1 ye shall haue as ye vse a child in his youth4 ,and one example1 whether loue or feare doth worke more in a child1 for vertue and learning1 ,i will gladlie report3 which maie be hard with some pleasure1 and folowed with more profit4 ,before ,i went into ,germanie1 ,i came to ,brodegate in ,leceter- shire1 to take my leaue of that noble ,ladie ,iane ,grey1 to whom ,i was exceding moch beholdinge4 _/_/ ,lady ,iane ,hir parentes1 the ,duke and ,duches1 with all the _/_/ ,grey4 houshould1 ,gentlemen and ,gentlewomen1 were huntinge in the ,parke3 ,i founde her1 in her ,chamber1 readinge ,phdon ,platonis in ,greeke1 and that with as moch delite1 as som ientleman wold read a merie tale in ,bocase4 ,after salutation1 and dewtie done1 with som other taulke1 ,i asked hir1 whie she wold leese soch pastime in the ,parke8 smiling she answered me3 ,i wisse1 all their sporte in the ,parke is but a shadoe to that pleasure1 that ,i find in ,plato3 ,alas good folke1 they neuer felt1 what trewe pleasure ment4 ,and howe came you ,madame1 quoth ,i1 to this deepe knowledge of pleasure1 and what did chieflie allure you vnto it3 seinge1 not many women1 but verie fewe men haue atteined thereunto4 ,i will tell you1 quoth she1 and tell you a troth1 which perchance ye will meruell at4 ,one of the greatest benefites1 that euer ,god gaue me1 is1 that he sent me so sharpe and seuere ,parentes1 and so ientle a scholemaster4 ,for when ,i am in presence either of father or mother1 whether ,i speake1 kepe silence1 sit1 stand1 or go1 eate1 drinke1 be merie1 or sad1 be sowyng1 plaiyng1 dauncing1 or doing anie thing els1 ,i must do it1 as it were1 in soch weight1 mesure1 and number1 euen so perfitelie1 as ,god made the world1 or else ,i am so sharplie taunted1 so cruellie threatened1 yea presentlie some tymes1 with pinches1 nippes1 and bobbes1 and other waies1 which #bjb ,the first booke teachyng ,i will not name1 for the honor ,i beare them1 so without measure misordered1 that ,i thinke my selfe in hell1 till tyme cum1 that ,i must go to ,m4 ,elmer1 who teacheth me so ientlie1 so pleasantlie1 with soch faire allurementes to learning1 that ,i thinke all the tyme nothing1 whiles ,i am with him4 ,and when ,i am called from him1 ,i fall on weeping1 because1 what soeuer ,i do els1 but learning1 is ful of grief1 trouble1 feare1 and whole misliking vnto me3 ,and thus my booke1 hath bene so moch my pleasure1 bringeth dayly to me more pleasure more1 that in respect of it1 all other pleasures1 in very deede1 be but trifles and troubles vnto me4 ,i remember this talke gladly1 both bicause it is so worthy of memorie1 bicause also1 it was the last talke that euer ,i had1 and the last tyme1 that euer ,i saw that noble and worthie ,ladie4 ,i could be ouer long1 both in shewinge iust causes1 and in recitinge trewe examples1 why learning shold be taught1 rather by loue than feare4 ,he that wold see a perfite discourse of it1 ,sturmius _/_/ let him read that learned treatese1 which my frende de ,inst4 _/_/ ,ioan4 ,sturmius wrote de institutione ,principis1 to ,princ4 _/_/ the ,duke of ,cleues4 ,the godlie counsels of ,salomon and ,iesus the sonne of ,qui par- _/_/ ,sirach1 for sharpe kepinge in1 and bridleinge of cit virg1 _/_/ youth1 are ment rather1 for fatherlie correction1 odit filium4 _/_/ then masterlie beating1 rather for maners1 than for learninge3 for other places1 than for scholes4 ,for ,god forbid1 but all euill touches1 wantonnes1 lyinge1 pickinge1 slouthe1 will1 stubburnnesse1 and disobedience1 shold be with sharpe chastise- ment1 daily cut away4 ,this discipline was well knowen1 and diligentlie vsed1 among the ,grcians1 and old ,romanes1 as doth appeare in ,aristophanes1 ,isocrates1 and ,plato1 and also in the ,comedies of ,plautus3 where we see that children were vnder the rule of three persones3 ,prceptore1 ,pdagogo1 ,parente3 the scholemaster #a4 ,schole- _/_/ taught him learnyng with all ientlenes3 the master4 _/_/ ,gouernour corrected his maners1 with moch #b4 ,gouer- _/_/ sharpenesse3 ,the father1 held the sterne of his nour4 _/_/ whole obedience3 ,and so1 he that vsed to teache1 #c4 ,father4 _/_/ did not commonlie vse to beate1 but remitted that ouer to an other mans charge4 ,but what shall we saie1 whan now in our dayes1 the scholemaster is vsed1 both for ,prceptor the brynging vp of youth4 #bjc in learnyng1 and ,pdagogus in maners4 ,surelie1 ,i wold he shold not confound their offices1 but discretelie vse the dewtie of both so1 that neither ill touches shold be left vnpunished1 nor ientlesse in teaching anie wise omitted4 ,and he shall well do both1 if wiselie he do appointe diuersitie of tyme1 separate place1 for either purpose3 vsing alwaise soch discrete modera- tion as the scholehouse should be counted a sanctuarie against feare3 and verie well learning1 a _/_/ ,the schole common perdon for ill doing1 if the fault1 of it _/_/ house4 selfe be not ouer heinous4 ,and thus the children1 kept vp in ,gods feare1 and preserued by his grace1 finding paine in ill doing1 and pleasure in well studiyng1 shold easelie be brought to honestie of life1 and perfitenes of learning1 the onelie marke1 that good and wise fathers do wishe and labour1 that their children1 shold most buselie1 and carefullie shot at4 ,there is an other discommoditie1 besides crueltie in schole- masters in beating away the loue of learning from _/_/ ,youth of children1 which hindreth learning and vertue1 and _/_/ ,england good bringing vp of youth1 and namelie yong _/_/ brought vp ientlemen1 verie moch in ,england4 ,this fault _/_/ with to is cleane contrary to the first4 ,i wished before1 _/_/ much li- to haue loue of learning bred vp in children3 _/_/ bertie4 ,i wishe as moch now1 to haue yong men brought vp in good order of liuing1 and in some more seuere discipline1 then commonlie they be4 ,we haue lacke in ,england of soch good order1 as the old noble ,persians so carefullie vsed3 _/_/ ,xen4 #g4 whose children1 to the age of xxi4 yeare1 were _/_/ ,cyri ,ped4 brought vp in learnyng1 and exercises of labor1 and that in soch place1 where they should1 neither see that was vncumlie1 nor heare that was vnhonest4 ,yea1 a yong ientleman was neuer free1 to go where he would1 and do what he liste him self1 but vnder the kepe1 and by the counsell1 of some graue gouernour1 vntill he was1 either maryed1 or cald to beare some office in the common wealth4 ,and see the great obedience1 that was vsed in old tyme to fathers and gouernours4 ,no sonne1 were he neuer so old of yeares1 neuer so great of birth1 though he were a kynges sonne1 might not mary1 but by his father and mothers also consent4 ,cyrus the great1 after he had conquered ,babylon1 and subdewed #bjd ,the first booke teachyng ,riche king ,crsus with whole ,asia minor1 cummyng tryumph- antlie home1 his vncle ,cyaxeris offered him his daughter to wife4 ,cyrus thanked his vncle1 and praised the maide1 but for mariage he answered him with thies wise and sweete wordes1 as ,xen4 #h4 ,cy- _/_/ they be vttered by ,xenophon1 o kuazare1 to ri4 ,pd4 _/_/ te genos epaino1 kai ten paida1 kai dora boulomai de1 ephe1 syn te tou patros gnome kai te tes metros tauta soi synainesai1 c41 that is to say3 ,vncle ,cyaxeris1 ,i commend the stocke1 ,i like the maide1 and ,i allow well the dowrie1 but 7sayth he7 by the counsell and consent of my father and mother1 ,i will determine farther of thies matters4 ,strong ,samson also in ,scripture saw a maide that liked him1 but he spake not to hir1 but went home to his father1 and his mother1 and desired both father and mother to make the mariage for him4 ,doth this modestie1 doth this obedience1 that was in great kyng ,cyrus1 and stoute ,samson1 remaine in our yongmen at this daie8 no surelie3 ,for we liue not longer after them by tyme1 than we liue farre different from them by good order4 ,our tyme is so farre from that old discipline and obedience1 as now1 not onelie yong ientlemen1 but euen verie girles dare without all feare1 though not without open shame1 where they list1 and how they list1 marie them selues in spite of father1 mother1 ,god1 good order1 and all4 ,the cause of this euill is1 that youth is least looked vnto1 when they stand in most neede of good kepe and regard4 ,it auail- eth not1 to see them well taught in yong yeares1 and after whan they cum to lust and youthfull dayes1 to giue them licence to liue as they lust them selues4 ,for1 if ye suffer the eye of a yong ,ientleman1 once to be entangled with vaine sightes1 and the eare to be corrupted with fond or filthie taulke1 the mynde shall quicklie fall seick1 and sone vomet and cast vp1 all the holesome doctrine1 that he receiued in childhoode1 though he were neuer so well brought vp before4 ,and being ons inglutted with vanitie1 he will streight way loth all learning1 and all good counsell to the same4 ,and the parents for all their great cost ,great mens _/_/ and charge1 reape onelie in the end1 the frute sonnes _/_/ of grief and care4 worst _/_/ ,this euill1 is not common to poore men1 as ,god brought _/_/ will haue it1 but proper to riche and great mens vp4 _/_/ the brynging vp of youth4 #bje children1 as they deserue it4 ,in deede from seuen1 to seuentene1 yong ientlemen commonlie be carefullie enough brought vp3 ,but from seuentene to seuen and twentie 7the most dangerous tyme of all a mans life1 and most slipperie to stay well in7 they haue commonlie the reigne of all licens in their owne _/_/ ,wise men hand1 and speciallie soch as do liue in the ,court4 _/_/ fond fa- ,and that which is most to be merueled at1 _/_/ thers4 commonlie1 the wisest and also best men1 be found the fondest fathers in this behalfe4 ,and if som good father would seick some remedie herein1 yet the mother 7if the house hold of our ,lady7 had rather1 yea1 will to1 haue her sonne cunnyng bold1 in making him to lyue trimlie when he is yong1 than by learning and trauell1 to be able to serue his ,prince and his contrie1 both wiselie in peace1 and stoutelie in warre1 whan he is old4 ,the fault is in your selues1 ye noble mens sonnes1 and therefore ye deserue the greater blame1 that _/_/ ,meane commonlie1 the meaner mens children1 cum to _/_/ mens sonnes be1 the wisest councellours1 and greatest doers1 _/_/ come to in the weightie affaires of this ,realme4 ,and _/_/ great au- why8 for ,god will haue it so1 of his prouidence3 _/_/ thoritie4 bicause ye will haue it no otherwise1 by your negligence4 ,and ,god is a good ,god1 wisest in all his doinges1 that will place vertue1 displace vice1 in those _/_/ ,nobilitie kingdomes1 where he doth gouerne4 ,for he _/_/ without knoweth1 that ,nobilitie1 without vertue and _/_/ wisedome4 wisedome1 is bloud in deede1 but bloud trewelie1 without bones sinewes3 so of it selfe1 without the other1 verie weeke to beare the burden of weightie affaires4 ,the greatest shippe in deede commonlie carieth the greatest burden1 but yet alwayes with the greatest ieoperdie1 not onelie for the persons and goodes committed vnto it1 _/_/ ,nobilitie but euen for the shyppe it selfe1 except it be _/_/ with wise- gouerned1 with the greater wisdome4 _/_/ dome4 ,but ,nobilitie1 gouerned by learning and wisedome1 is in deede1 most like a faire shippe1 _/_/ ,wisedom4 hauyng tide and winde at will1 vnder _/_/ the reule of a skilfull master3 whan _/_/ ,nobilite with- contrarie wise1 a shippe1 caried1 yea _/_/ ,out wise- with the hiest tide greatest winde1 _/_/ dome4 #bjf ,the first booke teachyng lacking a skilfull master1 most commonlie1 doth either1 sinck it selfe vpon sandes1 or breake it selfe vpon rockes4 ,and euen so1 ,vaine plea- _/_/ how manie haue bene1 either drowned in vaine sure1 and _/_/ pleasure1 or ouerwhelmed by stout wilfulnesse1 stoute wil- _/_/ the histories of ,england be able to affourde ouer fulnes1 two _/_/ many examples vnto vs4 ,therfore1 ye great and greatest _/_/ noble mens children1 if ye will haue rightfullie enemies to _/_/ that praise1 and enioie surelie that place1 which ,nobilitie4 _/_/ your fathers haue1 and elders had1 and left vnto you1 ye must kepe it1 as they gat it1 and that is1 by the onelie waie1 of vertue1 wisedome1 and worthinesse4 ,for wisedom1 and vertue1 there be manie faire examples in this ,court1 for yong ,ientlemen to folow4 ,but they be1 like faire markes in the feild1 out of a mans reach1 to far of1 to shote at well4 ,the best and worthiest men1 in deede1 be somtimes seen1 but seldom taulked withall3 ,a yong ,ientleman1 may somtime knele to their person1 smallie vse their companie1 for their better instruction4 ,but yong ,ientlemen ar fane commonlie to do in the ,court1 as yong ,archers do in the feild3 that is take soch markes1 as be ,ill compa- _/_/ nie them1 although they be neuer so foule to nie marreth _/_/ shote at4 ,i meene1 they be driuen to kepe youth4 _/_/ companie with the worste3 and what force ill companie hath1 to corrupt good wittes1 the wisest men know best4 ,and not ill companie onelie1 but the ill opinion also of the ,the ,court _/_/ most part1 doth moch harme1 and namelie of iudgeth _/_/ those1 which shold be wise in the trewe de- worst of the _/_/ cyphring1 of the good disposition of nature1 of best natures _/_/ cumlinesse in ,courtlie maners1 and all right in youth4 _/_/ doinges of men4 ,but error and phantasie1 do commonlie occupie1 the place of troth and iudgement4 ,for1 if a yong ientleman1 be demeure and still of nature1 they say1 he is simple and lacketh witte3 if he be bashefull1 and will soone blushe1 they call him a babishe ,xen4 in #a4 _/_/ and ill brought vp thyng1 when ,xenophon doth ,cyr4 ,pd4 _/_/ preciselie note in ,cyrus1 that his bashfulnes in youth1 was ye verie trewe signe of his vertue ,the ,grace _/_/ stoutnes after3 ,if he be innocent and ignorant of in ,courte4 _/_/ ill1 they say1 he is rude1 and hath no grace1 so the brynging vp of youth4 #bjg vngraciouslie do som gracelesse men1 misuse the faire and godlie word ,,grace4 ,but if ye would know1 what grace they meene1 go1 and looke1 and learn emonges them1 and ye shall see that it is3 ,first1 to blush at nothing4 ,and blushyng in youth1 sayth ,aristotle is nothyng els1 but feare to do ill3 which feare beyng once lustely fraid away from youth1 then foloweth1 _/_/ ,grace of to dare do any mischief1 to contemne stoutly any _/_/ ,courte4 goodnesse1 to be busie in euery matter1 to be skilfull in euery thyng1 to acknowledge no ignorance at all4 ,to do thus in ,court1 is counted of some1 the chief and greatest grace of all3 and termed by the name of a _/_/ ,cic4 #c4 de vertue1 called ,corage boldnesse1 whan ,crassus _/_/ ,or4 in ,cicero teacheth the cleane contrarie1 and that most wittelie1 saying thus3 ,audere1 cum bonis _/_/ ,boldnes etiam rebus coniunctum1 per seipsum est magnopere _/_/ yea in a fugiendum4 ,which is to say1 to be bold1 yea _/_/ good mat- in a good matter1 is for it self1 greatlie to be _/_/ ter1 not to exchewed4 _/_/ be praised4 ,moreouer1 where the swing goeth1 there to follow1 fawne1 flatter1 laugh and lie lustelie at other mens liking4 _/_/ ,more ,to face1 stand formest1 shoue backe3 and to the _/_/ ,grace of meaner man1 or vnknowne in the ,court1 to _/_/ ,courte4 seeme somwhat solume1 coye1 big1 and dangerous of looke1 taulk1 and answere3 ,to thinke well of him selfe1 to be lustie in contemning of others1 to haue some trim grace in a priuie mock4 ,and in greater presens1 to beare a braue looke3 to be warlike1 though he neuer looked enimie in the face in warre3 yet som warlike signe must be vsed1 either a slouinglie busking1 or an ouerstaring frounced hed1 as though out of euerie heeres toppe1 should suddenlie start out a good big othe1 when nede requireth1 yet praised be ,god1 ,england hath at _/_/ ,men of this time1 manie worthie ,capitaines and good _/_/ warre1 best souldiours1 which be in deede1 so honest of _/_/ of conditi- behauiour1 so cumlie of conditions1 so milde of _/_/ ons4 maners1 as they may be examples of good order1 to a good sort of others1 which neuer came in warre4 ,but to retorne1 where ,i left3 ,in place also1 to be able to raise taulke1 and make discourse of euerie rishe3 to haue a verie good _/_/ ,palmistrie4 will1 to heare him selfe speake3 ,to be seene #bjh ,the first booke teachyng in ,palmestrie1 wherby to conueie to chast eares1 som fond or filthie taulke3 ,and if som ,smithfeild ,ruffian take vp1 som strange going3 som new mowing with the mouth3 som wrinchyng with the shoulder1 som braue prouerbe3 som fresh new othe1 that is not stale1 but will rin round in the mouth3 som new disguised garment1 or desperate hat1 fond in facion1 or gaurish in colour1 what soeuer it cost1 how small soeuer his liuing be1 by what shift soeuer it be gotten1 gotten must it be1 and vsed with the first1 or els the grace of it1 is stale and gone3 som part of this gracelesse grace1 was discribed by me1 in a little rude verse long ago4 ,to laughe1 to lie1 to flatter1 to face3 ,foure waies in ,court to win men grace4 ,if thou be thrall to none of thiese1 ,away good ,peek goos1 hens ,iohn ,cheese3 ,marke well my word1 and marke their dede1 ,and thinke this verse part of thy ,crede4 ,would to ,god1 this taulke were not trewe1 and that som mens doinges were not thus3 ,i write not to hurte any1 but to ,councell4 _/_/ proffit som3 to accuse none1 but to monish ,ill _/_/ soch1 who1 allured by ill counsell1 and folowing _/_/ ill example1 contrarie to their good bringyng vp1 ,company4 _/_/ and against their owne good nature1 yeld ouer- moch to thies folies and faultes3 ,i know many seruing men1 ,seruinge _/_/ of good order1 and well staide3 ,and againe1 ,i men4 _/_/ heare saie1 there be som seruing men do but ill ,terentius4 _/_/ seruice to their yong masters4 ,yea1 rede ,terence ,plautus4 _/_/ and ,plaut4 aduisedlie ouer1 and ye shall finde in those two wise writers1 almost in euery commedie1 no vn- ,serui cor- _/_/ thriftie yong man1 that is not brought there vnto1 ruptel _/_/ by the sotle inticement of som lewd seruant4 iuuenum4 _/_/ ,and euen now in our dayes ,get and ,daui1 ,gnatos and manie bold bawdie ,phormios to1 be preasing in1 ,multi ,ge- _/_/ to pratle on euerie stage1 to medle in euerie t pauci _/_/ matter1 whan honest ,parmenos shall not be hard1 ,parmeno- _/_/ but beare small swing with their masters4 ,their nes4 _/_/ companie1 their taulke1 their ouer great experience the brynging vp of youth4 #bji in mischief1 doth easelie corrupt the best natures1 and best brought vp wittes4 ,but ,i meruell the lesse1 that thies misorders be emonges som in the ,court1 for commonlie in the contrie _/_/ ,misorders also euerie where1 innocencie is gone3 ,bashful- _/_/ in the coun- nesse is banished3 moch presumption in yougthe3 _/_/ trey4 small authoritie in aige3 ,reuerence is neglected3 dewties be confounded3 and to be shorte1 disobedience doth ouerflowe the bankes of good order1 almoste in euerie place1 almoste in euerie degree of man4 ,meane men haue eies to see1 and cause to lament1 and occasion to complaine of thies miseries3 but other haue authoritie to remedie them1 and will do so to1 whan ,god shall think time fitte4 ,for1 all thies misorders1 be ,goddes iuste plages1 by his sufferance1 brought iustelie vpon vs1 for our sinnes1 which be infinite in nomber1 and horrible in deede1 but namelie1 for the greate abhominable sin of vn- _/_/ ,contempt kindnesse3 but what vnkindnesse8 euen such _/_/ of ,gods vnkindnesse as was in the ,iewes1 in contemninge _/_/ trewe ,re- ,goddes voice1 in shrinking from his woorde1 in _/_/ ligion4 wishing backe againe for gypt1 in committing aduoultrie and hordom1 not with the women1 but with the doctrine of ,babylon1 did bring all the plages1 destructions1 and ,captiuities1 that fell so ofte and horriblie1 vpon ,israell4 ,we haue cause also in ,england to beware of vnkindnesse1 who haue had1 in so fewe yeares1 the ,candel of ,goddes worde1 so oft lightned1 so oft put out1 and yet _/_/ ,doctrina will venture by our vnthankfulnesse in doctrine _/_/ ,mores4 and sinfull life1 to leese againe1 lighte1 ,candle1 ,candlesticke and all4 ,god kepe vs in his feare1 ,god grafte in vs the trewe knowledge of his woorde1 with a forward will to folowe it1 and so to bring forth the sweete fruites of it1 then shall he preserue vs by his ,grace1 from all maner of terrible dayes4 ,the remedie of this1 doth not stand onelie1 _/_/ ,public in making good common lawes for the hole _/_/ ,leges4 ,realme1 but also1 7and perchance cheiflie7 _/_/ ,domestica in obseruing priuate discipline euerie man care- _/_/ disciplina4 fullie in his own house3 and namelie1 if speciall _/_/ ,cognitio regard be had to yougth3 and that1 not so moch1 _/_/ boni4 #baj ,the first booke teachyng in teaching them what is good1 as in keping them from that1 that is ill4 ,therefore1 if wise fathers1 be not as well waare in weeding ,ignoratio _/_/ from their ,children ill thinges1 and ill companie1 mali4 _/_/ as they were before1 in graftinge in them learninge1 and prouiding for them good schole- masters1 what frute1 they shall reape of all their coste care1 common experience doth tell4 ,here is the place1 in yougthe is the time whan som ,some _/_/ ignorance is as necessarie1 as moch knowledge1 ignorance1 _/_/ and not in matters of our dewtie towardes ,god1 as good as _/_/ as som wilful wittes willinglie against their owne knowledge4 _/_/ knowledge1 perniciouslie againste their owne conscience1 haue of late openlie taught4 ,in deede ,s4 ,chryso- ,chrisost4 de _/_/ stome1 that noble and eloquent ,doctor1 in a ,fato4 _/_/ sermon contra fatum1 and the curious serchinge of natiuities1 doth wiselie saie1 that ignorance therein1 is better than knowledge3 ,but to wring this sentence1 to wreste thereby out of mens handes1 the knowledge of ,goddes doctrine1 is without all reason1 against common sence1 contrarie to the iudgement also of them1 which be the discretest men1 and ,iulia4 ,apo- _/_/ best learned1 on their own side4 ,i know1 ,iulianus stat4 _/_/ ,apostata did so1 but ,i neuer hard or red1 that any auncyent father of the primitiue chirch1 either thought or wrote so4 ,but this ignorance in yougthe1 which ,i spake on1 or rather ,innocency _/_/ this simplicitie1 or most trewlie1 this innocencie1 in youth4 _/_/ is that1 which the noble ,persians1 as wise ,xenophon doth testifie1 were so carefull1 to breede vp their yougth in4 ,but ,christian fathers commonlie do not so4 ,and ,i will tell you a tale1 as moch to be misliked1 as the ,persians example is to be folowed4 ,this last somer1 ,i was in a ,ientlemans house3 where ,a childe ill _/_/ a yong childe1 somewhat past fower yeare olde1 brought _/_/ cold in no wise frame his tongue1 to saie1 a litle vp4 _/_/ shorte grace3 and yet he could roundlie rap out1 so manie vgle othes1 and those of the newest facion1 as som good man of fourescore yeare olde hath neuer hard named ,ill ,pa- _/_/ before3 and that which was most detestable of rentes4 _/_/ all1 his father and mother wold laughe at it4 ,i the brynging vp of youth4 #baa moche doubte1 what comforte1 an other daie1 this childe shall bring vnto them4 ,this ,childe vsing moche the companie of seruinge men1 and geuing good eare to their taulke1 did easelie learne1 which he shall hardlie forget1 all daies of his life here- after3 ,so likewise1 in the ,courte1 if a yong ,ientleman will ventur him self into the companie of ,ruffians1 it is ouer greate a ieopardie1 lest1 their facions1 maners1 thoughtes1 taulke1 and deedes1 will verie sone1 be euer like4 ,the confounding of companies1 breedeth confusion of good maners _/_/ ,ill compa- both in the ,courte1 and euerie where else4 _/_/ nie4 ,and it maie be a great wonder1 but a greater shame1 to vs ,christian men1 to vnderstand1 what a heithen writer1 ,isocrates1 doth leaue in memorie of writing1 concerning the _/_/ ,isocrates4 care1 that the noble ,citie of ,athens had1 to bring vp their yougthe1 in honest companie1 and vertuous discipline1 whose taulke in ,greke1 is1 to this effect1 in ,englishe4 ,the ,citie1 was not more carefull1 to see their ,children well taughte1 than to see their yong men well _/_/ ,in ,orat4 gouerned3 which they brought to passe1 not so _/_/ ,ariopag4 much by common lawe1 as by priuate discipline4 ,for1 they had more regard1 that their yougthe1 by good order shold not offend1 than how1 by lawe1 they might be punished3 ,and if offense were committed1 there was1 neither waie to hide it1 neither hope of pardon for it4 ,good natures1 were not so moche openlie praised as they were secretlie marked1 and watchfullie regarded1 lest they should lease the goodnes they had4 ,therefore in scholes of singing and dauncing1 and other honest exercises1 gouernours were appointed1 more diligent to ouersee their good maners1 than their masters were1 to teach them anie learning4 ,it was som shame to a yong man1 to be seene in the open market3 and if for businesse1 he passed throughe it1 he did it1 with a meruelous modestie1 and bashefull facion4 ,to eate1 or drinke in a ,tauerne1 was not onelie a shame1 but also punishable1 in a yong man4 ,to contrarie1 or to stand in termes with an old man1 was more heinous1 than in som place1 to rebuke and scolde with his owne father3 with manie other mo good orders1 and faire disciplines1 which ,i referre to their reading1 that haue lust to looke vpon the description of such a worthie common welthe4 #bab ,the first booke teachyng ,and to know1 what worthie frute1 did spring of soch ,good sede1 _/_/ worthie seade1 ,i will tell yow the most meruell worthie _/_/ of all1 and yet soch a trothe1 as no man shall frute4 _/_/ denie it1 except such as be ignorant in knowledge of the best stories4 ,athens1 by this discipline and good ordering of yougthe1 did ,athenes4 _/_/ breede vp1 within the circute of that one ,citie1 within the compas of one hondred yeare1 within the memorie of one mans life1 so manie notable ,capitaines in warre1 for worthinesse1 wisdome and learning1 as be scarse ,roma4 _/_/ matchable no not in the state of ,rome1 in the compas of those seauen hondred yeares1 whan it florished moste4 ,and bicause1 ,i will not onelie saie it1 but also proue it1 the ,the noble _/_/ names of them be these4 ,miltiades1 ,themistocles1 ,capitaines _/_/ ,xantippus1 ,pericles1 ,cymon1 ,alcybiades1 ,thrasybulus1 of ,athens4 _/_/ ,conon1 ,iphicrates1 ,xenophon1 ,timotheus1 ,theopompus1 ,demetrius1 and diuers other mo3 of which euerie one1 maie iustelie be spoken that worthie praise1 which was geuen to ,scipio ,africanus1 who1 ,cicero douteth1 whether he were1 more noble ,capitaine in warre1 or more eloquent and wise councelor mil4 _/_/ in peace4 ,and if ye beleue not me1 read dili- ,probus4 _/_/ gentlie1 milius ,probus in ,latin1 and ,plutarche ,plutarchus4 _/_/ in ,greke1 which two1 had no cause either to flatter or lie vpon anie of those which ,i haue recited4 ,and beside nobilitie in warre1 for excellent and matchles ,the lear- _/_/ masters in all maner of learninge1 in that one ned of ,a- _/_/ ,citie1 in memorie of one aige1 were mo learned thenes4 _/_/ men1 and that in a maner altogether1 than all tyme doth remember1 than all place doth affourde1 than all other tonges do conteine4 ,and ,i do not meene of those ,authors1 which1 by iniurie of tyme1 by negligence of men1 by crueltie of fier and sworde1 be lost1 but euen of those1 which by ,goddes grace1 are left yet vnto us3 of which ,i thank ,god1 euen my poore studie lacketh not one4 ,as1 in ,philosophie1 ,plato1 ,aris- totle1 ,xenophon1 ,euclide and ,theophrast3 ,in eloquens and ,ciuill lawe1 ,demosthenes1 schines1 ,lycurgus1 ,dinarchus1 ,demades1 ,isocrates1 ,isus1 ,lysias1 ,antisthenes1 ,andocides3 ,in histories1 ,he- rodotus1 ,thucydides1 ,xenophon3 and which we lacke1 to our the brynging vp of youth4 #bac great losse1 ,theopompus and ,ephorus3 ,in ,poetrie schylus1 ,sophocles1 ,euripides1 ,aristophanes1 and somwhat of ,menander1 ,demosthenes sister sonne4 ,now1 let ,italian1 and ,latin it self1 ,spanishe1 ,french1 ,douch1 and ,englishe bring forth their lerning1 _/_/ ,learnyng1 and recite their ,authors1 ,cicero onelie excepted1 _/_/ chiefly con- and one or two moe in ,latin1 they be all patched _/_/ teined in cloutes and ragges1 in comparison of faire wouen _/_/ the ,greke1 broade clothes4 ,and trewelie1 if there be any _/_/ and in no o- good in them1 it is either lerned1 borowed1 or _/_/ ther tong4 stolne1 from some one of those worthie wittes of ,athens4 ,the remembrance of soch a common welthe1 vsing soch discipline and order for yougthe1 and thereby bringing forth to their praise1 and leauing to vs for our example1 such ,capitaines for warre1 soch ,councelors for peace1 and matcheles masters1 for all kinde of learninge1 is pleasant for me to recite1 and not irksum1 ,i trust1 for other to heare1 except it be soch1 as make neither counte of vertue nor learninge4 ,and whether1 there be anie soch or no1 ,i can not well tell3 yet ,i hear saie1 some yong ,ientlemen of oures1 _/_/ ,contem- count it their shame to be counted learned3 and _/_/ ners of perchance1 they count it their shame1 to be _/_/ learnyng4 counted honest also1 for ,i heare saie1 they medle as litle with the one1 as with the other4 ,a meruelous case1 that ,ientlemen shold so be ashamed of good learning1 and neuer a whit ashamed of ill maners3 soch do saie for them1 that the ,ientlemen of ,france do so3 which is a lie1 as _/_/ ,ientlemen ,god will haue it4 ,langus1 and ,bellus that be _/_/ of ,france4 dead1 the noble ,vidam of ,chartres1 that is aliue1 and infinite mo in ,france1 which ,i heare tell of1 proue this to be most false4 ,and though som1 in ,france1 which will nedes be ,ientlemen1 whether men will or no1 and haue more ientleshipe in their hat1 than in their hed1 be at deedlie feude1 with both learning and honestie1 yet ,i beleue1 if that noble ,prince1 king ,francis the first were aliue1 they shold haue1 neither place in _/_/ ,franciscus his ,courte1 nor pension in his warres1 if he had _/_/ ,i4 ,nobilis4 knowledge of them4 ,this opinion is not ,french1 _/_/ ,francorum but plaine ,turckishe3 from whens1 some ,frenche _/_/ ,rex4 fetche moe faultes1 than this3 which1 ,i praie ,god1 kepe out of #bad ,the first booke teachyng ,england1 and send also those of oures better mindes1 which bend them selues againste vertue and learninge1 to the con- tempte of ,god1 dishonor of their contrie to the hurt of manie others1 and at length1 to the greatest harme1 and vtter destruction of themselues4 ,som other1 hauing better nature1 but lesse witte1 7for ill commonlie1 haue ouer moch witte7 do not vtterlie dispraise ,experience _/_/ learning1 but they saie1 that without learning1 without _/_/ common experience1 knowledge of all facions1 and learnyng4 _/_/ haunting all companies1 shall worke in yougthe1 both wisdome1 and habilitie1 to execute anie weightie affaire4 ,surelie long experience doth proffet moch1 but moste1 and almost onelie to him 7if we meene honest affaires7 that is dili- gentlie before instructed with preceptes of well doinge4 ,for good precepts of learning1 be the eyes of the minde1 to looke wiselie before a man1 which waie to go right1 and which not4 ,learning teacheth more in one yeare than experience in ,learnyng4 _/_/ twentie3 ,and learning teacheth safelie4 when experience maketh mo miserable then wise4 ,he ,experience4 _/_/ hasardeth sore1 that waxeth wise by experience4 ,an vnhappie ,master he is1 that is made cunning by manie shippewrakes3 ,a miserable merchant1 that is neither riche or wise1 but after som bankroutes4 ,it is costlie wisdom1 that is bought by experience4 ,we know by experience it selfe1 that it is a meruelous paine1 to finde oute but a short waie1 by long wandering4 ,and surelie1 he that wold proue wise by experience1 he maie be wittie in deede1 but euen like a swift runner1 that runneth fast out of his waie1 and vpon the night1 he knoweth not whither4 ,and verilie they be fewest of number1 that be happie or wise by vnlearned experience4 ,and looke well vpon the former life of those fewe1 whether your example be old or yonge1 who without learning haue gathered1 by long experience1 a litle wisdom1 and som happines3 and whan you do consider1 what mischiefe they haue committed1 what dangers they haue escaped 7and yet xx4 for one1 do perishe in the aduenture7 than thinke well with your selfe1 whether ye wold1 that your owne son1 should cum to wisdom and happines1 by the waie of soch experience or no4 ,it is a notable tale1 that old ,syr ,roger ,chamloe1 somtime the brynging vp of youth4 #bae cheife ,iustice1 wold tell of him selfe4 ,when he was ,auncient in ,inne of ,courte1 ,certaine yong ,ientlemen _/_/ ,syr ,roger were brought before him1 to be corrected for ,chamloe4 certaine misorders3 ,and one of the lustiest saide3 ,syr1 we be yong ientlemen1 and wisemen before vs1 haue proued all facions1 and yet those haue done full well3 this they said1 because it was well knowen1 that ,syr ,roger had bene a good feloe in his yougth4 ,but he aunswered them verie wiselie4 ,in deede saith he1 in yougthe1 ,i was1 as you ar now3 and ,i had twelue feloes like vnto my self1 but not one of them came to a good ende4 ,and therfore1 folow not my example in yougth1 but folow my councell in aige1 if euer ye thinke to cum to this place1 or to thies yeares1 that ,i am cum vnto1 lesse ye meete either with pouertie or ,tiburn in the way4 ,thus1 experience of all facions in yougthe1 beinge1 in profe1 alwaise daungerous1 in isshue1 seldom lucklie1 is _/_/ ,experience4 a waie1 in deede1 to ouermoch knowledge1 yet vsed commonlie of soch men1 which be either caried by som curious affection of mynde1 or driuen by som hard necessitie of life1 to hasard the triall of ouer manie perilous aduentures4 ,erasmus the honor of learning of all oure time1 saide wiselie that experience is the common schole- _/_/ ,erasmus4 house of foles1 and ill men3 ,men1 of witte and _/_/ ,experience1 honestie1 be otherwise instructed4 ,for there be1 _/_/ the schole- that kepe them out of fier1 and yet was neuer _/_/ house of burned3 ,that beware of water1 and yet was neuer _/_/ ,foles1 and nie drowninge3 ,that hate harlottes1 and was _/_/ ill men4 neuer at the stewes3 ,that abhorre falshode1 and neuer brake promis themselues4 ,but will ye see1 a fit ,similitude of this aduentured experience4 ,a ,father1 that doth let louse his son1 to all experiences1 is most like a fond ,hunter1 that letteth slippe a whelpe to the hole herde4 ,twentie to one1 he shall fall vpon a rascall1 and let go the faire game4 ,men that hunt so1 be either ignorant persones1 preuie stealers1 or night walkers4 ,learning therefore1 ye wise fathers1 and good bringing vp1 and not blinde dangerous experience1 is the next and readiest waie1 that must leede your ,children1 first1 to wisdom1 and than to worthinesse1 if euer ye purpose they shall cum there4 ,and to saie all in shorte1 though ,i lacke ,authoritie to giue #baf ,the first booke teachyng counsell1 yet ,i lacke not good will to wisshe1 that the yougthe ,how expe- _/_/ in ,england1 speciallie ,ientlemen1 and namelie no- rience may _/_/ bilitie1 shold be by good bringing vp1 so grounded proffet4 _/_/ in iudgement of learninge1 so founded in loue of honestie1 as1 whan they shold be called forthe to the execution of great affaires1 in seruice of their ,prince and contrie1 they might be hable1 to vse and to order1 all experiences1 were they good were they bad1 and that1 according to the square1 rule1 and line1 of wisdom learning and vertue4 ,and1 ,i do not meene1 by all this my taulke1 that yong ,diligent _/_/ ,ientlemen1 should alwaies be poring on a booke1 learninge _/_/ and by vsing good studies1 shold lease honest ought to be _/_/ pleasure1 and haunt no good pastime1 ,i meene ioyned with _/_/ nothing lesse3 ,for it is well knowne1 that ,i both pleasant _/_/ like and loue1 and haue alwaies1 and do yet still pastimes1 _/_/ vse1 all exercises and pastimes1 that be fitte for my namelie in a _/_/ nature and habilitie4 ,and beside naturall dispo- ientleman4 _/_/ sition1 in iudgement also1 ,i was neuer1 either ,stoick in doctrine1 or ,anabaptist in ,religion1 to mislike a merie1 pleasant1 and plaifull nature1 if no outrage be committed1 against lawe1 mesure1 and good order4 ,therefore1 ,i wold wishe1 that1 beside some good time1 fitlie appointed1 and constantlie kepte1 to encrease by readinge1 the knowledge of the tonges and learning1 yong ientlemen shold ,learnyng _/_/ vse1 and delite in all ,courtelie exercises1 and ioyned with _/_/ ,ientlemanlike pastimes4 ,and good cause whie3 pastimes4 _/_/ ,for the self same noble ,citie of ,athenes1 iustlie commended of me before1 did wiselie and vpon great considera- tion1 appoint1 the ,muses1 ,apollo1 and ,pallas1 to be patrones of ,mus4 _/_/ learninge to their yougthe4 ,for the ,muses1 besides learning1 were also ,ladies of dauncinge1 ,apollo4 _/_/ mirthe and ministrelsie3 ,apollo1 was god of shooting1 and ,author of cunning playing vpon ,instrumentes3 ,pallas4 _/_/ ,pallas also was ,laidie mistres in warres4 ,wher- bie was nothing else ment1 but that learninge shold be alwaise mingled1 with honest mirthe1 and cumlie exercises3 and that warre also shold be gouerned by learning1 and moderated by wisdom1 as did well appeare in those ,capitaines of ,athenes named by me before1 and also in ,scipio ,csar1 the two ,diamondes of ,rome4 the brynging vp of youth4 #bag ,and ,pallas1 was no more feared1 in weering gida1 than she was praised1 for chosing ,oliva3 whereby shineth _/_/ ,learning the glory of learning1 which thus1 was ,gouernour _/_/ rewleth ,mistres1 in the noble ,citie of ,athenes1 both of _/_/ both warre warre and peace4 _/_/ and peace4 ,therefore1 to ride cumlie3 to run faire at the tilte or ring3 to plaie at all weapones3 to shote faire in bow1 or surelie in gon3 to vaut lustely3 to runne3 to leape3 to wrestle3 _/_/ ,the pas- to swimme3 ,to daunce cumlie3 to sing1 and playe _/_/ times that of instrumentes cunnyngly3 to ,hawke3 to hunte3 _/_/ be fitte for to playe at tennes1 all pastimes generally1 which _/_/ ,courtlie be ioyned with labor1 vsed in open place1 and on _/_/ ,ientlemen4 the day light1 conteining either some fitte exercise for warre1 or some pleasant pastime for peace1 be not onelie cumlie and decent1 but also verie necessarie1 for a ,courtlie ,ientleman to vse4 ,but1 of all kinde of pastimes1 fitte for a ,ientleman1 ,i will1 godwilling1 in fitter place1 more at large1 declare fullie1 in my booke of the ,cockpitte3 which ,i do write1 to _/_/ ,the ,cok- satisfie som1 ,i trust1 with som reason1 that be _/_/ pitte4 more curious1 in marking other mens doinges1 than carefull in mendying their owne faultes4 ,and som also will nedes busie them selues in merueling1 and adding thereunto vnfrendlie taulke1 why ,i1 a man of good yeares1 and of no ill place1 ,i thanke ,god and my ,prince1 do make choise to spend soch tyme in writyng of trifles1 as the schole of shoting1 the ,cockpitte1 and this booke of the first ,principles of ,grammer1 rather1 than to take some weightie matter in hand1 either of ,religion1 or ,ciuill discipline4 ,wise men ,i know1 will well allow of my choise herein3 and as for such1 who haue not witte of them selues1 but must learne of others1 to iudge right of mens doynges1 let them _/_/ ,a booke of read that wise ,poet ,horace in his ,arte ,poetica1 _/_/ a lofty title1 who willeth wisemen to beware1 of hie and loftie _/_/ beareth the ,titles4 ,for1 great shippes1 require costlie tack- _/_/ brag of o- ling1 and also afterward dangerous gouernment3 _/_/ uergreat a ,small boates1 be neither verie chargeable in _/_/ promise4 makyng1 nor verie oft in great ieoperdie3 and yet they cary many tymes1 as good and costlie ware1 as greater vessels do4 ,a meane ,argument1 may easelie beare1 the light burden of a small faute1 and haue alwaise at hand1 a ready excuse for #bah ,the first booke teachyng ill handling3 ,and1 some praise it is1 if it so chaunce1 to be ,the right _/_/ better in deede1 than a man dare venture to choise1 to _/_/ seeme4 ,a hye title1 doth charge a man1 with chose a fitte _/_/ the heauie burden1 of to great a promise3 and ,argument _/_/ therefore sayth ,horace verie wittelie1 that1 that to write _/_/ ,poete was a verie foole1 that began hys booke1 vpon4 _/_/ with a goodlie verse in deede1 but ouer proude ,hor4 in _/_/ a promise4 ,arte ,poet4 _/_/ ,fortunam ,priami cantabo nobile bellum1 ,and after1 as wiselie4 ,quant rectis hic1 qui nil molitur inept4 etc4 ,meening ,homer1 who1 within the compasse of a smal ,homers _/_/ ,argument1 of one harlot1 and of one good wife1 wisdom in _/_/ did vtter so moch learning in all kinde of sciences1 choice of _/_/ as1 by the iudgement of ,quintilian1 he deserueth his ,argu- _/_/ so hie a praise1 that no man yet deserued to sit ment4 _/_/ in the second degree beneth him4 ,and thus moch out of my way1 concerning my purpose in spending penne1 and paper1 tyme1 vpon trifles1 namelie to aunswere some1 that haue neither witte nor learning1 to do any thyng them selues1 neither will nor honestie1 to say well of other4 ,to ioyne learnyng with cumlie exercises1 ,conto ,baldesr ,the ,cor- _/_/ ,castiglione in his booke1 ,cortegiano1 doth trimlie tegian1 an _/_/ teache3 which booke1 aduisedlie read1 and dili- excellent _/_/ gentlie folowed1 but one yeare at home in booke for a _/_/ ,england1 would do a yong ientleman more good1 ientleman4 _/_/ ,i wisse1 then three yeares trauell abrode spent in ,italie4 ,and ,i meruell this booke1 is no more read in the ,court1 than it is1 seying it is so well translated into ,english by a worthie ,syr ,tho4 _/_/ ,ientleman ,syr ,th4 ,hobbie1 who was many wayes ,hobbye4 _/_/ well furnished with learnyng1 and very expert in knowledge of diuers tonges4 ,and beside good preceptes in bookes1 in all kinde of tonges1 this ,court also neuer lacked many faire examples1 for yong ,examples _/_/ ientlemen to folow3 ,and surelie1 one example1 better than _/_/ is more valiable1 both to good and ill1 than xx4 preceptes4 _/_/ preceptes written in bookes3 and so ,plato1 not in one or two1 but diuerse places1 doth plainlie teach4 the brynging vp of youth4 #bai ,if kyng ,edward had liued a litle longer1 his onely example had breed soch a rase of worthie learned ientlemen1 _/_/ ,king ,ed4 #f4 as this ,realme neuer yet did affourde4 ,and1 in the second degree1 two noble ,primeroses of ,nobilitie1 the yong ,duke of ,suffolke1 and ,lord _/_/ ,the yong ,h4 ,matreuers1 were soch two examples to the _/_/ ,duke of ,court for learnyng1 as our tyme may rather wishe1 _/_/ ,suffolke4 than looke for agayne4 _/_/ ,l4 ,h4 ,mar- _/_/ treuers4 ,at ,cambrige also1 in ,s4 ,iohns ,colledge1 in my tyme1 ,i do know1 that1 not so much the good statutes1 as two ,ientlemen1 of worthie memorie ,syr ,iohn ,cheke1 _/_/ ,syr ,john and ,doctour ,readman1 by their onely example _/_/ ,cheke4 of excellency in learnyng1 of godlynes in liuyng1 of diligencie in studying1 of councell in exhorting1 of good order in all thyng1 did breed vp1 so many learned men1 in _/_/ ,d4 ,read- that one ,college of ,s4 ,iohns1 at one time1 as ,i _/_/ man4 beleue1 the whole ,vniuersitie of ,louaine1 in many yeares1 was neuer able to affourd4 ,present examples of this present tyme1 ,i list not to touch3 yet there is one example1 for all the ,ien- _/_/ ,queene tlemen of this ,court to folow1 that may well _/_/ ,elisabeth4 satisfie them1 or nothing will serue them1 nor no example moue them1 to goodnes and learning4 ,it is your shame1 7,i speake to you all1 you yong ,ientlemen of ,england7 that one mayd should go beyond you all1 in excel- lencie of learnyng1 and knowledge of diuers tonges4 ,pointe forth six of the best giuen ,ientlemen of this ,court1 and all they together1 shew not so much good will1 spend not so much tyme1 bestow not so many houres1 dayly orderly1 constantly1 for the increase of learning knowledge1 as doth the ,queenes ,maiestie her selfe4 ,yea ,i beleue1 that beside her perfit readines1 in ,latin1 ,italian1 ,french1 ,spanish1 she readeth here now at ,windsore more ,greeke euery day1 than some ,prebendarie of this ,chirch doth read ,latin in a whole weeke4 ,and that which is most praise worthie of all1 within the walles of her priuie chamber1 she hath obteyned that excellencie of learnyng1 to vnderstand1 speake1 write1 both wittely with head1 and faire with hand1 as scarse one or two rare wittes in both the ,vniuersities haue in many yeares reached vnto4 ,amongest all the benefites yt ,god hath blessed me with all1 next the #bbj ,the first booke teachyng knowledge of ,christes true ,religion1 ,i counte this the greatest1 that it pleased ,god to call me1 to be one poore minister in settyng forward these excellent giftes of learnyng in this most excellent ,prince4 ,whose onely example1 if the rest of our ,ill ,exam- _/_/ nobilitie would folow1 than might ,england be1 ples haue _/_/ for learnyng and wisedome in nobilitie1 a spectacle more force1 _/_/ to all the world beside4 ,but see the mishap of then good _/_/ men3 ,the best examples haue neuer such forse examples4 _/_/ to moue to any goodnes1 as the bad1 vaine1 light and fond1 haue to all ilnes4 ,and one example1 though out of the compas of learning1 yet not out of the order of good maners1 was notable in this ,courte1 not fullie xxiiij4 yeares a go1 when all the actes of ,parlament1 many good ,proclamations1 diuerse strait commanude- mentes1 sore punishment openlie1 speciall regarde priuatelie1 cold not do so moch to take away one misorder1 as the example of one big one of this ,courte did1 still to kepe vp the same3 ,the memorie whereof1 doth yet remaine1 in a common prouerbe of ,birching lane4 ,take hede therfore1 ye great ones in ye ,court1 yea though ,great men _/_/ ye be ye greatest of all1 take hede1 what ye do1 in ,court1 _/_/ take hede how ye liue4 ,for as you great ones by their _/_/ vse to do1 so all meane men loue to do4 ,you be example1 _/_/ in deed1 makers or marrers1 of all mens maners make or _/_/ within the ,realme4 ,for though ,god hath placed marre1 all _/_/ yow1 to be cheife in making of lawes1 to beare other mens _/_/ greatest authoritie1 to commaund all others3 yet maners4 _/_/ ,god doth order1 that all your lawes1 all your authoritie1 all your commaundementes1 do not halfe so moch with meane men1 as ,example _/_/ doth your example and maner of liuinge4 ,and in ,religion4 _/_/ for example euen in the greatest matter1 if yow your selues do serue ,god gladlie and orderlie for conscience sake1 not coldlie1 and somtyme for maner sake1 you carie all the ,courte with yow1 and the whole ,realme beside1 earnestlie and orderlie to do the same4 ,if yow do otherwise1 yow be the onelie authors1 of all misorders in ,religion1 not onelie to the ,courte1 but to all ,england beside4 ,infinite shall be made cold in ,religion by your example1 that neuer were hurt by reading of bookes4 ,and in meaner matters1 if three or foure great ones in the brynging vp of youth4 #bba ,courte1 will nedes outrage in apparell1 in huge hose1 in mon- strous hattes1 in gaurishe colers1 let the ,prince ,pro- _/_/ ,example clame1 make ,lawes1 order1 punishe1 commaunde _/_/ in apparell4 euerie gate in ,london dailie to be watched1 let all good men beside do euerie where what they can1 surelie the misorder of apparell in mean men abrode1 shall neuer be amended1 except the greatest in ,courte will order and mend them selues first4 ,i know1 som greate and good ones in ,courte1 were authors1 that honest ,citizens of ,london1 shoulde watche at euerie gate1 to take misordered persones in apparell4 ,i know1 that honest ,londoners did so3 ,and ,i sawe1 which ,i saw than1 reporte now with some greife1 that som ,courtlie men were offended with these good men of ,london4 ,and that1 which greued me most of all1 ,i sawe the verie same tyme1 for all theis good orders1 commaunded from the ,courte and executed in ,london1 ,i sawe ,i say1 cum out of ,london1 euen _/_/ ,masters1 vnto the presence of the ,prince1 a great rable of _/_/ ,vshers1 meane and light persons1 in apparell1 for matter1 _/_/ ,scholers against lawe1 for making1 against order1 for facion1 _/_/ of fense4 namelie hose1 so without all order1 as he thought himselfe most braue1 that durst do most in breaking order and was most monsterous in misorder4 ,and for all the great commaunde- mentes1 that came out of the ,courte1 yet this bold misorder1 was winked at1 and borne withall1 in the ,courte4 ,i thought1 it was not well1 that som great ones of the ,court1 durst declare themselues offended1 with good men of ,london1 for doinge their dewtie1 the good ones of the ,courte1 would not shew them- selues offended1 with ill men of ,london1 for breaking good order4 ,i fownde thereby a sayinge of ,socrates to be most trewe that ill men be more hastie1 than good men be forwarde1 to prosecute their purposes1 euen as ,christ himselfe saith1 of the ,children of light and darknes4 ,beside apparell1 in all other thinges to1 not so moch1 good lawes and strait commaundementes as the example and maner of liuing of great men1 doth carie all meane men euerie where1 to like1 and loue1 do1 as they do4 ,for if but two or three noble men in the ,court1 wold but beginne to _/_/ ,example shoote1 all yong ,ientlemen1 the whole ,court1 all _/_/ in shoo- ,london1 the whole ,realme1 wold straight waie _/_/ tyng4 exercise shooting4 #bbb ,the first booke teachyng ,what praise shold they wynne to themselues1 what com- moditie shold they bring to their contrey1 that would thus deserue to be pointed at3 ,beholde1 there goeth1 the author of good order1 the guide of good men4 ,i cold say more1 and yet not ouermuch4 ,but perchance1 som will say1 ,i haue stepte to farre1 out of my schole1 into the common welthe1 from teaching ,written not _/_/ a yong scholer1 to monishe greate and noble men3 for great _/_/ yet ,i trust good and wise men will thinke and men1 but for _/_/ iudge of me1 that my minde was1 not so moch1 great mens _/_/ to be busie and bold with them1 that be great children4 _/_/ now1 as to giue trewe aduise to them1 that may be great hereafter4 ,who1 if they do1 as ,i wishe them to do1 how great so euer they be now1 by blood and other mens meanes1 they shall becum a greate deale greater hereafter1 by learninge1 vertue1 and their owne desertes3 which is trewe praise1 right worthines1 and verie ,nobilitie in deede4 ,yet1 if som will needes presse me1 that ,i am to bold with great men1 stray to ,ad ,philip4 _/_/ farre from my matter1 ,i will aunswere them with ,s4 ,paul1 siue perc ontentionem1 siue quocunqe modo1 mod ,christus prdicetur1 c4 euen so1 whether in place1 or out of place1 with my matter1 or beside my matter1 if ,i can hereby either prouoke the good1 or staye the ill1 ,i shall thinke my writing herein well imployed4 ,but1 to cum downe1 from greate men1 and hier matters1 to my litle children1 and poore scholehouse againe1 ,i will1 ,god willing1 go forwarde orderlie1 as ,i purposed1 to instructe ,children and yong men1 both for learninge and maners4 ,hitherto1 ,i haue shewed1 what harme1 ouermoch feare bringeth to children3 and what hurte1 ill companie1 and ouer- moch libertie breedeth in yougthe3 meening thereby1 that from seauen yeare olde1 to seauentene1 loue is the best allurement to learninge3 from seauentene to seauen and twentie1 that wise men shold carefullie see the steppes of yougthe surelie staide by good order1 in that most slipperie tyme3 and speciallie in the ,courte1 a place most dangerous for yougthe to liue in1 without great grace1 good regarde1 and diligent looking to4 ,syr ,richard ,sackuile1 that worthy ,ientlemen of worthy ,trauelyng _/_/ memorie1 as ,i sayd in the begynnynge1 in the into ,ita- _/_/ ,queenes priuie ,chamber at ,windesore1 after he lie4 _/_/ had talked with me1 for the right choice of a good the brynging vp of youth4 #bbc witte in a child for learnyng1 and of the trewe difference betwixt quicke and hard wittes1 of alluring yong children by ientlenes to loue learnyng1 and of the speciall care that was to be had1 to keepe yong men from licencious liuyng1 he was most earnest with me1 to haue me say my mynde also1 what ,i thought1 concernyng the fansie that many yong ,ientlemen of ,england haue to trauell abroad1 and namely to lead a long lyfe in ,italie4 ,his request1 both for his authoritie1 and good will toward me1 was a sufficient commaundement vnto me1 to satisfie his pleasure1 with vtteryng plainlie my opinion in that matter4 ,syr quoth ,i1 ,i take goyng thither1 and liuing there1 for a yonge ientleman1 that doth not goe vnder the kepe and garde of such a man1 as both1 by wisedome can1 and authoritie dare rewle him1 to be meruelous dangerous4 ,and whie ,i said so than1 ,i will declare at large now3 which ,i said than priuatelie1 and write now openlie1 not bicause ,i do contemne1 either the knowledge of strange and diuerse tonges1 and namelie the _/_/ ,the ,ita- ,italian tonge1 which next the ,greeke and ,latin _/_/ lian tong4 tonge1 ,i like and loue aboue all other3 or else bicause ,i do despise1 the learning that is gotten1 or the experi- ence that is gathered in strange contries3 or for any priuate malice that beare to ,italie3 which contrie1 and _/_/ ,italia4 in it1 namelie ,rome1 ,i haue alwayes speciallie honored3 bicause1 tyme was1 whan ,italie and _/_/ ,roma4 ,rome1 haue bene1 to the greate good of vs that now liue1 the best breeders and bringers vp1 of the worthiest men1 not onelie for wise speakinge1 but also for well doing1 in all ,ciuill affaires1 that euer was in the worlde4 ,but now1 that tyme is gone1 and though the place remayne1 yet the olde and present maners1 do differ as farre1 as blacke and white1 as vertue and vice4 ,vertue once made that contrie ,mistres ouer all the worlde4 ,vice now maketh that contrie slaue to them1 that before1 were glad to serue it4 ,all men seeth it3 ,they themselues confesse it1 namelie soch1 as be best and wisest amongest them4 ,for sinne1 by lust and vanitie1 hath and doth breed vp euery where1 common contempt of ,gods word1 priuate contention in many families1 open factions in euery ,citie3 and so1 makyng them selues bonde1 to vanitie and vice at home1 they are content to beare the yoke of seruyng straungers abroad4 ,italie now1 is not that ,italie1 that it was wont to be3 and therfore now1 not so #bbd ,the first booke teachyng fitte a place1 as some do counte it1 for yong men to fetch either wisedome or honestie from thence4 ,for surelie1 they will make other but bad ,scholers1 that be so ill ,masters to them selues4 ,yet1 if a ientleman will nedes trauell into ,italie1 he shall do well1 to looke on the life1 of the wisest traueler1 that euer traueled thether1 set out by the wisest writer1 that euer spake with tong1 ,gods doctrine onelie excepted3 and that is ,vlysses in ,vlysses4 _/_/ ,homere4 ,vlysses1 and his trauell1 ,i wishe our ,homere4 _/_/ trauelers to looke vpon1 not so much to feare them1 with the great daungers1 that he many tymes suffered1 as to instruct them1 with his excellent wisedome1 which he alwayes and euerywhere vsed4 ,yea euen those1 that be learned and wittie trauelers1 when they be disposed to prayse traueling1 as a great commendacion1 and the best ,scripture they haue for it1 they gladlie recite the third verse of ,homere1 in his first booke of ,odyssea1 conteinyng a great prayse of ,vlysses1 for odys4 a4 _/_/ the witte he gathered1 wisdome he vsed in his traueling4 ,which verse1 bicause1 in mine opinion1 it was not made at the first1 more naturallie in ,greke by ,homere1 nor after turned more aptlie into ,latin by ,horace1 than it was a good while ago1 in ,cambrige1 translated into ,english1 both plainlie for the sense1 and roundlie for the verse1 by one of the best ,scholers1 that euer ,s4 ,iohns ,colledge bred1 ,m4 ,watson1 myne old frend1 somtime ,bishop of ,lincolne1 therfore1 for their sake1 that haue lust to see1 how our ,english tong1 in auoidyng barbarous ryming1 may as well receiue1 right quantitie of sillables1 and trewe order of versifiyng 7of which matter more at large here- after7 as either ,greke or ,latin1 if a cunning man haue it in handling1 ,i will set forth that one verse in all three tonges1 for an ,example to good wittes1 that shall delite in like learned exercise4 b,homerus4_/b pollon d anthropon iden astea kai noon egno4 b,horatius4_/b ,qui mores hominum multorum vidit vrbes4 b,m4 ,watson4_/b ,all trauellers do gladly report great prayse of ,vlysses1 ,for that he knew many mens maners1 and saw many ,cities4 the brynging vp of youth4 #bbe ,and yet is not ,vlysses commended1 so much1 nor so oft1 in ,homere1 bicause he was polytropos1 that is1 _/_/ polytropos4 skilfull in many mens manners and facions1 as _/_/ ,vlyss4 bicause he was polymetis1 that is1 wise in all _/_/ polymetis4 purposes1 ware in all places3 which wisedome and warenes will not serue neither a traueler1 except ,pallas be _/_/ ,pallas from alwayes at his elbow1 that is ,gods speciall grace _/_/ heauen4 from heauen1 to kepe him in ,gods feare1 in all his doynges1 in all his ieorneye4 ,for1 he shall not alwayes in his absence out of ,england1 light vpon a ientle ,alcynous1 and walke in his faire gardens _/_/ ,alcynous4 od4 #b4 full of all harmelesse pleasures3 but he shall _/_/ sometymes1 fall1 either into the handes of some _/_/ cruell ,cyclops1 or into the lappe of some wanton _/_/ ,cyclops4 od4 #a4 and dalying ,dame ,calypso3 and so suffer the _/_/ ,calypso4 od4 e4 danger of many a deadlie ,denne1 not so full of _/_/ perils1 to distroy the body1 as1 full of vayne _/_/ pleasures1 to poyson the mynde4 ,some ,siren _/_/ ,sirenes4 shall sing him a song1 sweete in tune1 but _/_/ sownding in the ende1 to his vtter destruction4 _/_/ ,scylla4 od4 m4 ,if ,scylla drowne him not1 ,carybdis may fortune _/_/ ,caribdis4 swalow hym4 ,some ,circes shall make him1 of _/_/ ,circes4 od4 k4 a plaine ,english man1 a right ,italian4 ,and at length to hell1 or to some hellish place1 is he likelie to go3 from whence is hard returning1 although one ,vlysses1 and that by ,pallas ayde1 and good counsell of ,tiresias once _/_/ od4 l4 escaped that horrible ,den of deadly darkenes4 ,therfore1 if wise men will nedes send their sonnes into ,italie1 let them do it wiselie1 vnder the kepe and garde of him1 who1 by his wisedome and honestie1 by his example and authoritie1 may be hable to kepe them safe and sound1 in the feare of ,god1 in ,christes trewe ,religion1 in good order and honestie of liuyng3 except they will haue them run headling1 into ouermany ieoperdies1 as ,vlysses had done many tymes1 if ,pallas had not alwayes gouerned him3 if he had not vsed1 to stop his eares with waxe3 to bind him selfe to _/_/ od4 m4 the mast of his shyp3 to feede dayly1 vpon that _/_/ od4 k4 swete herbe ,moly with the blake roote and _/_/ ,moly ,her- white floore1 giuen vnto hym by ,mercurie1 to _/_/ ba4 auoide all the inchantmentes of ,circes4 ,wherby1 the ,diuine #bbf ,the first booke teachyng ,poete ,homer ment couertlie 7as wise and ,godly men do iudge7 ,psal4 #cc4 _/_/ that loue of honestie1 and hatred of ill1 which ,dauid more plainly doth call the feare of ,god3 the onely remedie agaynst all inchantementes of sinne4 ,i know diuerse noble personages1 and many worthie ,ientle- men of ,england1 whom all the ,siren songes of ,italie1 could neuer vntwyne from the maste of ,gods word3 nor no inchant- ment of vanitie1 ouerturne them1 from the feare of ,god1 and loue of honestie4 ,but ,i know as many1 or mo1 and some1 sometyme my deare frendes1 for whose sake ,i hate going into that countrey the more1 who1 partyng out of ,england feruent in the loue of ,christes doctrine1 and well furnished with the feare of ,god1 returned out of ,italie worse transformed1 than euer was any in ,circes ,court4 ,i know diuerse1 that went out of ,england1 men of innocent life1 men of excellent learnyng1 who returned out of ,italie1 not onely with worse maners1 but also with lesse learnyng3 neither so willing to liue orderly1 nor yet so hable to speake learnedlie1 as they were at home1 before they went abroad4 ,and why8 ,plato yt wise writer1 and worthy traueler him selfe1 telleth the cause why4 ,he went into ,sicilia1 a countrey1 no nigher ,italy by site of place1 than ,italie that is now1 is like ,sicilia that was then1 in all corrupt maners and licenciousnes of life4 ,plato found in ,sicilia1 euery ,citie full of vanitie1 full of factions1 euen as ,italie is now4 ,and as ,homere1 like a learned ,poete1 doth feyne1 that ,circes1 by pleasant in- chantmentes1 did turne men into beastes1 some into ,swine1 som into ,asses1 some into ,foxes1 some into ,wolues etc4 euen so ,plat4 ad _/_/ ,plato1 like a wise ,philosopher1 doth plainelie ,dionys4 _/_/ declare1 that pleasure1 by licentious vanitie1 that ,epist4 #c4 _/_/ sweete and perilous poyson of all youth1 doth ingender in all those1 that yeld vp themselues to her1 foure notorious properties4 #a4 lethen ,the fruits _/_/ #b4 dysmathian of vayne _/_/ #c4 achrosynen pleasure4 _/_/ #d4 ybrin4 ,the first1 forgetfulnes of all good thinges learned before3 ,causes _/_/ the second1 dulnes to receyue either learnyng or why men _/_/ honestie euer after3 the third1 a mynde embracing the brynging vp of youth4 #bbg lightlie the worse opinion1 and baren of discretion _/_/ returne out to make trewe difference betwixt good and ill1 _/_/ of ,italie1 betwixt troth1 and vanitie1 the fourth1 a proude _/_/ lesse lear- disdainfulnes of other good men1 in all honest _/_/ ned and matters4 ,homere and ,plato1 haue both one _/_/ worse ma- meanyng1 looke both to one end4 ,for1 if a man _/_/ nered4 inglutte himself with vanitie1 or walter in filthi- _/_/ ,homer and nes like a ,swyne1 all learnyng1 all goodnes1 is _/_/ ,plato ioy- sone forgotten3 ,than1 quicklie shall he becum _/_/ ned and ex- a dull ,asse1 to vnderstand either learnyng or _/_/pounded4 honestie3 and yet shall he be as sutle as a ,foxe1 _/_/ ,a ,swyne4 in breedyng of mischief1 in bringyng in misorder1 _/_/ ,an ,asse4 with a busie head1 a discoursing tong1 and a factious harte1 in _/_/ ,a ,foxe4 euery priuate affaire1 in all matters of state1 with this pretie propertie1 alwayes glad to commend the worse _/_/ aphrosyne1 partie1 and euer ready to defend the falser _/_/ ,quid1 et opinion4 ,and why8 ,for1 where will is giuen _/_/ vnde4 from goodnes to vanitie1 the mynde is sone caryed from right iudgement1 to any fond opinion1 in ,religion1 in ,philosophie1 or any other kynde of learning4 ,the fourth fruite of vaine pleasure1 by ,homer and ,platos iudgement1 is pride _/_/ hybris4 in them selues1 contempt of others1 the very badge of all those that serue in ,circes ,court4 ,the trewe meenyng of both ,homer and ,plato1 is plainlie declared in one short sentence of the holy ,prophet of ,god _/_/ ,hieremias ,hieremie1 crying out of the vaine vicious life _/_/ #d4 ,cap4 of the ,israelites4 ,this people 7sayth he7 be fooles and dulhedes to all goodnes1 but sotle1 cunning and bolde1 in any mischiefe4 c4 ,the true medicine against the inchantmentes of ,circes1 the vanitie of licencious pleasure1 the inticementes of all sinne1 is1 in ,homere1 the herbe ,moly1 with the blacke roote1 and white flooer1 sower at the first1 but sweete in the end3 which1 ,hesiodus termeth the study of vertue1 hard and _/_/ ,hesiodus irksome in the beginnyng1 but in the end1 easie _/_/ de virtute4 and pleasant4 ,and that1 which is most to be marueled at1 the diuine ,poete ,homere sayth plainlie that this medicine against sinne and vanitie1 is not found _/_/ ,homerus1 out by man1 but giuen and taught by ,god4 ,and _/_/ diuinus for some one sake1 that will haue delite to read _/_/ ,poeta4 #bbh ,the first booke teachyng that sweete and ,godlie ,verse1 ,i will recite the very wordes of ,homere and also turne them into rude ,english metre4 chalepon de t oryssein andrasi ge thnetoisi1 theoi de te panta dynantai4 ,in ,english thus4 ,no mortall man1 with sweat of browe1 or toile of minde1 ,but onely ,god1 who can do all1 that herbe doth finde4 ,plato also1 that diuine ,philosopher1 hath many ,godly medicines agaynst the poyson of vayne pleasure1 in many places1 but specially in his ,epistles to ,dionisius the tyrant of ,plat4 ad _/_/ ,sicilie3 yet agaynst those1 that will nedes becum ,dio4 _/_/ beastes1 with seruyng of ,circes1 the ,prophet ,psal4 #cb _/_/ ,dauid1 crieth most loude1 ,nolite fieri sicut equus et mulus3 and by and by giueth the right medi- cine1 the trewe herbe ,moly1 ,in camo freno maxillas eorum constringe1 that is to say1 let ,gods grace be the bitte1 let ,gods feare be the bridle1 to stay them from runnyng head- long into vice1 and to turne them into the right way agayne4 ,psal4 #cc4 _/_/ ,dauid in the second ,psalme after1 giueth the same medicine1 but in these plainer wordes1 ,diuerte malo1 fac bonum4 ,but ,i am affraide1 that ouer many of our trauelers into ,italie1 do not exchewe the way to ,circes ,court3 but go1 and ryde1 and runne1 and flie thether1 they make great hast to cum to her3 they make great sute to serue her3 yea1 ,i could point out some with my finger1 that neuer had gone out of ,england1 but onelie to serue ,circes1 in ,italie4 ,vanitie and vice1 and any licence to ill liuyng in ,england was counted stale and rude vnto them4 ,and so1 beyng ,mules and ,horses before they went1 returned verie ,swyne and ,asses home agayne3 yet euerie where verie ,foxes with suttle ,a trewe _/_/ and busie heades2 and where they may1 verie ,picture of _/_/ wolues1 with cruell malicious hartes4 ,a mer- a knight of _/_/ uelous monster1 which1 for filthines of liuyng1 for ,circes _/_/ dulnes to learning him selfe1 for wilinesse in ,court4 _/_/ dealing with others1 for malice in hurting without cause1 should carie at once in one bodie1 the belie of a ,swyne1 the head of an ,asse1 the brayne of a ,foxe1 the wombe of a wolfe4 ,if you thinke1 we iudge amisse1 and write to sore the brynging vp of youth4 #bbi against you1 heare1 what the ,italian sayth of the ,english man1 what the master reporteth of the scholer3 who _/_/ ,the ,ita- vttereth playnlie1 what is taught by him1 and what _/_/ lians iudge- learned by you1 saying1 ,englese ,italianato1 e vn _/_/ ment of diabolo incarnato1 that is to say1 you remaine men _/_/ ,englishmen in shape and facion1 but becum deuils in life _/_/ brought vp and condition4 ,this is not1 the opinion of one1 _/_/ in ,italie4 for some priuate spite1 but the iudgement of all1 in a common ,prouerbe1 which riseth1 of that learnyng1 and those maners1 which you gather in ,italie3 a good ,scholehouse _/_/ ,the ,ita- of wholesome doctrine3 and worthy ,masters of _/_/ lian diffa- commendable ,scholers1 where the ,master had _/_/ meth him rather diffame hym selfe for hys teachyng1 than _/_/ selfe1 to not shame his ,scholer for his learning4 ,a good _/_/ shame the nature of the maister1 and faire conditions of the _/_/ ,englishe scholers4 ,and now chose you1 you ,italian ,english men1 _/_/ man4 whether you will be angrie with vs1 for calling you monsters1 or with the ,italianes1 for callyng you deuils1 or else with your owne selues1 that take so much paines1 and go so farre1 to make your selues both4 ,if some yet do not well vnder- _/_/ ,an ,eng- stand1 what is an ,english man ,italianated1 ,i will _/_/ lish man plainlie tell him4 ,he1 that by liuing1 traueling _/_/ ,italiana- in ,italie1 bringeth home into ,england out of ,italie1 _/_/ ted4 the ,religion1 the learning1 the policie1 the experience1 the maners of ,italie4 ,that is to say1 for ,religion1 _/_/ #a ,religion4 ,papistrie or worse3 for learnyng1 lesse _/_/ #b ,learn- commonly than they caried out with _/_/ ing4 them3 for pollicie1 a factious hart1 a _/_/ #c ,pollicie4 discoursing head1 a mynde to medle in _/_/ ,the gotten in all mens matters3 for experience1 _/_/ #d ,experi- ,italie4 plentie of new mischieues neuer _/_/ ence4 knowne in ,england before3 for maners1 _/_/ #e ,maners4 varietie of vanities1 and chaunge of _/_/ filthy lyuing4 ,these be the inchantementes of ,circes1 brought out of ,italie1 to marre mens maners in ,england3 much1 by example of ill life1 but more by preceptes of fonde _/_/ ,italian bookes1 of late translated out of ,italian into _/_/ bokes trans- ,english1 sold in euery shop in ,london1 com- _/_/ lated into mended by honest titles the soner to corrupt _/_/ ,english4 honest maners3 dedicated ouer boldlie to vertuous and honor- #bcj ,the first booke teachyng able personages1 the easielier to begile simple and innocent wittes4 hand4gif _/_/ ,it is pitie1 that those1 which haue authoritie and charge1 to allow and dissalow bookes to be printed1 be no more circumspect herein1 than they are4 ,ten ,sermons at ,paules ,crosse do not so moch good for mouyng men to trewe doctrine1 as one of those bookes do harme1 with inticing men to ill liuing4 ,yea1 ,i say farder1 those bookes1 tend not so moch to corrupt honest liuyng1 as they do1 to subuert trewe ,religion4 ,mo ,papistes be made1 by your mery bookes of ,italie1 than by your earnest bookes of ,louain4 ,and bicause our great ,phisicians1 do winke at the matter1 and make no counte of this sore1 ,i1 though not admitted one of their felowshyp1 yet hauyng bene many yeares a prentice to ,gods trewe ,religion1 and trust to continewe a poore iorney man therein all dayes of my life1 for the dewtie ,i owe1 loue ,i beare1 both to trewe doctrine1 and honest liuing1 though ,i haue no authoritie to amend the sore my selfe1 yet ,i will declare my good will1 to discouer the sore to others4 ,s4 ,paul saith1 that sectes and ill opinions1 be the workes of ,ad ,gal4 #e4 _/_/ the flesh1 and frutes of sinne1 this is spoken1 no more trewlie for the doctrine1 than sensiblie for the reason4 ,and why8 ,for1 ill doinges1 breed ill thinkinges4 ,and of corrupted maners1 spryng peruerted iudgementes4 ,and ,voluntas ,bonum4 _/_/ how8 there be in man two speciall ,respicit4 _/_/ thinges3 ,mans will1 mans mynde1 ,mens ,verum4 ,where will inclineth to goodnes1 the mynde is bent to troth3 ,where will is caried from goodnes to vanitie1 the mynde is sone drawne from troth to false opinion4 ,and so1 the readiest way to entangle the mynde with false doctrine1 is first to intice the will to wanton liuyng4 ,therfore1 when the busie and open ,papistes abroad1 could not1 by their contentious bookes1 turne men in ,england fast enough1 from troth and right iudgement in doctrine1 than the sutle and hand4gif _/_/ secrete ,papistes at home1 procured bawdie bookes to be translated out of the ,italian tonge1 whereby ouer many yong willes and wittes allured to wantonnes1 do now boldly contemne all seuere bookes that sounde to honestie and godlines4 ,in our forefathers tyme1 whan ,papistrie1 as a standyng poole1 couered and ouerflowed all ,england1 fewe bookes were read in our tong1 sauyng certaine bookes of ,cheualrie1 as they the brynging vp of youth4 #bca sayd1 for pastime and pleasure1 which1 as some say1 were made in ,monasteries1 by idle ,monkes1 or wanton ,chanons3 as one for example1 ,morte ,arthure3 the whole pleasure _/_/ ,morte ,ar- of which booke standeth in two speciall poyntes1 _/_/ thur4 in open mans slaughter1 and bold bawdrye3 ,in which booke those be counted the noblest ,knightes1 that do kill most men without any quarell1 and commit fowlest aduoulteries by sutlest shiftes3 as ,sir ,launcelote1 with the wife of king ,arthure his master3 ,syr ,tristram with the wife of king ,marke his vncle3 ,syr ,lamerocke with the wife of king ,lote1 _/_/ hand4gif that was his own aunte4 ,this is good stuffe1 for wise men to laughe at1 or honest men to take pleasure at4 ,yet ,i know1 when ,gods ,bible was banished the ,court1 and ,morte ,arthure receiued into the ,princes chamber4 ,what toyes1 the dayly readyng of such a booke1 may worke in the will of a yong ientleman1 or a yong mayde1 that liueth welthelie and idlelie1 wise men can iudge1 and honest men do pitie4 ,and yet ten ,morte ,arthures do not the tenth part so much harme1 as one of these bookes1 made in ,italie1 and translated in _/_/ hand4gif ,england4 ,they open1 not fond and common wayes to vice1 but such subtle1 cunnyng1 new1 and diuerse shiftes1 to cary yong willes to vanitie1 and yong wittes to mischief1 to teach old bawdes new schole poyntes1 as the simple head of an ,english man is not hable to inuent1 nor neuer was hard of in ,england before1 yea when ,papistrie ouerflowed all4 ,suffer these bookes to be read1 and they shall soone displace all bookes of godly learnyng4 ,for they1 carying the will to vanitie1 and marryng good maners1 shall easily _/_/ hand4gif corrupt the mynde with ill opinions1 and false iudgement in doctrine3 first1 to thinke ill of all trewe ,religion1 and at last to thinke nothyng of ,god hym selfe1 one speciall pointe that is to be learned in ,italie1 and ,italian _/_/ hand4gif bookes4 ,and that which is most to be lamented1 and therfore more nedefull to be looked to1 there be moe of these vngratious bookes set out in ,printe within these fewe monethes1 than haue bene sene in ,england many score yeare before4 ,and bicause our ,english men made ,italians1 can not hurt1 but certaine persons1 and in certaine places1 therfore these ,italian bookes are made ,english1 to bryng mischief enough #bcb ,the first booke teachyng openly and boldly1 to all states great and meane1 yong and old1 euery where4 ,and thus yow see1 how will intised to wantonnes1 doth easelie allure the mynde to false opinions3 and how corrupt maners in liuinge1 breede false iudgement in doctrine3 how sinne and fleshlines1 bring forth sectes and heresies3 ,and therefore suffer not vaine bookes to breede vanitie in mens willes1 if yow would haue ,goddes trothe take roote in mens myndes4 ,that ,italian1 that first inuented the ,italian ,prouerbe against our ,englishe men ,italianated1 ment no more their ,the ,ita- _/_/ vanitie in liuing1 than their lewd opinion in lian pro- _/_/ ,religion4 ,for1 in calling them ,deuiles1 he carieth uerbe ex- _/_/ them cleane from ,god3 and yet he carieth them pounded4 _/_/ no farder1 than they willinglie go themselues1 that is1 where they may freely say their mindes1 to the open contempte of ,god and all godlines1 both in liuing and doctrine4 ,and how8 ,i will expresse how1 not by a ,fable of ,homere1 nor by the ,philosophie of ,plato1 but by a plaine troth of ,goddes word1 sensiblie vttered by ,dauid thus4 ,thies men1 abhominabiles facti in studijs suis1 thinke verily1 and singe gladlie the verse before1 ,dixit insipiens in ,corde suo1 non est ,psa4 #ad4 _/_/ ,deus3 that is to say1 they geuing themselues vp to vanitie1 shakinge of the motions of ,grace1 driuing from them the feare of ,god1 and running headlong into all sinne1 first1 lustelie contemne ,god1 than scornefullie mocke his worde1 and also spitefullie hate and hurte all well willers thereof4 ,than they haue in more reuerence1 the triumphes of ,petrarche3 than the ,genesis of ,moses3 ,they make more accounte of ,tullies offices1 than ,s4 ,paules epistles3 of a tale in ,bocace1 than a storie of the ,bible4 ,than they counte as ,fables1 the holie misteries of ,christian ,religion4 ,they make ,christ and his ,gospell1 onelie serue ,ciuill pollicie3 ,than neyther ,religion cummeth amisse to them3 ,in tyme they be ,promoters of both openlie3 in place againe mockers of both priuilie1 as ,i wrote once in a rude ryme4 ,now new1 now olde1 now both1 now neither1 ,to serue the worldes course1 they care not with whether4 ,for where they dare1 in cumpanie where they like1 they the brynging vp of youth4 #bcc boldlie laughe to scorne both protestant and ,papist4 ,they care for no scripture3 ,they make no counte of generall councels3 they contemne the consent of the ,chirch3 ,they passe for no ,doctores3 ,they mocke the ,pope3 ,they raile on ,luther3 ,they allow neyther side3 ,they like none1 but onelie themselues3 ,the marke they shote at1 the ende they looke for1 the heauen they desire1 is onelie1 their owne present pleasure1 and priuate proffit3 whereby1 they plainlie declare1 of whose schole1 of what ,religion they be3 that is1 ,epicures in liuing1 and atheoi in doctrine3 this last worde1 is no more vnknowne now to plaine ,english men1 than the ,person was vnknown somtyme in ,england1 vntill som ,englishe man tooke peines1 to fetch that deuelish opinion out of ,italie4 ,thies men1 thus ,italianated abroad1 can not abide our ,godlie _/_/ ,the ,ita- ,italian ,chirch at home3 they be not of that _/_/ lian ,chirche ,parish1 they be not of that felowshyp3 they like _/_/ in ,london4 not yt preacher3 they heare not his sermons3 ,excepte som- tymes for companie1 they cum thither1 to heare the ,italian tonge naturally spoken1 not to hear ,gods doctrine trewly preached4 ,and yet1 thies men1 in matters of ,diuinitie1 openlie pretend a great knowledge1 and haue priuatelie to them selues1 a verie compendious vnderstanding of all1 which neuertheles they will vtter when and where they liste3 ,and that is this3 ,all the misteries of ,moses1 the whole lawe and ,cerimonies1 the ,psalmes and ,prophetes1 ,christ and his ,gospell1 ,,god and the ,deuill1 ,heauen and ,hell1 ,faith1 ,conscience1 ,sinne1 ,death1 and all they shortlie wrap vp1 they quickly expounde with this one halfe verse of ,horace4 ,credat ,iudus ,appella4 ,yet though in ,italie they may freely be of no ,religion1 as they are in ,englande in verie deede to1 neuerthelesse returning home into ,england they must countenance the profession of the one or the other1 howsoeuer inwardlie1 they laugh to scorne both4 ,and though1 for their priuate matters they can follow1 fawne1 and flatter noble ,personages1 contrarie to them in all respectes1 yet commonlie they allie them- _/_/ ,papistrie selues with the worst ,papistes1 to whom they be _/_/ and impie- wedded1 and do well agree togither in three _/_/ tie agree in proper opinions3 ,in open contempte of ,goddes _/_/ three opini- worde3 in a secret securitie of sinne3 and in _/_/ ons4 #bcd ,the first booke teachyng a bloodie desire to haue all taken away1 by sword or burning1 ,pigius4 _/_/ that be not of their faction4 ,they that do read1 with indifferent iudgement1 ,pygius and ,machiaue- _/_/ ,machiauel1_/i1 two indifferent ,patriarches of thies lus4 _/_/ two ,religions1 do know full well that ,i say trewe4 ,ye see1 what manners and doctrine1 our ,englishe men fetch out of ,italie3 ,for finding no other there1 they can bring no ,wise and _/_/ other hither4 ,and therefore1 manie godlie and honest tra- _/_/ excellent learned ,englishe men1 not manie yeares uelers4 _/_/ ago1 did make a better choice1 whan open crueltie draue them out of this contrie1 to place themselues there1 where ,germanie4 _/_/ ,christes doctrine1 the feare of ,god1 punishment of sinne1 and discipline of honestie1 were had in speciall regarde4 ,i was once in ,italie my selfe3 but ,i thanke ,god1 my ,venice4 _/_/ abode there1 was but ix4 dayes3 ,and yet ,i sawe in that litle tyme1 in one ,citie1 more libertie to sinne1 than euer ,i hard tell of in our noble ,citie of ,london in ,london4 _/_/ ix4 yeare4 ,i sawe1 it was there1 as free to sinne1 not onelie without all punishment1 but also without any mans marking1 as it is free in the ,citie of ,london1 to chose1 without all blame1 whether a man lust to weare ,shoo or pantocle4 ,and good cause why3 ,for being vnlike in troth of ,religion1 they must nedes be vnlike in honestie of liuing4 ,seruice of _/_/ ,for blessed be ,christ1 in our ,citie of ,london1 ,god in _/_/ commonlie the commandementes of ,god1 be more ,england4 _/_/ diligentlie taught1 and the seruice of ,god more reuerentlie vsed1 and that daylie in many priuate mens houses1 ,seruice of _/_/ than they be in ,italie once a weeke in their ,god in ,i- _/_/ common ,chirches3 where1 masking ,ceremonies1 talie4 _/_/ to delite the eye1 and vaine soundes1 to please the eare1 do quite thrust out of the ,chirches1 all seruice of ,the ,lord _/_/ ,god in spirit and troth4 ,yea1 the ,lord ,maior ,maior of _/_/ of ,london1 being but a ,ciuill officer1 is com- ,london4 _/_/ monlie for his tyme1 more diligent1 in punishing sinne1 the bent enemie against ,god and good order1 than all ,the ,in- _/_/ the bloodie ,inquisitors in ,italie be in seauen yeare4 quisitors in _/_/ ,for1 their care and charge is1 not to punish ,italie4 _/_/ sinne1 not to amend manners1 not to purge doctrine1 but onelie to watch and ouersee that ,christes trewe the brynging vp of youth4 #bce ,religion set no sure footing1 where the ,pope hath any ,iurisdiction4 ,i learned1 when ,i was at ,venice1 that there it is counted good pollicie1 when there be foure or fiue _/_/ ,an ungod- brethren of one familie1 one1 onelie to marie3 _/_/ lie pollicie4 all the rest1 to waulter1 with as litle shame1 in open lecherie1 as ,swyne do here in the common myre4 ,yea1 there be as fayre houses of ,religion1 as great prouision1 as diligent officers1 to kepe vp this misorder1 as ,bridewell is1 and all the ,masters there1 to kepe downe misorder4 ,and therefore1 if the ,pope himselfe1 do not onelie graunt pardons to furder thies wicked purposes abrode in ,italie1 but also 7although this present ,pope1 in the beginning1 made som shewe of misliking thereof7 assigne both meede and merite to the maintenance of stewes and brothelhouses at home in ,rome1 than let wise men thinke ,italie a safe place for holsom doctrine1 and godlie manners1 and a fitte schole for yong ientlemen of ,england to be brought vp in4 ,our ,italians bring home with them other faultes from ,italie1 though not so great as this of ,religion1 yet a great deale greater1 than many good men can well beare4 ,for commonlie they cum home1 common contemners of mariage _/_/ ,contempt and readie persuaders of all other to the same3 _/_/ of mariage4 not because they loue virginitie1 but1 being free in ,italie1 to go whither so euer lust will cary them1 they do not like1 that lawe and honestie should be soch a barre to their like libertie at home in ,england4 ,and yet they be1 the greatest makers of loue1 the daylie daliers1 with such pleasant wordes1 with such smilyng and secret countenances1 with such signes1 tokens1 wagers1 purposed to be lost1 before they were purposed to be made1 with bargaines of wearing colours1 floures1 and herbes1 to breede occasion of ofter meeting of him and her1 and bolder talking of this and that c4 ,and although ,i haue seene some1 innocent of all ill1 and stayde in all honestie1 that haue vsed these thinges without all harme1 without all suspicion of harme1 yet these knackes were brought first into ,england by them1 that learned them before in ,italie in ,circes ,court3 and how ,courtlie curtesses so euer they be counted now1 yet1 if the meaning and maners of some that do vse them1 were somewhat #bcf ,the first booke teachyng amended1 it were no great hurt1 neither to them selues1 nor to others4 ,an other propertie of this our ,english ,italians is1 to be meruelous singular in all their matters3 ,singular in knowledge1 ignorant of nothyng3 ,so singular in wisedome 7in their owne opinion7 as scarse they counte the best ,counsellor the ,prince hath1 comparable to them3 ,common discoursers of all matters3 busie searchers of most secret affaires3 open flatterers of great men3 priuie mislikers of good men3 ,faire speakers1 with smiling countenances1 and much curtessie openlie to all men4 ,ready bakbiters1 sore nippers1 and spitefull reporters priuilie of good men4 ,and beyng brought vp in ,italie1 in some free ,citie1 as all ,cities be there3 where a man may freelie discourse against what he will1 against whom he lust3 against any ,prince1 agaynst any gouernement1 yea against ,god him selfe1 and his whole ,religion3 where he must be1 either ,guelphe or ,gibiline1 either ,french or ,spanish3 and alwayes compelled to be of some partie1 of some faction1 he shall neuer be compelled to be of any ,religion3 ,and if he medle not ouer much with ,christes true ,religion1 he shall haue free libertie to embrace all ,religions1 and becum1 if he lust at once1 without any let or punishment1 ,iewish1 ,turkish1 ,papish1 and ,deuillish4 ,a yong ,ientleman1 thus bred vp in this goodly schole1 to learne the next and readie way to sinne1 to haue a busie head1 a factious hart1 a talkatiue tonge1 fed with discoursing of factions3 led to contemne ,god and his ,religion1 shall cum home into ,england1 but verie ill taught1 either to be an honest man him self1 a quiet subiect to his ,prince1 or willyng to serue ,god1 vnder the obedience of trewe doctrine1 or within the order of honest liuing4 ,i know1 none will be offended with this my generall writing1 but onelie such1 as finde them selues giltie priuatelie therin3 who shall haue good leaue to be offended with me1 vntill they begin to amende them selues4 ,i touch not them that be good3 and ,i say to litle of them that be nought4 ,and so1 though not enough for their deseruing1 yet sufficientlie for this time1 and more els when1 if occasion so require4 ,and thus farre haue ,i wandred from my first purpose of teaching a child1 yet not altogether out of the way1 bicause the brynging vp of youth4 #bcg this whole taulke hath tended to the onelie aduauncement of trothe in ,religion1 and honestie of liuing3 and hath bene wholie within the compasse of learning and good maners1 the speciall pointes belonging in the right bringyng vp of youth4 ,but to my matter1 as ,i began1 plainlie and simplie with my yong ,scholer1 so will ,i not leaue him1 ,god willing1 vntill ,i haue brought him a per- fite ,scholer out of the ,schole1 and placed him in the ,vniuersitie1 to becum a fitte student1 for ,logicke and ,rhetoricke3 and so after to ,phisicke1 ,law1 or ,diuinitie1 as aptnes of na- ture1 aduise of frendes1 and ,gods disposition shall lead him4 ,the ende of the first booke4 ,the second booke4 ,a,fter that your scholer1 as ,i sayd before1 shall cum in deede1 first1 to a readie perfitnes in translating1 than1 to a ripe and skilfull choice in markyng out hys sixe pointes1 as1 #a4 ,proprium4 #b4 ,translatum4 #c4 ,synonymum4 #d4 ,contrarium4 #e4 ,diuersum4 #f4 ,phrases4 ,than take this order with him3 ,read dayly vnto him1 ,cicero4 _/_/ some booke of ,tullie1 as the third booke of de ,senectute1 ,epistles chosen out by ,sturmius1 de ,amicitia1 or that excellent ,epistle conteinyng almost the whole first book ad ,q4 fra3 some ,comedie of ,terentius4 _/_/ ,terence or ,plautus3 but in ,plautus1 skilfull choice ,plautus4 _/_/ must be vsed by the master1 to traine his ,scholler to a iudgement1 in cutting out perfitelie ouer old and vnproper ,iul4 ,csar4 _/_/ wordes3 ,cs4 ,commentaries are to be read with all curiositie1 in specially without all exception to be made1 either by frende or foe1 is seene1 the vnspotted proprietie of the ,latin tong1 euen whan it was1 as the ,grecians say1 in akme1 that is1 at the hiest pitch of all perfitenesse3 or ,t4 ,liuius4 _/_/ some ,orations of ,t4 ,liuius1 such as be both longest and plainest4 ,these bookes1 ,i would haue him read now1 a good deale at euery lecture3 for he shall not now vse dalie translation1 but onely construe againe1 and parse1 where ye suspect1 is any nede3 yet1 let him not omitte in these bookes1 his former exercise1 in ,the ready way to the ,latin tong4 #bci marking diligently1 and writyng orderlie out his six pointes4 ,and for translating1 vse you your selfe1 euery second or thyrd day1 to chose out1 some ,epistle ad ,atticum1 some notable common place out of his ,orations1 or some other part of ,tullie1 by your discretion1 which your scholer may not know where to finde3 and translate it you your selfe1 into plaine naturall ,english1 and than giue it him to translate into ,latin againe3 allowyng him good space and tyme to do it1 both with diligent heede1 and good aduisement4 ,here his witte shalbe new set on worke3 his iudgement1 for right choice1 trewlie tried3 his memorie1 for sure reteyning1 better exercised1 than by learning1 any thing without the booke3 here1 how much he hath proffited1 shall plainly appeare4 ,whan he bringeth it translated vnto you1 bring you forth the place of ,tullie3 lay them together3 compare the one with the other3 commend his good choice1 right placing of wordes3 ,shew his faultes iently1 but blame them not ouer sharply3 for1 of such missings1 ientlie admonished of1 proceedeth glad good heed taking3 of good heed taking1 springeth chiefly knowledge1 which after1 groweth to perfitnesse1 if this order1 be diligentlie vsed by the scholer iently handled by the master3 for here1 shall all the hard pointes of ,grammer1 both easely and surelie be learned vp3 which1 scholers in common scholes1 by making of ,latines1 be groping at1 with care feare1 yet in many yeares1 they scarse can reach vnto them4 ,i remember1 whan ,i was yong1 in the ,north1 they went to the ,grammer schole1 litle children3 they came from thence great lubbers3 alwayes learning1 and litle profiting3 learning without booke1 euery thing1 vnder- standyng within the booke1 litle or nothing3 ,their whole knowledge1 by learning without the booke1 was tied onely to their tong lips1 and neuer ascended vp to the braine head1 and therfore was sone spitte out of the mouth againe3 ,they were1 as men1 alwayes goyng1 but euer out of the way3 and why8 ,for their whole labor1 or rather great toyle without order1 was euen vaine idlenesse without proffit4 ,in deed1 they tooke great paynes about learning3 but employed small labour in learning3 ,whan by this way prescribed in this booke1 being streight1 plaine1 easie1 the scholer is alwayes laboring with pleasure1 and euer going right on forward with proffit3 always laboring ,i say1 for1 or he haue construed #bdj ,the second booke teachyng parced1 twise translated ouer by good aduisement1 marked out his six pointes by skilfull iudgement1 he shall haue necessarie occasion1 to read ouer euery lecture1 a dosen tymes1 at the least4 ,which1 bicause he shall do alwayes in order1 he shall do it alwayes with pleasure3 ,and pleasure allureth loue3 loue hath lust to labor3 labor alwayes obteineth his purpose1 as most ,rhet4 #b _/_/ trewly1 both ,aristotle in his ,rhetoricke ,oedipus ,in ,oedip4 ,tyr4 _/_/ in ,sophocles do teach1 saying1 pan gar ekponou- ,epist4 lib4 #g4 _/_/ menon aliske4 et4 cet4 this oft reading1 is the verie right folowing1 of that good ,counsell1 which ,plinie doth geue to his frende ,fuscus1 saying1 ,multum1 non multa4 ,but to my purpose againe3 ,whan1 by this diligent and spedie reading ouer1 those forenamed good bokes of ,tullie1 ,terence1 ,csar1 and ,liuie1 and by this second kinde of translating out of your ,english1 tyme shall breed skill1 and vse shall bring perfection1 than ye may trie1 if you will1 your scholer1 with the third kinde of translation3 although the two first wayes1 by myne opinion1 be1 not onelie sufficent of them selues1 but also surer1 both for the ,masters teaching1 and scholers learnyng1 than this third way is3 ,which is thus4 ,write you in ,english1 some letter1 as it were from him to his father1 or to some other frende1 naturallie1 according to the disposition of the child1 or some tale1 or fable1 or plaine narration1 according as ,aphthonius beginneth his exercises of learning1 and let him translate it into ,latin againe1 abiding in soch place1 where no other scholer may prompe him4 ,but yet1 vse you your selfe soch discretion for choice therein1 as the matter may be within the compas1 both for wordes and sentences1 of his former learning and reading4 ,and now take heede1 lest your scholer do not better in some point1 than you your selfe1 except ye haue bene diligentlie exercised in these kindes of translating before3 ,i had once a profe hereof1 tried by good experience1 by a deare frende of myne1 whan ,i came first from ,cambrige1 to serue the ,queenes ,maiestie1 than ,ladie ,elizabeth1 lying at worthie ,syr ,ant4 ,denys in ,cheston4 ,iohn ,whitneye1 a yong ientleman1 was my bedfeloe1 who willyng by good nature and prouoked by mine aduise1 began to learne the ,latin tong1 after the order declared in this booke4 ,we began after ,christmas3 ,i read vnto him ,tullie de ,amicitia1 which he did euerie day the ready way to the ,latin tong4 #bda twise translate1 out of ,latin into ,english1 and out of ,english into ,latin agayne4 ,about ,s4 ,laurence tyde after1 to proue how he proffited1 ,i did chose out ,torquatus taulke de ,amicitia1 in the later end of the first booke de finib4 bicause that place was1 the same in matter1 like in wordes and phrases1 nigh to the forme and facion of sentences1 as he had learned before in de ,amicitia4 ,i did translate it my selfe into plaine ,english1 and gaue it him to turne into ,latin3 ,which he did1 so choislie1 so orderlie1 so without any great misse in the hardest pointes of ,grammer1 that some1 in seuen yeare in ,grammer ,scholes1 yea1 some in the ,vniuersities to1 can not do halfe so well4 ,this worthie yong ,ientleman1 to my greatest grief1 to the great lamentation of that whole house1 and speciallie to that most noble ,ladie1 now ,queene ,elizabeth her selfe1 departed within few dayes1 out of this world4 ,and if in any cause1 a man may without offence of ,god speake somewhat vngodlie1 surely1 it was some grief vnto me1 to see him hie so hastlie to ,god1 as he did4 ,a ,court1 full of soch yong ,ientlemen1 were rather a ,paradise than a ,court vpon earth4 ,and though ,i had neuer ,poeticall head1 to make any verse1 in any tong1 yet either loue1 or sorrow1 or both1 did wring out of me than1 certaine carefull thoughtes of my good will towardes him1 which in my murning for him1 fell forth1 more by chance1 than either by skill or vse1 into this kinde of misorderlie meter4 ,myne owne ,iohn ,whitney1 now farewell1 now death doth parte vs twaine1 ,no death1 but partyng for a while1 whom life shall ioyne agayne4 ,therfore my hart cease sighes and sobbes1 cease sorowes seede to sow1 ,wherof no gaine1 but greater grief1 and hurtfull care may grow4 ,yet1 whan ,i thinke vpon soch giftes of grace as ,god him lent1 ,my losse1 his gaine1 ,i must a while1 with ioyfull teares lament4 ,yong yeares to yelde soch frute in ,court1 where seede of vice is sowne1 ,is sometime read1 in some place seene1 amongst vs seldom knowne4 ,his life he ledde1 ,christes lore to learne1 with will to worke the same3 ,he read to know1 and knew to liue1 and liued to praise his name4 ,so fast to frende1 so foe to few1 so good to euery weight1 ,i may well wishe1 but scarcelie hope1 agayne to haue in sight4 #bdb ,the second booke teachyng ,the greater ioye his life to me1 his death the greater payne3 ,his life in ,christ so surelie set1 doth glad my hearte agayne3 ,his life so good1 his death better1 do mingle mirth with care1 ,my spirit with ioye1 my flesh with grief1 so deare a frend to spare4 ,thus ,god the good1 while they be good1 doth take1 and leaues vs ill1 ,that we should mend our sinfull life1 in life to tary still4 ,thus1 we well left1 be better rest1 in heauen to take his place1 ,that by like life1 and death1 at last1 we may obteine like grace4 ,myne owne ,iohn ,whiteney agayne fairewell1 a while thus parte in twaine1 ,whom payne doth part in earth1 in heauen great ioye shall ioyne agayne4 ,in this place1 or ,i procede farder1 ,i will now declare1 by whose authoritie ,i am led1 and by what reason ,i am moued1 to thinke1 that this way of duble translation out of one tong into an other1 in either onelie1 or at least chiefly1 to be exercised1 speciallie of youth1 for the ready and sure obteining of any tong4 ,there be six wayes appointed by the best learned men1 for the learning of tonges1 and encreace of eloquence1 as #a4 ,translatio linguarum4 #b4 ,paraphrasis4 #c4 ,metaphrasis4 #d4 ,epitome4 #e4 ,imitatio4 #f4 ,declamatio4 ,all theis be vsed1 and commended1 but in order1 and for respectes3 as person1 habilitie1 place1 and tyme shall require4 ,the fiue last1 be fitter1 for the ,master1 than the scholer3 for men1 than for children3 for the vniuersities1 rather than for ,grammer scholes3 yet neuerthelesse1 which is1 fittest in mine opinion1 for our schole1 and which is1 either wholie to be refused1 or partlie to be vsed for our purpose1 ,i will1 by good authoritie1 and some reason1 ,i trust perticularlie of euerie one1 and largelie enough of them all1 declare orderlie vnto you4 the ready way to the ,latin tong4 #bdc ,translatio ,linguarum4 ,translation1 is easie in the beginning for the scholer1 and bringeth also moch learning and great iudgement to the ,master4 ,it is most common1 and most commendable of all other exercises for youth3 most common1 for all your con- structions in ,grammer scholes1 be nothing els but translations3 but because they be not double translations1 as ,i do require1 they bring forth but simple and single commoditie1 and bicause also they lacke the daily vse of writing1 which is the onely thing that breedeth deepe roote1 buth in ye witte1 for good vnderstanding1 and in ye memorie1 for sure keeping of all that is learned4 ,most commendable also1 that by ye iudgement of all authors1 which intreate of theis exercises4 ,tullie in the person of ,l4 ,crassus1 whom he _/_/ #a4 de ,or4 maketh his example of eloquence and trewe iudgement in learning1 doth1 not onely praise specially1 and chose this way of translation for a yong man1 but doth also discommend and refuse his owne former wont1 in exercising ,paraphrasin ,metaphrasin4 ,paraphrasis is1 to take some eloquent ,oration1 or some notable common place in ,latin1 and expresse it with other wordes3 ,metaphrasis is1 to take some notable place out of a good ,poete1 and turn the same sens into meter1 or into other wordes in ,prose4 ,crassus1 or rather ,tullie1 doth mislike both these wayes1 bicause the ,author1 either ,orator or ,poete1 had chosen out before1 the fittest wordes and aptest composition for that matter1 and so he1 in seeking other1 was driuen to vse the worse4 ,quintilian also preferreth translation before all other exercises3 yet hauing a lust1 to dissent1 from _/_/ ,quint4 x4 ,tullie 7as he doth in very many places1 if a man read his ,rhetoricke ouer aduisedlie1 and that rather of an enuious minde1 than of any iust cause7 doth greatlie commend ,paraphrasis1 crossing spitefullie ,tullies iudgement in refusing the same3 and so do ,ramus and ,talus euen at this day in ,france to4 ,but such singularitie1 in dissenting from the best mens iudgementes1 in liking onelie their owne opinions1 is moch misliked of all them1 that ioyne with learning1 discretion1 and wisedome4 ,for he1 that can neither like ,aristotle in ,logicke and ,philosophie1 nor ,tullie in ,rhetoricke and #bdd ,the second booke teachyng ,eloquence1 will1 from these steppes1 likelie enough presume1 by like pride1 to mount hier1 to the misliking of greater matters3 that is either in ,religion1 to haue a dissentious head1 or in the common wealth1 to haue a factious hart3 as ,i knew one a student in ,cambrige1 who1 for a singularitie1 began first to dissent1 in the scholes1 from ,aristotle1 and sone after became a peruerse ,arrian1 against ,christ and all true ,religion3 and studied diligentlie ,origene1 ,basileus1 and ,s4 ,hierome1 onelie to gleane out of their workes1 the pernicious heresies of ,celsus1 ,eunomius1 and ,heluidius1 whereby the ,church of ,christ1 was so poysoned withall4 ,but to leaue these hye pointes of diuinitie1 surelie1 in this quiet and harmeles controuersie1 for the liking1 or misliking of ,paraphrasis for a yong scholer1 euen as far1 as ,tullie goeth beyond ,quintilian1 ,ramus1 and ,talus1 in perfite ,eloquence1 99 ,plinius _/_/ euen so moch1 by myne opinion1 cum they ,secundus4 _/_/ behinde ,tullie1 for trew iudgement in teaching ,plinius de- _/_/ the same4 dit ,quin- _/_/ 99 ,plinius ,secundus1 a wise ,senator1 of great tiliano _/_/ experience1 excellentlie learned him selfe1 a liberall prceptori _/_/ ,patrone of learned men1 and the purest writer1 in suo1 in ma- _/_/ myne opinion1 of all his age1 ,i except not trimonium _/_/ ,suetonius1 his two scholemasters ,quintilian and fili1 #ejjjj _/_/ ,tacitus1 nor yet his most excellent learned ,vncle1 the ,elder numum4 _/_/ ,plinius1 doth expresse in an ,epistle to his frende ,epist4 lib4 #g1 _/_/ ,fuscus1 many good wayes for order in studie3 ,epist4 #i4 _/_/ but he beginneth with translation1 and preferreth it to all the rest3 and bicause his wordes be notable1 ,i will recite them4 ,vtile in primis1 vt multi prcipiunt1 ex ,grco in ,latinum1 ex ,latino vertere in ,grcum3 ,quo genere exercitationis1 proprietas splendorque verborum1 apta structura sententiarum1 figurarum copia explicandi vis colligitur4 ,prterea1 imitatione optimorum1 facultas similia inueniendi paratur3 qu legentem1 fefellissent1 transferentem fugere non possunt4 ,intelligentia ex hoc1 iudicium acquiritur4 ,ye perceiue1 how ,plinie teacheth1 that by this exercise of double translating1 is learned1 easely1 sensiblie1 by litle and litle1 not onelie all the hard congruities of ,grammer1 the choice of the ready way to the ,latin tong4 #bde aptest wordes1 the right framing of wordes and sentences1 cumlines of figures and formes1 fitte for euerie matter1 and proper for euerie tong1 but that which is greater also1 in marking dayly1 and folowing diligentlie thus1 the steppes of the best ,autors1 like inuention of ,argumentes1 like order in disposition1 like vtterance in ,elocution1 is easelie gathered vp3 whereby your scholer shall be brought not onelie to like eloquence1 but also1 to all trewe vnderstanding and right iudgement1 both for writing and speaking4 ,and where ,dionys4 ,halicarnassus hath written two excellent bookes1 the one1 de delectu optimorum verborum1 the which1 ,i feare1 is lost1 the other1 of the right framing of wordes and sentences1 which doth remaine yet in ,greeke1 to the great proffet of all them1 that trewlie studie for eloquence1 yet this waie of double translating1 shall bring the whole proffet of both these bookes to a diligent scholer1 and that easelie and pleasantlie1 both for fitte choice of wordes1 and apt composition of sentences4 ,and by theis authorities and reasons am ,i moued to thinke1 this waie of double translating1 either onelie or chieflie1 to be fittest1 for the spedy and perfit atteyning of any tong4 ,and for spedy atteyning1 ,i durst venture a good wager1 if a scholer1 in whom is aptnes1 loue1 diligence1 constancie1 would but translate1 after this sorte1 one litle booke in ,tullie1 as de senectute1 with two ,epistles1 the first ad ,q4 fra3 the other ad lentulum1 the last saue one1 in the first booke1 that scholer1 ,i say1 should cum to a better knowledge in the ,latin tong1 than the most part do1 that spend foure or fiue yeares1 in tossing all the rules of ,grammer in common scholes4 ,in deede this one booke with these two ,epistles1 is not sufficient to affourde all ,latin wordes 7which is not necessarie for a yong scholer to know7 but it is able to furnishe him fully1 for all pointes of ,grammer1 with the right placing ordering1 vse of wordes in all kinde of matter4 ,and why not8 for it is read1 that ,dion4 ,prussus1 that wise ,philosopher1 excellent orator of all his tyme1 did cum to the great learning vtterance that was in him1 by reading and folowing onelie two bookes1 ,phdon ,platonis1 and ,demosthenes most notable oration peri parapres- beias4 ,and a better1 and nerer example herein1 may be1 our most noble ,queene ,elizabeth1 who neuer toke yet1 ,greeke nor ,latin ,grammer in her hand1 after the first declining of a nowne and a verbe1 but onely by this double translating of #bdf ,the second booke teachyng ,demosthenes and ,isocrates dailie without missing euerie forenone1 and likewise som part of ,tullie euery afternone1 for the space of a yeare or two1 hath atteyned to soch a perfite vnderstanding in both the tonges1 and to soch a readie vtterance of the latin1 and that wyth soch a iudgement1 as they be fewe in nomber in both the vniuersities1 or els where in ,england1 that be1 in both tonges1 comparable with her ,maiestie4 ,and to conclude in a short rowme1 the commodities of double translation1 surelie the mynde by dailie marking1 first1 the cause and matter3 than1 the wordes and phrases3 next1 the order and composition3 after the reason and argumentes3 than the formes and figures of both the tonges3 lastelie1 the measure and compas of euerie sentence1 must nedes1 by litle and litle drawe vnto it the like shape of eloquence1 as the author doth vse1 which is red4 ,and thus much for double translation4 ,paraphrasis4 ,paraphrasis1 the second point1 is not onelie to expresse at ,lib4 x4 _/_/ large with moe wordes1 but to striue and contend 7as ,quintilian saith7 to translate the best latin authors1 into other latin wordes1 as many or thereaboutes4 ,this waie of exercise was vsed first by ,c4 ,crabo1 and taken vp for a while1 by ,l4 ,crassus1 but sone after1 vpon dewe profe thereof1 reiected iustlie by ,crassus and ,cicero3 yet allowed and made sterling agayne by ,m4 ,quintilian3 neuerthelesse1 shortlie after1 by better assaye1 disalowed of his owne scholer ,plinius ,secundus1 who termeth it rightlie thus ,audax contentio4 ,it is a bold comparison in deede1 to thinke to say better1 than that is best4 ,soch turning of the best into worse1 is much like the turning of good wine1 out of a faire sweete flagon of siluer1 into a foule mustie bottell of ledder3 or1 to turne pure gold and siluer1 into foule brasse and copper4 ,such kinde of ,paraphrasis1 in turning1 chopping1 and changing1 the best to worse1 either in the mynte or scholes1 7though ,m4 ,brokke and ,quintilian both say the contrary7 is moch misliked of the best and wisest men4 ,i can better allow an other kinde of ,paraphrasis1 to turne rude and barbarus1 into proper and eloquent3 which neuerthelesse is an exercise1 not fitte for a scholer1 but for a perfite master1 who in plentie hath the ready way to the ,latin tong4 #bdg good choise1 in copie hath right iudgement1 and grounded skill1 as did appeare to be in ,sebastian ,castalio1 in translating ,kemppes booke de ,imitando ,christo4 ,but to folow ,quintilianus aduise for ,paraphrasis1 were euen to take paine1 to seeke the worse and fowler way1 whan the plaine and fairer is occupied before your eyes4 ,the olde and best authors that euer wrote1 were content if occasion required to speake twise of one matter1 not to change the wordes1 but rhetos1 that is1 worde for worde to expresse it againe4 ,for they thought1 that a matter1 well expressed with fitte wordes and apt composition1 was not to be altered1 but liking it well their selues1 they thought it would also be well allowed of others4 ,a scholemaster 7soch one as ,i require7 knoweth that ,i say trewe4 ,he readeth in ,homer1 almost in euerie booke1 and speciallie in ,secundo et nono ,iliados1 not onelie som verses1 _/_/ ,homerus4 but whole leaues1 not to be altered with new1 _/_/ #b4 but to be vttered with the old selfe same wordes4 _/_/ ,,il4 ,he knoweth1 that ,xenophon1 writing twise of _/_/ #i4 ,agesilaus1 once in his life1 againe in the historie _/_/ ,xenophon4 of the ,greekes1 in one matter1 kepeth alwayes the selfe same wordes4 ,he doth the like1 speaking of ,socrates1 both in the beginning of his ,apologie and in the last ende of apomnemoneu- maton4 ,demosthenes also in #d4 ,philippica doth borow his owne wordes vttered before in his oration de ,chersoneso4 ,he doth the like1 and that more at large1 in his _/_/ ,demost- orations1 against ,androtion and ,timocrates4 _/_/ henes4 ,in latin also1 ,cicero in som places1 and ,virgil in mo1 do repeate one matter1 with the selfe same wordes4 _/_/ ,cicero4 ,thies excellent authors1 did thus1 not for lacke _/_/ ,virgilius4 of wordes1 but by iudgement and skill3 whatso- euer1 other1 more curious1 and lesse skilfull1 do thinke1 write1 and do4 ,paraphrasis neuerthelesse hath good place in learning1 but not1 by myne opinion1 for any scholer1 but is onelie to be left to a perfite ,master1 eyther to expound openlie a good author withall1 or to compare priuatelie1 for his owne exercise1 how some notable place of an excellent author1 may be vttered with #bdh ,the second booke teachyng other fitte wordes3 ,but if ye alter also1 the composition1 forme1 and order than that is not ,paraphrasis1 but ,imitatio1 as ,i will fullie declare in fitter place4 ,the scholer shall winne nothing by ,paraphrasis1 but onelie1 if we may beleue ,tullie1 to choose worse wordes1 to place them out of order1 to feare ouermoch the iudgement of the master1 to mislike ouermuch the hardnes of learning1 and by vse1 to gather vp faultes1 which hardlie will be left of againe4 ,the master in teaching it1 shall rather encrease hys owne labor1 than his scholers proffet3 for when the scholer shall bring vnto his master a peece of ,tullie or ,csar turned into other latin1 then must the master cum to ,quintilians goodlie lesson de ,emendatione1 which1 7as he saith7 is the most profitable part of teaching1 but not in myne opinion1 and namelie for youthe in ,grammer scholes4 ,for the master nowe taketh double paynes3 first1 to marke what is amisse3 againe1 to inuent what may be sayd better4 ,and here perchance1 a verie good master may easelie both deceiue himselfe1 and lead his scholer into error4 ,it requireth greater learning1 and deeper iudgement1 than is to be hoped for at any scholemasters hand3 that is1 to be able alwaies learnedlie and perfitelie ,mutare quod ineptum est3 ,transmutare quod peruersum est3 ,replere quod deest2 ,detrahere quod obest3 ,expungere quod inane est4 ,and that1 which requireth more skill1 and deaper conside- racion ,premere tumentia3 ,extollere humilia3 ,astringere luxuriantia3 ,componere dissoluta4 ,the master may here onelie stumble1 and perchance faull in teaching1 to the marring and mayning of the ,scholer in learning1 whan it is a matter1 of moch readyng1 of great learning1 and tried iudgement1 to make trewe difference betwixt the ready way to the ,latin tong4 #bdi ,sublime1 et ,tumidum3 ,grande1 et immodicum3 ,decorum1 et ineptum3 ,perfectum1 et nimium4 ,some men of our time1 counted perfite ,maisters of eloquence1 in their owne opinion the best1 in other mens iudgements very good1 as ,omphalius euerie where1 ,sadoletus in many places1 yea also my frende ,osorius1 namelie in his ,epistle to the ,queene in his whole booke de ,iusticia1 haue so ouer reached them selues1 in making trew difference in the poyntes afore rehearsed1 as though they had bene brought vp in some schole in ,asia1 to learne to decline rather then in ,athens with ,plato1 ,aristotle1 and ,demosthenes1 7from whence ,tullie fetched his eloquence7 to vnderstand1 what in euerie matter1 to be spoken or written on1 is1 in verie deede1 ,nimium1 ,satis1 ,parum1 that is for to say1 to all considerations1 ,decorum1 which1 as it is the hardest point1 in all learning1 so is it the fairest and onelie marke1 that scholers1 in all their studie1 must alwayes shote at1 if they purpose an other day to be1 either sounde in ,religion1 or wise and discrete in any vocation of the common wealth4 ,agayne1 in the lowest degree1 it is no low point of learnyng and iudgement for a ,scholemaster1 to make trewe difference betwixt ,humile depressum3 ,lene remissum3 ,siccum aridum3 ,exile macrum3 ,inaffectatum neglectum4 ,in these poyntes1 some1 louing ,melancthon well1 as he was well worthie1 but yet not considering well nor wiselie1 how he of nature1 and all his life and studie by iudgement was wholly spent in genere ,disciplinabili1 that is1 in teaching1 reading1 and expounding plainlie and aptlie schole matters1 and therfore imployed thereunto a fitte1 sensible1 and caulme kinde of speaking and writing1 some ,i say1 with very well louyng1 but not with verie well weying ,melancthones doinges1 do frame them selues a style1 cold1 leane1 and weake1 though the matter be neuer so warme earnest1 not moch vnlike vnto one1 that had a pleasure1 in a roughe1 raynie1 winter #bej ,the second booke teachyng day1 to clothe him selfe with nothing els1 but a demie1 bukram cassok1 plaine without plites1 and single with out lyning3 which will neither beare of winde nor wether1 nor yet kepe out the sunne1 in any hote day4 ,some suppose1 and that by good reason1 that ,melancthon ,paraphra- _/_/ him selfe came to this low kinde of writing1 by sis in vse of _/_/ vsing ouer moch ,paraphrasis in reading3 ,for teaching1 _/_/ studying therebie to make euerie thing streight hath hurt _/_/ and easie1 in smothing and playning all things to ,melanch- _/_/ much1 neuer leaueth1 whiles the sence it selfe be tons stile in _/_/ left1 both lowse and lasie4 ,and some of those writing4 _/_/ ,paraphrasis of ,melancthon be set out in ,printe1 as1 ,pro ,archia ,poeta1 ,marco ,marcello3 ,but a scholer1 by myne opinion1 is better occupied in playing or sleping1 than in spendyng time1 not onelie vainlie but also harmefullie1 in soch a kinde of exercise4 ,if a ,master woulde haue a perfite example to folow1 how1 in ,genere sublimi1 to auoide ,nimium1 or in ,mediocri1 to atteyne ,satis1 or in ,humili1 to exchew ,parum1 let him read diligently ,cicero4 _/_/ for the first1 ,secundam ,philippicam1 for the meane1 ,de ,natura ,deorum1 and for the lowest1 ,partitiones4 ,or1 if in an other tong1 ye looke for like example1 in like ,demost- _/_/ perfection1 for all those three degrees1 read ,pro henes4 _/_/ ,ctesiphonte1 ,ad ,leptinem1 ,contra ,olympiodorum1 and1 what witte1 ,arte1 and diligence is hable to affourde1 ye shall plainely see4 ,for our tyme1 the odde man to performe all three perfitlie1 whatsoeuer he doth1 and to know the way to do them skilfullie1 ,ioan4 ,stur4 _/_/ what so euer he list1 is1 in my poore opinion1 ,ioannes ,sturmius4 ,he also councelleth all scholers to beware of ,paraphrasis1 except it be1 from worse to better1 from rude and barbarous1 to proper and pure latin1 and yet no man to exercise that neyther1 except soch one1 as is alreadie furnished with plentie of learning1 and grounded with stedfast iudgement before4 ,all theis faultes1 that thus manie wise men do finde with the exercise of ,paraphrasis1 in turning the best latin1 into other1 as good as they can1 that is1 ye may be sure1 into a great deale worse1 than it was1 both in right choice for proprietie1 and trewe placing1 for good order is committed also commonlie in all the ready way to the ,latin tong4 #bea common scholes1 by the scholemasters1 in tossing and trobling yong wittes 7as ,i sayd in the beginning7 with that boocherlie feare in making of ,latins4 ,therefore1 in place1 of ,latines for yong scholers1 and of ,paraphrasis for the masters1 ,i wold haue double translation specially vsed4 ,for1 in double translating a perfite peece of ,tullie or ,csar1 neyther the scholer in learning1 nor ye ,master in teaching can erre4 ,a true tochstone1 a sure metwand lieth before both their eyes4 ,for1 all right congruitie3 proprietie of wordes3 order in sentences3 the right imitation1 to inuent good matter1 to dispose it in good order1 to confirme it with good reason1 to expresse any purpose fitlie and orderlie1 is learned thus1 both easelie perfitlie3 ,yea1 to misse somtyme in this kinde of translation1 bringeth more proffet1 than to hit right1 either in ,paraphrasi or making of ,latins4 ,for though ye say well1 in a latin making1 or in a ,paraphrasis1 yet you being but in doute1 and vncertayne whether ye saie well or no1 ye gather and lay vp in memorie1 no sure frute of learning thereby3 ,but if ye fault in translation1 ye ar easelie taught1 how perfitlie to amende it1 and so well warned1 how after to exchew1 all soch faultes againe4 ,paraphrasis therefore1 by myne opinion1 is not meete for ,grammer scholes3 nor yet verie fitte for yong men in the vniuersitie1 vntill studie and tyme1 haue bred in them1 perfite learning1 and stedfast iudgement4 ,there is a kinde of ,paraphrasis1 which may be vsed1 without all hurt1 to moch proffet3 but it serueth onely the ,greke and not the latin1 nor no other tong1 as to alter linguam ,ionicam aut ,doricam into meram ,atticam3 ,a notable example there is left vnto vs by a notable learned man ,diony3 ,halicarn3 who1 in his booke1 peri syntaxeos1 doth translate the goodlie storie of ,candaules and ,gyges in #a4 ,herodoti1 out of ,ionica lingua1 into ,atticam4 ,read the place1 and ye shall take1 both pleasure and proffet1 in conference of it4 ,a man1 that is exercised in reading1 ,thucydides1 ,xenophon1 ,plato1 and ,demosthenes1 in vsing to turne1 like places of ,herodotus1 after like sorte1 shold shortlie cum to soch a knowledge1 in vnderstanding1 speaking1 and writing the ,greeke tong1 as fewe or none hath yet atteyned in ,england4 ,the like exercise out of ,dorica lingua may be also vsed1 if a man take that litle booke of ,plato1 ,timus ,locrus1 de ,animo et #beb ,the second booke teachyng natura1 which is written ,dorice1 and turne it into soch ,greeke1 as ,plato vseth in other workes4 ,the booke1 is but two leaues3 and the labor wold be1 but two weekes3 but surelie the proffet1 for easie vnderstanding1 and trewe writing the ,greeke tonge1 wold conteruaile wyth the toile1 that som men taketh1 in otherwise coldlie reading that tonge1 two yeares4 ,and yet1 for the latin tonge1 and for the exercise of ,para- phrasis1 in those places of latin1 that can not be bettered1 if some yong man1 excellent of witte1 corragious in will1 lustie of nature1 and desirous to contend euen with the best latin1 to better it1 if he can1 surelie ,i commend his forwardnesse1 and for his better instruction therein1 ,i will set before him1 as notable an example of ,paraphrasis1 as is in ,record of learning4 ,cicero him selfe1 doth contend1 in two sondrie places1 to expresse one matter1 with diuerse wordes3 and that is ,paraphrasis1 saith ,quintillian4 ,the matter ,i suppose is taken out of ,pantius3 and therefore being translated out of ,greeke at diuers times1 is vttered for his purpose1 with diuers wordes and formes3 which kinde of exercise1 for perfite learned men1 is verie profitable4 #b4 ,de ,finib4 a4 ,homo enim ,rationem habet natura menti datam qu1 causas rerum et consecutiones videt1 similitudines1 transfert1 disiuncta coniungit1 cum prsentibus futura copulat1 omnemque complectitur vit consequentis statum4 b4 ,eademque ratio facit hominem hominum appetentem1 cumque his1 natura1 sermone in vsu congruentem3 vt profectus caritate domesticorum ac suorum1 currat longius1 se implicet1 prim ,ciuium1 deinde omnium mortalium societati3 vtque non sibi soli se natum meminerit1 sed patri1 sed suis1 vt exigua pars ipsi relinquatur4 c4 ,et quoniam eadem natura cupiditatem ingenuit homini veri inueniendi1 quod facillim apparet1 cum vacui curis1 etiam quid in clo fiat1 scire auemus1 c4 #a4 ,officiorum4 a4 ,homo autem1 qui rationis est particeps1 per quam conse- quentia cernit1 causas rerum videt1 earumque progressus1 et quasi antecessiones non ignorat1 similitudines1 comparat1 rebusque prsentibus adiungit1 atque annectit futuras1 facile totius vit cursum videt1 ad the ready way to the ,latin tong4 #bec eamque degendam prparat res necessarias4 b4 ,eademque natura vi rationis hominem conciliat homini1 ad ,orationis1 ad vit societatem3 ingeneratque imprimis prcipuum quendam amorem in eos1 qui procreati sunt1 impellitque vt hominum ctus celebrari inter se1 sibi obediri velit1 ob easque causas studeat parare ea1 qu suppeditent ad cultum ad victum1 nec sibi soli1 sed coniugi1 liberis1 cterisque quos charos habeat1 tuerique debeat4 c4 ,qu cura exsuscitat etiam animos1 maiores ad rem gerendam facit3 impri- misque hominis est propria veri inquisitio atque inuestigatio3 ita cum sumus necessarijs negocijs curisque vacui1 tum auemus aliquid videre1 audire1 addiscere1 cognitionemque rerum mirabilium4 c4 ,the conference of these two places1 conteinyng so excellent a peece of learning1 as this is1 expressed by so worthy a witte1 as ,tullies was1 must needes bring great pleasure and proffit to him1 that maketh trew counte1 of learning and honestie4 ,but if we had the ,greke ,author1 the first ,patterne of all1 and therby to see1 how ,tullies witte did worke at diuerse tymes1 how1 out of one excellent ,image1 might be framed two other1 one in face and fauor1 but somwhat differing in forme1 figure1 and color1 surelie1 such a peece of workemanship compared with the ,paterne it selfe1 would better please the ease of honest1 wise1 and learned myndes1 than two of the fairest ,venusses1 that euer ,apelles made4 ,and thus moch1 for all kinde of ,paraphrasis1 fitte or vnfit1 for ,scholers or other1 as ,i am led to thinke1 not onelie1 by mine owne experience1 but chiefly by the authoritie iudgement of those1 whom ,i my selfe would gladliest folow1 and do counsell all myne to do the same3 not contendyng with any other1 that will otherwise either thinke or do4 ,metaphrasis4 ,this kinde of exercise is all one with ,paraphrasis1 saue it is out of verse1 either into prose1 or into some other kinde of meter3 or els1 out of prose into verse1 which was _/_/ ,plato in ,socrates exercise and pastime 7 as ,plato reporteth7 _/_/ ,phdone4 when he was in prison1 to translate sopes ,fabules into verse4 ,quintilian doth greatlie praise also this exercise3 but bicause ,tullie doth disalow it in yong men1 by myne opinion1 it were not well to vse it in ,grammer ,scholes1 euen #bed ,the second booke teachyng for the selfe same causes1 that be recited against ,paraphrasis4 ,and therfore1 for the vse1 or misuse of it1 the same is to be thought1 that is spoken of ,paraphrasis before4 ,this was ,sulpitius exercise3 and he gathering vp therby1 a ,poeticall kinde of talke1 is iustlie named of ,cicero1 grandis et ,tragicus ,orator3 which ,i think is spoken1 not for his praise1 but for other mens warning1 to exchew the like faulte4 ,yet neuertheles1 if our ,scholemaster for his owne instruction1 is desirous1 to see a perfite example hereof1 ,i will recite one1 which ,i thinke1 no man is so bold1 will say1 that he can amend it3 that is ,hom4 #a4 ,il4 _/_/ ,chrises the ,priestes ,oration to the ,grekes1 in the ,pla4 #c4 ,rep4 _/_/ beginnyng of ,homers ,ilias1 turned excellentlie into prose by ,socrates him selfe1 and that aduised- lie and purposelie for other to folow3 and therfore he calleth this exercise1 in the same place1 mimesis1 that is1 ,imitatio1 which is most trew3 but1 in this booke1 for teachyng sake1 ,i will name it ,metaphrasis1 reteinyng the word1 that all teachers1 in this case1 do vse4 ,homerus4 ,i4 ,iliad4 o gar elthe thoas epi neas ,achaion1 lysomenos te thygatra1 pheron t apereisi apoina1 stemmat echon en chersin ekebolou ,apollonos1 chryseo ana skeptro kai elisseto pantas ,achaious1 ,atreida de malista duo1 kosmetore laon4 ,atreidai te1 kai alloi euknemides ,achaioi1 ymin men theoi doien1 ,olympia domat echontes1 ekpersai ,priamoio polin eu d oikad ikesthai paida d emoi lysai te philen1 ta t apoina dechesthai1 azomenoi ,dios uion ekebolon ,apollona4 enth alloi men pantes epeuphemesan ,achaioi aideisthai th ierea1 kai aglaa dechthai apoina all ouk ,atreide ,agamemnoni endane thymo1 alla kakos aphiei1 krateron d epi mython etellen4 me se1 geron1 koilesin ego para neusi kicheio1 e nyn dethynont1 e ysteron autis ionta1 me ny toi ou chraisme skeptron1 kai stemma theoio ten d ego ou lyso1 prin min kai geras epeisin1 emetero eni oiko1 en ,argei telothi patres the ready way to the ,latin tong4 #bee iston epoichomenen1 kai emon lechos antioosan4 all ithi1 me m erethize saoteros os ke neeai4 os ephat eddeisen d o geron1 kai epeitheto mytho be d akeon para thina polyphloisboio thalasses1 polla d epeit apaneuthe kion erath o geraios ,apolloni anakti1 ton eukomos teke ,leto4 klythi meu1 argyrotox1 os ,chrysen amphibebekas1 killan te zatheen1 ,tenedoio te iphi anasseis1 smintheu1 ei pote toi ,charient epi neon erepsa1 e ei de pote toi kata piona meri ekea tauron1 ed aigon1 tode moi kreenon eeldor tiseian ,danaoi ema dakrua soisi belessin4 ,socrates in #c4 de ,rep4 saith thus1 ,phraso gar aneu metrou1 ou gar eimi poietikos4 elthen o ,chryses tes te thygatros lytra pheron1 kai iketes ton ,achaion1 malista de ton basileon3 kai eucheto1 ekeinois men tous theous dounai elontas ten ,troian1 autous de sothenai1 ten de thygatera oi auto lysai1 dexamenous apoina1 kai ton theon aidesthentas4 ,toiauta de eipontos autou1 oi men alloi esebonto kai synenoun1 o de ,agamemnon egriainen1 entel- lomenos nyn te apienai1 kai authis me elthein1 me auto to te skeptron1 kai ta tou theou stemmata ouk eparkesoi4 prin de lythenai autou thygatera1 en ,argei ephe gerasein meta ou4 apienai de ekeleue1 kai me erethizein1 ina sos oikade elthoi4 o de presbytes akousas edeise te kai apeei sige1 apocho- resas d ek tou stratopedou polla to ,apolloni eucheto1 tas te eponymias tou theou anakalon kai ypomimneskon kai apaiton1 ei ti popote e en naon oikodomesesin1 e en ieron thysiais kecharismenon doresaito4 on de charin kateucheto tisai tous ,achaious ta a dakrua tois ekeinon belesin4 ,to compare ,homer and ,plato together1 two wonders of nature and arte for witte and eloquence1 is most pleasant and profitable1 for a man of ripe iudgement4 ,platos turning of ,homer in this place1 doth not ride a loft in ,poeticall termes1 but goeth low and soft on foote1 as prose and ,pedestris oratio should do4 ,if ,sulpitius had had ,platos consideration1 in right #bef ,the second booke teachyng vsing this exercise1 he had not deserued the name of ,tragicus ,orator1 who should rather haue studied to expresse vim ,demos- thenis1 than furorem ,pot1 how good so euer he was1 whom he did folow4 ,and therfore would ,i haue our ,scholemaster wey well together ,homer and ,plato1 and marke diligentlie these foure pointes1 what is kept3 what is added3 what is left out3 what is changed1 either1 in choise of wordes1 or forme of sentences3 which foure pointes1 be the right tooles1 to handle like a worke- man1 this kinde of worke3 as our ,scholer shall better vnder- stand1 when he hath bene a good while in the ,vniuersitie3 to which tyme and place1 ,i chiefly remitte this kinde of exercise4 ,and bicause ,i euer thought examples to be the best kinde of teaching1 ,i will recite a golden sentence out of that ,poete1 which is next vnto ,homer1 not onelie in tyme1 but also in worthines3 which hath bene a paterne for many worthie wittes to follow1 by this kind of ,metaphrasis1 but ,i will content my selfe1 with foure workemen1 two in ,greke1 and two in ,latin1 soch1 as in both the tonges1 wiser worthier1 can not be looked for4 ,surelie1 no stone set in gold by most cunning workemen1 is in deed1 if right counte be made1 more worthie the looking on1 than this golden sentence1 diuerslie wrought vpon1 by soch foure excellent ,masters4 ,hesiodus4 #b4 #a4 outos men panariotos1 os auto panta noese1 phrassamenos ta k epeita kai es telos esin ameino3 #b4 esthlos d au kakeinos1 os eu eiponti pithetai1 #c4 os de ke met autos noee1 met allou akouon en thymo balletai1 o d aut achreios aner4 ,thus rudelie turned into base ,english4 #a4 ,that man in wisedome passeth all1 to know the best who hath a head3 #b4 ,and meetlie wise eeke counted shall1 who yeildes him selfe to wise mens read3 #c4 ,who hath no witte1 nor none will heare1 amongest all fooles the bell may beare4 the ready way to the ,latin tong4 #beg ,sophocles in ,antigone4 #a4 ,phem egoge presbeuein poly1 ,phynai ton andra pant epiotemes pleon3 #b4 ,ei d oun 7philei gar touto me taute repein71 ,kai ton legonton eu kalon to manthanein4 ,marke the wisedome of ,sophocles1 in leauyng out the last sentence1 because it was not cumlie for the sonne to vse it to his father4 ,d4 ,basileus in his ,exhortation to youth4 ,memnesthe tou ,esiodou1 os phesi1 ariston men einai ton par eautou ta deonta xynoronta4 #b4 ,esthlon de kakei- non1 ton tois1 par eteron ypodeicheisin epomenon4 #c4 ton de pros oudeteron epitedeion achreion einai pros apanta4 ,m4 ,cic4 ,pro ,a4 ,cluentio4 #a4 ,sapientissimum esse dicunt eum1 cui1 quod opus sit1 ipsi veniat in mentem3 #b4 ,proxime accedere illum1 qui alterius bene inuentis obtemperet4 #c4 ,in stulticia contra est3 minus enim stultus est is1 cui nihil in mentem venit1 quam ille1 qui1 quod stult alteri venit in mentem comprobat4 ,cicero doth not plainlie expresse the last sentence1 but doth inuent it fitlie for his purpose1 to taunt the folie and simplicitie in his aduersarie ,actius1 not weying wiselie1 the sutle doynges of ,chrysogonus and ,staienus4 ,tit4 ,liuius in ,orat4 ,minutij4 ,lib4 #bb4 #a4 ,spe ego audiui milites2 eum primum esse virum1 qui ipse consulat1 quid in rem sit3 #b4 ,secundum eum1 qui bene monenti obediat3 #c4 ,qui1 nec ipse consulere1 nec alteri parere scit1 eum extremi esse ingenij4 ,now1 which of all these foure1 ,sophocles1 ,s4 ,basil1 ,cicero1 or ,liuie1 hath expressed ,hesiodus best1 the iudgement is as hard1 as the workemanship of euerie one is most excellent in deede4 ,an other example out of the ,latin tong also ,i will recite1 for the worthines of the workeman therof1 and that is ,horace1 who hath #beh ,the second book teachyng so turned the begynning of ,terence ,eunuchus1 as doth worke in me1 a pleasant admiration1 as oft so euer1 as ,i compare those two places togither4 ,and though euerie ,master1 and euerie good ,scholer to1 do know the places1 both in ,terence and ,horace1 yet ,i will set them heare1 in one place togither1 that with more pleasure1 they may be compared together4 ,terentius in ,eunucho4 ,quid igitur faciam8 non eam8 ne nunc quidem cum accersor ultr8 an potius ita me comparem1 non perpeti meretricum con- tumelias8 exclusit3 reuocat1 redeam8 non1 si me obsecret4 ,,par- ,,meno a little after4 ,here1 qu res in se neque consilium neque modum habet vllum1 eam consilio regere non potes4 ,in ,amore hc omnia insunt vitia1 iniuri1 suspiciones1 inimiciti1 induci1 bellum1 pax rursum4 ,incerta hc si tu postules ratione certa facere1 nihilo plus agas1 quem si des operam1 vt cum ratione insanias4 ,horatius1 lib4 ,ser4 #b4 ,saty4 #c4 ,nec nunc cum me vocet vltro1 ,accedam8 an potius mediter finire dolores8 ,exclusit3 reuocat1 redeam8 non si obsecret4 ,ecce ,seruus non ,paulo sapientior3 ,here1 qu res ,nec modum habet1 neque consilium1 ratione modque ,tractari non vult4 ,in amore1 hc sunt mala1 bellum1 ,pax rursum3 hc si quis tempestatis prop ritu ,mobilia1 et cca fluitantia sorte1 laboret ,reddere certa1 sibi nihil plus explicet1 ac si ,insanire paret certa ratione1 modque4 ,this exercise may bring moch profite to ripe heads1 and stayd iudgementes3 bicause1 in traueling in it1 the mynde must nedes be verie attentiue1 and busilie occupide1 in turning and tossing it selfe many wayes3 and conferryng with great pleasure1 the varietie of worthie wittes and iudgementes togither3 ,but this harme may sone cum therby1 and namelie to yong ,scholers1 lesse1 in seeking other wordes1 and new forme of sentences1 they chance vpon the worse3 for the which onelie cause1 ,cicero thinketh this exercise not to be fit for yong men4 the ready way to the ,latin tong4 #bei ,epitome4 ,this is a way of studie1 belonging1 rather to matter1 than to wordes3 to memorie1 than to vtterance3 to those that be learned alreadie1 and hath small place at all amonges yong scholers in ,grammer scholes4 ,it may proffet priuately some learned men1 but it hath hurt generallie learning it selfe1 very moch4 ,for by it haue we lost whole ,trogus1 the best part of ,t4 ,liuius1 the goodlie ,dictionarie of ,pompeius festus1 a great deale of the ,ciuill lawe1 and other many notable bookes1 for the which cause1 ,i do the more mislike this exercise1 both in old and yong4 ,epitome1 is good priuatelie for himselfe that doth worke it1 but ill commonlie for all other that vse other mens labor therein3 a silie poore kinde of studie1 not vnlike to the doing of those poore folke1 which neyther till1 nor sowe1 nor reape themselues1 but gleane by stelth1 vpon other mens growndes4 ,soch1 haue emptie barnes1 for deare yeares4 ,grammer scholes haue fewe ,epitomes to hurt them1 except ,epitheta ,textoris1 and such beggarlie gatheringes1 as ,horman1 whittington1 and other like vulgares for making of latines3 yea ,i do wishe1 that all rules for yong scholers1 were shorter than they be4 ,for without doute1 ,grammatica it selfe1 is sooner and surer learned by examples of good authors1 than by the naked rewles of ,grammarians4 ,epitome hurteth more1 in the vni- uersities and studie of ,philosophie3 but most of all1 in diuinitie it selfe4 ,in deede bookes of common places be verie necessarie1 to induce a man1 into an orderlie generall knowledge1 how to referre orderlie all that he readeth1 ad certa rerum ,capita1 and not wander in studie4 ,and to that end did ,p4 ,lombardus the master of sentences and ,ph4 ,melancthon in our daies1 write two notable bookes of common places4 ,but to dwell in ,epitomes and bookes of common places1 and not to binde himselfe dailie by orderlie studie1 to reade with all diligence1 principallie the holyest scripture and withall1 the best ,doctors1 and so to learne to make trewe difference betwixt1 the authoritie of the one1 and the ,counsell of the other1 maketh so many seeming1 and sonburnt ministers as we haue1 whose #bfj ,the second booke teachyng learning is gotten in a sommer heat1 and washed away1 with a ,christmas snow againe3 who neuerthelesse1 are lesse to be blamed1 than those blind bussardes1 who in late yeares1 of wilfull maliciousnes1 would neyther learne themselues1 nor could teach others1 any thing at all4 ,paraphrasis hath done lesse hurt to learning1 than ,epitome3 for no ,paraphrasis1 though there be many1 shall neuer take away ,dauids ,psalter4 ,erasmus ,paraphrasis being neuer so good1 shall neuer banishe the new ,testament4 ,and in an other schole1 the ,paraphrasis of ,brocardus1 or ,sambucus1 shal neuer take ,aristotles ,rhetoricke1 nor ,horace de ,arte ,poetica1 out of learned mens handes4 ,but1 as concerning a schole ,epitome1 he that wold haue an example of it1 let him read ,lucian peri kallous which is the verie ,epitome of ,isocrates oration de laudibus ,helen1 whereby he may learne1 at the least1 this wise lesson1 that a man ought to beware1 to be ouer bold1 in altering an excellent mans worke4 ,neuertheles1 some kinde of ,epitome may be vsed1 by men of skilful iudgement1 to the great proffet also of others4 ,as if a wise man would take ,halles ,cronicle1 where moch good matter is quite marde with ,indenture ,englishe1 and first change1 strange and inkhorne tearmes into proper1 and commonlie vsed wordes3 next1 specially to wede out that1 that is superfluous and idle1 not onelie where wordes be vainlie heaped one vpon an other1 but also where many sentences1 of one meaning1 be clowted vp together as though ,m4 ,hall had bene1 not writing the storie of ,england1 but varying a sentence in ,hitching schole3 surelie a wise learned man1 by this way of ,epitome1 in cutting away wordes and sentences1 and diminishing nothing at all of the matter1 shold leaue to mens vse1 a storie1 halfe as moch as it was in quantitie1 but twise as good as it was1 both for pleasure and also commoditie4 ,an other kinde of ,epitome may be vsed likewise very well1 to moch proffet4 ,som man either by lustines of nature1 or brought by ill teaching1 to a wrong iudgement1 is ouer full of words1 sentences1 matter1 yet all his words be proper1 apt well chosen3 all his sentences be rownd and trimlie framed3 his whole matter grownded vpon good reason1 stuffed with full arguments1 for his intent purpose4 ,yet when his talke the ready way to the ,latin tong4 #bfa shalbe heard1 or his writing be red1 of soch one1 as is1 either of my two dearest frendes1 ,m4 ,haddon at home1 or ,iohn ,sturmius in ,germanie1 that ,nimium in him1 which fooles and vnlearned will most commend1 shall eyther of thies two1 bite his lippe1 or shake his heade at it4 ,this fulnes as it is not to be misliked in a yong man1 so in farder aige1 in greater skill1 and weightier affaires1 it is to be temperated1 or else discretion and iudgement shall seeme to be wanting in him4 ,but if his stile be still ouer rancke and lustie1 as some men being neuer so old and spent by yeares1 will still be full of youthfull conditions as was ,syr ,f4 ,bryan1 and euer- more wold haue bene3 soch a rancke and full writer1 must vse1 if he will do wiselie the exercise of a verie good kinde of ,epitome1 and do1 as certaine wise men do1 that be ouer fat and fleshie3 who leauing their owne full and plentifull table1 go to soiorne abrode from home for a while1 at the temperate diet of some sober man3 and so by litle and litle1 cut away the grosnesse that is in them4 ,as for an example3 ,if ,osorius would leaue of his lustines in striuing against ,s4 ,austen1 and his ouer rancke rayling against poore ,luther1 and the troth of ,gods doctrine1 and giue his whole studie1 not to write any thing of his owne for a while1 but to translate ,demosthenes1 with so straite1 fast1 temperate a style in latine1 as he is in ,greeke1 he would becume so perfit pure a writer1 ,i beleue1 as hath bene fewe or none sence ,ciceroes dayes3 ,and so1 by doing himself and all learned moch good1 do others lesse harme1 ,christes doctrine lesse iniury1 than he doth3 with all1 wyn vnto himselfe many worthy frends1 who agreing with him gladly1 in ye loue liking of excellent learning1 are sorie to see so worthie a witte1 so rare eloquence1 wholie spent and consumed1 in striuing with ,god and good men4 ,emonges the rest1 no man doth lament him more than ,i1 not onelie for the excellent learning that ,i see in him1 but also bicause there hath passed priuatelie betwixt him and me1 sure tokens of moch good will1 and frendlie opinion1 the one toward the other4 ,and surelie the distance betwixt ,london and ,lysbon1 should not stoppe1 any kinde of frendlie dewtie1 that ,i could1 eyther shew to him1 or do to his1 if the greatest matter of all did not in certeyne pointes1 separate our myndes4 ,and yet for my parte1 both toward him1 and diuerse others #bfb ,the second booke teachyng here at home1 for like cause of excellent learning1 great wisdome1 and gentle humanitie1 which ,i haue seene in them1 and felt at their handes my selfe1 where the matter of indifference is mere conscience in a quiet minde inwardlie1 and not contentious malice with spitefull rayling openlie1 ,i can be content to followe this rewle1 in misliking some one thing1 not to hate for anie thing els4 ,but as for all the bloodie beastes1 as that fat ,boore of the ,psal4 #hj4 _/_/ wood3 or those brauling ,bulles of ,basan3 or any lurking ,dormus1 blinde1 not by nature1 but by malice1 as may be gathered of their owne testimonie1 giuen ouer to blindnes1 for giuing ouer ,god his word2 or soch as be so lustie runnegates1 as first1 runne from ,god his trew doctrine1 than1 from their ,lordes1 ,masters1 all dewtie1 next1 from them selues out of their wittes1 lastly from their ,prince1 contrey1 all dew allegeance1 whether they ought rather to be pitied of good men1 for their miserie1 or contemned of wise men1 for their malicious folie1 let good and wise men deter- mine4 ,and to returne to ,epitome agayne1 some will iudge moch boldnes in me1 thus to iudge of ,osorius style3 but wise men do know1 that meane lookers on1 may trewelie say1 for a well made ,picture3 ,this face had bene more cumlie1 if that hie redde in the cheeke1 were somwhat more pure sanguin than it is3 and yet the stander by1 can not amend it himselfe by any way4 ,and this is not written to the dispraise but to the great commendation of ,osorius1 because ,tullie himselfe had the same fulnes in him3 and therefore went to ,rodes to cut it away3 and saith himselfe1 recepi me domum prope mutatus1 nam quasi referuerat iam oratio4 ,which was brought to passe ,i beleue1 not onelie by the teaching of ,molo ,appollonius but also by a good way of ,epitome1 in binding him selfe to translate meros ,atticos ,oratores1 and so to bring his style1 from all lowse grosnesse1 to soch firme fastnes in latin1 as is in ,demosthenes in ,greeke4 ,and this to be most trew1 may easelie be gathered1 not onelie of ,l4 ,crassus talke in #a4 de ,or4 but speciallie of ,ciceroes owne deede in translating ,demosthenes and schines orations peri steph4 to that verie ende and purpose4 ,and although a man growndlie learned all readie1 may take moch proffet him selfe in vsing1 by ,epitome1 to draw other mens the ready way to the ,latin tong4 #bfc workes for his owne memorie sake1 into shorter rowme1 as ,conterus hath done verie well the whole ,metamorphosis of ,ouid1 ,dauid ,cythrus a great deale better1 the ix4 ,muses of ,hero- dotus1 and ,melanchthon in myne opinion1 far best of all1 the whole storie of ,time1 not onelie to his own vse1 but to other mens proffet and hys great prayse1 yet1 ,epitome is most necessarie of all in a mans owne writing1 as we learne of that noble ,poet ,virgill1 who1 if ,donatus say trewe1 in writing that perfite worke of the ,georgickes1 vsed dailie1 when he had written #dj4 or #ej4 verses1 not to cease cutting1 paring1 and pollishing of them1 till he had brought them to the nomber of x4 or xij4 ,and this exercise1 is not more nedefullie done in a great worke1 than wiselie done1 in your common dailie writing1 either of letter1 or other thing else1 that is to say1 to peruse diligentlie1 and see and spie wiselie1 what is alwaies more than nedeth3 ,for1 twenty to one1 offend more1 in writing to moch1 than to litle3 euen as twentie to one1 fall into sicknesse1 rather by ouer moch fulnes1 than by anie lacke or emptinesse4 ,and therefore is he alwaies the best ,english ,physition1 that best can geue a purgation1 that is1 by way of ,epitome1 to cut all ouer much away4 ,and surelie mens bodies1 be not more full of ill humors1 than commonlie mens myndes 7if they be yong1 lustie1 proude1 like and loue them selues well1 as most men do7 be full of fansies1 opinions1 errors1 and faultes1 not onelie in inward inuention1 but also in all their vtterance1 either by pen or taulke4 ,and of all other men1 euen those that haue ye inuentiuest heades1 for all purposes1 and roundest tonges in all matters and places 7except they learne and vse this good lesson of ,epitome7 commit commonlie greater faultes1 than dull1 staying silent men do4 ,for1 quicke inuentors1 and faire readie speakers1 being boldned with their present habilitie to say more1 and perchance better to1 at the soden for that present1 than any other can do1 vse lesse helpe of diligence and studie than they ought to do3 and so haue in them commonlie1 lesse learning1 and weaker iudgement1 for all deepe considerations1 than some duller heades1 and slower tonges haue4 ,and therefore1 readie speakers1 generallie be not the best1 playnest1 and wisest writers1 nor yet the deepest iudgers in weightie affaires1 bicause they do not tarry to weye and iudge all thinges1 as they should3 but hauing their heades ouer full of #bfd ,the second booke teachyng matter1 be like pennes ouer full of incke1 which will soner blotte1 than make any faire letter at all4 ,tyme was1 whan ,i had experience of two ,ambassadors in one place1 the one of a hote head to inuent1 and of a hastie hand to write1 the other1 colde and stayd in both3 but what difference of their doinges was made by wise men1 is not vnknowne to some persons4 ,the ,bishop of ,winchester ,steph3 ,gardiner had a quicke head1 and a readie tong1 and yet was not the best writer in ,england4 ,cicero in ,brutus doth wiselie note the same in ,serg3 ,galbo1 and ,q4 ,hortentius1 who were both1 hote1 lustie1 and plaine speakers1 but colde1 lowse1 and rough writers3 ,and ,tullie telleth the cause why1 saying1 whan they spake1 their tong was naturally caried with full tyde wynde of their witte3 whan they wrote their head was solitarie1 dull1 and caulme1 and so their style was blonte1 and their writing colde3 ,quod vitium1 sayth ,cicero1 peringeniosis hominibus neque satis doctis plerumque accidit4 ,and therfore all quick inuentors1 readie faire speakers1 must be carefull1 that1 to their goodnes of nature1 they adde also in any wise1 studie1 labor1 leasure1 learning1 and iudgement1 and than they shall in deede1 passe all other1 as ,i know some do1 in whome all those qualities are fullie planted1 or else if they giue ouer moch to their witte1 and ouer litle to their labor and learning1 they will sonest ouer reach in taulke1 and fardest cum behinde in writing whatsoeuer they take in hand4 ,the methode of ,epitome is most necessarie for soch kinde of men4 ,and thus much concerning the vse or misuse of all kinde of ,epitomes in matters of learning4 dingbat omitted ,imitatio4 ,imitation1 is a facultie to expresse liuelie and perfitelie that example3 which ye go about to folow4 ,and of it selfe1 it is large and wide3 for all the workes of nature1 in a maner be examples for arte to folow4 ,but to our purpose1 all languages1 both learned and mother tonges1 be gotten1 and gotten onelie by ,imitation4 ,for as ye vse to heare1 so ye learne to speake3 if ye heare no other1 ye speake not your selfe3 and whome ye onelie heare1 of them ye onelie learne4 ,and therefore1 if ye would speake as the best and wisest do1 the ready way to the ,latin tong4 #bfe ye must be conuersant1 where the best and wisest are3 but if yow be borne or brought vp in a rude contrie1 ye shall not chose but speake rudelie3 the rudest man of all knoweth this to be trewe4 ,yet neuerthelesse1 the rudenes of common and mother tonges1 is no bar for wise speaking4 ,for in the rudest contrie1 and most barbarous mother language1 many be found can speake verie wiselie3 but in the ,greeke and latin tong1 the two onelie learned tonges1 which be kept1 not in common taulke1 but in priuate bookes1 we finde alwayes1 wisdome and eloquence1 good matter and good vtterance1 neuer or seldom a sonder4 ,for all soch ,authors1 as be fullest of good matter and right iudgement in doctrine1 be likewise alwayes1 most proper in wordes1 most apte in sentence1 most plaine and pure in vttering the same4 ,and contrariwise1 in those two tonges1 all writers1 either in ,religion1 or any sect of ,philosophie1 who so euer be founde fonde in iudgement of matter1 be commonlie found as rude in vttering their mynde4 ,for ,stoickes1 ,anabaptistes1 and ,friers3 with ,epicures1 ,libertines and ,monkes1 being most like in learning and life1 are no fonder and pernicious in their opinions1 than they be rude and barbarous in their writinges4 ,they be not wise1 therefore that say1 what care ,i for a mans wordes and vtterance1 if his matter and reasons be good4 ,soch men1 say so1 not so moch of ignorance1 as eyther of some singular pride in themselues1 or some speciall malice or other1 or for some priuate perciall matter1 either in ,religion or other kinde of learning4 ,for good and choice meates1 be no more requisite for helthie bodies1 than proper and apte wordes be for good matters1 and also plaine and sensible vtterance for the best and depest reasons3 in which two pointes standeth perfite eloquence1 one of the fairest and rarest giftes that ,god doth geue to man4 ,ye know not1 what hurt ye do to learning1 that care not for wordes1 but for matter1 and so make a deuorse betwixt the tong and the hart4 ,for marke all aiges3 looke vpon the whole course of both the ,greeke and ,latin tonge1 and ye shall surelie finde1 that1 whan apte and good wordes began to be neglected1 and properties of those two tonges to be confounded1 than also began1 ill deedes to spring3 strange maners to oppresse good orders1 newe and fond opinions to striue with olde and trewe doctrine1 first in ,philosophie3 and after in ,religion3 right #bff ,the second booke teachyng iudgement of all thinges to be peruerted1 and so vertue with learning is contemned1 and studie left of3 of ill thoughtes cummeth peruerse iudgement3 of ill deedes springeth lewde taulke4 ,which fower misorders1 as they mar mans life1 so destroy they good learning withall4 ,but behold the goodnesse of ,gods prouidence for learning3 all olde authors and sectes of ,philosophy1 which were fondest in opinion1 and rudest in vtterance1 as ,stoickes and ,epicures1 first contemned of wise men1 and after forgotten of all men1 be so consumed by tymes1 as they be now1 not onelie out of vse1 but also out of memorie of man3 which thing1 ,i surelie thinke1 will shortlie chance1 to the whole doctrine and all the bookes of phantasticall ,anabaptistes and ,friers1 and of the beastlie ,libertines and ,monkes4 ,againe behold on the other side1 how ,gods wisdome hath wrought1 that of ,academici and ,peripatetici1 those that were wisest in iudgement of matters1 and purest in vttering their myndes1 the first and chiefest1 that wrote most and best1 in either tong1 as ,plato and ,aristotle in ,greeke1 ,tullie in ,latin1 be so either wholie1 or sufficiently left vnto vs1 as ,i neuer knew yet scholer1 that gaue himselfe to like1 and loue1 and folow chieflie those three ,authors but he proued1 both learned1 wise1 and also an honest man1 if he ioyned with all the trewe doctrine of ,gods holie ,bible1 without the which1 the other three1 be but fine edge tooles in a fole or mad mans hand4 ,but to returne to ,imitation agayne3 ,there be three kindes of it in matters of learning4 ,the whole doctrine of ,comedies and ,tragedies1 is a perfite imitation1 or faire liuelie painted picture of the life of euerie degree of man4 ,of this ,imitation writeth ,plato at large in #c4 de ,rep4 but it doth not moch belong at this time to our purpose4 ,the second kind of ,imitation1 is to folow for learning of tonges and sciences1 the best authors4 ,here riseth1 emonges proude and enuious wittes1 a great controuersie1 whether1 one or many are to be folowed3 and if one1 who is that one3 ,seneca1 or ,cicero3 ,salust or ,csar1 and so forth in ,greeke and ,latin4 ,the third kinde of ,imitation1 belongeth to the second3 as when you be determined1 whether ye will folow one or mo1 to know perfitlie1 and which way to folow that one3 in what the ready way to the ,latin tong4 #bfg place3 by what meane and order3 by what tooles and instru- mentes ye shall do it1 by what skill and iudgement1 ye shall trewelie discerne1 whether ye folow rightlie or no4 ,this ,imitatio1 is dissimilis materiei similis tractatio3 and also1 similis materiei dissimilis tractatio1 as ,virgill folowed ,homer3 but the ,argument to the one was ,vlysses1 to the other neas4 ,tullie persecuted ,antonie with the same wepons of eloquence1 that ,demosthenes vsed before against ,philippe4 ,horace foloweth ,pindar1 but either of them his owne ,argument and ,person3 as the one1 ,hiero king of ,sicilie1 the other ,augustus the ,emperor3 and yet both for like respectes1 that is1 for their coragious stoutnes in warre1 and iust gouern- ment in peace4 ,one of the best examples1 for right ,imitation we lacke1 and that is ,menander1 whom our ,terence1 7as the matter required7 in like argument1 in the same ,persons1 with equall eloquence1 foote by foote did folow4 ,som peeces remaine1 like broken ,iewelles1 whereby men may rightlie esteme1 and iustlie lament1 the losse of the whole4 ,erasmus1 the ornament of learning1 in our tyme1 doth wish that som man of learning and diligence1 would take the like paines in ,demosthenes and ,tullie1 that ,macrobius hath done in ,homer and ,virgill1 that is1 to write out and ioyne together1 where the one doth imitate the other4 ,erasmus wishe is good1 but surelie1 it is not good enough3 for ,macrobius gatherings for the neidos out of ,homer1 and ,eobanus ,hessus more diligent gatherings for the ,bucolikes out of ,theocritus1 as they be not fullie taken out of the whole heape1 as they should be1 but euen as though they had not sought for them of purpose1 but fownd them scatered here and there by chance in their way1 euen so1 onelie to point out1 and nakedlie to ioyne togither their sentences1 with no farder declaring the maner and way1 how the one doth folow the other1 were but a colde helpe1 to the encrease of learning4 ,but if a man would take this paine also1 whan he hath layd two places1 of ,homer and ,virgill1 or of ,demosthenes and ,tullie togither1 to teach plainlie withall1 after this sort4 #a4 ,tullie reteyneth thus moch of the matter1 thies sentences1 thies wordes3 #bfh ,the second booke teachyng #b4 ,this and that he leaueth out1 which he doth wittelie to this end and purpose4 #c4 ,this he addeth here4 #d4 ,this he diminisheth there4 #e4 ,this he ordereth thus1 with placing that here1 not there4 #f4 ,this he altereth and changeth1 either1 in propertie of wordes1 in forme of sentence1 in substance of the matter1 or in one1 or other conuenient circumstance of the authors present purpose4 ,in thies fewe rude ,english wordes1 are wrapt vp all the necessarie tooles and instrumentes1 wherewith trewe ,imita- tion is rightlie wrought withall in any tonge4 ,which tooles1 ,i openlie confesse1 be not of myne owne forging1 but partlie left vnto me by the cunningest ,master1 and one of the worthiest ,ientlemen that euer ,england bred1 ,syr ,iohn ,cheke3 partelie borowed by me out of the shoppe of the dearest frende ,i haue out of ,england1 ,io4 ,st4 ,and therefore ,i am the bolder to borow of him1 and here to leaue them to other1 and namelie to my ,children3 which tooles1 if it please ,god1 that an other day1 they may be able to vse rightlie1 as ,i do wish and daylie pray1 they may do1 ,i shal be more glad1 than if ,i were able to leaue them a great quantitie of land4 ,this foresaide order and doctrine of ,imitation1 would bring forth more learning1 and breed vp trewer iudgement1 than any other exercise that can be vsed1 but not for yong beginners1 bicause they shall not be able to consider dulie therof4 ,and trewelie1 it may be a shame to good studentes who hauing so faire examples to follow1 as ,plato and ,tullie1 do not vse so wise wayes in folowing them for the obteyning of wisdome and learning1 as rude ignorant ,artificers do1 for gayning a small commoditie4 ,for surelie the meanest painter vseth more witte1 better arte1 greater diligence1 in hys shoppe1 in folowing the ,picture of any meane mans face1 than commonlie the best studentes do1 euen in the vniuersitie1 for the atteining of learning it selfe4 ,some ignorant1 vnlearned1 and idle student3 or some busie looker vpon this litle poore booke1 that hath neither will to do good him selfe1 nor skill to iudge right of others1 but can lustelie contemne1 by pride and ignorance1 all painfull diligence and right order in study1 will perchance say1 that ,i am to precise1 to the ready way to the ,latin tong4 #bfi curious1 in marking and piteling thus about the imitation of others3 and that the olde worthie ,authors did neuer busie their heades and wittes1 in folowyng so preciselie1 either the matter what other men wrote1 or els the maner how other men wrote4 ,they will say1 it were a plaine slauerie1 inurie to1 to shakkle and tye a good witte1 and hinder the course of a mans good nature with such bondes of seruitude1 in folowyng other4 ,except soch men thinke them selues wiser then ,cicero for teaching of eloquence1 they must be content to turne a new leafe4 ,the best booke that euer ,tullie wrote1 by all mens iudge- ment1 and by his owne testimonie to1 in writyng wherof1 he employed most care1 studie1 learnyng and iudgement1 is his book de ,orat4 ad ,q4 ,f4 ,now let vs see1 what he did for the matter1 and also for the maner of writing therof4 ,for the whole booke consisteth in these two pointes onelie3 ,in good matter1 and good handling of the matter4 ,and first1 for the matter1 it is whole ,aristotles1 what so euer ,antonie in the second1 and ,crassus in the third doth teach4 ,trust not me1 but beleue ,tullie him selfe1 who writeth so1 first1 in that goodlie long ,epistle ad ,p4 ,lentulum1 and after in diuerse places ad ,atticum4 ,and in the verie booke it selfe1 ,tullie will not haue it hidden1 but both ,catulus and ,crassus do oft and pleasantly lay that stelth to ,antonius charge4 ,now1 for the handling of the matter1 was ,tullie so precise and curious rather to follow an other mans ,paterne1 than to inuent some newe shape him selfe1 namelie in that booke1 wherin he purposed1 to leaue to posteritie1 the glorie of his witte8 yea forsoth1 that he did4 ,and this is not my gessing and gathering1 nor onelie performed by ,tullie in verie deed1 but vttered also by ,tullie in plaine wordes3 to teach other men thereby1 what they should do1 in taking like matter in hand4 ,and that which is specially to be marked1 ,tullie doth vtter plainlie his conceit and purpose therein1 by the mouth of the wisest man in all that companie3 for sayth ,scuola him selfe1 ,cur non imitamur1 ,crasse1 ,socratem illum1 qui est in ,phdro ,platonis c4 ,and furder to vnderstand1 that ,tullie did not obiter and bichance1 but purposelie and mindfullie bend him selfe to a precise and curious ,imitation of ,plato1 concernyng the shape #bgj ,the second booke teachyng and forme of those bookes1 marke ,i pray you1 how curious ,tullie is to vtter his purpose and doyng therein1 writing thus to ,atticus4 ,quod in his ,oratorijs libris1 quos tantopere laudas1 personam desideras ,scuol1 non eam temer dimoui3 ,sed feci idem1 quod in politeia ,deus ille noster ,plato1 cum in ,pireum ,socrates venisset ad ,cephalum locupletem festiuum ,senem1 quoad primus ille sermo haberetur1 adest in disputando senex3 ,deinde1 cum ipse quoque commodissim locutus esset1 ad rem diuinam dicit se velle discedere1 neque postea reuertitur4 ,credo ,platonem vix putasse satis consonum fore1 si hominem id tatis in tam longo sermone diutius retinuisset3 ,multo ego satius hoc mihi cauendum putaui in ,scuola1 qui tate et valetudine erat ea qua meministi1 his honoribus1 vt vix satis decorum videretur eum plures dies esse in ,crassi ,tusculano4 ,et erat primi libri sermo non alienus ,scuol studijs3 reliqui libri technologian habent1 vt scis4 ,huic ioculatori disputationi senem illum vt noras1 interesse san nolui4 ,if ,cicero had not opened him selfe1 and declared hys owne thought and doynges herein1 men that be idle1 and ignorant1 and enuious of other mens diligence and well doinges1 would haue sworne that ,tullie had neuer mynded any soch thing1 but that of a precise curiositie1 we fayne and forge and father soch thinges of ,tullie1 as he neuer ment in deed4 ,i write this1 not for nought3 for ,i haue heard some both well learned1 and otherwayes verie wise1 that by their lustie misliking of soch diligence1 haue drawen back the forwardnes of verie good wittes4 ,but euen as such men them selues1 do sometymes stumble vpon doyng well by chance and benefite of good witte1 so would ,i haue our scholer alwayes able to do well by order of learnyng and right skill of iudgement4 ,concernyng ,imitation1 many learned men haue written1 with moch diuersitie for the matter1 and therfore with great contrarietie and some stomacke amongest them selues4 ,i haue read as many as ,i could get diligentlie1 and what ,i thinke of euerie one of them1 ,i will freelie say my mynde4 ,with which freedome ,i trust good men will beare1 bicause it shall tend to neither spitefull nor harmefull controuersie4 ,in ,tullie1 it is well touched1 shortlie taught1 not fullie ,cicero4 _/_/ declared by ,ant4 in #b4 de ,orat3 and afterward in ,orat4 ad ,brutum1 for the liking and misliking the ready way to the ,latin tong4 #bga of ,isocrates3 and the contrarie iudgement of ,tullie against ,caluus1 ,brutus1 and ,calidius1 de genere dicendi ,attico ,asiatico4 ,dionis4 ,halic4 peri mimeseos4 ,i feare is lost3 which ,author1 next ,aristotle1 ,plato1 and ,tullie1 of all _/_/ ,dio4 ,hali- other1 that write of eloquence1 by the iudgement _/_/ car4 of them that be best learned1 deserueth the next prayse and place4 ,quintilian writeth of it1 shortly and coldlie for the matter1 yet hotelie and spitefullie enough1 agaynst the _/_/ ,quintil4 ,imitation of ,tullie4 ,erasmus1 beyng more occupied in spying other mens faultes1 than declaryng his own aduise1 is mistaken of _/_/ ,erasmus4 many1 to the great hurt of studie1 for his authoritie sake4 ,for he writeth rightlie1 rightlie vnderstanded3 he and ,longolius onelie differing in this1 that the one seemeth to giue ouermoch1 the other ouer litle1 to him1 whom they both1 best loued1 and chiefly allowed of all other4 ,budus in his ,commentaries roughlie and obscurelie1 after his kinde of writyng3 and for the matter1 _/_/ ,budus4 caryed somwhat out of the way in ouermuch misliking the ,imitation of ,tullie4 _/_/ ,ph4 ,me- ,phil4 ,melancthon1 learnedlie and trewlie4 _/_/ lanch4 ,camerarius largely with a learned iudgement1 _/_/ ,ioa4 ,cam- but somewhat confusedly1 and with ouer rough _/_/ mer4 a stile4 ,sambucus1 largely1 with a right iudgement but somewhat a crooked stile4 _/_/ ,sambucus4 ,other haue written also1 as ,cortesius to _/_/ ,cortesius4 ,politian1 and that verie well3 ,bembus ad ,picum _/_/ ,p4 ,bembus4 a great deale better1 but ,ioan4 ,sturmius de _/_/ ,ioan4 ,stur- ,nobilitate literata1 de ,amissa dicendi ratione1 _/_/ mius4 farre best of all1 in myne opinion1 that euer tooke this matter in hand4 ,for all the rest1 declare chiefly this point1 whether one1 or many1 or all1 are to be followed3 but ,sturmius onelie hath most learnedlie declared1 who is to be followed1 what is to be followed1 and the best point of all1 by what way order1 trew ,imitation is rightlie to be exercised4 ,and although ,sturmius herein doth farre passe all other1 yet hath he not so fullie and perfitelie done it1 as ,i do wishe he had1 and as ,i know he could4 ,for though he hath done it perfitelie for precept1 yet hath he #bgb ,the second booke teachyng not done it perfitelie enough for example3 which he did1 neither for lacke of skill1 nor by negligence1 but of purpose1 contented with one or two examples bicause he was mynded in those two bookes1 to write of it both shortlie1 and also had to touch other matters4 ,barthol4 ,riccius ,ferrariensis also hath written learnedlie1 diligentlie and verie largelie of this matter euen as hee did before verie well de ,apparatu lingu ,lat4 ,he writeth the better in myne opinion1 bicause his whole doctrine1 iudgement1 and order1 semeth to be borowed out of ,io4 ,stur4 bookes4 ,he addeth also examples1 the best kinde of teaching3 wherein he doth well1 but not well enough3 in deede1 he committeth no faulte1 but yet1 deserueth small praise4 ,he is content with the meane1 and followeth not the best3 as a man1 that would feede vpon ,acornes1 whan he may eate1 as good cheape1 the finest wheat bread4 ,he teacheth for example1 where and how1 two or three late ,italian ,poetes do follow ,virgil3 and how ,virgil him selfe in the storie of ,dido1 doth wholie ,imitate ,catullus in the like matter of ,ariadna3 ,wherein ,i like better his diligence and order of teaching1 than his iudgement in choice of examples for ,imitation4 ,but1 if he had done thus3 if he had declared where and how1 how oft and how many wayes ,virgil doth folow ,homer1 as for example the comming of ,vlysses to ,alcynous and ,calypso1 with the comming of neas to ,cartage and ,dido3 ,like- wise the games running1 wrestling1 and shoting1 that ,achilles maketh in ,homer1 with the selfe same games1 that neas maketh in ,virgil3 ,the harnesse of ,achilles1 with the harnesse of neas1 and the maner of making of them both by ,vulcane3 ,the notable combate betwixt ,achilles and ,hector1 with as notable a combate betwixt neas and ,turnus4 ,the going downe to hell of ,vlysses in ,homer1 with the going downe to hell of neas in ,virgil3 and other places infinite mo1 as similitudes1 narrations1 messages1 discriptions of persones1 places1 battels1 tempestes1 shipwrackes1 and common places for diuerse purposes1 which be as precisely taken out of ,homer1 as euer did ,painter in ,london follow the picture of any faire personage4 ,and when thies places had bene gathered together by this way of diligence than to haue conferred them together by this order of teaching as1 diligently to marke what is kept and vsed in either author1 in wordes1 in sentences1 in matter3 what is added3 what is left the ready way to the ,latin tong4 #bgc out3 what ordered otherwise1 either prponendo1 interponendo1 or postponendo3 ,and what is altered for any respect1 in word1 phrase1 sentence1 figure1 reason1 argument1 or by any way of circumstance3 ,if ,riccius had done this1 he had not onely bene well liked1 for his diligence in teaching1 but also iustlie com- mended for his right iudgement in right choice of examples for the best ,imitation4 ,riccius also for ,imitation of prose declareth where and how ,longolius doth folow ,tullie1 but as for ,longolius1 ,i would not haue him the patern of our ,imitation4 ,in deede3 in ,longolius shoppe1 be proper and faire shewing colers1 but as for shape1 figure1 and naturall cumlines1 by the iudgement of best iudging artificers1 he is rather allowed as one to be borne withall1 than especially commended1 as one chieflie to be folowed4 ,if ,riccius had taken for his examples1 where ,tullie him selfe foloweth either ,plato or ,demosthenes1 he had shot than at the right marke4 ,but to excuse ,riccius1 somwhat1 though ,i can not fullie defend him1 it may be sayd1 his purpose was1 to teach onelie the ,latin tong1 when thys way that ,i do wish1 to ioyne ,virgil with ,homer1 to read ,tullie with ,demosthenes and ,plato1 requireth a cunning and perfite ,master in both the tonges4 ,it is my wish in deede1 and that by good reason3 ,for who so euer will write well of any matter1 must labor to expresse that1 that is perfite1 and not to stay and content himselfe with the meane3 yea1 ,i say farder1 though it be not vnposible1 yet it is verie rare1 and meruelous hard1 to proue excellent in the ,latin tong1 for him that is not also well seene in the ,greeke tong4 ,tullie him selfe1 most excellent of nature1 most diligent in labor1 brought vp from his cradle1 in that place1 and in that tyme1 where and whan the ,latin tong most florished naturallie in euery mans mouth1 yet was not his owne tong able it selfe to make him so cunning in his owne tong1 as he was in deede3 but the knowledge and ,imitation of the ,greeke tong withall4 ,this he confesseth himselfe3 this he vttereth in many places1 as those can tell best1 that vse to read him most4 ,therefore thou1 that shotest at perfection in the ,latin tong1 thinke not thy selfe wiser than ,tullie was1 in choice of the way1 that leadeth rightlie to the same3 thinke not thy witte better than ,tullies was1 as though that may serue thee that was not sufficient for him4 ,for euen as a hauke flieth not hie with one #bgd ,the second booke teachyng wing3 euen so a man reacheth not to excellency with one tong4 ,i haue bene a looker on in the ,cokpit of learning thies many yeares3 ,and one ,cock onelie haue ,i knowne1 which with one wing1 euen at this day1 doth passe all other1 in myne opinion1 that euer ,i saw in any pitte in ,england1 though they had two winges4 ,yet neuerthelesse1 to flie well with one wing1 to runne fast with one leg1 be rather1 rare ,maistreis moch to be merueled at1 than sure examples safelie to be folowed4 ,a ,bushop that now liueth1 a good man1 whose iudgement in ,religion ,i better like1 than his opinion in per- fitnes in other learning1 said once vnto me3 we haue no nede now of the ,greeke tong1 when all thinges be translated into ,latin4 ,but the good man vnderstood not1 that euen the best translation1 is1 for mere necessitie1 but an euill imped wing to flie withall1 or a heuie stompe leg of wood to go withall3 soch1 the hier they flie1 the sooner they falter and faill3 the faster they runne1 the ofter they stumble1 and sorer they fall4 ,soch as will nedes so flie1 may flie at a ,pye1 and catch a ,dawe3 ,and soch runners1 as commonlie1 they shoue and sholder to stand formost1 yet in the end they cum behind others deserue but the hopshakles1 if the ,masters of the game be right iudgers4 ,therefore in perusing thus1 so many diuerse bookes for ,optima _/_/ ,imitation1 it came into my head that a verie pro- ratio ,imi- _/_/ fitable booke might be made de ,imitatione1 after tationis4 _/_/ an other sort1 than euer yet was attempted of that matter1 conteyning a certaine fewe fitte preceptes1 vnto the which should be gathered and applied plentie of examples1 out of the choisest authors of both the tonges4 ,this worke would stand1 rather in good diligence1 for the gathering1 and right iudgement for the apte applying of those examples3 than any great learning or vtterance at all4 ,the doing thereof1 would be more pleasant1 than painfull1 would bring also moch proffet to all that should read it1 and great praise to him would take it in hand1 with iust desert of thankes4 ,erasmus1 giuyng him selfe to read ouer all ,authors ,greke ,erasmus _/_/ and ,latin1 seemeth to haue prescribed to him order in his _/_/ selfe this order of readyng3 that is1 to note out studie4 _/_/ by the way1 three speciall pointes3 ,all ,adagies1 the ready way to the ,latin tong4 #bge all similitudes1 and all wittie sayinges of most notable person- ages3 ,and so1 by one labour1 he left to posteritie1 three notable bookes1 namelie two his ,chiliades1 ,apophthegmata and ,similia4 ,likewise1 if a good student would bend him selfe to read diligently ouer ,tullie1 and with him also at _/_/ ,plato4 the same tyme1 as diligently ,plato1 ,xenophon1 _/_/ ,xenophon4 with his bookes of ,philosophie1 ,isocrates1 _/_/ ,cicero4 ,isocrates4 ,demosthenes with his orations1 ,aristotle with _/_/ ,demosth4 his ,rhetorickes3 which fiue of all other1 be _/_/ ,aristotles4 those1 whom ,tullie best loued1 specially followed3 would marke diligently in ,tullie where he doth exprimere or effingere 7which be the verie propre wordes of ,imitation7 either1 ,copiam ,platonis or venustatem ,xenophontis1 suauitatem ,isocratis1 or vim ,demosthenis1 propriam puram subtilitatem ,aristotelis1 and not onelie write out the places diligentlie1 and lay them together orderlie1 but also to conferre them with skilfull iudgement by those few rules1 which ,i haue expressed now twise before3 if that diligence were taken1 if that order were vsed1 what perfite knowledge of both the tonges1 what readie and pithie vtterance in all matters1 what right and deepe iudgement in all kinde of learnyng would follow1 is scarse credible to be beleued4 ,these bookes1 be not many1 nor long1 nor rude in speach1 nor meane in matter1 but next the ,maiestie of ,gods holie word1 most worthie for a man1 the louer of learning and honestie1 to spend his life in4 ,yea1 ,i haue heard worthie ,m4 ,cheke many tymes say3 ,i would haue a good student passe and iorney through all ,authors both ,greke and ,latin3 but he that will dwell in these few bookes onelie3 first1 in ,gods holie ,bible1 and than ioyne with it1 ,tullie in ,latin1 ,plato1 ,aristotle3 ,xenophon3 ,isocrates3 and ,demosthenes in ,greke3 must nedes proue an excel- lent man4 ,some men alreadie in our dayes1 haue put to their helping handes1 to this worke of ,imitation4 ,as ,peri- _/_/ ,perionius4 onius1 ,henr4 ,stephanus in dictionario ,ciceroniano1 _/_/ ,h4 ,steph4 and ,p4 ,victorius most praiseworthelie of all1 in _/_/ ,p4 ,victor- that his learned worke conteyning xxv4 bookes de _/_/ ius4 varia lectione3 in which bookes be ioyned diligentlie together the best ,authors of both the tonges where one doth seeme to imitate an other4 ,but all these1 with ,macrobius1 ,hessus1 and other1 be no #bgf ,the second booke teachyng more but common porters1 caryers1 and bringers of matter and stuffe togither4 ,they order nothing3 ,they lay before you1 what is done3 they do not teach you1 how it is done3 ,they busie not them selues with forme of buildyng3 ,they do not declare1 this stuffe is thus framed by ,demosthenes1 and thus and thus by ,tullie1 and so likewise in ,xenophon1 ,plato and ,isocrates and ,aristotle4 ,for ioyning ,virgil with ,homer ,i haue suf- ficientlie declared before4 ,the like diligence ,i would wish to be taken in ,pindar and ,pindarus4 _/_/ ,horace an equall match for all respectes4 ,horatius4 _/_/ ,in ,tragedies1 7the goodliest ,argument of all1 and for the vse1 either of a learned preacher1 or a ,ciuill ,ientleman1 more profitable than ,homer1 ,pindar1 ,virgill1 and ,horace3 yea comparable in myne opinion1 with the doctrine ,sophocles4 _/_/ of ,aristotle1 ,plato1 and ,xenophon17 the ,grecians1 ,euripides4 _/_/ ,sophocles and ,euripides far ouer match our ,seneca1 ,seneca4 _/_/ in ,latin1 namely in oikonomia et ,decoro1 although ,senacaes elocution and verse be verie commendable for his tyme4 ,and for the matters of ,hercules1 ,thebes1 ,hippolytus1 and ,troie1 his ,imitation is to be gathered into the same booke1 and to be tryed by the same touchstone1 as is spoken before4 ,in histories1 and namelie in ,liuie1 the like diligence of ,imitation1 could bring excellent learning1 and breede stayde iudgement1 in taking any like matter in hand4 ,onely ,liuie were a sufficient taske for one mans studie1 ,tit4 ,liuius4 _/_/ to compare him1 first with his fellow for all re- ,dion4 ,hali- _/_/ spectes1 ,dion4 ,halicarnassus3 who both1 liued in carn4 _/_/ one tyme3 tooke both one historie in hande to write3 deserued both like prayse of learnyng and eloquence4 ,polibius4 _/_/ ,than with ,polybius that wise writer1 whom ,liuie professeth to follow3 if he would denie it1 yet it is plaine1 that the best part of the thyrd ,decade in ,liuie1 is in ,thucidides4 _/_/ a maner translated out of the thyrd and rest of ,polibius3 ,lastlie with ,thucydides1 to whose ,imita- tion ,liuie is curiouslie bent1 as may well appeare by that one #a ,decad4 _/_/ ,oration of those of ,campania1 asking aide of the ,lib4 #g4 _/_/ ,romanes agaynst the ,samnites1 which is wholie taken1 ,sentence1 ,reason1 ,argument1 and order1 ,thucid4 #a4 _/_/ out of the ,oration of ,corcyra1 asking like aide of the ,athenienses against them of ,corinth4 ,if some the ready way to the ,latin tong4 #bgg diligent student would take paynes to compare them togither1 he should easelie perceiue1 that ,i do say trew4 ,a booke1 thus wholie filled with examples of ,imitation1 first out of ,tullie1 compared with ,plato1 ,xenophon1 ,isocrates1 ,demosthenes and ,aristotle3 than out of ,virgil and ,horace1 with ,homer and ,pindar3 next out of ,seneca with ,sophocles and ,euripides3 ,lastlie out of ,liuie1 with ,thucydides1 ,polibius and ,halicarnassus1 gathered with good diligence1 and compared with right order1 as ,i haue expressed before1 were an other maner of worke for all kinde of learning1 namely for eloquence1 than be those cold gatheringes of ,macrobius1 ,hessus1 ,perionius1 ,stephanus1 and ,victorius1 which may be vsed1 as ,i sayd before1 in this case1 as porters and caryers1 deseruing like prayse1 as soch men do wages2 but onely ,sturmius is he1 out of whom1 the trew suruey and whole workemanship is speciallie to be learned4 ,i trust1 this my writyng shall giue some good student occasion1 to take some peece in hand of this worke of ,imitation4 ,and as ,i had rather haue any do it1 than my _/_/ ,opus de selfe1 yet surelie my selfe rather than none at all4 _/_/ recta imi- ,and by ,gods grace1 if ,god do lend me life1 with _/_/ tandi ratione4 health1 free laysure and libertie1 with good likyng and a merie heart1 ,i will turne the best part of my studie and tyme1 to toyle in one or other peece of this worke of ,imitation4 ,this diligence to gather examples1 to giue light and vnder- standyng to good preceptes1 is no new inuention1 but speciallie vsed of the best ,authors and oldest writers4 ,for ,aristotle _/_/ ,aristoteles4 him selfe1 7as ,diog4 ,laertius declareth7 when he had written that goodlie booke of the ,topickes1 did gather out of stories and ,orators1 so many examples as filled xv4 bookes1 onelie to expresse the rules of his ,topickes4 ,these were the ,commentaries1 that ,aristotle thought fit for hys _/_/ ,commen- ,topickes3 ,and therfore to speake as ,i thinke1 ,i _/_/ tarij ,gr- neuer saw yet any ,commentarie vpon ,aristotles _/_/ ci et ,lati- ,logicke1 either in ,greke or ,latin1 that euer ,i _/_/ ni in ,dia- lyked1 bicause they be rather spent in declaryng _/_/ lect4 ,ari- scholepoynt rules1 than in gathering fit examples _/_/ stotelis4 for vse and vtterance1 either by pen or talke4 ,for preceptes in all ,authors1 and namelie in ,aristotle1 without applying vnto them1 the ,imitation of examples1 be hard1 drie1 and cold1 and therfore barrayn1 vnfruitfull and vnpleasant4 ,but ,aristotle1 #bgh ,the second booke teachyng namelie in his ,topicks and ,elenches1 should be1 not onelie fruitfull1 but also pleasant to1 if examples out of ,plato1 and other good ,authors1 were diligentlie gathered1 and aptlie ,precepta _/_/ applied vnto his most perfit preceptes there4 in ,aristot4 _/_/ ,and it is notable1 that my frende ,sturmius writeth ,exempla _/_/ herein1 that there is no precept in ,aristotles in ,platone4 _/_/ ,topickes wherof plentie of examples be not manifest in ,platos workes4 ,and ,i heare say1 that an excellent learned man1 ,tomitanus in ,italie1 hath expressed euerie fallacion in ,aristotle1 with diuerse examples out of ,plato4 ,would to ,god1 ,i might once see1 some worthie student of ,aristotle and ,plato in ,cambrige1 that would ioyne in one booke the preceptes of the one1 with the examples of the other4 ,for such a labor1 were one speciall peece of that worke of ,imitation1 which ,i do wishe were gathered together in one ,volume4 ,cambrige1 at my first comming thither1 but not at my going away1 committed this fault in reading the preceptes of ,aristotle without the examples of other ,authors3 ,but herein1 in my time thies men of worthie memorie1 ,m4 ,redman1 ,m4 ,cheke1 ,m4 ,smith1 ,m4 ,haddon1 ,m4 ,watson1 put so to their helping handes1 as that vniuersitie1 and all studentes there1 as long as learning shall last1 shall be bounde vnto them1 if that trade in studie be trewlie folowed1 which those men left behinde them there4 ,by this small mention of ,cambridge1 ,i am caryed into three imaginations3 first1 into a sweete remembrance of my tyme spent there3 than1 into som carefull thoughts1 for the greuous alteration that folowed sone after3 lastlie1 into much ioy to heare tell1 of the good recouerie and earnest forwardnes in all good learning there agayne4 ,to vtter theis my thoughts somwhat more largelie1 were somwhat beside my matter1 yet not very farre out of the way1 bycause it shall wholy tend to the good encoragement and right consideration of learning1 which is my full purpose in writing this litle booke3 whereby also shall well appeare this sentence to be most trewe1 that onely good men1 by their gouernment example1 make happie times1 in euery degree and state4 ,doctor ,nico4 ,medcalfe1 that honorable father1 was ,master ,d4 ,nic4 _/_/ of ,s4 ,iohnes ,colledge1 when ,i came thether3 ,a ,medcalf4 _/_/ man meanelie learned himselfe1 but not meanely the ready way to the ,latin tong4 #bgi affectioned to set forward learning in others4 ,he found that ,colledge spending scarse two hundred markes by yeare3 he left it spending a thousand markes and more4 ,which he procured1 not with his mony1 but by his wisdome2 not chargeablie bought by him1 but liberallie geuen by others by his meane1 for the zeale honor they bare to learning4 ,and that which is worthy of memorie1 all thies giuers were almost ,northenmen3 who being liberallie rewarded in the seruice of their ,prince1 bestowed it as liberallie for the good of their ,contrie4 ,som men thought therefore1 that ,d4 ,medcalfe was parciall to ,northrenmen1 but sure ,i am of this1 that ,north- renmen were parciall1 in doing more good1 and geuing more landes to ye forderance of learning1 than any other _/_/ ,the parci- contrie men1 in those dayes1 did3 which deede _/_/ alitie of should haue bene1 rather an example of goodnes1 _/_/ ,northren for other to folowe1 than matter of malice1 for any _/_/ men in to enuie1 as some there were that did4 ,trewly1 _/_/ ,s4 ,iohnes ,d4 ,medcalfe was parciall to none3 but indifferent _/_/ ,college4 to all3 a master for the whole1 a father to euery one1 in that ,colledge4 ,there was none so poore1 if he had1 either wil to goodnes1 or wit to learning1 that could lacke being there1 or should depart from thence for any need4 ,i am witnes my selfe1 that mony many times was brought into yong mens studies by strangers whom they knew not4 ,in which doing1 this worthy ,nicolaus folowed the steppes of good olde ,s4 ,nicolaus1 that learned ,bishop4 ,he was a ,papist in deede1 but would to ,god1 amonges all vs ,protestants ,i might once see but one1 that would winne like praise1 in doing like good1 for the aduauncement of learning and vertue4 ,and yet1 though he were a ,papist1 if any yong man1 geuen to new learning 7as they termed it7 went beyond his fellowes1 in witte1 labor1 and towardnes1 euen the same1 neyther lacked1 open praise to encorage him1 nor priuate exhibition to mainteyne hym1 as worthy ,syr ,i4 ,cheke1 if he were aliue would beare good witnes and so can many mo4 ,i my selfe one of the meanest of a great number1 in that ,colledge1 because there appeared in me som small shew of towardnes and diligence1 lacked not his fauor to forder me in learning4 ,and being a boy1 new ,bacheler of arte1 ,i chanced amonges my companions to speake against the ,pope3 which matter was #bhj ,the second booke teachyng than in euery mans mouth1 bycause ,d4 ,haines and ,d4 ,skippe were cum from the ,court1 to debate the same matter1 by preaching and disputation in the vniuersitie4 ,this hapned the same tyme1 when ,i stoode to be felow there3 my taulke came to ,d4 ,medcalfes eare3 ,i was called before him and the ,seniores3 and after greuous rebuke1 and some punishment1 open warning was geuen to all the felowes1 none to be so hardie to geue me his voice at that election4 ,and yet for all those open threates1 the good father himselfe priuilie procured1 that ,i should euen than be chosen felow4 ,but1 the election being done1 he made countinance of great discontentation thereat4 ,this good mans goodnes1 and fatherlie discretion1 vsed towardes me that one day1 shall neuer out of my remembrance all the dayes of my life4 ,and for the same cause1 haue ,i put it here1 in this small record of learning4 ,for next ,gods prouidence1 surely that day1 was by that good fathers meanes1 ,dies natalis1 to me1 for the whole foundation of the poore learning ,i haue1 and of all the furderance1 that hetherto else where ,i haue obteyned4 ,this his goodnes stood not still in one or two1 but flowed aboundantlie ouer all that ,colledge1 and brake out also to norishe good wittes in euery part of that vniuersitie3 whereby1 at this departing thence1 he left soch a companie of fellowes and scholers in ,s4 ,iohnes ,colledge1 as can scarse be found now in some whole vniuersitie3 which1 either for diuinitie1 on the one side or other1 or for ,ciuill seruice to their ,prince and contrie1 haue bene1 and are yet to this day1 notable ornaments to this whole ,realme3 ,yea ,s4 ,iohnes did then so florish1 as ,trinitie college1 that ,princely house now1 at the first erection1 was but ,colonia deducta out of ,s4 ,iohnes1 not onelie for their ,master1 fellowes1 and scholers1 but also1 which is more1 for their whole1 both order of learning1 and discipline of maners3 yet to this day1 it neuer tooke ,master but such as was bred vp before in ,s4 ,iohnes3 doing the dewtie of a good ,colonia to her ,metropolis1 as the auncient ,cities in ,greice and some yet in ,italie1 at this day1 are accustomed to do4 ,s4 ,iohnes stoode in this state1 vntill those heuie tymes1 and that greuous change that chanced4 ,an4 #aeec4 whan mo perfite scholers were dispersed from thence in one moneth1 than many ,psal4 #hj4 _/_/ yeares can reare vp againe4 ,for1 whan ,aper de ,sylua had passed the seas1 and fastned his foote the ready way to the ,latin tong4 #bha againe in ,england1 not onely the two faire groues of learning in ,england were eyther cut vp1 by the roote1 or troden downe to the ground and wholie went to wracke1 but the yong spring there1 and euerie where else1 was pitifullie nipt and ouertroden by very beastes1 and also the fairest standers of all1 were rooted vp1 and cast into the fire1 to the great weakning euen at this day of ,christes ,chirch in ,england1 both for ,religion and learning4 ,and what good could chance than to the vniuersities1 whan som of the greatest1 though not of the wisest nor best learned1 nor best men neither of that side1 did labor to perswade1 that ignorance was better than knowledge1 which they ment1 not for the laitie onelie1 but also for the greatest rable of their spiritu- altie1 what other pretense openlie so euer they made3 and therefore did som of them at ,cambrige 7whom ,i will not name openlie17 cause hedge priestes fette oute of the contrie1 to be made fellowes in the vniuersitie3 saying1 in their talke priuilie1 and declaring by their deedes openlie1 that he was1 felow good enough for their tyme1 if he could were a gowne and a tipet cumlie1 and haue hys crowne shorne faire and roundlie1 and could turne his ,portesse and pie readilie3 whiche ,i speake not to reproue any order either of apparell1 or other dewtie1 that may be well and indifferentlie vsed1 but to note the miserie of that time1 whan the benefites prouided for learning were so fowlie misused4 ,and what was the frute of this seade8 ,verely1 iudgement in doctrine was wholy altered3 order in discipline very sore changed3 the loue of good learning1 began sodenly to wax cold3 the knowledge of the tonges 7in spite of some that therein had florished7 was manifestly contemned3 and so1 ye way of right studie purposely peruerted3 the choice of good authors of mallice confownded4 ,olde sophistrie 7,i say not well7 not olde1 but that new rotten sophistrie began to beard and sholder logicke in her owne tong3 yea1 ,i know1 that heades were cast together1 and counsell deuised1 that ,duns1 with all the rable of barbarous questionistes1 should haue dispossessed of their place and rowmes1 ,aristotle1 ,plato1 ,tullie1 _/_/ ,aristoteles4 and ,demosthenes1 when good ,m4 ,redman1 and _/_/ ,plato4 those two worthy starres of that vniuersitie1 _/_/ ,cicero4 ,m4 ,cheke1 and ,m4 ,smith1 with their scholers1 had _/_/ ,demost4 brought to florishe as notable in ,cambrige1 as #bhb ,the second booke teachyng euer they did in ,grece and in ,italie3 and for the doctrine of those fowre1 the fowre pillers of learning1 ,cambrige than geuing place to no vniuersitie1 neither in ,france1 ,spaine1 ,germanie1 nor ,italie4 ,also in outward behauiour1 than began simplicitie in apparell1 to be layd aside3 ,courtlie galantnes to be taken vp3 frugalitie in diet was priuately misliked3 ,towne going to good ,shoting4 _/_/ cheare openly vsed3 honest pastimes1 ioyned with labor1 left of in the fieldes3 vnthrifty and idle games1 haunted corners1 and occupied the nightes3 contention in youth1 no where for learning3 factions in the elders euery where for trifles4 ,all which miseries at length1 by ,gods prouidence1 had their end #af4 ,nouemb4 #aeeh4 ,since which tyme1 the yong spring hath shot vp so faire1 as now there be in ,cambrige againe1 many goodly plantes 7as did well appeare at the ,queenes ,maiesties late being there7 which are like to grow to mightie great timber1 to the honor of learning1 and great good of their contrie1 if they may stand their tyme1 as the best plantes there were wont to do3 and if som old dotterell trees1 with standing ouer nie them1 and dropping vpon them1 do not either hinder1 or crooke their growing1 wherein my feare is ye lesse1 seing so worthie a ,iustice of an ,oyre hath the present ouersight of that whole chace1 who was himselfe somtym1 in the fairest spring that euer was there of learning1 one of the forwardest yong plantes1 in all that worthy ,college of ,s4 ,iohnes3 who now by grace is growne to soch greatnesse1 as1 in the temperate and quiet shade of his wisdome1 next the prouidence of ,god1 and goodnes of one1 in theis our daies1 ,religio for sinceritie1 liter for order and aduauncement1 ,respub4 for happie and quiet gouernment1 haue to great rejoysing of all good men1 speciallie reposed them selues4 ,now to returne to that ,question1 whether one1 a few1 many or all1 are to be folowed1 my aunswere shalbe short3 ,all1 for him that is desirous to know all3 yea1 the worst of all1 as ,questionistes1 and all the barbarous nation of scholemen1 helpe for one or other consideration3 ,but in euerie separate kinde of learning and studie1 by it selfe1 ye must follow1 choiselie a few1 and chieflie some one1 and that namelie in our schole of eloquence1 either for penne or talke4 ,and as in portraicture and paintyng wise men chose not that workman1 that can onelie make a faire hand1 or a well facioned legge but soch one1 as can the ready way to the ,latin tong4 #bhc furnish vp fullie1 all the fetures of the whole body1 of a man1 woman and child3 and with all is able to1 by good skill1 to giue to euerie one of these three1 in their proper kinde1 the right forme1 the trew figure1 the naturall color1 that is fit and dew1 to the dignitie of a man1 to the bewtie of a woman1 to the sweetnes of a yong babe3 euen likewise1 do we seeke soch one in our schole to folow1 who is able alwayes1 in all matters1 to teach plainlie1 to delite pleasantlie1 and to cary away by force of wise talke1 all that shall heare or read him3 and is so excellent in deed1 as witte is able1 or wishe can hope1 to attaine vnto3 ,and this not onelie to serue in the ,latin or ,greke tong1 but also in our own ,english language4 ,but yet1 bicause the prouid- ence of ,god hath left vnto vs in no other tong1 saue onelie in the ,greke and ,latin tong1 the trew preceptes1 and perfite examples of eloquence1 therefore must we seeke in the ,authors onelie of those two tonges1 the trewe ,paterne of ,eloquence1 if in any other mother tongue we looke to attaine1 either to perfit vtterance of it our selues1 or skilfull iudgement of it in others4 ,and now to know1 what ,author doth medle onelie with some one peece and member of eloquence1 and who doth perfitelie make vp the whole bodie1 ,i will declare1 as ,i can call to remembrance the goodlie talke1 that ,i haue had oftentymes1 of the trew difference of ,authors1 with that ,ientleman of worthie memorie1 my dearest frend1 and teacher of all the litle poore learning ,i haue1 ,syr ,iohn ,cheke4 ,the trew difference of ,authors is best knowne1 per diuersa genera dicendi1 that euerie one vsed4 ,and therfore here ,i will deuide genus dicendi1 not into these three1 ,tenu1 mediocr1 grande1 but as the matter of euerie ,author requireth1 as ,poeticum4 ,historicum4 in ,genus,philosophicum4 ,oratorium4 ,these differre one from an other1 in choice of wordes1 in framyng of ,sentences1 in handling of ,argumentes1 and vse of right forme1 figure1 and number1 proper and fitte for euerie matter1 and euerie one of these is diuerse also in it selfe1 as the first4 #bhd ,the second booke teachyng ,comicum4 ,tragicum4 ,poeticum1 in ,epicum4 ,melicum4 ,and here1 who soeuer hath bene diligent to read aduisedlie ouer1 ,terence1 ,seneca1 ,virgil1 ,horace1 or els ,aristophanes1 ,sophocles1 ,homer1 and ,pindar1 and shall diligently marke the difference they vse1 in proprietie of wordes1 in forme of sentence1 in handlyng of their matter1 he shall easelie perceiue1 what is fitte and decorum in euerie one1 to the trew vse of perfite ,imitation4 ,whan ,m4 ,watson in ,s4 ,iohns ,college at ,cambrige wrote his excellent ,tragedie of ,absalon1 ,m4 ,cheke1 he and ,i1 for that part of trew ,imitation1 had many pleasant talkes togither1 in com- paring the preceptes of ,aristotle and ,horace de ,arte ,poetica1 with the examples of ,euripides1 ,sophocles1 and ,seneca4 ,few men1 in writyng of ,tragedies in our dayes1 haue shot at this marke4 ,some in ,england1 moe in ,france1 ,germanie1 and ,italie1 also haue written ,tragedies in our tyme3 of the which1 not one ,i am sure is able to abyde the trew touch of ,aristotles preceptes1 and ,euripides examples1 saue only two1 that euer ,i saw1 ,m4 ,watsons ,absalon1 and ,georgius ,buckananus ,iephthe4 ,one man in ,cambrige1 well liked of many1 but best liked of him selfe1 was many tymes bold and busie1 to bryng matters vpon stages1 which he called ,tragedies4 ,in one1 wherby he looked to wynne his spurres1 and whereat many ignorant felowes fast clapped their handes1 he began the ,protasis with ,trochijs ,octonarijs3 which kinde of verse1 as it is but seldome and rare in ,tragedies1 so is it neuer vsed1 saue onelie in ,epitasi3 whan the ,tragedie is hiest and hotest1 and full of greatest troubles4 ,i remember ful well what ,m4 ,watson merelie sayd vnto me of his blindnesse and boldnes in that behalfe although otherwise1 there passed much frendship betwene them4 ,m4 ,watson had an other maner care of perfection1 with a feare and reuerence of the iudgement of the best learned3 ,who to this day would neuer suffer1 yet his ,absalon to go abroad1 and that onelie1 bicause1 in locis paribus1 ,anapestus is twise or thrise vsed in stede of ,iambus4 ,a smal faulte1 and such one1 as perchance would neuer be marked1 no neither in ,italie nor ,france4 ,this ,i write1 not so much1 to note the first1 or praise the last1 as to leaue in the ready way to the ,latin tong4 #bhe memorie of writing1 for good example to posteritie1 what perfection1 in any tyme1 was1 most diligentlie sought for in like maner1 in all kinde of learnyng1 in that most worthie ,college of ,s4 ,iohns in ,cambrige4 ,diaria4 ,annales4 ,historicum in ,commentarios4 ,iustam ,historiam4 ,for what proprietie in wordes1 simplicitie in sentences1 plainnesse and light1 is cumelie for these kindes1 ,csar and ,liuie1 for the two last1 are perfite examples of ,imitation3 ,and for the two first1 the old paternes be lost1 and as for some that be present and of late tyme1 they be fitter to be read once for some pleasure1 than oft to be perused1 for any good ,imitation of them4 ,philosophicum in ,sermonem1 as officia ,cic4 et ,eth4 ,arist4 ,contentionem4 ,as1 the ,dialoges of ,plato1 ,xenophon1 and ,cicero3 of which kinde of learnyng1 and right ,imitation therof1 ,carolus ,sigonius hath written of late1 both learnedlie and eloquentlie3 but best of all my frende ,ioan4 ,sturmius in hys ,commentaries vpon ,gorgias ,platonis1 which booke ,i haue in writyng1 and is not yet set out in ,print4 ,humile4 ,oratorium in ,mediocre4 ,sublime4 ,examples of these three1 in the ,greke tong1 be plentifull perfite1 as ,lycias1 ,isocrates1 and ,demosthenes3 and _/_/ ,lisias4 all three1 in onelie ,demosthenes1 in diuerse orations _/_/ ,isocrates4 as contra ,olimpiodorum1 in leptinem1 pro ,ctesi- _/_/ ,demost4 phonte4 ,and trew it is1 that ,hermogines writeth of ,demosthenes1 that all formes of ,eloquence be perfite in him4 ,in ,ciceroes ,orations1 ,medium sublime be most _/_/ ,cicero4 excellentlie handled1 but ,humile in his ,orations1 is seldome sene3 yet neuerthelesse in other bookes1 as in some part of his offices1 specially in ,partitionibus1 he is comparable in hoc humili disciplinabili genere1 euen with the best that euer #bhf ,the second booke teachyng wrote in ,greke4 ,but of ,cicero more fullie in fitter place4 ,and thus1 the trew difference of stiles1 in euerie ,author1 and euerie kinde of learnyng may easelie be knowne by this diuision4 ,poeticum4 ,historicum4 in ,genus ,philosophicum4 ,oratorium4 ,which ,i thought in this place to touch onelie1 not to prosecute at large1 bicause1 ,god willyng1 in the ,latin tong1 ,i will fullie handle it1 in my booke de ,imitatione4 ,now1 to touch more particularlie1 which of those ,authors1 that be now most commonlie in mens handes1 will sone affourd you some peece of ,eloquence1 and what maner a peece of eloquence1 and what is to be liked and folowed1 and what to be misliked and eschewed in them3 and how some agayne will furnish you fully withall1 rightly1 and wisely considered1 som- what ,i will write as ,i haue heard ,syr ,ihon ,cheke many tymes say4 ,the ,latin tong1 concerning any part of purenesse of it1 from the spring1 to the decay of the same1 did not endure moch longer1 than is the life of a well aged man1 scarse one hundred yeares from the tyme of the last ,scipio ,africanus and ,llius1 to the ,empire of ,augustus4 ,and it is notable1 that ,velleius ,pater- culus writeth of ,tullie1 how that the perfection of eloquence did so remayne onelie in him and in his time1 as before him1 were few1 which might moch delight a man1 or after him any1 worthy admiration1 but soch as ,tullie might haue seene1 and such as might haue seene ,tullie4 ,and good cause why3 for no perfec- tion is durable4 ,encrease hath a time1 decay likewise1 but all perfit ripenesse remaineth but a moment3 as is plainly seen in fruits1 plummes and cherries3 but more sensibly in flowers1 as ,roses such like1 and yet as trewlie in all greater matters4 ,for what naturallie1 can go no hier1 must naturallie yeld stoup againe4 ,of this short tyme of any purenesse of the ,latin tong1 for the first fortie yeare of it1 and all the tyme before1 we haue no peece of learning left1 saue ,plautus and ,terence1 with a litle rude vnperfit pamflet of the elder ,cato4 ,and as for ,plautus1 except the scholemaster be able to make wise and ware choice1 the ready way to the ,latin tong4 #bhg first in proprietie of wordes1 than in framing of ,phrases and sentences1 and chieflie in choice of honestie of matter1 your scholer were better to play1 then learne all that is in him4 ,but surelie1 if iudgement for the tong1 and direction for the maners1 be wisely ioyned with the diligent reading of ,plautus1 than trewlie ,plautus1 for that purenesse of the ,latin tong in ,rome1 whan ,rome did most florish in wel doing1 and so thereby1 in well speaking also1 is soch a plentifull storehouse1 for common eloquence1 in meane matters1 and all priuate mens affaires1 as the ,latin tong1 for that respect1 hath not the like agayne4 ,whan ,i remember the worthy tyme of ,rome1 wherein ,plautus did liue1 ,i must nedes honor the talke of that tyme1 which we see ,plautus doth vse4 ,terence is also a storehouse of the same tong1 for an other tyme1 following soone after1 although he be not so full plentiful as ,plautus is1 for multitude of matters1 diuersitie of wordes1 yet his wordes1 be chosen so purelie1 placed so orderly1 and all his stuffe so neetlie packed vp1 and wittely compassed in euerie place1 as1 by all wise mens iudgement1 he is counted the cunninger workeman1 and to haue his shop1 for the rowme that is in it1 more finely appointed1 and trimlier ordered1 than ,plautus is4 ,three thinges chiefly1 both in ,plautus and ,terence1 are to be specially considered4 ,the matter1 the vtterance1 the words1 the meter4 ,the matter in both1 is altogether within the compasse of the meanest mens maners1 and doth not stretch to any thing of any great weight at all1 but standeth chiefly in vtteryng the thoughtes and conditions of hard fathers1 foolish mothers1 vnthrifty yong men1 craftie seruantes1 sotle bawdes1 and wilie harlots1 and so1 is moch spent1 in finding out fine fetches1 and packing vp pelting matters1 soch as in ,london commonlie cum to the hearing of the ,masters of ,bridewell4 ,here is base stuffe for that scholer1 that should becum hereafter1 either a good minister in ,religion1 or a ,ciuill ,ientleman in seruice of his ,prince and contrie3 except the preacher do know soch matters to confute them1 whan ignorance surelie in all soch thinges were better for a ,ciuill ,ientleman1 than knowledge4 ,and thus1 for matter1 both ,plautus and ,terence1 be like meane painters1 that worke by halfes1 and be cunning onelie1 in making the worst part of the picture1 as if one were skilfull in painting #bhh ,the second booke teachyng the bodie of a naked person1 from the nauell downward1 but nothing else4 ,for word and speach1 ,plautus is more plentifull1 and ,terence more pure and proper3 ,and for one respect1 ,terence is to be embraced aboue all that euer wrote in hys kinde of argument3 ,bicause it is well known1 by good recorde of learning1 and that by ,ciceroes owne witnes that some ,comedies bearyng ,terence name1 were written by worthy ,scipio1 and wise ,llius1 and namely ,heauton3 and ,adelphi4 ,and therefore as oft as ,i reade those ,comedies1 so oft doth sound in myne eare1 the pure fine talke of ,rome1 which was vsed by the floure of the worthiest nobilitie that euer ,rome bred4 ,let the wisest man1 and best learned that liueth1 read aduisedlie ouer1 the first scene of ,heauton1 and the first scene of ,adelphi1 and let him consideratlie iudge1 whether it is the talke of a seruile stranger borne1 or rather euen that milde eloquent wise speach1 which ,cicero in ,brutus doth so liuely expresse in ,llius4 ,and yet neuerthelesse1 in all this good proprietie of wordes1 and purenesse of phrases which be in ,terence1 ye must not follow him alwayes in placing of them1 bicause for the meter sake1 some wordes in him1 somtyme1 be driuen awrie1 which require a straighter placing in plaine prose1 if ye will forme1 as ,i would ye should do1 your speach and writing1 to that excellent perfitnesse1 which was onely in ,tullie1 or onelie in ,tullies tyme4 ,the meter and verse of ,plautus and ,terence be verie meane1 ,meter in _/_/ and not to be followed3 which is not their reproch1 ,plautus _/_/ but the fault of the tyme1 wherein they wrote1 whan ,terence4 _/_/ no kinde of ,poetrie1 in the ,latin tong1 was brought to perfection1 as doth well appeare in the fragmentes of ,ennius1 ,ccilius1 and others1 and euidentlie in ,plautus ,terence1 if thies in ,latin be compared with right skil1 with ,homer1 ,euripides1 ,aristophanes1 and other in ,greeke of like sort4 ,cicero him selfe doth complaine of this vnperfitnes1 but more plainly ,quintilian1 saying1 in ,comdia maxim claudicamus1 et vix leuem consequimur vmbram3 and most earnestly of all ,horace in ,arte ,poetica1 which he doth namely propter carmen ,iambicum1 and referreth all good studentes herein to the ,imitation of the ,greeke tong1 saying4 ,exemplaria ,grca nocturna versate manu1 versate diurna4 the ready way to the ,latin tong4 #bhi ,this matter maketh me gladly remember1 my sweete tyme spent at ,cambrige1 and the pleasant talke which ,i had oft with ,m4 ,cheke1 and ,m4 ,watson1 of this fault1 not onely in the olde ,latin ,poets1 but also in our new ,english ,rymers at this day4 ,they wished as ,virgil and ,horace were not wedded to follow the faultes of former fathers 7a shrewd mariage in greater matters7 but by right ,imitation of the perfit ,grecians1 had brought ,poetrie to perfitnesse also in the ,latin tong1 that we ,englishmen likewise would acknowledge and vnderstand right- fully our rude beggerly ryming1 brought first into ,italie by ,gothes and ,hunnes1 whan all good verses and all good learning to1 were destroyd by them3 and after caryed into ,france and ,germanie3 and at last1 receyued into ,england by men of excellent wit in deede1 but of small learning1 and lesse iudge- ment in that behalfe4 ,but now1 when men know the difference1 and haue the examples1 both of the best1 and of the worst1 surelie1 to follow rather the ,gothes in ,ryming1 than the ,greekes in trew versifiyng1 were euen to eate ackornes with swyne1 when we may freely eate wheate bread emonges men4 ,in deede1 ,chauser1 ,th4 ,norton1 of ,bristow1 my ,l4 of ,surrey1 ,m4 ,wiat1 ,th4 ,phaer1 and other ,ientlemen1 in translating ,ouide1 ,palingenius1 and ,seneca1 haue gonne as farre to their great praise1 as the copie they followed could cary them1 but1 if soch good wittes1 and forward diligence1 had bene directed to follow the best examples1 and not haue bene caryed by tyme and custome1 to content themselues with that barbarous and rude ,ryming1 emonges their other worthy praises1 which they haue iustly deserued1 this had not bene the least1 to be counted emonges men of learning and skill1 more like vnto the ,grecians1 than vnto the ,gothians1 in handling of their verse4 ,in deed1 our ,english tong1 hauing in vse chiefly1 wordes of one syllable which commonly be long1 doth not well receiue the nature of ,carmen ,heroicum1 bicause dactylus1 the aptest foote for that verse1 conteining one long two short1 is seldom there- fore found in ,english3 and doth also rather stumble than stand vpon ,monosyllabis4 ,quintilian in hys learned ,chapiter _/_/ hand4gif de ,compositione1 geueth this lesson de ,monosyllabis1 before me3 and in the same place doth iustlie inuey against all ,ryming1 that if there be any1 who be angrie with me1 for #bij ,the second booke teachyng misliking of ,ryming1 may be angry for company to1 with ,quintilian also1 for the same thing3 ,and yet ,quintilian had not so iust cause to mislike of it than1 as men haue at this day4 ,and although ,carmen ,exametrum doth rather trotte and hoble1 than runne smothly in our ,english tong1 yet ,i am sure1 our ,english tong will receiue carmen ,iambicum as naturallie1 as either ,greke or ,latin4 ,but for ignorance1 men can not like1 for idlenes1 men will not labor1 to cum to any perfitenes at all4 ,for1 as the worthie ,poetes in ,athens and ,rome1 were more carefull to satisfie the iudgement of one learned1 than rashe in pleasing the humor of a rude multitude1 euen so if men in ,england now1 had the like reuerend regard to learning skill and iudgement1 and durst not presume to write1 except they came with the like learnyng1 and also did vse like diligence1 in searchyng out1 not onelie iust measure in euerie meter1 as euerie ignorant person may easely do1 but also trew quantitie in euery foote and sillable1 as onelie the learned shalbe able to do1 and as the ,grekes and ,romanes were wont to do1 surelie than rash ignorant heads1 which now can easely recken vp fourten sillables1 and easelie stumble on euery ,ryme1 either durst not1 for lacke of such learnyng3 or els would not1 in auoyding such labor1 be hand4gif _/_/ so busie1 as euerie where they be3 and shoppes in ,london should not be so full of lewd and rude rymes1 as commonlie they are4 ,but now1 the ripest of tong1 be readiest to write3 ,and many dayly in setting out bookes and balettes make great shew of blossomes and buddes1 in whom is neither1 roote of learning1 nor frute of wisedome at all4 ,some that make ,chaucer in ,english and ,petrarch in ,italian1 their ,gods in verses1 and yet be not able to make trew difference1 what is a fault1 and what is a iust prayse1 in those two worthie wittes1 will moch mislike this my writyng4 ,but such men be euen like followers of ,chaucer and ,petrarke1 as one here in ,england did folow ,syr ,tho4 ,more3 who1 being most vnlike vnto him1 in wit and learnyng1 neuertheles in wearing his gowne awrye vpon the one shoulder1 as ,syr ,tho4 ,more was wont to do1 would nedes be counted lyke vnto him4 ,this mislikyng of ,ryming1 beginneth not now of any newfangle singularitie1 but hath bene long misliked of many1 and that of men1 of greatest learnyng1 and deepest iudgement4 ,and soch1 that defend it1 do so1 either for lacke of knowledge the ready way to the ,latin tong4 #bia what is best1 or els of verie enuie1 that any should performe that in learnyng1 whereunto they1 as ,i sayd before1 either for ignorance1 can not1 or for idlenes will not1 labor to attaine vnto4 ,and you that prayse this ,ryming1 bicause ye neither haue reason1 why to like it1 nor can shew learning to defend it1 yet ,i will helpe you1 with the authoritie of the oldest and learnedst tyme4 ,in ,grece1 whan ,poetrie was euen at the hiest pitch of per- fitnes1 one ,simmias ,rhodius of a certaine singularitie wrote a booke in ryming ,greke verses1 naming it oon1 conteyning the fable1 how ,iupiter in likenes of a swan1 gat that egge vpon ,leda1 whereof came ,castor1 ,pollux and faire ,elena4 ,this booke was so liked1 that it had few to read it1 but none to folow it3 ,but was presentlie contemned3 and sone after1 both ,author and booke1 so forgotten by men1 and consumed by tyme1 as scarse the name of either is kept in memorie of learnyng3 ,and the like folie was neuer folowed of any1 many hondred yeares after vntill ye ,hunnes and ,gothians1 and other barbarous nations1 of ignorance and rude singularitie1 did reuiue the same folie agayne4 ,the noble ,lord ,th4 ,earle of ,surrey1 first of all ,english men1 in translating the fourth booke of ,virgill3 _/_/ ,the ,earle of and ,gonsaluo ,periz that excellent learned man1 _/_/ ,surrey4 and ,secretarie to kyng ,philip of ,spaine1 in _/_/ ,gonsaluo translating the ,vlisses of ,homer out of ,greke into _/_/ ,periz4 ,spanish1 haue both1 by good iudgement1 auoyded the fault of ,ryming1 yet neither of them hath fullie hite perfite and trew versifiyng4 ,in deede1 they obserue iust number1 and euen feete3 but here is the fault1 that their feete3 be feete without ioyntes1 that is to say1 not distinct by trew quantitie of sillables3 ,and so1 soch feete1 be but numme feete3 and be1 euen as vnfitte for a verse to turne and runne roundly withall1 as feete of brasse or wood be vnweeldie to go well withall4 ,and as a foote of wood1 is a plaine shew of a manifest maime1 euen so feete1 in our ,english versifiing1 without quantitie and ioyntes1 be sure signes1 that the verse is either1 borne deformed1 vnnaturall and lame1 and so verie vnseemlie to looke vpon1 except to men that be gogle eyed them selues4 ,the spying of this fault now is not the curiositie of ,english eyes1 but euen the good iudgement also of the best _/_/ ,senese that write in these dayes in ,italie3 and namelie of _/_/ ,felice that worthie ,senese ,felice ,figliucci1 who1 writyng _/_/ ,figliucci4 #bib ,the second booke teachyng vpon ,aristotles ,ethickes so excellentlie in ,italian1 as neuer did yet any one in myne opinion either in ,greke or ,latin1 amongest other thynges doth most earnestlie inuey agaynst the rude ryming of verses in that tong3 ,and whan soeuer he expresseth ,aristotles preceptes1 with any example1 out of ,homer or ,euripides1 he translateth them1 not after the ,rymes of ,petrarke1 but into soch kinde of perfite verse1 with like feete and quantitie of sillables1 as he found them before in the ,greke tonge3 ex- hortyng earnestlie all the ,italian nation1 to leaue of their rude barbariousnesse in ryming1 and folow diligently the excellent ,greke and ,latin examples1 in trew versifiyng4 ,and you1 that be able to vnderstand no more1 then ye finde in the ,italian tong3 and neuer went farder than the schole of ,petrarke and ,ariostus abroad1 or els of ,chaucer at home though you haue pleasure to wander blindlie still in your foule wrong way1 enuie not others1 that seeke1 as wise men haue done before them1 the fairest and rightest way3 or els1 beside the iust reproch of malice1 wisemen shall trewlie iudge1 that you do so1 as ,i haue sayd and say yet agayne vnto you1 bicause1 either1 for idlenes ye will not1 or for ignorance ye can not1 cum by no better your selfe4 ,and therfore euen as ,virgill and ,horace deserue most worthie prayse1 that they spying the vnperfitnes in ,ennius and ,plautus1 by trew ,imitation of ,homer and ,euripides1 brought ,poetrie to the same perfitnes in ,latin1 as it was in ,greke1 euen so those1 that by the same way would benefite their tong and contrey1 deserue rather thankes than disprayse in that behalfe4 ,and ,i rejoyce1 that euen poore ,england preuented ,italie1 first in spying out1 than in seekyng to amend this fault in learnyng4 ,and here1 for my pleasure ,i purpose a litle1 by the way1 to play and sporte with my ,master ,tully3 from whom commonlie ,i am neuer wont to dissent4 ,he him selfe1 for this point of learnyng1 in his verses doth halt a litle by his leaue4 ,he could not denie it1 if he were aliue1 nor those defend hym now that ,tullies _/_/ loue him best4 ,this fault ,i lay to his charge3 saying a- _/_/ bicause once it pleased him1 though somwhat gainst ,eng- _/_/ merelie1 yet oueruncurteslie1 to rayle vpon poore land4 _/_/ ,england1 obiecting both1 extreme beggerie1 and the ready way to the ,latin tong4 #bic mere barbariousnes vnto it1 writyng thus vnto his frend ,atticus3 ,there is not one scruple of siluer in that whole _/_/ ,ad ,att4 ,isle1 or any one that knoweth either learnyng or _/_/ ,lib4 iv4 ,ep4 letter4 _/_/ #af4 ,but now master ,cicero1 blessed be ,god1 and his sonne ,iesu ,christ1 whom you neuer knew1 except it were as it pleased him to lighten you by some shadow1 as couertlie in one place ye confesse saying3 ,veritatis tantum vmbram consectamur1 _/_/ ,offic4 as your ,master ,plato did before you3 blessed be ,god1 ,i say1 that sixten hundred yeare after you were dead and gone1 it may trewly be sayd1 that for siluer1 there is more cumlie plate1 in one ,citie of ,england1 than is in foure of the proudest ,cities in all ,italie1 and take ,rome for one of them4 ,and for learnyng1 beside the knowledge of all learned tongs and liberall sciences1 euen your owne bookes ,cicero1 be as well read1 and your excellent eloquence is as well liked and loued1 and as trewlie folowed in ,england at this day1 as it is now1 or euer was1 sence your owne tyme1 in any place of ,italie1 either at ,arpinum1 where ye were borne1 or els at ,rome where ye were brought vp4 ,and a litle to brag with you ,cicero1 where you your selfe1 by your leaue1 halted in some point of learnyng in your owne tong1 many in ,england at this day go streight vp1 both in trewe skill1 and right doing therein4 ,this ,i write1 not to reprehend ,tullie1 whom1 aboue all other1 ,i like and loue best1 but to excuse ,terence1 because in his tyme1 and a good while after1 ,poetrie was neuer perfited in ,latin vntill by trew ,imitation of the ,grecians1 it was at length brought to perfection3 ,and also thereby to exhorte the goodlie wittes of ,england1 which apte by nature1 willing by desire1 geue them selues to ,poetrie1 that they1 rightly vnderstanding the barbarous bringing in of ,rymes1 would labor1 as ,virgil and ,horace did in ,latin1 to make perfit also this point of learning1 in our ,english tong4 ,and thus much for ,plautus and ,terence1 for matter1 tong1 and meter1 what is to be followed1 and what to be exchewed in them4 ,after ,plautus and ,terence1 no writing remayneth vntill ,tullies tyme1 except a fewe short fragmentes of ,l4 ,crassus excellent wit1 here and there recited of ,cicero for example sake1 whereby the louers of learnyng may the more lament the losse of soch a worthie witte4 #bid ,the second booke teachyng ,and although the ,latin tong did faire blome and blossome in ,l4 ,crassus1 and ,m4 ,antonius1 yet in ,tullies tyme onely1 and in ,tullie himselfe chieflie1 was the ,latin tong fullie ripe1 and growne to the hiest pitch of all perfection4 ,and yet in the same tyme1 it began to fade and stoupe1 as ,tullie him selfe1 in ,brutus de ,claris ,oratoribus1 with weeping wordes doth witnesse4 ,and bicause1 emongs them of that tyme1 there was some difference1 good reason is1 that of them of that tyme1 should be made right choice also4 ,and yet let the best ,ciceronian in ,italie read ,tullies familiar epistles aduisedly ouer1 and ,i beleue he shall finde small difference1 for the ,latin tong1 either in propriety of wordes or framing of the stile1 betwixt ,tullie1 and those that write vnto him4 ,as ser4 ,sulpitius1 ,a4 ,cecinna1 ,m4 ,clius1 ,m4 et ,d4 ,bruti1 ,a4 ,pollio1 ,l4 ,plancus1 and diuerse ,epi4 ,planci _/_/ other3 read the epistles of ,l4 ,plancus in x4 ,lib4 x4 lib4 ,epist4 _/_/ and for an assay1 that ,epistle namely to the ,coss4 #h4 _/_/ and whole ,senate1 the eight ,epistle in number1 and what could be1 eyther more eloquentlie1 or more wiselie written1 yea by ,tullie himselfe1 a man may iustly doubt4 ,thies men and ,tullie1 liued all in one tyme1 were like in authoritie1 not vnlike in learning and studie1 which might be iust causes of this their equalitie in writing3 ,and yet surely1 they neyther were in deed1 nor yet were counted in mens opinions1 equall with ,tullie in that facultie4 ,and how is the difference hid in his ,epistles8 verelie1 as the cunning of an expert ,sea man1 in a faire calme fresh ,ryuer1 doth litle differ from the doing of a meaner workman therein1 euen so1 in the short cut of a priuate letter1 where1 matter is common1 wordes easie1 and order not moch diuerse1 small shew of difference can appeare4 ,but where ,tullie doth set vp his saile of eloquence1 in some broad deep ,argument1 caried with full tyde and winde1 of his witte and learnyng1 all other may rather stand and looke after him1 than hope to ouertake him1 what course so euer he hold1 either in faire or foule4 ,foure men onely whan the ,latin tong was full ripe1 be left vnto vs1 who in that tyme did florish1 and did leaue to posteritie1 the fruite of their witte and learning3 ,varro1 ,salust1 ,csar1 and ,cicero4 ,whan ,i say1 these foure onely1 ,i am not ignorant1 that euen in the same tyme1 most excellent ,poetes1 deseruing well of the ,latin tong1 as ,lucretius1 the ready way to the ,latin tong4 #bie ,cattullus1 ,virgill and ,horace1 did write3 ,but1 bicause1 in this litle booke1 ,i purpose to teach a yong scholer1 to go1 not to daunce3 to speake1 not to sing1 whan ,poetes in deed1 namelie ,epici and ,lyrici1 as these be1 are fine dauncers1 and trime singers1 but ,oratores and ,historici be those cumlie goers1 and faire and wise speakers1 of whom ,i wishe my scholer to wayte vpon first1 and after in good order1 dew tyme1 to be brought forth1 to the singing and dauncing schole3 ,and for this consi- deration1 do ,i name these foure1 to be the onelie writers of that tyme4 ,varro4 ,varro1 in his bookes de lingua ,latina1 et ,analogia as these be left mangled and patched vnto vs1 doth not enter _/_/ ,varro4 there in to any great depth of eloquence1 but as one caried in a small low vessell him selfe verie nie the common shore1 not much vnlike the fisher men of ,rye1 and ,hering men of ,yarmouth4 ,who deserue by common mens opinion1 small commendacion1 for any cunning saling at all1 yet neuertheles in those bookes of ,varro good and necessarie stuffe1 for that meane kinde of ,argument1 be verie well and learnedlie gathered togither4 ,his bookes of ,husbandrie1 are moch to be regarded1 and diligentlie to be read1 not onelie for the proprietie1 _/_/ ,de ,rep4 but also for the plentie of good wordes1 in all _/_/ ,rustica4 contrey and husbandmens affaires3 which can not be had1 by so good authoritie1 out of any other ,author1 either of so good a tyme1 or of so great learnyng1 as out of ,varro4 ,and yet bicause1 he was fourescore yeare old1 whan he wrote those bookes1 the forme of his style there compared with ,tullies writyng1 is but euen the talke of a spent old man3 whose wordes commonlie fall out of his mouth1 though verie wiselie1 yet hardly and coldie1 and more heauelie also1 than some eares can well beare1 except onelie for age1 and authorities sake4 ,and perchance1 in a rude contrey argument1 of purpose and iudge- ment1 he rather vsed1 the speach of the contrey1 than talke of the ,citie4 ,and so1 for matter sake1 his wordes sometyme1 be somewhat rude3 and by the imitation of the elder ,cato1 old and out of vse3 #bif ,the second booke teachyng ,and beyng depe stept in age1 by negligence some wordes do so scape fall from him in those bookes1 as be not worth the ,lib4 #c4 _/_/ taking vp1 by him1 that is carefull to speake or ,cap4 #a4 _/_/ write trew ,latin1 as that sentence in him1 ,romani1 in pace rusticis alebantur1 et in bello ab his tuebantur4 ,a good student must be therfore carefull and diligent1 to read with iudgement ouer euen those ,authors1 which did write in the most perfite tyme3 and let him not be affrayd to trie them1 both in proprietie of wordes1 and forme of style1 by the touch stone of ,csar and ,cicero1 whose puritie was neuer soiled1 no not by the sentence of those1 that loued them worst4 ,all louers of learnyng may sore lament the losse of those ,the loue _/_/ bookes of ,varro1 which he wrote in his yong and of ,var- _/_/ lustie yeares1 with good leysure1 and great learnyng roes _/_/ of all partes of ,philosophie3 of the goodliest argu- bookes4 _/_/ mentes1 perteyning both to the common wealth1 and priuate life of man1 as1 de ,ratione studij1 et educandis liberis1 which booke1 is oft recited1 and moch praysed1 in the fragmentes of ,nonius1 euen for authoritie sake4 ,he wrote most diligentlie and largelie1 also the whole historie of the state of ,rome3 the mysteries of their whole ,religion3 their lawes1 customes1 and gouernement in peace3 their maners1 and whole discipline in warre3 ,and this is not my gessing1 as one in deed that neuer saw those bookes1 but euen1 the verie iudgement1 playne testimonie of ,tullie him selfe1 who knew read those bookes1 in these wordes3 ,tu tatem ,patri3 ,tu descriptiones temporum3 ,in ,acad4 _/_/ ,tu sacrorum1 tu sacerdotum ,iura3 ,tu domesticam1 ,quest4 _/_/ tu bellicam disciplinam3 ,tu sedem ,regionum1 locorum1 tu omnium diuinarum humanarumque rerum nomina1 genera1 officia1 causas aperuisti4 c4 ,but this great losse of ,varro1 is a litle recompensed by the happy comming of ,dionysius ,halicarnassus to ,rome in ,augustus dayes3 who getting the possession of ,varros librarie1 out of that treasure house of learning1 did leaue vnto vs some frute of ,varros witte and diligence1 ,i meane1 his goodlie bookes de ,antiquitatibus ,romanorum4 ,varro was so estemed for his excellent learnyng1 as ,tullie him selfe had a reuerence to his ,cic4 ad _/_/ iudgement in all doutes of learnyng4 ,and ,att4 _/_/ ,antonius ,triumuir1 his enemie1 and of a contrarie faction1 who had power to kill and bannish whom the ready way to the ,latin tong4 #big he listed1 whan ,varros name amongest others was brought in a schedule vnto him1 to be noted to death1 he tooke his penne and wrote his warrant of sauegard with these most goodlie wordes1 ,viuat ,varro vir doctissimus4 ,in later tyme1 no man knew better1 nor liked and loued more ,varros learnyng1 than did ,s4 ,augustine1 as they do well vnderstand1 that haue diligentlie read ouer his learned bookes de ,ciuitate ,dei3 ,where he hath this most notable sentence3 ,whan ,i see1 how much ,varro wrote1 ,i meruell much1 that euer he had any leasure to read3 and whan ,i perceiue how many thinges he read1 ,i meruell more1 that euer he had any leasure to write4 c4 ,and surelie1 if ,varros bookes had remained to posteritie1 as by ,gods prouidence1 the most part of ,tullies did1 than trewlie the ,latin tong might haue made good comparison with the ,greke4 ,saluste4 ,salust1 is a wise and worthy writer3 but he requireth a learned ,reader1 and a right considerer of him4 _/_/ ,salust4 ,my dearest frend1 and best master that euer ,i had _/_/ ,syr ,iohn or heard in learning1 ,syr ,i4 ,cheke1 soch a man1 as _/_/ ,chekes if ,i should liue to see ,england breed the like _/_/ iudgement againe1 ,i feare1 ,i should liue ouer long1 did once _/_/ and coun- giue me a lesson for ,salust1 which1 as ,i shall neuer _/_/ sell for rea- forget my selfe1 so is it worthy to be remembred _/_/ dyng of of all those1 that would cum to perfite iudgement _/_/ ,saluste4 of the ,latin tong4 ,he said1 that ,salust was not verie fitte for yong men1 to learne out of him1 the puritie of the ,latin tong3 because1 he was not the purest in proprietie of wordes1 nor choisest in aptnes of phrases1 nor the best in framing of sentences3 and therefore is his writing1 sayd he neyther plaine for the matter1 nor sensible for mens vnderstanding4 ,and what is the cause thereof1 ,syr1 quoth ,i4 ,verilie said he1 bicause in ,salust writing1 is more ,arte than nature1 and more labor than ,arte3 and in his labor also1 to moch toyle1 as it were1 with an vncontented care to write better than he could1 a fault common to very many men4 ,and therefore he doth not expresse the matter liuely and naturally with common speach as ye see ,xenophon doth in ,greeke1 but it is caried and driuen forth #bih ,the second booke teachyng artificiallie1 after to learned a sorte1 as ,thucydides doth in his orations4 ,and how cummeth it to passe1 sayd ,i1 that ,csar and ,ciceroes talke1 is so naturall plaine1 and ,salust writing so artificiall and darke1 whan all they three liued in one tyme8 ,i will freelie tell you my fansie herein1 said he3 surely1 ,csar and ,cicero1 beside a singular prerogatiue of naturall eloquence geuen vnto them by ,god1 both two1 by vse of life1 were daylie orators emonges the common people1 and greatest councellers in the ,senate house3 and therefore gaue themselues to vse soch speach as the meanest should well vnderstand1 and the wisest best allow3 folowing carefullie that good councell of ,aristotle1 loquendum vt multi1 sapiendum vt pauci4 ,salust was no soch man1 neyther for will to goodnes1 nor skill by learning3 but ill geuen by nature1 and made worse by bringing vp1 spent the most part of his yougth very misorderly in ryot and lechery4 ,in the company of soch1 who1 neuer geuing theyr mynde to honest doyng1 could neuer inure their tong to wise speaking4 ,but at last cummyng to better yeares1 and bying witte at the dearest hand1 that is1 by long experience of the hurt and shame that commeth of mischeif1 moued1 by the councell of them that were wise1 and caried by the example of soch as were good1 first fell to honestie of life1 and after to the loue of studie and learning3 and so became so new a man1 that ,csar being dictator1 made him ,pretor in ,numidia where he absent from his contrie1 and not inured with the common talke of ,rome1 but shut vp in his studie1 and bent wholy to reading1 did write the storie of the ,romanes4 ,and for the better accomplishing of the same1 he red ,cato and ,piso in ,latin for gathering of matter and troth3 and ,thucydides in ,greeke for the order of his storie1 and furnishing of his style4 ,cato 7as his tyme required7 had more troth for the matter1 than eloquence for the style4 ,and so ,salust1 by gathering troth out of ,cato1 smelleth moch of the roughnes of his style3 euen as a man that eateth garlike for helth1 shall cary away with him the sauor of it also1 whether he will or not4 ,and yet the vse of old wordes is not the greatest cause of ,salustes roughnes and darknesse3 ,there be in ,salust ,lib4 #h4 _/_/ some old wordes in deed as patrare bellum1 ductare ,cap4 #c4 _/_/ exercitum1 well noted by ,quintilian1 and verie ,de ,orna- _/_/ much misliked of him3 and supplicium for suppli- tu4 _/_/ catio1 a word smellyng of an older store than the the ready way to the ,latin tong4 #bii other two so misliked by ,quint3 ,and yet is that word also in ,varro1 speaking of ,oxen thus1 boues ad victimas faciunt1 atque ad ,deorum supplicia3 and a few old wordes mo4 ,read ,saluste and ,tullie aduisedly together3 and in wordes ye shall finde small difference3 yea ,salust is more geuen to new wordes1 than to olde1 though som olde writers say the contrarie3 as ,claritudo for ,gloria3 exact for perfect3 ,facundia for eloquentia4 ,thies two last wordes exact and facundia now in euery mans mouth1 be neuer 7as ,i do remember7 vsed of ,tullie1 and therefore ,i thinke they be not good3 ,for surely ,tullie speaking euery where so moch of the matter of eloquence1 would not so precisely haue absteyned from the word ,facundia1 if it had bene good3 that is proper for the tong1 common for mens vse4 ,i could be long1 in reciting many soch like1 both olde new wordes in ,salust3 but in very dede neyther oldnes nor newnesse of wordes maketh the greatest difference _/_/ ,the cause why betwixt ,salust and ,tullie1 but first strange phrases _/_/ ,salust is not made of good ,latin wordes1 but framed after the _/_/ like ,tully4 ,greeke tonge1 which be neyther choisly borowed of them1 nor properly vsed by him3 than1 a hard composition and crooked framing of his wordes and sentences1 as a man would say1 ,english talke placed and framed outlandish like4 ,as for example first in phrases1 nimius et animus be two vsed wordes1 yet homo nimius animi1 is an vnused phrase4 ,vulgus1 et amat1 et fieri1 be as common and well known wordes1 as may be in the ,latin tong1 yet id quod vulg amat fieri1 for solet fieri1 is but a strange and grekish kind of writing4 ,ingens et vires be proper wordes1 yet vir ingens virium is an vnproper kinde of speaking and so be likewise1 ger consilij4 promptissimus belli4 territus animi4 and many soch like phrases in ,salust1 borowed as ,i sayd not choisly out of ,greeke1 and vsed therefore vnproperlie in ,latin4 ,againe1 in whole sentences1 where the matter is good1 the wordes proper and plaine1 yet the sense is hard and darke1 and namely in his prefaces and orations1 wherein he vsed most labor1 which fault is likewise in ,thucydides in ,greeke1 of whom ,salust hath taken the greatest part of his darkenesse4 ,for #cjj ,the second booke teachyng ,thucydides likewise wrote his storie1 not at home in ,grece1 but abrode in ,italie1 and therefore smelleth of a certaine outlandish kinde of talke1 strange to them of ,athens1 and diuerse from their writing1 that liued in ,athens and ,grece1 and wrote the same tyme that ,thucydides did1 as ,lysias1 ,xenophon1 ,plato1 and ,isocrates1 the purest and playnest writers1 that euer wrote in any tong1 and best examples for any man to follow whether he write1 ,latin1 ,italian1 ,french1 or ,english4 ,thucydides also semeth in his writing1 not so much benefited by nature1 as holpen by ,arte1 and caried forth by desire1 studie1 labor1 toyle1 and ouer great curiositie3 who spent xxvii4 yeares in writing his eight bookes of his history4 ,salust likewise wrote out of his ,dionys4 _/_/ contrie1 and followed the faultes of ,thuc4 to ,halycar4 _/_/ moch3 and boroweth of him som kinde of writing1 ad ,q4 _/ which the ,latin tong can not well beare1 as ,casus ,tub4 de _/_/ nominatiuus in diuerse places absolut positus1 as in ,hist4 ,thuc4 _/_/ that place of ,iugurth1 speaking de leptitanis1 itaque ab imperatore facil qu petebant adepti1 miss sunt e cohortes ligurum quatuor4 ,this thing in participles1 vsed so oft in ,thucyd4 and other ,greeke authors to1 may better be borne with all1 but ,salust vseth the same more strangelie and boldlie1 as in thies wordes1 ,multis sibi quisque imperium petentibus4 ,i beleue1 the best ,grammarien in ,england can scarse giue a good reule1 why quisque the nominatiue case1 without any verbe1 is so thrust vp amongest so many oblique cases4 ,some man perchance will smile1 and laugh to scorne this my writyng1 and call it idle curiositie1 thus to busie my selfe in pickling about these small pointes of ,grammer1 not fitte for my age1 place and calling1 to trifle in3 ,i trust that man1 be he neuer so great in authoritie1 neuer so wise and learned1 either1 by other mens iudgement1 or his owne opinion1 will yet thinke1 that he is not greater in ,england1 than ,tullie was at ,rome1 not yet wiser1 nor better learned than ,tullie was him selfe1 who1 at the pitch of three score yeares1 in the middes of the broyle betwixt ,csar and ,pompeie1 whan he knew not1 whether to send wife children1 which way to go1 where to hide him selfe1 yet1 in an earnest letter1 amongest his earnest ,ad ,att4 _/_/ councelles for those heuie tymes concerning both ,lib4 #g4 ,epi- _/_/ the common state of his contrey1 and his owne stola4 #c4 _/_/ priuate great affaires he was neither vnmyndfull nor ashamed to reason at large1 and learne gladlie of ,atticus1 the ready way to the ,latin tong4 #cja a lesse point of ,grammer than these be1 noted of me in ,salust1 as1 whether he should write1 ad ,pirea1 in ,pirea1 or in ,pireum1 or ,pireum sine prpositione3 ,and in those heuie tymes1 he was so carefull to know this small point of ,grammer1 that he addeth these wordes ,si hoc mihi zetema persolueris1 magna me molestia liberaris4 ,if ,tullie1 at that age1 in that authoritie1 in that care for his contrey1 in that ieoperdie for him selfe1 and extreme necessitie of hys dearest frendes1 beyng also the ,prince of ,eloquence hym selfe1 was not ashamed to descend to these low pointes of ,grammer1 in his owne naturall tong1 what should scholers do1 yea what should any man do1 if he do thinke well doyng1 better than ill doyng3 ,and had rather be1 perfite than meane1 sure than doutefull1 to be what he should be1 in deed1 not seeme what he is not1 in opinion4 ,he that maketh perfitnes in the ,latin tong his marke1 must cume to it by choice certaine knowledge1 not stumble vpon it by chance and doubtfull ignorance3 ,and the right steppes to reach vnto it1 be these1 linked thus orderlie together1 aptnes of nature1 loue of learnyng1 diligence in right order1 constancie with pleasant moderation1 and alwayes to learne of them that be best1 and so shall you iudge as they that be wisest4 ,and these be those reules1 which worthie ,master ,cheke dyd impart vnto me con- cernyng ,salust1 and the right iudgement of the ,latin tong4 ,csar4 ,csar for that litle of him1 that is left vnto vs1 is like the halfe face of a ,venus1 the other part of the head beyng hidden1 the bodie and the rest of the members vnbegon1 yet so excellentlie done by ,apelles1 as all men may stand still to mase and muse vpon it1 and no man step forth with any hope to performe the like4 ,his seuen bookes de bello ,gallico1 and three de bello ,ciuili1 be written1 so wiselie for the matter1 so eloquentlie for the tong1 that neither his greatest enemies could euer finde the least note of parcialitie in him 7a meruelous wisdome of a man1 namely writyng of his owne doynges7 nor yet the best iudegers of the ,latin tong1 nor the most enuious lookers vpon other mens writynges1 can say any other1 but all things be most perfitelie done by him4 #cjb ,the ready way to the ,latin tong4 ,brutus1 ,caluus1 and ,calidius1 who found fault with ,tullies fulnes in woordes and matter1 and that rightlie1 for ,tullie did both1 confesse it1 and mend it1 yet in ,csar1 they neither did1 nor could finde the like1 or any other fault4 ,and therfore thus iustlie ,i may conclude of ,csar1 that where1 in all other1 the best that euer wrote1 in any tyme1 or in any tong1 in ,greke or ,latin1 ,i except neither ,plato1 ,demosthenes1 nor ,tullie1 some fault is iustlie noted1 in ,csar onelie1 could neuer yet fault be found4 ,yet neuertheles1 for all this perfite excellencie in him1 yet it is but in one member of eloquence1 and that but of one side neither1 whan we must looke for that example to folow1 which hath a perfite head1 a whole bodie1 forward and backward1 armes and legges and all4 ,,finis4