de ,france 7,bn,f_/,gallica7 at http3_/_/gallica4bnf4fr7 ,transcriber's ,note3 ,this e-text includes characters that require ,,utf-#h 7,unicode7 file encoding3 e1 u with overline following n or m ,if these characters do not display properly--in particular1 if the diacritic does not appear directly above the letter--or if the apostrophes and quotation marks in this paragraph appear as garbage1 make sure your text reader's 8character set0 or 8file encoding0 is set to ,unicode 7,,utf-#h74 ,you may also need to change the default font4 ,as a last resort1 use the ,latin-#a version of the file4 ,the text is based on scans of two different physical copies4 ,in a few cases1 the two versions have different spelling1 or one has an error where the other does not4 ,these are noted at the end of the file along with the general list of errors and an explanation of paragraph breaks4 ,superscripts are shown with carets3 wt1 ye4 ,all pilcrows in the body text were added by the transcriber 7see endnotes74 ,the book was originally 7#aeej7 printed together with ,richard ,sherry's ,a ,treatise of ,schemes and ,tropes4 ,since the two texts have no connection except that ,sherry is assumed to be the translator1 they have been made into separate e-texts4 ,a treatise of ,schemes ,tropes very profytable for the better vnderstanding of good authors1 gathered out of the best ,grammarians ,oratours by ,rychard ,sherry ,lon doner4 ,whervnto is added a declamacion1 ,that chyldren euen strayt fr their infancie should be well and gent- ly broughte vp in learnynge4 ,written fyrst in ,latin by the most excel- lent and famous ,clearke1 ,erasmus of ,rotero- dame4 ,that chyldren oughte to be taught and brought vp gtly in vertue and learnynge1 and that euen forthwyth from theyr na tiuitie3 ,a declamacion of a briefe theme1 by ,e- rasmus of ,rote- rodame4 ,if thou wilt harken vnto me1 or rather to ,chrisippus1 the sharpeste witted of ,philosophers1 yu shalte prouide yt thyne infante and yonge babe be forthewyth instructed in good learnyng1 whylest hys wyt is yet voyde from tares and vices1 whilest his age is tender and tractable1 and his mind flexible and ready to folowe euery thyng1 and also wyl kepe fast good lessons and preceptes4 ,for we rember nothynge so well when we be olde1 as those thynges yt we learne in yonge yeres4 ,sidenote3 ,diuision of yt confutaci ,care not thou for those fooles wordes which chatter that thys age1 partly is not hable inough to receiue discipline1 partlye vnmete to abyde the labours of studies4 ,for fyrst1 the beginninges of learning1 std specially by memorie1 which as ,i sayd1 in yg ones is very holdfast4 ,secondly because nature hath made vs to knowledge the study of yt thynge can not be to hasty1 wherof ye author of al thyng her self hath graffed in vs ye seedes4 ,beside this some thinges be necessary to be know wh we be swhat elder1 which by a cert peculier readines of nature1 ye tender age perceiueth both much more quickly1 also more esily th doth ye elder1 as ye first beginnings of letters1 ye knowledge of tges1 tales fabels of poetes4 ,finallye1 why shulde yt age be thought vnmete to lerning1 which is apt to lerne maners8 ,or what other thinge shuld chyldr do rather wh they be more able to speake1 seyng nedes thei muste do sumwhat8 ,how much more profite is it yt age to sporte in letters1 then in trifles8 ,thou wilt say yt it is but of litle value yt is done in those fyrste yeres4 ,why is it dispised as a smal thing1 which is necessary to a very greate matter8 ,and why is yt lucre1 be it neuer so litle1 yet a lucre1 dispised of purpose8 ,now if you oft put a lytle to a litle1 there riseth a greate heape4 ,herewith csider this also1 if beyng an infant he lerne smaller thinges1 he shalt lerne greter1 growynge vpwardes in those yeres1 in which those smaller shuld haue ben lerned4 ,finally whyle he doth these thinges1 at ye least he shal be kept fr those fautes1 wherwt we se comly yt age to be infected4 ,for nothynge doth better occupy ye whole mynd of man1 th studies4 ,verely this lucre ought not to be set light bi4 ,but if we shuld grate that by these labours ye strength of ye body is sumwhat diminished2 yet thinke ,i this losse well recpensed by winnynge of wyt4 ,for the minde by moderate labours is made more quicke1 lustye4 ,and if ther be any ieopardy in this pointe1 it may be auoyded by our diligce4 ,you must haue for this tender age a teacher to enter it by fayre meanes1 not discorage it by foule4 ,and ther be also some things both plesat to be knowen1 as it wer sibbe to childrs wittes1 whiche to lerne is rather a play th a labour4 ,howbeit childehod is not so weake which eu for thys is ye more mete to take paynes labour1 because they fele not what labour is4 ,therfore if thou wylte remember how far vnworthy he is to be counted a m which is void of learning1 and how stirring the life of man is1 how slypper youth is to myschiefe1 and mans age howe it desyreth to be occupied1 how baren olde age is1 and further how few come vnto it1 thou wylt not suffer thy yong babe in the whych thou shalte lyue styll as it were borne agayne1 to let go any parte of hys tyme vnoccupied1 in the whych any thynge maye be gotten that eyther maye do muche good to all ye whole lyfe afterwardes1 or kepe it awaye from hurtes1 and mischiefes4 ,the selfe same matter enlarged by copye4 ,after the longe despayred fruitfulnes of thy wyfe1 ,i hearsay thou art made a father1 and that wyth a man chylde1 whyche sheweth in it selfe a meruelous towardnes1 and euen to be lyke the parentes3 and that if so be we maye by such markes and tokens pronosticate anye thyng1 maye seeme to promise perfite vertue4 ,and that therfore thou doest entend1 to se thys chylde of so grete hope1 assone as he shalbe somewhat of age to be begonne in good letters1 and to be taught in very honest learnynge1 to be instructed and fashioned with the very wholsome preceptes of philosophy4 ,in deede you wyll be the whole father1 and you wyll haue hym your very son1 and to loke lyke you1 not only in the fashion of hys face1 and liniamtes of hys bodye1 but also in the giftes of hys wytte4 ,verely as ,i am hertelye glad for the good fortune of myne especiall friende1 so ,i greatlye alowe your wyse entente4 ,this one thynge ,i wolde warne you of boldlye in deede1 but louinglye1 not to suffer after the iudgemente and example of the cmon people1 that the fyrst age of your infante shulde flytte awaye without all fruite of good instrucci1 and then at the last to set hym to learne hys fyrste letters1 when bothe hys age wyll not so well be handled1 and hys wytte shall be more readye to euyll1 and peraduenture possessed alreadye wt the fast holdyng bryers of vices4 ,yea rather eu now loke about for some man1 as of maners pure vncorrupt1 so also wel learned3 into his lap deliuer your litle chyld1 as it wer to a nurse of hys tder mind1 that eu wt his milke he may sucke in swete lerning3 deuide the care of thy litle sne to his nurses teacher that they shuld suckun the litle body wt very good iuyce1 so indue hys mynd wt very wholsom opinions1 very honest lernynge4 ,for ,i thinke it not conuenient that yu one of al the best learned1 also wysest shuldest geue care to those piuyshe women1 or vnto m very lyke to th the beard excepted1 whych by a cruell pytie1 hateful loue1 iudge that the chyldren euen vntyl they waxe springoldes1 shuld be kept at home kyssyng theyr mothers1 and among the sweete wordes of theyr nurses pastymes1 and vnchaste trystynges of seruauntes and maydens4 ,and thynke that they ought vtterlye to be kepte awaye from learnyng as from venome1 saying that the fyrst age is so rude that it can receiue no discipline1 and so tender that it is not mete for the labours of studies3 and finally that the profite of that age is so lytle worth1 that neyther anye coste shulde be made vpon it1 neyther yt the weakenes of the chyldr shuld be vexed4 ,whyle ,i proue euery of these thynges false1 ,i pray you a lytle whyle take hede1 countyng as the truth is1 fyrst that these thynges be writt of him which loueth you as wel as any m doth1 inespecially of yt thing which so perteineth to you1 yt none can do more4 ,for what is more derer to you th your son1 inespecial hauing but him alone1 vpon wh we wold be glad if we might bestowe yea our life1 not only our substace4 ,wherfore who mai not se yt thei do leudly also vntowardli which in tilling their ld building their houses1 keping their horse1 vse ye gretest diligce thei c1 take to counsell men yt be wyse1 of great experience3 in bringing vp and teachynge theyr chyldren1 for whose sakes al other thinges ar gotten1 take so litle regard that nether they once councel with theyr owne mynd1 not seke for the iudgements of wyse men1 but as thoughe there were a trifle in hande1 geue care to folyshe women1 and to euery rascal wretche1 whych is no lesse shame to hear1 then if a man taking thought for the shooe1 wolde set naught by the foote1 or wyth great study wold prouide that there shuld be no faut in the garmente1 naught reckynge for the healthe of the bodye4 ,good syr1 ,i wyl not here cause you to tarye wyth common places1 howe muche the strength of nature1 how much fatherly loue1 the law of god1 mens constitucions require the parentes to owe vnto the childr1 thorowe whom asmuche as we maye wee escape to dye1 and be made to lyue euer4 ,but some thynke they haue gaylye done the office of a father1 when they haue only begott chyldren1 where as thys is the least porcion of loue that the name of a father requyreth4 ,what greate thought take the mothers comenlye leste the infant shulde loke a gogle or a squint1 lest he shuld be puffe cheked1 wrie necked1 croke shuldred1 croke legged1 splaye footed1 and lest that the proporcion of his bodye shuld not be trimme in euery point3 whereunto besyde other thynges1 they be wont to vse swadelbondes1 and keepe in their chekes wyth lytle miters4 ,they haue regard also to theyr mylke1 their meate1 theyr bathes1 their mouinges1 by whyche thynges the phisicions in many bookes1 and inespeciall ,galene hath taught that the chyldren get good healthe of theyr bodye3 neyther do they differ thys diligce vnto the seuenth or tenth yere1 but eu assone as the chylde commeth oute of the mothers wombe1 they take greate charge of thys4 ,and they do well1 for the infancie not regarded1 oftentymes causeth men to haue a syckely and sore disseased olde age1 if they happen to come to it4 ,yea moreouer or euer the chyld be born1 yet dothe the mother take great heede3 ,thei eate not of euery meat when they be greate with chylde1 they take heede that they moue not theyr bodie to hurte them3 and if there happen any thyng to fall vpon their face1 by and by they take it away wyth theyr hand1 and laye it vpon the priuie part of theyr body4 ,it hath ben proued by many experimentes1 that by this remedie the deformitie whych wold haue bene on that part of ye body that is sene1 hathe lyen hyd in the secrete place4 ,no m calleth this to hasty a care whych is vsed for the worser parte of man4 ,why then is that parte of man1 wherby we be properly called menne1 neglected so many yeres8 ,shuld he not do all agaynste gods forbod which wold trim his cap1 lettyng his head be vnkempt1 and all scabbed8 ,yet much more vnreasonable is it that we shuld bestow iuste labours vpon the mortall bodye1 and to haue no regarde of the immortal soule4 ,further1 if a m haue at home an horse colte1 or a whelpe of a good kynd1 wyl he not straight waye begynne to fashion hym to do sumwhat1 and wyll do that so muche the more gladlye1 the readyer the yonge age is to folow the teachers mynde8 ,wee wyl teache a popiniaye while time is1 to speke as a manne dothe1 knowynge well that the elder he waxeth1 the lesse apte he wyll be to be taughte1 yea the common prouerbe geuyng warnynge of thys thynge3 ,that an old popiniaye careth not for the rod4 ,and what a thynge is it to be diligente in a byrde1 and slowe in teachynge thy sonne8 ,what do the wytty husbandmen8 ,do they not teach euen straight way the pltes whyle they be yet tender1 to put awaye theyr wylde nature by graffynge1 and wyll not tarye tyll they be waxen bygge and myghtye8 ,and they do not onlye take heede that the litle tree grow not croked or haue any other faute1 but if ther be anye1 they make haste to amend it1 whyle it wyll yet bowe1 and folowe the hande of the fashioner4 ,and what liuyng thynge1 or what plante wyll bee as the owener or housebande manne wolde haue it to serue for1 excepte oure dylygence helpe nature8 ,the sooner it is donne1 the better will it come to passe4 ,in dede to manye dumme beastes1 nature the mother of all thynges1 hath geuen more helpe to do theyr natural offices1 but because the prouidce of ,god hath of al creatures vnto men onlye geuen the strength of reason1 she hath left the greatest parte to educacion1 in so much that one hath written very wel the first poynte1 the middle1 and the thirde1 that is the chyefe of all mans felicitye1 to be good instruccion1 ryght bryngynge vp4 ,whych prayse ,demosthenes gaue to ryght pronunciacion1 and that in deede not falsely1 but ryghte bryngynge vp helpeth muche more to wysedome1 then pronunciation to eloquence4 ,for diligente and holy bringing vp1 is the founteyne of al vertue4 ,as to folye and myschief1 the fyrst1 seconde1 and thyrde poynte1 is vndiligente and corrupte educacion4 ,thys is the thynge that is chiefelye lefte vnto vs4 ,that is the cause why vnto other beastes nature hathe geuen swyftnes1 flyght1 sharpnes of sight1 greatnes1 and strengthe of bodye1 scales1 flyshes1 heares1 hornes1 nayles1 venome1 wherby they may both defende their healthe1 and prouide for theyr liuynge1 and brynge vp their yonge3 and bryngeth forthe man onlye softe1 naked1 and vnfensed3 but in stede of all thys1 hath geuen hym a mynde hable to receiue all discipline1 because in this onlye are all thynges1 if a man wyll exercise it4 ,and euerye liuynge thynge1 the lesse mete it is to teachynge1 so muche the more it hathe of natiue prudence4 ,bees learne not to make their celles1 to gather iuce1 and to make honye4 ,the ,emets are not taughte to gather into their holes in somer1 wherby they shulde lyue in wynter1 but all these thynges be done by instruccion of nature4 ,but man neyther can eate1 nor go1 nor speake1 except he be taught4 ,then if the tree brynge forthe eyther no fruite or vnsauerye1 without the diligence of graffing1 if the dogge be vnmete to hunte1 the horse vnapte to iuste1 the oxe to the plowe1 except oure diligence bee putte to1 howe wylde and vnprofitable a creature wolde man become1 except diligtlye1 and in dewe tyme he shulde be fashioned by good bryngynge vp4 ,i wyll not here rehearse vnto you the example of ,lycurgus knowen of euerye man1 whyche bryngynge oute two whelpes1 one of a gentle kynde1 but euyll taughte1 that ran to the meate1 that other of sluggyshe syres1 but diligently brought vp1 that leafte the meate and leapt vpon the beast4 ,nature is an effectuall thynge1 but educacion more effectuall1 ouercommeth it4 ,menne take heede that they maye haue a good dog to hunte1 to haue a good horse to iournei with1 and here thei thynke no diligence to be to hastie1 but to haue a sonne that shulde be both worship and profite to the parentes1 vpon whome they myghte laye a good part of the charges of their houshold1 whose loue mighte noryshe and beare vp their vnweldy age1 and yt shuld shew hym self a trustye and healpynge sonne in a lawe1 a good husbande to his wife1 a valiaunte and profitable citizen to the common wealthe1 ,i saye to haue suche one1 eyther they take no care1 or else they care to late4 ,for wh do they plant8 for wh do they plowe8 for wh do they buylde8 for wh do they hunt for riches both by land by sea8 not for theyr chyldr8 ,but what profite or worshyp is in these thinges1 if he yt shal be heire of th can not vse th8 ,with vnmesurable studye be possessions gotten1 but of the possessor we take no kepe ,who prepareth an harpe for the vnskylfull of musycke8 ,who garnysheth a librarie for hym that can skyl of no bookes8 ,and are so great ryches gotten for hym whyche can not tell howe to vse them8 ,if thou gettest these thynges to hym that is well broughte vp1 thou geueste hym instrumentes of vertue3 but if thou get them for a rude and rusticall wytte1 what other thynge doest thou then minister a matter of wantonnesse and mischiefe8 ,what canne bee thoughte more folyshe then thys kynde of fathers8 ,they prouide that the bodie of the sonne maye be wythout faute1 and shulde bee made apte to do all manner thynges comelye1 but the mynde1 by whose moderacion all honeste wyrkes do stand1 that they care not for4 ,it nedeth me not here to rehearse that riches1 dignitie1 authoritie1 and also healthfulnes of body1 whych menne so desirouslye wyshe to theyr chyldren1 nothynge doth more get them vnto man1 th vertue and learninge4 ,they wyshe vnto them a praye1 but they wyll not geue th a nette to take it with all4 ,that thing which is of al most excellent1 thou canst not geue thy sonne1 but thou mayest store hym wyth those good sciences1 wherby the best thynges be gotten4 ,now is this a great inconuenience1 but it is yet a greater1 that they leaue at home their dogge wel taught1 their horse well broken and taught1 and theyr son enstructed wyth no learnyng4 ,they haue land well tylled1 and theyr sonne shamefull rude4 ,they haue their house goodly trimmed1 and theyr sonne voyde of all garnyshyng4 ,further1 they whych after the peoples estimacion seme to be meruelouse wyse1 do prolong the diligence to garnyshe the mind eyther in to an age vnapte to bee taughte1 or else take no care at all for it1 and are meruelouse thoughtfull of externall goodes of fortune1 yea or euer he be borne1 whom they haue appoynted to be lorde of th all4 ,for what se we not them to do8 ,when their wyfe is greate with chylde1 then call they for a searcher of natiuities1 the parentes axe whether it shall be a man or a woman kynde4 ,they searche oute the destenye4 ,if the astrologer by the byrth houre haue sayde that the chylde shulde be fortunate in warre3 wee wyll1 saye they1 dedicate this chyld to the kynges courte4 ,if he shal promyse ecclesiasticall dygnitie1 wee wyll1 saye they1 hunte for hym by some meanes1 a ,byshoprycke1 or a fatte ,abbotshyp4 ,thys chylde wyl we make a president or a deane4 ,thys semeth not to them to hasty a care when they preuente euen the wery byrth3 and semeth it to hastye that is vsed in fashioning your childrens myndes8 ,so quyclye you prouide to haue your sonne a capteine or an officer1 and therewyth wylte thou not prouide that he maie be a profitable captayn or officer of the common wealth8 ,before the tyme come you go aboute this1 to haue your sonne a byshop1 or an abbot1 and wylt thou not fashion hym to this well1 to beare the office of a byshop1 or an abbot8 ,thou setteste hym to a chariot1 and shewest hym not the manner to guyde it4 ,thou puttest hym to the sterne1 and passest not that he shulde learne those thynges that becommeth a shypmaster to know4 ,finally in all thy possessions thou regardest nothing lesse then that1 that is moste precious1 for whose sake al other thynges be gotten4 ,thi corne fieldes be goodly1 thy houses be fayre1 thy vessel is bright1 thy garmentes1 and al thy housholde stuffe1 thy horses bee wel kept1 thi seruates wel taught1 only thy sonnes wyt is foule1 filthy all sluttishe4 ,thou hast perchace bought by the drme a bond slaue1 vyle1 and barbarous1 if he be rude and ignoraunt1 yu markest to what vse he is good1 trimly thou bryngest hym vp to some craft1 either of the kytchen1 physicke1 husbandrye1 or stewardshyp3 only thy sne thou settest lyght by1 as an idle thynge4 ,thei wyl say3 ,he shal haue inough to lyue on1 but he shall not haue to lyue well on4 ,comonly the rycher that men be1 the lesse they care for the bryngyng vp of their chyldren4 ,what neede is it1 say they1 of anye learnyng1 they shall haue inoughe8 ,yea the more nede haue they of the helpe of phylosophy and learnyng4 ,the greater the shyp is1 the more marchandyse it carieth aboute1 the more neede it hathe of a connynge shyppe master4 ,howe greatlye do ,prynces go about this1 to leaue vnto their sonnes as large a dominion as they c1 and yet do none care lesse that they shuld be brought vp in those good wayes1 wythoute the whych1 principalitie can not wel be ordred4 ,how muche more dothe he geue1 that geueth vs to lyue well1 then to lyue8 ,verye lytel do chyldren owe vnto theyre fathers of whome they be no more but begotten1 and not also broughte vp to lyue verteouslye4 ,the saying of ,alexander is muche spoken of3 excepte ,i were ,alexander1 ,i wold wishe to be ,diogenes4 ,but very worthely doth ,plutarch rebuke it1 because that so much the more he shuld haue wyshed to haue had ,diogenes philosophye1 howe muche the greater hys dominion was4 ,but muche more shameful is theyr sluggardy1 whyche not onely bryng not vp their chyldr aright1 but also corrupte them to wyckednesse4 ,when ,crates the ,thebane dyd perceiue thys abhominacion1 not without a cause he wolde go in to ye hyest place of the citye1 there crie out as loud as he could1 caste them in the teeth wyth theyr madnesse in this wyse4 ,you wretches what madnesse driueth you8 ,take you suche thought to gette money and possessions1 take you no care for your children for whom you get these thynges8 ,as they be scante halfe mothers whych onlye bringe forth1 and not vp their chyldren1 so be they scante halfe fathers1 which when they prouide necessaries for theyr chyldrens bodies1 eu somuch that they maye ryot wythall1 prouide not that their myndes maye be garnyshed wyth honest disciplines4 ,trees paraduture wyl grow though eyther baren1 or wyth wild fruite3 horses are foled1 though perchaunce they be good for nothyng3 but menne 7truste me7 be not borne1 but fashioned4 ,menne in olde tyme which by no lawes1 nor good order ledde theyr lyues in woodes1 in wderynge lustes of bodye1 were rather wylde beastes then men4 ,reason maketh a man3 that hathe no place where all thynges are gouerned after affection4 ,if shape and fashion shulde make a man1 ,images also shulde be counted among men4 ,elegantly sayde ,aristippus when a certen ryche man axed him what profite learnyng shuld brynge to a yong man3 it be no more but this quod he1 yt in the playing place one stone sytte not vpon an other4 ,very properly another ,philosopher ,diogenes ,i trowe1 bearynge in the mydday a candle in his hand1 walked aboute the market place that was full of men3 beinge axed what thynge he sought3 ,i seeke quod he1 a man4 ,he knewe that there was a greate company1 but of beastes1 and not men4 ,the same man on a daye1 when stding on an hye place he had called a great sort together1 and sayde nothing else but come hither men1 come hyther men4 ,some halfe angrye cryed agayne3 we are here men1 say what thou hast4 ,th quod he3 ,i wold haue men come hyther not you whych are nothyng lesse then men1 and therwyth draue them away wyth his staffe4 ,surely it is very trewe1 that a man not instructed wyth ,phylosophye nor other good sciences1 is a creature somewhat worse then brute beastes4 ,for beastes folowe onely the affectes of nature1 a manne except he be fashioned wyth learning1 and preceptes of philosophy1 is rawght into affeccions more th beastlike4 ,for there is no beast more wylde1 or more hurtefull then a manne1 whom ambicion dryuethe1 desyre1 anger1 enuye1 ryot1 and luste4 ,therfore he that prouideth not that his sonne may by and by be instructed in the beste learnyng2 neyther is he a manne1 nor the sonne of a man4 ,were it not an abhominable sight that the mynde of a man shulde be in a beastes body8 ,as we haue read that ,circes when she had enchated men wyth her wytchcraft1 dyd turne them into ,lions1 beares and swyne1 so that yet ther shuld be stil in them the mynde of a man1 which thyng ,apuleus wrote to haue happened to hym selfe1 and ,austin also hathe beleued that men haue bene turned into wolues4 ,who could abyde to be called the father of such a monster4 ,but it is a more merueylous monster that a beastes mynde shulde be in a mans bodye1 and yet do very many please them selues in suche chyldren1 and bothe the fathers seme1 and the common people thynke suche to be verye wise4 ,it is sayde that beares caste oute a lumpe of fleshe wythout anye fashion1 whych wyth longe lyckyng they forme and brynge into a fashyon1 but there is no beares yonge one so euyll fauored as a manne is1 borne of a rude mynde4 ,except wyth much studye yu forme and fashion this1 thou shalt be a father of a monster and not of a man4 ,if thy sonne be borne wyth a copped head or crockeshuldred1 or splay footed1 or wyth syxe fingers in one hande1 howe lothe woldest thou be for it1 how arte thou ashamed to be called the father not of a man1 but of a monster3 and art thou not ashamed of so monstrous a mynde8 ,howe discoraged be the fathers in theyr hertes if their wyfe brynge forthe a naturall1 an infante of a brute mynde8 ,for they thynke they haue begott not a man1 but a monster1 and excepte feare of the lawe dyd let them1 they wolde kyll that that is borne4 ,thou blameste nature whych hath denied the minde of a man to thy chylde1 thou causest by thyne own negligence1 that thy sonne shulde be wythoute the mynde of a man4 ,but thou wylte saye3 ,better it is to be of a brutishe rather th of an vngracious mind4 ,naye better it is to be a swyne1 th an vnlearned and euyll man4 ,nature1 when she geueth the a sonne1 she geueth nothyng else1 th a rude lumpe of fleshe4 ,it is thy parte to fashi after ye best maner1 that matter that will obey folow in euery poynt4 ,if thou wylt slacke to do it1 thou hast a beaste3 if thou take hede thou hast1 as ,i myght saye1 a ,god4 ,srayght waye assone as thy infte is borne1 it is apte to be taughte those thynges whych properlie belonge to a man4 ,therfore after the sayinge of ,vyrgyll1 bestowe diligente labour vpon hym1 euen from hys tender age4 ,handle the waxe strayght way whyle it is very soft1 fashion thys claie whle it is moist1 season thys earthen vessel wyth verye good liquour1 while it is newe1 bye your wolle whyle it commeth whyte frome the fuller1 and is not defiled wyth any spottes4 ,antisthenes dyd verye merilye shewe the same1 whyche when he had taken a certen mans sne to be taught1 and was axed of hys father what thinges he had neede of3 a newe booke quod he1 a newe pensyle1 and a new table4 ,verelye the philosopher requyred a rude and emptye mynde4 ,thou canst not haue a rude lumpe2 but and if thou fashyonst not lyke a manne1 of it selfe it wylt waxe naught1 into monstruous formes of wylde beastes4 ,seynge thou doest owe this seruyce to ,god nature1 although there were no hope that thou shuldest haue any profite therby1 count in thy mynd1 how greate comforte1 how greate profite1 howe much worshyp the children that be well brought vp brynge to theyr fathers4 ,sidenote3 ,chyldren euyl broughte vp1 brynge shame to their partes ,agayne into what shames and greate sorowes they cast their parentes that bee euyll broughte vp4 ,there is no nede to bryng here vnto the examples out of olde chronicles3 do no more but remember in thy mind the housholdes of thine owne citye1 howe many examples shalt yu haue in eueri place8 ,i know thou doest often hear such wordes4 ,o happye man that ,i were1 if my chyldren were buryed4 ,o fortunate mother1 if ,i hadde neuer broughte forth chylde4 ,it is a wayghty matter to brynge vp chyldren well1 ,i graunt3 but no man is borne to him selfe1 no man borne to be idle4 ,thou woldest nedes be a father1 yu muste be a good father2 yu haste gotten th to the cmon wealth1 not to thy self only2 or to speake more lyke a christen man1 yu hast begott th to god1 not to thy selfe4 ,paul wryteth that so in dede women be saued1 if they bryng forth childr1 so brynge th vp that they continue in ye study of vertue4 ,god wil straitly charge the parts wt the childrs fautes4 ,therfore excepte yt euen forthwith thou bryng vp honestly yt1 that is borne1 fyrst yu dost thy self wronge1 which thorow thy negligence1 gettest yt to thy selfe1 then the which no enemye could wyshe to an other1 ether more greuous or paynful4 ,dionisius did effeminat wt delyghtes of the court ,dions yong son yt was run awaye from him3 he knew yt this shuld be more carefull to ye father1 then if he had kylled hym wt a swerde4 ,a litel whyle after when the yong manne was forced of his father that was come to him1 to returne agayne to his old vertue1 he brake his necke out of a garret4 ,in dede a certeyne wise hebrici wrot very wisely4 ,a wise child maketh the father glad1 a folish son is sorow to ye mother4 ,but a wyse chyld not only is pleasure to hys father1 but also worship and succoure1 and finallye hys fathers lyfe4 ,contrarye a folyshe and leude chylde1 not only bringeth heauynesse to hys parentes1 but also shame and pouertye1 and olde before the tyme3 and at laste causeth death to them1 of whom he had the begynnyng of lyfe4 ,what nede me to rehearse vp8 daily are in our eies the examples of citizens1 whome the euyll maners of theyr chyldr haue brought to beggarye1 whome eyther the sonne beyng hanged1 or theyr daughter an whoore of the stewes1 haue tormented wyth intollerable shame and vylany4 ,i know greate men1 whych of manye chyldren haue scante one lefte alyue4 ,one consumed wyth the abhominable leprie1 called by diminucion ye french pockes1 beareth his death aboute wyth hym3 another hathe burste by drynkynge for the beste game1 an other goyng a whorehuntynge in the nyghte with a visar1 was pitifullye kylled4 ,what was the cause8 ,bycause theyr parentes thynkynge it enough to haue begotten them1 and enryched them1 toke no heede of theire bryngynge vp4 ,they shall dye by the lawe1 whych laye awaye theyr children1 and cast them into some wood to be deuoured of wylde beastes4 ,but there is no kynde of puttynge them awaye more cruell1 then to geue vp that to beastlye affeccions1 whych nature hath geuen to be fashioned by very good waies4 ,if ther wer ani witch could wyth euyl craftes1 and wold go about to turne thy sonne into a swyne or a wolfe1 woldest thou not thynke that ther were no punyshemente to sore for her myscheuouse deede8 ,but that whych thou abhorrest in her1 thou of purpose doest it thy selfe4 ,how huge a beaste is lechery8 how rauenous and insaciable is ryot8 howe wylde a beast is dronkenshyp8 how hurtfull a thing is anger8 how horrible is ambicion8 ,to these beastes dothe he set ouer hys sonne1 whosoeuer from his tender youthe doth not accustume hym to loue that1 that is honeste3 to abhorre synne3 yea rather not onlye he casteth hym to wyld beastes1 whych the most cruel casters away are wonte to do1 but also whych is more greuouese1 he norisheth this greate and perilous beaste1 euen to hys owne destruccion4 ,it is a kind of men most to be abhorred1 which hurteth the body of infantes wyth bewitchyng3 and what shal we say of those parentes whiche thorowe their negligence and euyll educacion bewitch the mynd8 ,they are called murtherers that kyll their children beynge newe borne1 and yet kyll but the body3 howe great wyckednes is it to kyll the mynde8 ,for what other thynge is the deathe of the soule1 then foly and wickednes4 ,and he doth also no lesse wrong to his contrey1 to whom asmuch as lyeth in hym1 he geueth a pestilente citiz4 ,he is naught to godwards1 of whom he hath receyued a chylde for thys purpose1 to brynge hym vp to vertue4 ,hereby you may se1 how greate and manifolde mischiefes they committe whych regarde not the bryngynge vp of tender age4 ,but as ,i touched a lytle before1 they synne more greuouslie then do these1 whych not onely do not fashion them to honestye1 but also season the tender and soft vessel of the infante to myschiefe and wyckednesse1 and teacheth hym vyce before he knowe what vice is4 ,how shuld he be a modeste man and dyspyser of pride1 that creepeth in purple8 ,he can not yet sound his fyrste letters1 and yet he nowe knoweth what crimosine and purple sylke meaneth1 he knoweth what a mullet is1 and other dayntie fyshes1 and disdainfullye wyth a proude looke casteth away cmon dyshes4 ,how can he be shamefast wh he is growen vp1 which being a litel inft was begon to be fashioned to lecherye8 ,how shall he waxe liberal wh he is old1 which being so litel hath lerned to meruell at money gold8 ,if ther be ani kynd of garment lately fod out1 as daili ye tailers craft1 as in time paste dyd ,africa1 bringeth forth some new mster1 yt we put vpon our inft4 ,he is taught to stand in his own cceite3 if it be tak away1 he angerly axeth for it again4 ,howe shall he beyng old hate drkennes1 whych when he is an inft is taught to loue wine8 ,they teach them by lytle and lytle suche filthy wordes whych are scant to be suffered1 as sayth ,quintilian1 of the delicious ,alexandrians4 ,and if the child speake any suche after them1 they kysse hym for hys laboure4 ,i warant you they know their yong1 growynge nothynge out of kynde1 when theyr owne lyfe is nothynge else then an example of naughtynes4 ,beynge an infant1 he learneth the vnchaste flatterynge wordes of nurses1 and as we saye1 he is fashioned wyth the hand to wanton touchynge4 ,he seeth hys father well whetteled wyth drynke1 and heareath hym bablynge oute that1 that shulde be kepte in4 ,he sytteth at greate1 and not very honest feastes1 he heareth the house ful of iesters1 harpes1 mynstrels and daunsers4 ,to these maners the chyld is so accustumed1 that custume goeth into nature4 ,there be nacions that fashion their chyldren to fiercenesse of warre whyle they be yet redde fr the mother4 ,they lerne to loke fierslie1 the learne to loue the swearde1 and to geue a strype4 ,from such beginninges thei are deliuered to the master3 and do we merueyle if wee fynde them vnapte to lerne vertue1 whych haue dronke in vyces1 euen wyth the mylke8 ,but ,i hear some men defendynge theyr folye thus1 and saie that by thys pleasure whiche is taken of the wantnes of infantes1 the tediousnes of noursyng is recpsed4 ,what is this8 ,shuld it be to the verye father more pleasaunt if the chylde folowe an euyll deede1 or expresse a leude worde1 th if wyth his lytle stuttyng tonge1 he spake a good sentence1 or folowe any deede that is wel done8 ,nature specially hathe geuen to the fyrste age an easines to folowe and do after1 but yet thys folowyng is somewhat more prone to naughtynesse then to goodnes4 ,is vyce more plesaunte to a good man then vertue1 specially in hys chrldren8 ,if anye fylthe fall vpon the yonge chyldes skyn1 thou puttest it away1 and dost thou infect the mynd wyth so foule spottes8 ,nothynge stycketh faster then that that is learned in yonge myndes4 ,i pray you what motherlye hertes haue those women1 whiche dandle in their lap their chyldren tyl they be almost seuen yeres old1 and in maner make th fooles8 ,if they be so much disposed to play why do they not rather get apes1 and litle puppets to play wythall8 ,o saye they3 they be but chyldren4 ,they be in deede3 but it c scant be told how muche those fyrste beginninges of our yong age do helpe vs to guide all our lyfe after1 howe hard vntractable a wanton and dissolute bryngyng vp1 maketh the chylde to the teacher1 callynge the same gentlenes1 when in deede it is a marring4 ,might not an accion of euyl handlyng children meruelous iustli be laid against such mothers8 ,for it is plainely a kynde of witchcraft of murther4 ,they be punyshed by the lawe1 yt bewitche their childr1 or hurt their weake bodies with poisons3 what do thei deserue which corrupt ye chiefe parte of the inft wt most vngracious venome8 ,it is a lighter matter to kyl the body then the mind8 ,if a child shulde be brought vp amg the gogle eied stutters1 or haltyng1 the body wold be hurt wt infecci3 but in dede fautes of the mind crepe vpon vs more priuely1 also more quickely1 settel deper4 ,the apostle ,paul worthily gaue this honor vnto the verse of ,mender1 yt he wold recite it in his epistels3 ,euyl comunicaci1 corrupteth good maners3 but this is neuer truer th in infantes4 ,aristotle wh he was axed of a certen m by what meanes he myghte bringe to pas1 to haue a goodly horse3 ,if he be brought vp quod he1 among horses of good kynde4 ,and yt if neyther loue nor reason can teach vs howe greate care we ought to take for ye first yeres of our children1 at ye least waies let vs take example of brute beastes4 ,for it oughte not to greue vs to learne of th a thynge yt shall be so profitable1 of whome mkinde now long ago hath lerned so many fruitful things3 sence a beast called ,hippopotamus hath shewed ye cutting of veines1 a bird of egipt called ,ibis hath shewed ye vse of a clister1 which ye phisicis gretly alow4 ,the hearbe called dictamum whiche is good to drawe out arrowes1 we haue knowne it bi hartes4 ,thei also haue taughte vs that the eatinge of crabs is a remedy against the poyson of spyders4 ,and also we haue learned by the teachyng of lysardes1 that dictamum doth confort vs agaynst the byting of serpentes4 ,for thys kynde of beastes fyghte naturally agaynste serpentes1 of whom wh they be hurt1 they haue ben espyed to fetche theyr remedye of that herbe4 ,swallowes haue shewed vs salandine1 and haue geuen the name vnto the hearbe4 ,the wesyll hathe shewed vs that rewe is good in medicines4 ,the ,storke hathe shewed vs the herbe organye3 and the wylde bores haue declared yt ,iuy helpeth sickenesses4 ,serpentes haue shewed that fenel is good for the eye syght4 ,that vomite of the stomacke is stopped by lettise1 the ,dragon monysheth vs4 ,and that mans donge helpeth agaynst poyson1 the ,panthers haue taught vs1 and many mo remedies we haue learned of ,brute beastes3 yea and craftes also that be verye profitable for mannes lyfe4 ,swine haue shewed vs the maner to plow the land1 and the ,swalowe to tper mud walles4 ,to be short1 there is in maner nothyng profitable for the lyfe of man1 but yt nature hathe shewed vs an example in brute beastes1 that they that haue not learned philosophy and other sciences1 maye be warned at the least waye by them what they shulde do4 ,do we not se howe that euery beaste1 not only doth beget yonge1 but also fashion them to do their natural office8 ,the byrde is borne to flye4 ,doest thou not se how he is taught therunto fashioned by his dme8 ,we see at home how the cattes go before their kytlynges1 and exercyse them to catch myse and byrdes1 because they muste lyue by them4 ,they shewe them the praye whyle it is yet alyue1 and teache them to catche it by leapyng1 and at last to eate them4 ,what do hartes8 ,do they not forth wyth exercise their fawnes to swyftnes1 and teach th howe to runne8 they brynge them to hye stiepe doune places1 shewe them how to leap1 because by these meanes they be sure agaynste the traines of the hunters4 ,ther is put in writing as it were a certen rule of techyng elephtes and dolphins in brynginge vp their yonge4 ,in ,nyghtingales1 we perceiue the offices of the techer and learner1 how the elder goth before1 calleth backe1 and correcteth1 and howe the yonger foloweth and obeyeth4 ,and as the dogge is borne to huntyng1 the byrde to flyinge1 the horse to runnyng1 the oxe to plowynge1 so man is borne to philosophy and honeste doinges3 and as euery liuing thing lerneth very easly that1 to the whiche he is borne1 so man wyth verye lytle payne perceiueth the lernyng of vertue and honestye1 to the whiche nature hath graffed certen vehemente seedes and principles3 so that to the readinesse of nature1 is ioyned the diligence of the teacher4 ,what is a greater inconuenience then beastes that be wythout reason to knowe and remember theyr duetye towarde theyr yong3 ,man whych is deuided from brute beastes by prerogatiue of reason1 not to know what he oweth to nature1 what to vertue1 and what to ,god8 ,and yet no kynde of brute beastes looketh for anye rewarde of theyre yong for their noursynge and teachynge1 excepte we luste to beleue that the ,storkes noryshe agayne they dmes forworne wyth age1 and bear them vpon their backes4 ,but among men1 because no continuance of time taketh awaye the thanke of naturall loue3 what comfort1 what worshyp1 what succoure doth he prepare for hym selfe1 that seeth hys childe to be well brought vp8 ,nature hathe geuen into thy handes a newe falowed fielde1 nothynge in it in deede1 but of a fruitfull grounde3 and thou thorow negligence sufferest it to be ouergrowen wyth bryers and thornes1 whyche afterwardes can not be pulled vp wyth any diligence4 ,in a lytell grayne1 howe greate a tree is hyd1 what fruite will it geue if it spring oute4 ,all thys profite is lost except thou caste seede into the forowe1 excepte thou noryshe wyth thy labour this tender plant as it groweth1 and as it were make it tame by graffyng4 ,thou awakest in tamyng thy plt1 and slepeste thou in thy sonne8 ,all the state of mans felicitie standeth specially in thre poyntes3 nature1 good orderyng1 and exercyse4 ,i cal nature an aptnes to be taught1 and a readines that is graffed within vs to honestye4 ,good orderynge or teachyng1 ,i call doctryne1 which stondeth in monicions and preceptes4 ,i call exercyse the vse of that perfitenes which nature hath graffed in vs1 and that reason hath furthered4 ,nature requyreth good order and fashionynge3 exercyse1 except it be gouerned by reason1 is in daunger to manye perylles and erroures4 ,they be greatly therefore deceiued1 whych thynke it sufficit to be borne1 no lesse do they erre whyche beleue that wysedome is got by handelynge matters and greate affayres wythoute the preceptes of philosophye4 ,tel me ,i praye you1 when shall he be a good runner whych runneth lustelye in deede1 but eyther runneth in the darke1 or knoweth not the waye8 ,when shall he bee a good sworde player1 whych shaketh hys sworde vp and downe wynkyng8 ,preceptes of philosophye be as it were the eyes of the mynde1 and in manner geue lyght before vs that you may see what is nedefull to be done and what not4 ,longe experience of diuerse thinges profite much in dede1 ,i confesse1 but to a wyse man that is diligently instructed in preceptes of well doynge4 ,counte what thei haue done1 and what thei haue suffered all theyr lyfe1 whych haue gotten them by experience of thinges a sely small prudence thinke whether yu woldest wyshe so greate myschiues to thy sonne4 ,moreouer philosophye teacheth more in one yere1 then dothe anye experience in thyrty1 and it teacheth safely1 wh by experience mo men waxe miserable then prudent1 in so much that the old fathers not without a cause sayde3 a man to make a perill or be in ieopardy1 whych assayed a thyng by experience4 ,go to1 if a man wold haue hys sonne well seene in physycke1 whether wolde he rather he shulde reade the bookes of physicions or learne by experience what thynge wolde hurt by poysonyng1 or helpe by a remedy4 ,howe vnhappye prudence is it1 when the shypman hathe learned the arte of saylynge by often shypwrackes1 when the prince by continuall batayles and tumultes1 and by cmon myschieues hath learned to beare hys office8 ,thys is the prudence of fooles1 and that is bought to dearlye1 that men shulde be wyse after they be strycken wyth myschief4 ,he learneth very costely1 whych by wanderyng lerneth not to wander4 ,philippus wyselye learned hys sonne ,alexander to shewe hym selfe glad to lerne of ,aristotle3 and to learne philosophy perfectlye of him to the entt he shuld not do that he shuld repent hym of4 ,and yet was ,phylyp cmended for hys singuler towardnes of wytte4 ,what thynke ye then is to be looked for of the cmon sorte4 ,but the manner of teachynge doth briefly shewe what we shulde folowe1 what wee shulde auoyde3 neyther dothe it after wee haue taken hurte monyshe vs1 thys came euyll to passe1 hereafter take heede3 but or euer ye take the matter in hande1 it cryeth3 ,if thou do thys1 thou shalt get vnto the euyll name and myschiefe4 ,let vs knytte therfore this threfolde corde1 that both good teachyng leade nature1 and exercise make perfite good teachynge4 ,moreouer in other beastes we do perceiue that euery one doth sonest learne that that is most properly belonging to hys nature1 and whych is fyrste to the sauegarde of hys healthe3 and that standeth in those thynges which brynge either payne or destrucci4 ,not onlye liuing thyngs but plantes also haue thys sence4 ,for we se that trees also in that parte where the sea doth sauour1 or the northen winde blow1 to shrynke in their braunches and boughes3 and where the wether is more gentle1 there to spreade them farther oute4 ,and what is that that properly belongeth vnto man8 ,verelye to lyue according to reason1 and for that is called a reasonable creature1 and diuided fr those that c not speake ,and what is most destrucci to m8 ,folyshenes4 ,he wyll therfore be taught nothyng soner then vertue1 and abhorre from nothynge sooner then folyshenesse1 if so be the diligence of the parentes wyll incontinent set aworke the nature whyle it is emty4 ,but we here meruelous complantes of the common people1 howe readye the nature of chyldr is to fal to vyce1 how hard it is to drawe them to the loue of honesty4 ,they accuse nature wrongfullye4 ,the greatest parte of thys euyll is thorowe oure owne faute1 whyche mar the wittes wt vyces1 before we teache them vertues4 ,and it is no maruell if we haue them not verye apte to learne honestye1 seyng they are nowe already taught to myschiefe4 ,and who is ignoraunt1 that the labour to vnteache1 is both harder1 and also goth before teachyng4 ,also the common sorte of men do amysse in thys pointe thre maner of wayes3 eyther because they vtterlye neglecte the bryngynge vp of chyldren1 or because they begynne to fashion their myndes to knoweledge to late1 or because they putte them to those men of whome they maye learne that that muste be vnlerned agayne4 ,wee haue shewed those fyrst maner of men vnworthi to be called fathers1 and that they very litle differ from suche as sette theyr infantes out abrode to be destroyed1 and that they oughte worthely to be punyshed by the lawe1 which doth prescribe this also diligentlye by what meanes chyldren shuld be brought vp1 afterwards youth4 ,the second sorte be very manye1 wyth whom nowe ,i specially entend to striue4 ,the thyrd doth amysse two wayes1 partly thorowe ignoraunce1 partly thorowe retchlesnes4 ,and syth it is a rare thynge and a shame to be ignoraunte to whome thou shuldest put oute thy horse1 or thy grounde to be kepte1 howe muche more shamefull is it not to knowe whom thou shuldeste put thy chylde in truste wythal1 beynge the dearest part of thy possessions8 ,ther thou beginnest to lerne that1 that thou canst not skyll well of thy selfe1 thou axest counsell of the beste seene3 here thou thynkeste it maketh no matter to whom thou committest thy sonne4 ,thou assignest to thy seruantes1 eueri man his office that is metest for hym4 ,thou tryest whom thou mayest make ouersear of thy husbandrie1 whome to appoint to the kitchen1 and who shulde ouersee thy housholde4 ,and it there be any good for nothynge1 a slug1 a dulhead1 a foole1 a waster1 to hym we cmit oure childe to be taught3 and that thynge whych requireth the cunningest man of all1 is put to ye worst of our seruauntes4 ,what is vntoward1 if here menne haue not an vntoward mind8 ,ther be some whych for theyr couetous mynd be afeard to hyre a good master1 and geue more to an horskeper then a teacher of the chyld4 ,and yet for al that they spare no costly feastes1 nyght day thei playe at dice1 and bestowe moch vpon houndes fooles4 ,in thys thynge onely they be sparers and nigardes1 for whose cause sparinge in other thynges myght be excused4 ,i wold ther wer fewer whych bestowe more vpon a rotten whore1 then vpon bringyng vp of their chylde4 ,nothyng sayth the ,satir writer stdeth the father in lesse cost then the sonne4 ,peraduenture it wyll not be much amisse here to speake of ye day dyet1 which longe ago was muche spok of in ye name of ,crates4 ,they report it after thys fashion4 ,alow to thy coke 4x4 pod1 to thy physicion a grote1 to thy flatterer 4v4 talts1 to thy coseller smoke1 to thy harlot a talent1 to thy philosospher 4iii4 halfps4 ,what lacketh to this preposterous count1 but to put to it yt the teacher haue 4iii4 farthings3 ,howbeit ,i thinke yt the master is meant vnder ye name of philosopher4 ,wh one that was riche in money1 but nedy of wit axed ,aristippus what wages he wold axe for teching his son1 he answered 4v4,c4 grotes4 ,you axe quod he to great a sme3 for wt this much money a man maye bye a seruaunte4 ,then the philosopher very properly againe3 but now1 quod he1 for one thou shalt haue two3 a sonne mete to do the seruice1 and a philosopher to teache thy sonne4 ,further if a man shulde bee axed1 whether he wold haue hys onlye sonne dead to wynne an hundred horses1 if he had any crumme of wysedome1 he wold answer 7,i thinke37 in no wyse4 ,whi geuest thou then more for thi horse8 why is he more diligtly tak hede to then thy sonne8 why geuest thou more for a fole1 then for the bringyng vp of thy chylde8 ,be frugall and sparynge in other thynges1 in thys poynt to be thryfty1 is no sparynge but a madnes4 ,there be other agayn that take good heede in chosyng a master1 but that is at the desyre of their friendes4 ,they lette passe a meete and cunninge man to teache chyldren1 and take one that can no skyll1 for none other cause1 but that he is set forwardes at the desyres of their friendes4 ,thou mad man1 what meanest thou8 ,in saylynge thou regardest not the affeccion of th yt speake good wordes for a man1 but thou setteste hym to the helme1 whych can beste skyll to gouerne the shyp3 in the sonne1 wh not only he hymself is in ieopardy1 but the father and mother and all the housholde1 yea and the common wealth it selfe1 wylte thou not vse like iudgement8 ,thy horse is sicke1 whether wilt thou sende for a leche at the good word of thy friend1 or for his cning in lechcraft4 ,what8 ,is thy sonne of lesse price vnto the then thi horse8 ,yea settest thou lesse by thy selfe then by thy horse8 ,this beyng a foule thynge in meane citizens1 how much more shamefull is it in great menne8 ,at one supper a dashynge agaynst the mischeuous rocke of dice1 and so hauynge shypwrake1 thei lose two hundred pod1 and yet they saye they be at coste1 if vpon theyr son they bestowe aboue 4xx4 pounde4 ,no man can geue nature1 eyther to himselfe1 or to other3 howbeit in this poynte also the diligce of the partes helpeth much4 ,the fyrst poynt is1 that a m chose to hym selfe a wyfe that is good1 come of a good kynred1 and well broughte vp1 also of an healthfull bodie4 ,for seyng the kynred of the body and mynde is very straytlye knytte1 it can not be but that the one thynge eyther muste be holpen or hurte of the other4 ,the nexte is1 that when the husbande dothe hys duetye to get chyldren1 he do it neither beyng moued wyth anger1 nor yet drunken1 for these affeccions go into the chylde by a secrete infeccion4 ,a certen philosopher seemed to haue marked that thyng properly1 whyche seynge a yonge man behauinge hym selfe not verye soberlie1 it is meruell quod he1 but if thy father begat the wh he was dronke4 ,verily ,i thynke this also maketh greatli to the matter1 if the mother at all times1 but specially at ye time of concepcion and byrthe1 haue her mynde free from all crimes1 and be of a good cscience4 ,for ther can be nothyng eyther more quiet or more merye then such a mynd4 ,the thyrd point is yt the mother noryshe with her own brestes her inft1 or if ther hap any necessitie that it maye not so be1 let be chos a nurse1 of a wholsome body1 of pure mylke1 good condicions1 nether drunk1 not brauler1 nor lecherous4 ,for the vices that be tak euen in ye very beginninges of lyfe1 both of the bodye and of the mynd1 abyde fast vntyl we be olde4 ,some men also write yt it skilleth muche who be his sucking felowes who be his playfelowes4 ,fourthlye that in due season he be set to a chosen scholemaster alowed by all mens witnes1 and many waies tryed4 ,you must be diligt in chosyng1 and after go thorowe with it4 ,homer disaloweth wher many beare rule3 and after the olde prouerbe of the grekes4 ,the multitude of captaines dyd lose ,caria4 ,and the oft chaunginge of physicions hath destroyed manye4 ,there is nothynge more vnprofitable1 then often to chaunge ye master4 ,for by that meanes the web of ,penelopes is wou and vnwouen4 ,but ,i haue knowen childr1 whych before they wer 4xii4 yere old1 had more th 4xii4 masters1 and that thorowe the rechelesnesse of their partes4 ,and yet after this is done must the partes be diligt4 ,they shall take heede bothe to the master to the sonne1 neither shall they so caste away al care from th as they are wonte to laye all the charge of the doughter vpon the spouse1 but the father shall oftentyme looke vpon them1 and marke whether he profite1 remembrynge those thynges whych the olde men spake both sagely and wittely1 that the forehead is set before the hynder part of the head3 and that nothyng sooner fatteth the horse then the masters eye1 nor that no dunge maketh the ground more fruitfull then the masters footyng4 ,i speake of yonge ons4 ,for as for the elders it is meete sometyme that they be sente far out of oure syght1 whiche thing as it were a graffing1 is inespecially wont to tame yonge mens wyttes4 ,emonge the excellent vertues of ,paulus ,emilius1 this also is praised1 that as oft as he might for his busines in the cmon welth he wolde be at the exercises of hys snes4 ,and ,plinie the nepheu was contente nowe and then to go into the schole for his friendes sonnes sake1 whom he had taken vpon him to brynge vp in good learnynge4 ,furthermore1 that that wee haue spoken of nature is not to be vnderstand one wayes4 ,for there is a nature of a common kinde1 as the nature of a man in to vse reason4 ,but ther is a nature peculier1 eyther to hym or him1 that properly belgeth either to thys man or that1 as if a man wolde saye some menne to be borne to disciplines mathematical some to diuinitie1 some to rethorike some to poetrie1 and some to war4 ,so myghtely disposed they be and pulled to these studies1 that by no meanes they canne be discoraged from them1 or so greatly they abhor them1 that they wyl sooner go into the fyre1 then apply their mynde to a science that they hate4 ,i knewe one familierlye whych was verye well seene both in greke and latin1 and well learned in all liberall sciences1 when an archbyshop by wh he was found1 had sende hither by hys letters1 that he shulde begynne to heare the readers of the lawe agaynst hys nature4 ,after he had cplayned of this to me 7for we laye both together7 ,i exhorted hym to be ruled by his patron1 saying that it wold wexe more easily1 that at the beginning was harde1 and that at the least waye he shulde geue some part of hys tyme to that study4 ,after he had brought oute certen places wonderfull folyshe1 which yet those professours halfe goddes dyd teache their hearers wyth greate authoritie1 ,i answered1 he shuld set light by them1 take out that whyche they taught well3 and after ,i had preased vpon hym wyth many argumentes1 ,i am quod he so minded1 that as often as ,i turne my selfe to these studies1 me thinketh a swerde runneth thorowe my hert4 ,menne that bee thus naturallye borne1 ,i thynke they be not to bee compelled against their nature1 lest after the common saying we shuld leade an ,oxe to wreastlynge1 or an ,asse to the harpe4 ,peraduenture of this inclinacion you may perceiue certen markes in lytle ons4 ,there be that can pronosticate such thynges by the houre of hys birthe1 to whose iudgemente howe muche ought to be geuen1 ,i leaue it to euerye mans estimacion4 ,it wolde yet muche profite to haue espyed the same assoone as can be1 because we learne those thynges most easelie1 to the which nature hath made vs4 ,i thinke it not a very vayne thing to coniecture by ye figure of the face and the behaueour of the rest of the bodie1 what disposicion a man is of4 ,certes ,aristotle so greate a philosopher vouchsaued to put oute a booke of phisiognonomye verye cunnynge and well laboured4 ,as saylyng is more pleasaunt when wee haue borne the wynd and the tyde1 so be we soner taught those things to the whych we be inclined by redines of wyt4 ,virgyll hath shewed markes wherby a man may know an oxe good for ye plough1 or a cowe meete for generacion encrease of cattell4 ,beste is yt oxe that looketh grimly4 ,he techeth by what toks you may espie a yong colt mete for iusting4 ,straight waye the colt of a lusty courage trpleth garlic in the fieldes 4c4 for you know the verses4 ,they are deceyued whyche beleue that nature hathe geuen vnto man no markes1 whereby hys disposici maye bee gathered1 and they do amisse1 that do not marke them thar be geuen4 ,albeit in my iudgemente there is scante anye discipline1 but that the wyt of man is apt to lerne it1 if we continue in preceptes and exercise4 ,for what may not a man learne1 when an ,eliphant maye be taught to walke vp a corde1 a bear to daunse1 and an asse to playe the foole4 ,as nature therefore is in no mannes owne hande1 so wee haue taught wherin by some meanes we maye helpe nature4 ,but good orderynge and exercise is altogether of our own witte and diligence4 ,how much the waye to teach doth helpe1 thys specially declareth1 that we se daylye1 burdens to be lyft vp by engins and arte1 whiche otherwyse coulde bee moued by no strength4 ,and how greatly exercise auaileth that notable saying of the old wise man1 inespeciallye proueth1 that he ascribeth all thynges to diligence and study4 ,but labour1 say they1 is not meete for a tender age1 what readines to lerne can be in children whych yet scarse knowe that they are men3 ,i wyll answere to bothe these thinges in few wordes4 ,how agreeth it that that age shulde bee counted vnmeete for learnynge1 whych is nowe apte to learne good maners8 ,but as there be rudimentes of verture1 so be there also of sciences4 ,philosophy hath his infancie1 hys youthe1 and rype age4 ,an horsecolt1 which forthwyth sheweth his gentle kynd1 is not straight way forced wyth the bytte to cary on his backe an armed manne1 but wyth easy exercises he learneth the fashion of warre4 ,the calfe that is appoynted to the plowghe1 is not strayght wayes laden wyth werye yockes1 nor prycked wyth sharpe godes1 but as ,virgyl hath elegantlye taught3 ,fyrst they knyt aboute his necke circles made of tender twygges1 and after when his free necke hathe bene accustumed to do seruice1 they make rounde hoopes mete1 when they be wryth1 ioyne a payre of meete ons together1 and so cause the yonge heyfers to gooe forwardes1 and often tymes they make them to draw an empty cart1 and sleightly go awaye1 but afterwards they set on a great heauy axeltree of beeche1 and make them to draw a great plough beame of yr4 ,plowmen can skyll howe to handell oxen in youthe1 and attemper their exercises after their strength muche more diligently ought this to be done in bringing vp our children4 ,furthermore the prouidce of nature hath geuen vnto litle ons a certen mete habilitte4 ,an infant is not yet meete to whome thou shuldest reade ye offices of ,cicero1 or the ,ethickes of ,aristotle1 or the moral bokes of ,seneca or ,plutarche1 or the epistles of ,paule1 ,i confesse1 but yet if he do any thyng vncomly at the table1 he is monyshed1 and when he is monyshed1 he fashioneth hym selfe to do as he is taught4 ,he is brought into the temple1 he lerneth to bowe his kne1 to holde hys handes manerly1 to put of hys cap1 and to fashion all the behaueour of hys bodie to worshyp ,god1 he is cmaunded to holde hys peace when misteries be in doyng1 and to turne hys eyes to the alter4 ,these rudimentes of modestye and vertue the childe lerneth before he can speake1 which because they sticke fast vntil he be elder1 they profit somwhat to true religi4 ,there is no differce to a chyld when he is first borne1 betwene his parntes straungers4 ,anon after he learneth to knowe his mother1 after his father4 ,he learneth by litle litle to reuerce th1 he learneth to obey them1 to loue th4 ,he vnlerneth to be angrye1 to be auged1 when he is bidd kysse th that he is gry withal1 he doth it1 vnlerneth to bable out of measure4 ,he lerneth to rise vp1 geue reuerence to an old m1 to put of his cap at ye image of the crucifix4 ,thei that thinke yt these lytle rudimtes help nothing to vertue1 in my mind be greatly deceiued1 ,a cert yonge man wh he was rebuked of ,plato because he had plaied at dice cplained yt he was so bitterly chidd1 for so litle harme4 ,th quod ,plato1 although it be but smal hurt to play at dice1 yet is it great hurt to vse it4 ,as it is therefore a greate euyll to accustume thy selfe to euyl1 so to vse thy selfe to small good thynges is a greate good4 ,and that tender age is so muche the more apte to learne these thyngs1 because of it selfe it is plyaunt vnto all fashions1 because it is not yet occupyed wyth vyce1 and is glad to folowe1 if you shewe it to do any thinge4 ,and as cmonlye it accustumeth it selfe to vyce1 or euer it vnderstand what vyce is1 so wyth lyke easynes maye it be accustumed to vertue4 ,and it is beste to vse best thinges euen at the fyrst4 ,that fashion wyll endure longe1 to the which you make the empty and tender mynde4 ,horace wrote that if you thruste oute nature wyth a forke1 yet wyll it styll come againe4 ,he wrot it and that very truly1 but he wrote it of an olde tre4 ,therefore the wise husband man wil straight waye fashion the plante after that maner whyche he wyll haue tarye for euer when it is a tree4 ,it wyll soone turne in to nature1 that you powre in fyrste of all4 ,claye if it be to moyste wyl not kepe the fashion that is prynted in it3 the waxe may be so softe that nothynge can bee made of it4 ,but scarse is there any age so tender that is not able to receyue learnyng4 ,no age sayth ,seneca1 is to late to learne3 whether that be true or no ,i wot not1 surely elderly age is very harde to learne some thyngs4 ,this is doutles1 that no age is so yonge but it is apte to be taught1 inespecially those thynges vnto the whych nature hathe made vs1 for as ,i sayd3 for thys purpose she hath geuen a certen peculier desyre of folowyng1 that what so euer they haue herde or seene1 they desyre to do the lyke1 and reioyse when they thynke they can do any thyng3 a man wolde saye they wer apes4 ,and of thys ryseth the fyrste coniecture of their wyt and aptnes to be taughte4 ,therefore assone as the man chyld is borne1 anone he is apte to lerne maners4 ,after wh he hath begon to speake1 he is mete to be taught letters4 ,of what thynge regarde is fyrste to be had1 a readines by by is geuen to lerne it4 ,for learnyng although it haue infinite commodities1 yet excepte it wayte vpon vertue1 it bryngeth more harme then good4 ,worthilye was refused of wyse menne theire sentence1 which thought that children vnder seuen yere olde shulde not be set to lernyng3 and of thys sayinge many beleued ,hesiodus to be the author1 albeit ,aristophanes the gramarian sayd1 that those morall preceptes in the whych worke it was written1 were not made by ,hesiodus4 ,yet nedes must be some excellt wryter1 which put forth such a booke that euen learned menne thought it to be of ,hesiodus doing4 ,but in case it were ,hesiodus1 without doute yet no mans authoritie oughte to be of suche force vnto vs1 that we shulde not folowe the better if it be shewed vs4 ,howebeit who soeuer wer of thys mynd1 they meant not thys1 that all thys time vntyll seuen yeres shulde bee quite voyde of teachyng1 but that before that tyme chyldren shulde not bee troubled wyth the laboure of studies1 in the whych certeine tediousnes muste bee deuoured1 as of cannyng wythout booke1 sayinge the lesson agayn1 and wyth wrytinge it1 for scant maye a man fynde anye that hathe so apte a wytte to bee taught1 so tractable and that so wil folowe1 whyche wyll accustume it selfe to these thynges wythout prickyng forward4 ,chrisippus apoynted thre yeres to the nourses1 not that in the meane space there shuld be no teachynge of manners1 and speach1 but that the infante shulde be prepared by fayr meanes to lern vertue and letters1 ether of the nurses1 or of the parentes1 whose maners wythout peraduture do help very much to the good fashionynge of chyldren4 ,and because the fyrste teachyng of chyldren is1 to speake playnly and wythout faute1 in this afore tyme the nourses and the parentes helpe not a lytle4 ,thys begynnyng1 not only very muche profiteth to eloquce1 but also to iudgement1 and to the knowledge of all disciplines3 for the ignoraunce of tonges1 eyther hath marred all the sciences1 or greatly hurt th1 eu diuinitie it selfe also1 phisicke law4 ,the eloquence of the ,gracchians was muche merueyled at in tyme paste1 but for the most they myghte thanke theyr mother ,cornelia for it1 as ,tullie iudgeth4 ,it apeareth sayth he1 that the chyldren wer not so much brought vp in the mothers lappe1 as in the mothers cmunicacion4 ,so theyr fyrste scholyng was to them the mothers lap4 ,lelia also expressed in her goodly talke the eloquence of her father ,caius4 ,and what marueile4 ,while she was yet yonge she was dyed wyth her fathers communicacion1 euen when she was borne in his armes4 ,the same happened to the two sisters1 ,mucia and ,licinia1 neeces vnto ,caius4 ,specially is praysed the elegaunce of ,licinia in speakyng1 whiche was the daughter of ,lucius ,crassus1 one ,scipios wyfe as ,i weene4 ,what nedes many words8 ,all the house and all the kynred euen to the nepheus1 and their cosyns dyd often expresse elegance of their fore fathers in artificiall and cunnyng speakyng4 ,the daughter of ,quintus ,hortencius so expressed her fathers eloquence1 that ther was longe ago an oracion of hers to se1 that she made before the officers called ,triumuiri1 not only 7as ,fabius sayth7 to the prayse of womankynd4 ,to speake without faut no litle helpe brynge also the nourses1 tutors1 and playefelowes4 ,for as touching the tonges1 so great is the readines of that age to learne them1 that within a few monethes a chylde of ,germany maye learne ,frenche1 and that whyle he dothe other thinges also3 neyther dothe that thynge come euer better to passe then in rude and verye yonge yeres4 ,and if this come to passe in a barbarous and vnruled tonge1 whych wryteth other wyse then it speaketh1 and the whych hathe hys schriches and wordes scarse of a man1 howe muche more easely wyl it be done in the ,greeke or ,latine tonge8 ,kyng ,mithridates is read to haue perfitly knowen 4xxii4 tonges1 so that he could plead the lawe to euery nacion in their owne tonges wythoute anye interpreter4 ,themistocles within a yeres space lerned perfitely the ,persians tong because he wolde the better cmen wyth the kyng4 ,if swhat old age can do that1 what is to be hoped for of a chylde8 ,and all this businesse standeth specially in two thynges1 memorye and imitacion4 ,we haue shewed before alredy that there is a certein naturall greate desyre in chyldren to folowe other1 and very wyse men wryte that memorie in chyldren is verye sure in holdinge faste3 and if we distrust there authoritie1 experience it selfe wyll proue it vnto vs4 ,those thynges that we haue seene beying chyldren1 they so abide in our mindes1 as thou we had sene them yesterdaie4 ,thinges that we read today wh we be old1 wythin two daies after if we read th agayn they seme newe vnto vs4 ,furthermore howe fewe haue we seene whych haue had good successe in lernynge the tonges when they were olde8 ,and if some haue wel spedde them in knowledge1 yet the right sound and pronunciacion hath chaunsed either to none1 or to very few4 ,for rare examples be no common rules4 ,neyther for thys muste we call chyldren to lerne the tonges after sixtene yere olde1 because that the elder ,cato lerned latine1 and ,greeke1 when he was thre score and ten yeres olde4 ,but ,cato of ,vtica muche better lerned then the other and more eloquent1 when he was a chylde was continuallye wyth hys master ,sarpedo4 ,and hce we ought so much the more to take heede1 because that yonge age led rather by sense then iudgemt1 wyll assone or peraduenture soner lerne leudnes things yt be naught4 ,yea we forget soner good thinges th naught4 ,gentile philosophers espyed that1 merueyled at it1 and could not search out the cause1 whiche christ philosophers haue shewed vnto vs3 which telleth yt this redines to mischiefe is setteled in vs of ,adam the first father of mkind4 ,thys thynge as it can not be false1 so is it very true1 that the greateste parte of this euyll cmeth of leude and naughty bryngyng vp1 inespeciallye of tender youthe1 whyche is plyeable to euerye thynge4 ,we fynd in writyng that great ,alexander lerned certeine fautes of hys master ,leonides1 whyche he could not leaue when he was well grow vp1 and a great ,emperour4 ,therfore as long as amonge the latines floryshed that old vertuousnes of good maners1 chyldren were not committed to an hyrelynge to be taught1 but were taughte of the parentes them selues their kinsfolke1 as of their vncles both by father and mother1 of the graundfathers1 as ,plutarch sayth3 ,for they thought it especially perteyned to the honour of their kynred1 if they had very manye excellentlye well seene in liberall knowledge1 where as now adayes all nobilitie almost stdeth in painted grauen armes1 dauncing1 huntynge and dicynge4 ,spurius ,carbilius of a bond man made free1 whose patron ,carbilius brought in the fyrste example of diuorce1 is reported to be the fyrste that taught an op grmer schole4 ,before thys tyme it was counted a verye vertuous office if euery m taughte hys kynsefolke in vertue and lernyng4 ,nowe is thys theyr onlye care1 to seeke for their chyld a wyfe wyth a good dowrye4 ,that done1 they thynke they haue done all that belongeth to a father4 ,but as the world is alwayes redy to be worse and worse1 dayntines hathe perswaded vs to comune this office to a tuter that is one of our householde1 and a gentleman is put to be taught of a seruaunte4 ,in whyche thynge in deede1 if we wolde take heede whom we chose1 the ieopardy were so muche the lesse1 because the teacher liued not only in ye fathers syght1 but also wer vnder hys power if he dyd amysse4 ,they that wer very wyse1 either bought lerned seruauntes1 or prouided they myghte be lerned1 that they myghte be teachers to their children4 ,but howe muche wyser were it1 if the parents wolde get lernyng for thys entent1 that they them selues myght teach theyr owne chyldren4 ,verelye by thys meanes the profite wolde be double1 as the cmoditie is double if the ,byshoppe shewe hym selfe a good man1 to the entente he maye encourage very many to the loue of vertue4 ,thou wyle saye2 euerye m hath not leasure1 and they be lothe to take so greate payne4 ,but go to good syr1 ,lette vs caste wyth oure selfe howe muche tyme wee lose at dice1 bankettynge1 and beholdynge gaye syghtes1 and playinge wyth fooles1 and ,i weene wee shall bee ashamed1 to saye wee lacke leasure to that thynge whych oughte to be done1 all other set asyde4 ,we haue tyme sufficiente to do all we shoulde do1 if we bestowe it so thriftelye as we shulde do4 ,but the daye is short to vs1 wh we lose the greater part thereof4 ,consider thys also1 howe greate a porcion of tyme is geuen now and then to the foelyshe busines of our friendes4 ,if we can not do as they all wolde haue vs1 verelye wee oughte chiefely to regarde our chyldren4 ,what payne refuse we to leaue vnto oure chyldren a ryche patrimonye and well stablished3 and to get that for them whiche is better then all this1 shulde it yrke vs to take laboure8 namelye when naturall loue and the profite of them whyche be mooste deareste vnto vs1 maketh sweete al the grief and payne4 ,if that were not1 when wolde the mothers beare so longe tediousenes of chyldbyrth and nursyng4 ,he loueth his sonne lyghtlye whych is greued to teache hym4 ,but the manner to enstructe them was the more easy to them in olde tyme1 because the learned and vnlearned people spake all one tong1 saue that the learned spake more truelye1 more elegantly1 more wiselye1 and more copiouselye4 ,i confesse that1 and it were a very shorte way to learnynge1 if it were so nowe a dayes4 ,and there haue bene some that haue gone aboute to renewe and brynge again those olde examples1 and to doo as those olde fathers haue done afore tyme1 as in ,phrisia1 ,canterians1 in ,spayne ,queene ,elisabeth the wyfe of ,fardinandus1 out of whose familye there haue come forthe verye manye womenne bothe merueylouselye well learned and verteouse4 ,emong the englishe men1 it greued not the ryght worshypful ,thomas ,more1 although beyng much occupyed in the kynges matters1 to be a teacher to hys wyfe1 daughters1 and sonne1 fyrste in vertue1 and after to knowledge of ,greke and ,latine4 ,verely this ought to be done in those that we haue apoynted to learnynge4 ,neyther is there anye ieopardie that they shulde be ignoraunt in the peoples tonge1 for thei shall learne that whether they wyl or not by companye of men4 ,and if there be none in oure house that is lerned1 anon we shulde prouide for some cunnyng man1 but tryed both in maners and lernyng4 ,it is a folyshe thyng to make a profe in thy sone1 as in a slaue of litle value1 whether hys teacher be learned or not1 and whether he bee a good man that thou haste gotten hym or not4 ,in other thinges pardon may be geuen to negligence1 but here thou muste haue as manye eyes as ,argus had1 and muste be as vigilant as is possible4 ,they say3 a man maye not twyse do a faute in war3 here it is not laweful to do once amisse4 ,moreouer the soner the child shall be set to a master1 so much shal hys brynginge vp come the better to passe4 ,i knowe some men fynde thys excuse1 that it is ieopardy lest the labour of studies make ye good health of the tender bodye weaker4 ,here ,i myght ensure1 yt althoughe the strength of the bodye wer sumwhat taken awaye1 that thys incmoditie is well recompensed by so goodly gyftes of the mynd4 ,for we fashion not a wrestler1 but a philosopher1 a gouernour of the common wealth1 to wh it is sufficient to be healthful1 although he haue not the strengthe of ,milo3 yet do ,i cfesse that somewhat we must tender the age1 that it maye waxe the more lustye4 ,but there be manye that foolyshely do feare leste their chyldren shulde catche harme by learnynge1 whych yet feare not the much greater peryll that cometh of to muche meate1 whereby the wyttes of the litle ons no lesse be hurted then bee theyr bodyes by kyndes of meates and drynkes that be not meete for that age4 ,they brynge theyr lytle children to great and longe feastes1 yea feastyng sometyme vntyl farre forth nyghtes1 they fyl them wyth salt and hoat meates1 somtyme eu tyl thei vomite4 ,they bynde in and loade the tender bodies wyth vnhandsome garmentes to set them out1 as some trym apes1 in mans apparel1 and otherwayes they weaken their children1 and they neuer more tenderlye be afrayed of their health1 then when cmunication is begon to be had of lernynge1 that is of that thynge whych of al other is moste wholesom and necessarye4 ,that whych we haue spoken touchyng health1 that same perteineth to the care of hys bewety1 whyche as ,i confesse is not to be lyght set bye1 so to carefully to be regarded1 is not very meete for a man4 ,sidenote3 ,a wayward feare for hurting childrs bewtye4 ,neyther do we more weywardlye fear any other thyng then the hurt of it to come by studie1 where it is hurt a greate deale more by surfet1 dronkennes1 vntymelye watchynge1 by fyghtyng and woundes1 finally by vngracious pockes1 which scarse anie man escapeth that liueth intemperatly4 ,from these thyngs rather let th see they keepe their children then fr lernyng1 whych so carefully take thought for the health and bewtie4 ,sidenote3 ,prouisi for easinge chyldrens labour ,howbeit thys also may be prouided for by our care diligce that ther shuld be very litle labour and therfore litle losse4 ,this shal be if neyther many thyngs1 neither euery lyght thynge be taught them when they be yong1 but the best only that be mete for their age1 whiche is delighted rather in pleasat thynges then in subtile4 ,secondly1 a fayre manoure of teachynge shall cause yt it may seme rather a playe then a labour1 for here the age must be beguiled with sweete flattering wordes1 which yet c not tell what fruit1 what honour1 what pleasure lernyng shall brynge vnto them in tyme to come4 ,and this partly shal be done by the teachers gtlenes curteous behaueour1 partlye by his wit subtile practise1 wherbi he shal deuise diuerse prety meanes to make lerning plesat to ye chylde1 pul hym away fr feling of labour4 ,for there is nothynge worse then when the waywardnes of the master causeth the children to hate lernyng before they knowe wherefore it shulde be loued4 ,the fyrst degree of lerning1 is the loue of the master4 ,in processe of tyme it shall come to passe that the chyld whych fyrst began to loue lernyng for the masters sake1 afterwards shall loue the master because of lernyng4 ,for as many giftes are very dere vnto vs eu for thys cause1 that they come from them whome wee loue hertelye3 so lernyng1 to whom it can not yet be pleasaunt thorowe discrescion1 yet to them it is acceptable for the loue they beare to the teacher4 ,it was very well spoken of ,isocrates that he lerneth very much1 whych is desirous of lernyng4 ,and we gladlye lerne of them whome we loue4 ,but some be of so vnpleasaunt maners that they can not bee loued1 no not of their wyues1 theyr countenace lowryng1 their companye currishe1 they seme angrye euen when they be beste pleased1 they can not speke fayre1 scarse can they laughe when men laugh vpon them1 a man wold saye they were borne in an angrye hour4 ,these men ,i iudge scant worthye to whome we shulde put oure wylde horses to be broken1 muche lesse wuld ,i thynke that thys tender and almost suckynge age shuld be committed to them4 ,yet be ther some that thynke that these kynde of men1 euen inespecyally worthye to be set to teache yonge chyldren1 whylest they thynke their sturdynes in lookynge is holynes4 ,but it is not good trustyng the lookes1 vnder that frownynge face lurke oft tymes most vnchaste and wanton maners1 neyther is to be spoken amonge honeste men1 to what shamefulnes these bouchers abuse chyldren by fearyng them4 ,no nor the parents th selues can well bring vp theyr chyldr1 if they be no more but feared4 ,the fyrste care is to be beloued1 by lytle and lytle foloweth after1 not feare1 but a certen liberall and gentle reuerence which is more of value then feare4 ,howe properly then ,i praye you be those chyldren prouided for1 which being yet scante foure yere olde are sente to schole1 where sytteth an vnknowen scholemaster1 rude of manners1 not verye sober1 and sometyme not well in hys wytte1 often lunatike1 or hauynge the fallyng sycknes1 or frenche pockes8 ,for there is none so vyle1 so naughte1 so wretched1 whome the common people thynketh not sufficiente ynoughe to teache a grammer schole4 ,and thei thynkyng they haue gotten a kingdome1 it is marueyle to see howe they set vp the brystels because thei haue rule1 not vpon beastes1 as sayeth ,terence1 but vp that age whiche ought to be cheryshed wyth all gentlenes4 ,you wolde saye it were not a schole1 but a tormentynge place3 nothynge is hearde there beside the flappynge vpon the hande1 beside yorkynge of roddes1 besyde howlynge and sobbinge and cruell threatnynges4 ,what other thynge maye chyldren learne hereof1 then to hate learnyng8 ,when this hatered hath once setteled in the tender myndes1 yea when they be old they abhorre studye4 ,it is also muche more foolyshe1 that some men sende their lytle chyldren to a pyuyshe dronken woman to learne to reade and wryte4 ,it is agaynste nature that women shulde haue rule vpon menne3 besyde that1 nothynge is more cruell then that kynde1 if they bee moued with anger1 as it wyll soone be1 and wyll not cease tyll it be full reuenged4 ,monasteries also1 and colleges of brethern1 for so they cal them selues1 seeke for their liuynge hereof1 and in theyr darke corners teache the ignoraunt chyldren commenlye by menne that be but a lytle learned1 or rather leudlye learned1 althoughe we graunte they bee bothe wyse and honeste4 ,thys kynde of teachynge howe so euer other menne alowe it1 by my counsell no manne shall vse it1 who soeuer entendeth to haue hys child well brought vp4 ,it behoueth that eyther there were no schole1 or else to haue it openlye abrode4 ,it is a shorte waye in dede that cmonlye is vsed3 for manye be compelled of one more easelye by feare1 that one brought vp of one liberallye4 ,but it is no great thynge to beare rule vpon ,asses or ,swyne1 but to brynge vp chyldren liberallye as it is veri hard1 so is it a goodly thing4 ,it is tiranny to oppresse citizens by feare1 to keepe them in good order1 by loue1 moderacion and prudence1 it is princely4 ,diogenes beynge taken out of the ,agenites1 and brought oute to be solde1 the cryer axed hym by what title he wolde be set out to the byer4 ,axe quod he if any wyl bye a man that can rule chyldren4 ,at this straunge prayse manye laughed4 ,one that hadde chyldren at home communed wyth the philosopher1 whether he could do in deede that he professed4 ,he sayde he coulde4 ,by shorte communicacion he perceyued he was not of the cmon sorte1 but vnder a pore cloke1 ther was hydden great wisedome3 he bought hym1 and brought hym home1 put his chyldr to him to be taught4 ,as ye ,scots say1 ther be no greater beaters then frenche scholemasters4 ,when they be tolde thereof1 they be wonte to answere1 that that naci euen lyke the ,phrigians is not amded but bi stripes4 ,whether this be true let other m iudge4 ,yet ,i graunt that there is some difference in the nacion1 but much more in the propertie of euerye seueral wyt4 ,some you shal soner kyl1 then amende wyth stripes3 but the same bi loue and gentle monicions you may leade whither ye wyll4 ,truth it is that of thys disposicion ,i my selfe was when ,i was a childe1 and when my master whych loued me aboue all other1 because he sayd he conceiued a certen great hope of me1 toke more heede1 watched me well1 and at laste to proue howe ,i could abyde the rod1 and laying a faute vnto my charge which ,i neuer thought of1 did beat me1 that thinge so put awaye from me all the loue of studie1 and so discouraged my chyldyshe mynd1 that for sorowe ,i hadde almost consumed awaye1 and in deede folowed therof a quartaine ague4 ,when at laste he had perceiued hys faute1 among his friendes he bewailed it4 ,this wyt 7quod he7 ,i had almoste destroyed before ,i knewe it4 ,for he was a man both wyttye and well learned1 and as ,i thynke1 a good m4 ,he repted him1 but to late for my parte4 ,here nowe 7good syr7 ciecture me howe many frowarde wyttes these vnlerned greate beaters do destroye1 yet proud in their owne conceite of learnyng1 wayeward1 dronken1 cruel1 and that wyl beate for their pleasure3 them selues of suche a cruell nature1 that they take plesure of other mens tormentes4 ,these kynde of men shuld haue ben bouchers or hangm1 not teachers of youth4 ,neyther do any torment chyldren more cruelly1 th they that canne not teache them4 ,what shulde thei do in scholes but passe the daye in chydyng and beatynge8 ,i knewe a diuine and that familierly1 a man of greate name1 whych was neuer satisfied wyth crudelity against his scholers1 wh he him selfe had masters that were very great beaters4 ,he thought yt dyd much helpe to caste downe the fiersnes of their wittes1 tame the wtonnes of their youth4 ,he neuer feasted amonge hys flocke1 but as ,comedies be wont to haue a mery endyng1 so contrary when they had eaten theyr meat1 one or other was haled oute to be beaten wyth roddes3 and sometime he raged against them that had deserued nothynge1 euen because they shuld be accustumed to stripes4 ,i my selfe on a time stode nerre hym1 when after diner he called out a boie as he was wt to do1 as ,i trow ten yere olde4 ,and he was but newe come frome hys mother into that compani4 ,he told vs before that the chyld had a very good woman to hys mother1 and was earnestly committed of her vnto hym3 anon to haue an occacion to beate hym1 he beganne to laye to hys charge ,i wotte not what wtonnesse3 ,when the chylde shewed hym selfe to haue nothyng lesse1 and beckened to hym to whome he committed the chyefe rule of hys colledge1 surnamed of the thynge1 a tormentoure1 to beate1 hym ne by and by caste doune the chylde1 and beate hym as thoughe he had done sacrilege4 ,the diuine sayde once or twyse1 it is inoughe1 it is inoughe4 ,but that tormentour deaffe with feruentnes1 made no ende of his bochery1 tyl the chylde was almost in a sounde3 ,anon the diuine turninge to vs1 he hathe deserued nothynge quod he1 but that he muste be made lowe4 ,who euer after that maner hath taught hys slaue1 or hys ,asse8 ,a gtle horse is better tamed with puping of the mouth or softe handlyng1 then wyth whyp or spurres4 ,and if you handle hym hard1 he wil whynche1 he wyll kycke1 he wyll byte1 and go backwardes4 ,an oxe if you pricke hym to harde wyth godes1 wyl caste of his yocke1 and run vpon hym that pricked hym4 ,so muste a gentle nature be handled as is the whelpe of a ,lion4 ,onlye arte tameth ,elephantes1 not violence1 neyther is there any beaste so wylde1 but that it wyl be tamed by gentlenes1 neyther any so tame1 but immoderate cruelnes wil anger it4 ,it is a seruyle thynge to be chastened by feare1 and common custume calleth chyldren free men1 because liberall and gentle bringyng vp becommeth them1 much vnlike to seruile4 ,yet they that be wyse do thys rather1 that seruantes by gentelnes and benefites leaue of their slauyshe condicions3 rembryng that they also be men1 and not beastes4 ,there be rehearsed meruelous examples of seruauntes toward their masters1 whome verely they shulde not haue founde such if they hadde kept them vnder only by strypes4 ,a seruaunt if he be corrigible is better amended by monicions1 by honestie1 good turnes1 then by stripes3 if he be paste amendmente1 he is hardened to extreme mischief and eyther wyll runne awaye and rob hys master1 or by some craft go aboute his masters deathe4 ,sometime he is reuenged on his masters crueltie1 thoughe it coste hym his lyfe4 ,and there is no creature more fereful th man1 wh cruell iniurie hathe taught to dispyse his owne lyfe4 ,therfore the comm prouerb that sayth a man hath as manye enemies as he hath seruauntes1 ,if it be true1 ,i thynke it may be chiefly imputed to the vnreasonablenes of the master3 for it is a poynte of arte1 and not of chaunce to rule wel seruauntes4 ,and if the wyser masters go aboute thys thynge1 so to vse their seruauntes1 that thei shuld serue them well and gently1 and in stede of seruantes had rather haue them fre men1 how shameful is it bi bryngyng vp1 to make seruantes of those that be gentle and free by nature8 ,nor wythout cause dothe the olde manne in the comedie thynke that there is greate difference betwixte a master and a father4 ,the master only compelleth1 the father by honestie and gentelnes accustumeth hys sonne1 to do well of hys owne mynde1 rather then by feare of an other3 and that he shulde bee all one in hys presence and behind hys backe4 ,he that can not do this sayth he1 lette hym confesse that he can not rule chyldren4 ,but there oughte to be a litle more difference betwyxte a father and the master1 then betwixt a kinge and a tirant4 ,wee putte awaye a tiraunte from the common wealthe1 and we chose tirauntes1 yea for oure sonnes1 eyther we oure selfes exercyse tirannye vpon them4 ,howebeit thys vyle name of seruitude oughte vtterlye to be taken awaye oute of the lyfe of chrysten menne4 ,sainte ,paule desyreth ,philo to bee good to ,onesimus1 not nowe as a seruaunte1 but as a deere brother in steede of a seruaunte4 ,and wrytyng to the ,ephesians1 he monysheth the masters to remitte theyr bytternesse agaynst theyr seruauntes1 and their threatnynges1 remembrynge that they are rather felow seruauntes then masters1 because they both haue a common master in heauen1 whyche as well wyll punyshe the masters if they do amysse1 as the seruauntes4 ,the ,apostle wolde not haue the masters ful of threatning1 muche lesse full of beatynge3 for he saythe not1 pardonynge your strypes1 but pardonynge your threatenynges1 and yet wee woulde haue oure chyldren nothynge but beaten1 whyche scarse the ,galeye masters or ,sea robbers do agaynste theyr slaues and rowers4 ,but of chyldren1 what dothe the same ,apostle commaunde vs8 ,in somuch he wyll not haue them beaten slauyshely1 he cmaundeth all crueltye and bytternes to be awaye from our monicions and chydyng4 ,you fathers saythe he1 prouoke not your chyldren to anger1 but bring them vp in discipline and chastisyng of the ,lorde4 ,and what the discipline of the lorde is1 he shal soone se that wyll consider1 wyth what gentlenes1 what meekenes1 what charitie the ,lord ,iesus hath taught1 suffered and noryshed and brought vp by litle and lytle his disciples4 ,the lawes of man do temper the fathers power3 the same also permit vnto the seruauntes an accion of euyll handlyng1 and from whence then commeth thys crueltye amonge christen men8 ,in time paste one ,auxon a knight of ,rome1 whylest he wente about to amende hys sonne by beatynge hyn vnmesurably1 he kylled him4 ,that crueltye so moued the people1 that the fathers and chyldren haled hym in to the market place1 al to be pricked hym1 thrust him in with theyr wrytyng pinnes1 nothynge regarding the dignitie of his knighthod1 and ,octauus ,augustus had much a do to saue hym4 ,but now a daies howe many ,auxons do we see whiche thorowe cruell beatynge1 hurte the chyldrens healthe1 make them one eyed1 weaken them1 and sometyme kyll them4 ,roddes serue not to some mens crueltie1 they turne them and beate th wyth the great ende1 they geue them buffettes1 and stryke the yonge ons wyth their fistes1 or whatsoeuer is next at hand they snatche it1 and dashe it vpon them4 ,it is told in the lawe1 that a certen sowter1 when he layd one of hys sowters vpon the hynder parte of the heade wyth a laste1 he stroke oute one of hys eyes1 and that for that deede he was punyshed by the lawe4 ,what shall we saye of them whyche beside their beatinges1 do th shamefull despite also8 ,i wolde neuer haue beleued it1 excepte both ,i had knowen the chylde1 and the doer of this crueltie perfitelye4 ,a chylde yet scante 4vii4 yere olde1 whose honeste parentes had done good to his master1 they handled so cruellye1 that scarse anye suche tiraunt as was ,mezencius or ,phalaris coulde do more cruelly4 ,they caste so much mans donge into the childes mouth yt scarsely he coulde spit1 but was cpelled to swallowe doune a great parte of it4 ,what tiraunt dyd euer suche kynde of despyght8 ,after suche daynties1 they exercysed suche lozdelynes4 ,the chylde naked was hanged vp wyth cordes by ye armeholes1 as though he hadde bene a stronge thyefe1 and there is amonge to ,germanes no kynde of punishement more abhorred then thys4 ,anone as he honge1 they all to beat hym wyth roddes1 almoste euen tyll deathe4 ,for the more the chylde denyed the thynge that he dyd not1 so muche the more dyd they beate hym4 ,put also to thys1 the tormentour hym selfe almoste more to be feared then the verie punyshemente1 hys eyes lyke a serpente1 hys narowe and wrythen mouth1 hys sharpe voyce like a spirite1 hys face wanne and pale1 hys head roulyng about1 threatninges and rebukes suche as they lusted in theyr anger3 a manne wolde haue thought it a furie out of hel4 ,what folowed8 anone after this punishement the chyld fel sicke1 with great ieopardye both of mynde and lyfe4 ,then this tormentour began fyrst to complayne1 he wrote to hys father to take awaye hys sonne as sone as could be1 and that he had bestowed as much phisicke vpon him as he coulde1 but in vayne vpon the chylde that was paste remedye4 ,when the sicknes of the body was somewhat put away by medicines1 yet was the minde so astonied1 that we feared leste he wold neuer come agayne to the olde strength of hys mynd4 ,neither was thys ye cruelty of one daye1 as longe as the childe dwelte wyth hym there passed no daye but he was cruelly beat once or twise4 ,i know yu suspectest o reader1 that it was an haynouse faute1 wherunto so cruell remedie was vsed4 ,i wyl shew you in few words4 ,ther was fod both of hys yt was beaten1 and of two others1 theire bookes blotted wyth ynke1 their garmentes cutte1 and their hose arayed wyth mannes donge4 ,he that played thys playe was a chylde borne to all myschiefe1 whiche by other vngracious deedes afterwardes1 made men beleue the other to be true that were done before4 ,and he was nephewe by the systers syde to this mad docter3 eu then playing a part before to these thyngs whych souldiers are wont to do in bataile or robbynge4 ,at an hostes house of his1 he pulled oute the faucet1 and let the wyne runne vp the ground1 and as one to shew a pleasure1 he sayde that he felt the sauour of the wyne3 wyth an other of hys felowes he daylye played at the sworde1 not in sporte1 but in earnest1 that euen then you myght wel perceyue he wolde be a thyefe or a murtherer1 or whych is very lyke to them1 that he wolde be an hyred souldier4 ,although the teacher fauored hym1 yet fearynge leste they shulde one kyll an other1 he sente awaye his cosen4 ,for he had for that other a good rewarde3 and he was of this sorte of gospellers1 to whom nothing is more swete then monei4 ,his godfather was made surely to beleue that the child was wt a good and diligent master1 when in deede he dwelte wyth a boucher1 was continually in company1 and made drudge with a man that was halfe mad1 and continually sicke4 ,thus fauoringe more his kynseman then hym by whom he had so much profite1 the suspicion was layde vpon the harmeles1 to whom they ascribed so muche malice that he wolde teare and defile his owne garmentes to auoide suspicion if any suche thyng had bene done4 ,but the child commyng both of good father and mother1 dyd neuer shewe any tok of such a naughtie disposicion3 and at thys daye there is nothing farther from all malice then are hys maners1 whyche nowe free frome all feare telleth all the matter in order as it was donne4 ,to suche tutors do honest citizens committe their chyldren whome they moste loue1 and suche do complayne that they be not wel rewarded for their paynes4 ,and this tormentour wolde not once knoweledge he had done amisse1 but had rather playe the starke mad man1 then confesse his faute3 and yet agaynst such is not taken an accion of euyll handlyng1 neither hath the rigoure of the lawe anye power agaynste suche huge crueltie4 ,there is no anger worse to be pleased th theirs that be lyke to haue the fallynge sycknes4 ,howe many things be crepte in1 into the lyfe of christen men1 not meete neither for the ,phrigians nor ye ,scithians1 of ye which ,i wyl shew one much like this matter4 ,the yong gentlem is send in to ye vniuersitie to lerne the liberall sciences4 ,but wt how vngentle despightes is he begun in them8 ,fyrst they rub his chyn1 as though they wolde shaue his bearde3 hereunto thei vse pisse1 or if ther be any fouler thyng4 ,this liquour is dashed into his mouth1 he may not spit it out4 ,wyth paynfull bobbes they make as though thei drewe hornes from him3 stime he is cpelled to drinke a great deale of vinegre or salte1 or whatsoeuer it listeth ye wyld cpany of yong m to geue him3 for wh they begin the play1 thei make him swere yt he shal obey al that they cmaund him4 ,at last they hoyse him vp1 dashe his backe against a post as oft as they list4 ,after these so rustical despightes stime foloweth an ague or a paine of ye backe yt neuer c be remedied4 ,certes this foolishe play endeth in a drken bket3 wt such beginninges enter they into ye studies of liberal sciences4 ,but it were mete that after this sorte ther shuld begin a boucher1 a tormtour a baud or a bde slaue or a botem1 not a child appointed to ye holy studies of lerning4 ,it is a meruel that yong m geuen to liberal studies be mad after this fashi1 but it is more meruel yt these things be alowed of suche as haue the rule of youth4 ,to so foule cruel folyshenes is pretsed the name of custume1 as though the custume of an euil thing wer any thing else th an old errour1 whiche ought so much the more diligtly to be pulled vp bicause it is crept among many4 ,so ctinueth amg the diuines ye maner of a vesper1 for they note an euyl thynge wt a like name1 more mete for scoffers th diuines4 ,but thei yt professe liberal scices1 shuld haue also liberal sports4 ,but ,i come againe to chyldren1 to whome nothyng is more vnprofitable1 then to be vsed to stripes1 whiche enormittie causeth that the gtle nature is intractable1 and the viler driuen to desperacion3 and ctinuaunce of th maketh that both the bodye is hardened to stripes1 the mynd to wordes4 ,nay we may not oftentymes chyde th to sharplye4 ,a medicine naughtelye vsed1 maketh the sickenes worse1 helpeth it not1 and if it be layde to continuallye1 by litle and litle1 it ceaseth to be a medicine1 and dothe nothinge else then dothe stinkynge and vnwholesome meate4 ,but here some man wyl laye vnto vs the godlye sayings of the ,hebrues4 ,he that spareth the rod hateth hys chylde and he that loueth hys sonne1 beateth hym muche4 ,agayne3 ,bowe downe the necke of thy chylde in youth1 and beate hys sydes whyle he is an infante very yonge4 ,suche chastisemente peraduenture was meete in tyme paste for the ,iewes4 ,nowe must the sayinge be expounded more ciuilely4 ,and if a man wil be hard to vs wyth letters and sillables1 what is more cruell then to bend the necke of a chyld1 to beat the sides of an infant8 woldest thou not beleue that a bull were taught to ye plowgh1 or an asse to bear paniars1 and not a m to vertue8 ,and what rewarde doth he promise vs8 ,that he grope not after other mnes dores4 ,he is afeard lest his son shulde be poore1 as the greateste of all mischiefe4 ,what is more coldly spoken then thys sentence8 ,let gentle admonicion be oure rodde1 and sometyme chydyng also1 but sauced wyth mekenes1 not bitternes4 ,let vs vse thys whyp continuallye in our chyldren1 yt beyng wel brought vp1 they maye haue at home a meanes to lyue well1 and not be cpelled to beg counsell at their neighbours how to do their busines4 ,licon the philosopher hath shewed 4ii4 sharpe spurres to quicken vp chyldrens wyttes1 shame1 and prayse3 shame is the feare of a iust reproch1 prayse is the norysher of all verteous actes3 wyth these prickes lette vs quicken our chyldrens wyttes4 ,also if you wyl1 ,i wyl shewe you a club to beate their sides wythall4 ,continuall labour vanquysheth all thynges sayth the best of al poetes4 ,let vs wake1 let vs prycke th forwardes1 styl call vpon them1 by requiringe1 repetynge1 and often teachyng3 ,wyth this club let vs beate the sydes of our infantes4 ,fyrst let them lerne to loue1 and maruell at vertue and lernyng1 to abhor sinne and ignorance4 ,let them hear some praysed for theyr well doinges1 and some rebuked for their euyl4 ,let examples be brought in of those men to whom lernyng hath gott hygh glorye1 ryches1 dignitie1 and authoritie4 ,and againe of them to whom their euyll condicions wyt wythout all lernyng hath brought infamie1 contempt1 pouertye and myschiefe4 ,these verely be the clubbes meete for christians1 that make disciples of ,iesu4 ,sidenote3 ,emulacion is an enuye wythout malice1 for desire to be as good as an other1 to be as much praysed4 ,and if we c not profite by monicions1 nor prayers1 neyther by emulacion1 nor shame1 nor prayse1 nor by other meanes1 euen the chastenyng wt the rod1 if it so require1 ought to be gentle honeste4 ,for euen thys that the bodies of gtle children shulde be made bare1 is a kind of despice4 ,howbeit ,fabius vtterly cdemneth al ye custume to beate gentle chyldr4 ,some m wil saye1 what shall be done to them if they can not be driuen to study but by stripes8 ,i answer rodly1 what wold ye do to asses or to oxen if thei went to schole8 ,woldest thou not driue them in to the contrey1 put the one to the backhouse1 the other to the plowe4 ,for there be men as well borne to the plowe and to the backehouse1 as oxen and asses be4 ,but they wyll saye3 then decreseth my flocke4 ,what then8 ,yea and myne aduauntage to4 ,thys is an harde matter3 thys maketh them to weepe4 ,they set more money then by the profite of the chyldren4 ,but suche are all the cmon sorte of folyshe teachers4 ,i graunte4 ,as the philosophers describe a wyse m1 ye rethoricians an oratour1 such one as scarse maye be fod in anye place3 ,so muche more easye it is to prescribe what manner of man a scholmaster shuld be1 th to find many yt wil be as you wold haue th4 ,sidenote3 ,ciuile officers and prelates shuld se that ther wer good schole masters4 ,but this oughte to be a publyque care and charge1 and belongeth to the ciuyle officer1 and chyef prelats of the churches that as ther be men appointed to serue in war1 to singe in churches1 so muche more there shulde be ordeined that shuld teach citizens chyldren well and gently4 ,sidenote3 ,vespasian4 ,vespasianus oute of hys owne cofers gaue yerely sixe hdred pode to ,latine and ,greke rethoricians4 ,sidenote3 ,plinie4 ,plinie the nephew of his owne liberalitie bestowed a great sme of money to the same purpose4 ,and if the comty in thys poynt be slacke1 certenly euerye man ought to take hede at home for his owne house4 ,thou wylt saye3 what shall poore men do which can scarse fynd their chyldren1 muche lesse hyre a master to teache them8 ,here ,i haue nothynge to saye1 but thys out of the comedie3 ,we muste do as we maye do1 when we can not as we wolde4 ,we do shewe the beste waye of teachynge1 we be not able to geue fortune3 ,saue that here also the liberalitie of ryche men ought to helpe good wyttes1 whych can not shewe forthe the strength of naturall inclinacion because of pouertye4 ,sidenote3 ,pouertie hurteth good wittes4 ,i wyll that the gentlenes of the master shulde be so tempered1 that familiaritie1 the companion of contempte1 put not away honeste reuerence1 suche one as men say ,sarpedo was1 tutour to ,cato of ,vtica1 which thorowe hys gentle maners gat greate loue1 and by hys vertue as lyke authoritie1 causynge the chylde to haue a greate reuerence1 and to set much by him wythout anye feare of roddes4 ,but these yt can do nothynge elles but beate1 what wolde they do if they had taken vpon them to teache ,emperoures or kynges chyldren1 whome it were not lefull to beate8 ,they wyll saye that greate mens sonnes muste be excepted from thys fashion4 ,what is that8 ,be not the chyldren of citizens1 men as well as kynges chyldren be8 ,shulde not euerye manne as wel loue hys chylde as if he wer a kynges sonne8 ,if his estate be swhat base1 so much the more neede hath he to be taught1 and holpen by lernynge1 that he maye come vp1 from his pore case4 ,but if he be of hye degre1 philosophy lernyng is necessary to gouerne hys matters well4 ,further not a fewe be called frome lowe degre to hye estate1 yea sometyme to be great byshops4 ,all men come not to thys1 yet oughte al men to be brought vp to come to it4 ,i wil braule no more with these greate beaters1 after ,i haue tolde you this one thing3 ,how that those lawes officers be condemned of wyse men1 whych can no more but feare men wyth punyshement1 do not also entyse men by rewardes3 and the whych punyshe fautes1 and prouide not also yt nothyng be done worthy punishmt4 ,the same must be thought of the cmon sort of teachers1 whych only beate for fautes1 and do not also teache ye mynd that it do not amysse4 ,they straitlie require their lesson of them3 if the chylde fayle1 he is beaten3 and wh this is done daily because the child shuld be more accustumed to it1 thei thinke they haue plaied the part of a gaye scholemaster4 ,but the chyld shulde fyrste haue ben encoraged to loue lernyng1 and to be afeared to displease hys teacher4 ,but of these thynges peraduenture some man wyl thynke ,i haue spoke to much so myght ,i worthely be thought1 except that almoste all men dyd in this poynte so greatly offende1 that hereof a m c neuer speke inough4 ,furthermore it wyll helpe verye muche1 if he that hathe taken vpon hym to teache a chylde1 so sette hys mynd vpon hym1 that he bear a fatherly loue vnto hym4 ,by thys it shall come to passe1 yt both the child wil lerne more gladly1 he shal fele lesse tediousnes of his laboure4 ,sidenote3 ,a sentence to be marked4 ,for in euery busines loue taketh away ye greatest part of hardnes4 ,and because after the olde prouerbe3 ,lyke reioyseth in lyke1 ye master muste in maner play the childe againe1 that he may be loued of the chylde4 ,yet this lyketh me not1 yt men set theyr children to be taught their fyrst beginnings of letters vnto those that be of extreme and dotyng olde age1 for they be chyldren in verye deede1 they fayne not1 they coterfait not1 stuttinge1 but stutte in deede4 ,i wolde wyshe to haue one of a lustye yonge age1 whome the chylde myght delyght in1 and which wold not be lothe to playe euerye parte4 ,sidenote3 ,a lykenynge of scholemasters and nurses together4 ,thys man shulde do in fashionyng hys wytte1 that parentes and nurses be wont to do in formynge the bodye4 ,howe do they fyrst teache the infante to speake lyke a man8 ,they applye their wordes by lyspyng accordyng to the chyldes tatlynge4 ,how do they teach them to eat8 ,they chaw fyrst their milke soppes1 and when they haue done1 by lytle litle put it in to the chyldes mouthe4 ,howe do they teache th to go8 ,they bowe downe their owne bodies1 and drawe in theyre owne strides after the measure of the infantes4 ,neyther do they fede them wyth euerye meate1 nor putte more in then they bee able to take3 and as they increase in age1 they leade them to bigger thinges4 ,first they seeke for noryshemente that is meete for them1 not differyng much fr mylke1 whych yet if it be thrust into the mouthe to muche1 either it choketh the chylde1 or beynge caste oute defileth hys garmente4 ,when it is softelye and pretelye put in1 it doth good4 ,whych selfe thynge we se cmeth to passe in vesselles that haue narowe mouthes3 if you pour in muche1 it bubbleth out agayne1 but if you powre in a litle1 and as it were by droppes1 in deede it is a whyle1 and fayre and softely erste1 but yet then fylled4 ,sidenote3 ,the fedyng of the bodye and mynd cpared together4 ,so then as by small morsels1 and geuen now and then1 the lytle tender bodies are noryshed3 in lyke manner chyldrens wyttes by instruccions meete for them taught easely1 and as it were by playe by lytle litle accustume th selues to greater thyngs3 the wearynesse in the meane season1 is not felte1 because that small encreasynges so deceyue the felynge of labour1 that neuerthelesse they helpe much to great profite4 ,as it is told of a certen wrestler1 whych1 accustumed to beare a calfe by certein furlonges1 bare hym wh he was waxen a bull1 wythoute anye payne3 for the encrease was not felt1 whych euerye daye was put to the burden4 ,but there be some that looke that chyldren shulde strayghtwaye become olde men1 hauyng no regarde of their age1 but measure the tender wittes1 by theyr owne strengthe4 ,straightway they call vpon them bytterly1 straightway they straitly require perfect diligence1 by and by they frowne wyth the forhead if the childe do not as wel as he wold haue hym1 and they bee so moued as thoughe they had to do wyth an elder body1 forgettyng you maye be sure yt they th selues wer once children4 ,how much more curteouse is it that ,pliny warneth a certen master that was to sore4 ,remember saythe he1 that bothe he is a yonge man1 and that thou hast ben one thi selfe4 ,but many be so cruel against the tender chyldren1 as though thei rembred not neyther them selues1 neyther their scolers to be menne4 ,sidenote3 ,what things lytle yonge chyldr shold be fyrste taughte4 ,thou woldest that ,i shulde shewe the those thynges that be meete for the inclinaci of that age1 and whiche shuld by and by be taughte the lytle yongons4 ,fyrst the vse of tonges whych commeth to them without any greate studye1 ther as olde folkes can scarse be hable to learne them wyth great labour4 ,sidenote3 ,chyldren desyre naturally to folow do as other do4 ,and here to as we sayde1 moueth the chyldr a certen desyre to folowe and do as they se other do3 of the which thing we see a certen lyke fashion in pies and popiniayes4 ,what is more delectable then the fabels of poetes1 which wyth their swete entisynge plesures to delight childrens eares that thei profite vs very much wh we be olde also1 not only to ye knowledge of the tong1 but also to iudgement and copye of elegant speche8 ,what wyll a chyld hear more gladlye then ,esops fabels1 whyche in sporte and playe teache earnest preceptes of philosophy8 and the same fruite is also in the fabels of other poetes4 ,the chylde heareth that ,vlisses felowes were turned into swyne1 and other fashions of beastes4 ,the tale is laughed at1 and yet for al that he lerneth that thing that is the chiefest poynte in al morall philosophye3 ,those whyche be not gouerned by ryght reason1 but are caried after the wyll of affeccions1 not to be men1 but beastes4 ,what coulde a stoycke saye more sagely8 and yet dothe a merye tale teache the same4 ,in a thynge that is manifest ,i wyll not make the tarye with many exples4 ,sidenote3 ,bucolicall1 where ye herdmen do speke of nete and shepe4 ,also what is more mery conceited th the verses called ,bucolicall8 what is sweter then a comedie1 whych standing by morall maners1 deliteth bothe the vnlearned and chyldren8 ,and heare how great a parte of philosophye is lerned by playe8 ,adde vnto thys the names of all thynges1 in the whych it is meruell to see howe now a dayes1 yea eu they be blind which are taken for wel lerned m4 ,finally1 shorte and mery conceited sentences1 as commonly be prouerbes1 and quicke shorte sayinges of noble men1 in the whiche onlye in tyme paste philosophie was wonte to be taught to the people4 ,ther appeareth also in the very chyldren a certen peculier redines to some sciences1 as vnto musicke1 arithmetique1 or cosmographie4 ,for ,i haue proued that they whych were very dull to lerne the preceptes of grammer and rethorique1 were found verye apte to lerne the subtile artes4 ,nature therfore must be holpen to that parte wherunto of it selfe it is inclined4 ,and down the hyll is very litle labour1 as contrary is great4 ,thou shalt nether do nor saye anye thynge agaynst thy naturall inclinacion4 ,i knewe a child that could not yet speake whych had no greater pleasure1 than to open a booke1 and make as thoughe he read4 ,and when he dyd that sometyme many houres1 yet was he not weery4 ,and he neuer wept so bitterli1 but if you had offered hym a booke1 he wolde be pleased4 ,that thynge made hys friendes hope that in time to come he wolde be a well lerned manne4 ,his name also brought some good lucke3 for he was called ,hierome4 ,sidenote3 ,that is a teacher of holye lernynge4 ,and what he is now ,i can not tel1 for ,i sawe hym not beynge grow vp4 ,to the knowledge of the tonge it wyll helpe verye muche if he be broughte vp amonge them that be talkatiue4 ,fabels and tales wyll the chylde lerne so muche the more gladly1 and remember the better1 if he maye see before his eyes the argumentes properly paynted1 and what soeuer is tolde in the oracion be shewed him in a table4 ,the same shall helpe as much to lerne without boke the names of trees1 herbs1 and beastes1 and also their properties1 inespecially of these whych be not common to be seene in euerye place1 as is ,rhinoceros1 whyche is a beaste that hathe a horne in hys nose1 naturall enemye to the ,elephant3 ,tragelaphus1 a goate hart1 ,duocrotalus1 a byrd lyke to a sw1 whyche puttyng hys head into the water brayeth lyke an asse1 an asse of ,inde and an ,elephant4 ,the table maye haue an ,elephant whom a ,dragon claspeth harde aboute1 wrapping in his former feete with his tayle4 ,the litle chyld laugheth at the syght of thys straunge paintynge1 what shall the master do then8 ,he shall shewe him that ther is a greate beaste called in ,greeke an ,elephante1 and in ,latine lykewyse1 saue that sometyme it is declined after the latine fashion4 ,he shall shewe1 that that whyche the grekes cal proboscida1 or his snout1 the latines call his hande1 because wyth that he reacheth hys meate4 ,he shall tell hym that that beaste doth not take breath at the mouthe as we do1 but at the snoute3 that he hath teth standyng out on bothe sides1 and they be iuory1 which rich m set much price by1 and therwith shal shew hym an iuory combe4 ,afterwardes he shall declare that in ,inde ther be dragons as greate as they4 ,and that dragon is bothe a greke worde and a latine also1 saue that the grekes says dracontes in the genitiue case4 ,he shall shewe that naturallie betwyxte the dragons and the ,elephantes is great fyghte4 ,and if the chylde be somewhat gredy of learnynge1 he maye rehearse manye other thynges of the nature of ,elephantes and dragons4 ,manye reioyse to see huntinges paynted4 ,here howe manye kyndes of trees1 hearbes1 byrdes1 foure footed beastes maye he lerne and playe8 ,i wyll not holde you longe wyth examples1 seynge it is easye by one to coniecture all4 ,the master shall be diligent in chosynge them oute1 and what he shall iudge moste pleasaunt to chyldren1 most mete for them1 what they loue best1 and is most floryshyng1 that inespecially let hym set before them4 ,the fyrste age lyke vnto the spring tyme1 standeth in pleasaunt sweete flowres1 and goodly grene herbes1 vntyl the heruest time of ripe mans age fyll the barne full of corne4 ,then as it were agaynst reason in ver or springe tyme to seeke for a rype grape1 and a rose in autumne1 ,sidenote3 ,autumne is the tyme betwyxt somer and wynter4 so muste the master marke what is mete for euerye age4 ,mery and plesaunte thynges be conueniente for chyldehod1 howbeit all sourenesse and sadnes muste be cleane awaye from all studies4 ,sidenote3 ,the meaning of ye poetes deuise touching the muses ,charites4 ,and ,i am deceyued except the olde men ment that also1 whyche ascribed to the muses beynge virgins1 excellent bewtye1 harpe1 songes1 daunses1 and playes in the pleasaunt fieldes1 and ioyned to them as felowes the ,ladies of loue3 and that increase of studies dyd stande specially in mutual loue of myndes1 and therefore the olde men called it the lernyng that perteined to man4 ,and ther is no cause why profite maye not folowe pleasure1 and honestie ioyned to delectacion4 ,sidenote3 ,wherfore lernyng is called humanitie ,for what letteth that they shulde not lerne eyther a proper fable1 arte of poets1 or a sentence1 or a notable prety hystorie1 or a learned tale1 as well as they lerne and can wythout boke a piuyshe songe1 and ofttimes a baudy one to1 folishe old wiues tatlynges1 very trifles of triflyng wom8 ,what a sme of dreames1 vaine ryddels1 and vnprofitable trifles of spirites1 hobgoblines1 fayries1 witches1 nightmares wood men and gyauntes1 how manye naughty lies1 how many euyll sayings remember wee1 yea euen when we be men1 whych beyng lytle chyldr we lerned of our dadies1 gradmothers1 nurses1 maydens whyle they were spynnynge1 and heard th when they kissed plaied wyth vs8 ,and what a profite shuld it haue bene to lernynge1 if in stede of these moste vaine garringes1 not only folyshe1 but also hurtfull1 wee had lerned those thynges that we rehearsed a litle before4 ,thou wylt saye1 what lerned man wyll lowly hys wyt to these so small thynges8 ,yet ,aristotle hym selfe beynge so greate a philosopher was not greued to take vpon hym the office of a teacher1 to instruct ,alexander4 ,chiron fashioned the infancy of ,achilles1 and ,phenix succeded hym4 ,hely the priest brought vp ye childe ,samuell4 ,and ther be now a daies whych eyther for a lytle money1 or for theyr plesure take almost more payne in teachyng a pye or a popiniay4 ,there be some that for deuocions sake take vpon them iourneys that both be farre of and ieoperdeous1 and other laboures besyde almost intollerable4 ,why dothe not holynes cause vs to do thys office seynge nothyng can please god better8 ,howbeit in teachinge those thynges that we haue rehearsed1 the master must neyther be to much callyng vpon1 neither to sharpe3 but vse a continuaunce rather then be wythout measure4 ,continuaunce hurteth not so it be mesurable1 spiced also wyth varietie and plesatnes4 ,finally if these thynges be so taught1 that imaginaci of labour be awaye1 and that the chylde do thynk al thinges be done in playe4 ,here the course of our talkyng putteth vs in rembraunce briefely to shewe by what meanes it maye be brought to passe that lernyng shuld waxe swete vnto the chylde1 ,sidenote3 ,how learnyng may be made swete vnto ye chyld4 which before we somwhat touched4 ,to be able to speake redely1 as ,i told you is easely gotten by vse4 ,after thys cmeth the care to reade and write whych of it selfe is somwhat tedious1 but the griefe is taken awaye a great parte by the cnyng handling of the master1 if it be sauced wt some pleasaunt allurementes4 ,for you shall fynde some whych tarye long and take great paine in knowyng ioynynge their letters in those fyrst rudimtes of grammer1 wh they wyl quyckely lerne greater thyngs4 ,the yrksnes of these thinges must be holp by some pretie craft1 of the which ye old fathers haue shewed cert fashions4 ,some haue made the letters in sweete crustes and cakes that chyldren loue well1 that so in manner they myghte eate vp their letters4 ,when they tell the letters name1 they geue the letter it selfe for a rewarde4 ,other haue made the fashion of iuorie1 that the chylde shulde playe wyth them1 or if there were any other thyng wherin that age is specially delited4 ,sidenote3 ,the practise of a certen englishe man to teache hys chyld hys letters by shootyng4 ,the englyshe m delyte principally in shotynge1 and teache it their chyldren fyrst of all3 wherefore a certen father that had a good quicke wyt perceiuinge his sonne to haue a greate pleasure in shotyng1 bought hym a prety bowe very fayr arrowes1 in al partes both of hys bowe arrowes were letters painted4 ,afterwards insted of markes1 he set vp the fashi of leters1 fyrste of ,greke1 and after of lat3 when he hyt1 tolde the name of the letter1 besyde a greate reioysinge1 he had for a reward a cherye1 or some other thynge that chyldr delyte in4 ,of that playe commeth more fruite1 if two or thre matches playe together4 ,for then the hope of victorie and feare of rebuke maketh them to take more heede1 and to be more chereful4 ,by thys deuise it was broughte aboute that the chylde wythin a fewe days playing1 had perfitely lerned to know sound all hys letters whych ye cm sort of teachers be scarse able to brynge to passe in thre whole yeres whyth their beatynges threatyngs1 and brawlynges4 ,yet do not ,i alowe the diligence of some to painful1 whych drawe out these thyngs by playinge at chesses or dyce4 ,for when the playes them selues passe the capacitie of chyldren1 how shal they lerne the letters by them8 ,this is not to helpe the chyldrens wyttes1 but to put one labour to an other4 ,as there be certen engins so full of worke and so curious1 that they hynder the doynge of the busines4 ,of thys sorte commonly be all those thynges whych some haue deuised of the arte of memorye for to gette money1 or for a vayne boastynge1 rather then for profite3 for they do rather hurte the memorye4 ,sidenote3 ,the beste craft for memmorie4 ,the best crafte for memorie1 is thorowlye to vnderstande1 and then to brynge into an order1 last of al oft to repete that thou woldest remember4 ,and in litleons there is a natural great desyre to haue the mastry inespecially of suche as be of lustye courage1 and lyuely towardnes4 ,the teacher shall abuse these inclinacions to the profite of hys study4 ,if he shall profite nothing by prayers1 and fayre meanes1 neyther by gyftes mete for chyldren1 nor prayses1 he shal make a contencion with hys equales4 ,hys felowe shall be praysed in the presce of the duller4 ,desyre to be as good shall quicken forwardes1 whom only adhortacion coulde not do4 ,yet it is not meete so to geue the mastrie to the victor1 as thoughe he shulde haue it for euer3 but somtime he shall shewe hope to hym that is ouercome1 that by takyng hede he may recouer ye shame3 whych thynge capteyns be wonte to dooe in batayle4 ,and sometyme we shall suffer that the chyld shuld thynke he hadde gotten the better1 when he is worse in deede4 ,finally by enterchaungyng1 prayse and disprayse1 he shall noryshe in them1 as ,hesiodus sayth1 a stryfe who shall do best4 ,perchaunce one of a sadde wyt wyl be loth so to play the child among chyldren4 ,and yet the same is not greued1 neyther yet ashamed to spende a greate parte of the day in playing wyth little puppies and marmesettes1 or to babble wyth a pie or popiniay1 or to play the foole wyth a foole4 ,by these tryfles1 a verye sadde matter is broughte to passe1 and it is meruell that good men haue litle pleasure herein1 seeing yt natural loue of our children1 and hope of great profit is wunt to make those thynges also pleasate1 whyche of them selues be sharpe1 sowre and bytter4 ,i confesse that the preceptes of grammer be at the beginnynge somewhat sowre1 and more necessary then pleasant4 ,but the handsomnes of the teacher shal take from them also a greate parte of the payne4 ,the beste thynge and playnest muste be taughte fyrste4 ,but nowe wyth what compasses1 and hardenesse be chyldren troubeled whyle they learne wythout the booke the names of the letters before they knowe what manner letters they bee8 ,whyle they be compelled in the declinynge of nownes and verbes to can by roote in howe manye cases1 moodes and tenses one worde is put3 as muse in the genetiue and datiue singuler1 the nominatiue and vocatiue plurel8 ,legeris of legor1 and of legerim1 and legero8 ,what a beatyng is th in the schole1 wh chyldren be axed these thynges8 ,some light teachers to boast their lerynge are wonte of purpose to make these thynges somewhat harder4 ,whyche faute maketh the beginnynges almost of all sciences in doute1 and paynfull1 specially in logicke4 ,and if you shewe them a better waye1 they answere they were brought vp after thys fashion1 and wyll not suffer that anye chyldren shulde be in better case1 then they them selues were when they were chyldren4 ,all difficultye eyther therefore muste be auoided1 whyche is not necessarye1 or that is vsed oute of tyme4 ,it is made softe and easy1 that is done wh it shuld be4 ,but when tyme is1 that of necessitie an harde doute muste be learned1 than a cunnynge teacher of a childe shall studye as muche as he may to folowe the good and frendlye ,phisicians1 ,sidenote3 ,a good schol master in teachyng1 muste folow a phisicion in medicines4 whych whan they shalt gyue a bytter medicyne do anoyut1 as ,lucrecius faith1 the brimmes of their cuppes with honye1 that the chylde entised by pleasure of the swetenes shuld not feare the wholesome bytternes1 or else put suger into ye medicine it selfe1 or some other swete sauoryng thynge4 ,yea they wyl not be knowen that it is a medicine1 for the only imaginacion sometyme maketh vs quake for feare4 ,finally thys tediousenes is sone ouercome1 if things be taught them not to much at once1 but by lytle and litle1 and at sundrie times4 ,howebeit we ought not to distrust to much chyldrens strength1 if perhaps they muste take some paines4 ,a chyld is not myghty in strength of bodye1 but he is stronge to continue1 and in abilitie strong inough4 ,he is not myghty as a bull1 but he is strong as an emet4 ,sidenote3 ,note the sentence4 ,in some thinges a flye passeth an elephant4 ,euerye thyng is mighty in that1 to the whyche nature hathe made hym4 ,do we not se tender chyldren rne merueylouse swyftlye all the daye long1 and feele no werinesse4 ,what is the cause8 ,because playe is fitte for that age1 and they imagine it a playe and no labour4 ,and in euerye thynge the gretest part of payne is imaginacion1 whych somtyme maketh vs feele harme1 when there is no harme at all4 ,therefore seynge that the prouidence of nature hath taken awaye imaginacion of laboure from chyldren1 ,and howe muche they lacke in strengthe1 so muche they be holpen in thys part1 that is1 that they feele not labour1 ,it shal be the masters parte1 as we sayde before1 to put away the same by as many wayes as he can1 and of purpose to make a playe of it4 ,there be also certen kindes of sportes meete for chyldren1 wherwyth theyr earnest studye must somwhat be eased after they be come to that1 they muste lerne those higher thynges whyche can not be perceiued wythoute diligence and laboure3 as are the handling of ,themes1 to turne latine into ,greeke1 or greeke into latine1 or to learne cosmographie wythout booke4 ,but moste of all shall profite1 if the chylde accustume to loue and reuerence hys master1 to loue and make muche of learnyng1 to feare rebuke1 and delyght in prayse4 ,sidenote3 ,the last obieccion touching the profit of ye chyld in his young yeres4 ,there remayneth one doute1 wonte to be obiected by those whych saye3 ,the profite that the chylde getteth in those thre or foure yeres to be so lytle1 that it is not worthe the laboure1 eyther to take so muche payne in teachynge1 or bestowe so much coste4 ,and these in dede seme vnto me1 not so muche to care for to profite the chyldren1 as for the sparyng of theyr money1 or the teachers labour4 ,but ,i wyl saye he is no father1 whyche when the matter is of teaching his child1 taketh so greate care for expenses4 ,also it is a folyshe pitie1 to thintent the master shuld saue his labour1 to make his sonne lose certen yeres4 ,i graunt it to be true indede yt ,fabius sayth1 yt more good is done in 4i4 yere after1 then in these 4iii4 or 4iiii4 why shuld we set light by this litle yt is won in a thyng far more precious4 ,let vs graunt that it is but a very lytle1 yet were it better the chylde to do it1 then eyther nothyng at al1 or lerne somewhat that after muste be vnlerned4 ,wyth what businesse shall that age be better occupied as sone as he beginneth to speake1 whiche in no wyse can be vnoccupied8 ,also how lytle soeuer it be that the former age doth bringe1 yet shal the chylde lerne greater thynges1 euen in the same yeres1 when smaller shuld haue ben lerned1 if he had not lerned them before4 ,thys sayth ,fabius1 euery yere furthered and increased profiteth to a great summe and as much tyme as is taken before in the infancie1 is gotten to the elder age4 ,it nedeth not to rehearse that in those first yeres certen thinges be easely lerned1 which be more hard to be lerned wh we be elder4 ,for it is very easely lerned1 that is lerned in time conueniente4 ,let vs graunt that they be small and litle thynges1 so we confesse them to be necessarye4 ,yet to me in deede it semeth not so litle a furtheraunce to lerning to haue gotten though not a perfit knowledge1 yet at the least waye a taste of bothe the tongues1 besydes so many vocables and names of thinges1 and finally to haue begun to be able to reade and write prptly4 ,it greueth vs not in thinges much more vile1 to gette all the vauntage we can1 be it neuer so lytle4 ,a diligente marchaunt setteth not light bi winning of a farthing1 thinkyng thus in hys mynde3 it is in dede of it selfe but a litle1 but it groweth to a summe1 and a litle often put to a lytle1 wyll quyckelye make a great heape4 ,the ,smithes ryse before daye1 to wyn as it were parte of the day4 ,husband men vpon the holy daye do some thynges at home1 to make an ende of more worke the other dayes4 ,and do we regarde as nothyng the losse of 4iiii4 yeres in oure chyldren1 when there is nothyng more costly then tyme1 nor no possession better th lerning8 ,it is neuer lerned tymely inoughe that neuer is ended4 ,for we muste euer learne as longe as we lyue4 ,and in other thyngs the lucre that is loste by slackenes1 maye be recouered by diligence4 ,time wh it is once flowen awaye 7and it flyeth awaye very quickely7 may be called againe by no inchauntmentes4 ,for the poets do trifle whyche tell of a fountayne1 wherby olde men do as it were waxe yong agayne3 and the phisicions deceiue you1 whych promise a gay floryshyng youth to old men thorowe a certeyn folishe fyft essence ,i wote not what4 ,here therfore we ought to be verye sparyng1 because the losse of tyme may by no meanes be recouered4 ,beside this the fyrst part of our lyfe is coted to be best1 and therfore shuld be bestowed more warelye4 ,hesiodus aloweth not sparynge1 neyther at the hyest1 nor at the lowest1 because when the tunne is full it semeth to hasty1 and to late when it is spente3 and therefore byddeth vs spare in the myddes4 ,but of tyme we muste nowher cast away the sparing1 and if we shuld spare when the tunne is ful for thys cause that wyne is best in the myddest1 then shulde we most of all saue our yonge yeres1 because it is the best parte of the life1 if you exercise it1 but yet yt goeth swyftest awaye4 ,the husbande manne if he be anye thynge diligente1 wyll not suffer anye parte of hys lande to lye vacante1 and that that is not meete to brynge forthe corne1 he setteth it eyther wyth yonge graffes1 or leaueth it to pasture1 or storeth it wyth potte hearbes4 ,and shall we suffer the beste parte of our lyfe to passe awaye wyth oute all fruite of lerning8 ,newe falowed ground must be preuented wyth some fruitfull thynge1 leste beynge vntylled1 it brynge forthe of it selfe naughty cockle4 ,for needes muste it brynge forthe somewhat4 ,lykewyse the tender mynde of the infante1 except it bee strayghte wayes occupyed wyth fruitefull teachynges1 it wyl be ouercoued wyth vyce4 ,an earthen potte wyll keepe longe the sauoure of the liquore that it is fyrste seasoned wyth1 and it wyll be long or it go out4 ,but as for an earthen vessell beynge newe and emptye1 you maye keepe it for what liquore ye wyll4 ,the mynde eyther bryngeth forth good fruite1 if you caste into it good seede1 or if ye regard it not1 it is fylled wyth naughtines1 whych afterwardes must be pulled vp4 ,and not a litle hath he wonne whyche hathe escaped the losse1 neyther hathe he brought small helpe to vertue1 whiche hath excluded vyce4 ,but what nede many wordes8 ,wylt thou see howe muche it auayleth1 whether one be brought vp in learnynge or not8 ,beholde how excellently lerned in the olde tyme men were in their youth1 and how in oure daies they that be aged be hable to do nothyng in studie8 ,sidenote3 ,ouide4 ,ouide beyng a verye yonge man wrot hys verses of loue4 ,what olde man is hable to do lyke8 ,sidenote3 ,lucane4 ,what maner of man ,lucane was in hys youth hys workes declare4 ,howe came thys8 ,because that beynge but 4vi4 moneths old he was brought to ,rome1 strayght waie deliuered to be taught of two the best gramarians1 ,palem1 and ,cornutus4 ,sidenote3 ,bassus4 ,hys companions in studye were ,salcius ,bassus1 and ,aulus ,persius3 ,sidenote3 ,persius4 that one excellente in historye1 that other in a ,satyre4 ,doubtles hereof cam that most perfite knoweledge that he had in all the seuen sciences1 his so marueylous eloquence1 that in verse he was both an excellente oratoure1 also a ,poet4 ,in thys our time ther wteth not exemples of good bringing vp 7although thei be veri few7 yt as wel in wom as m4 ,politi praised ye wit of ye maid ,cassdra4 ,and what is more marueylous th ,vrsinus a childe of 4xii4 yeres olde8 for the rembraunce of him1 he also in a very eligte epistle put in eternall memorye4 ,how fewe men shal you nowe fynd1 whiche at one time be able to endite two epistles to so manye notaries1 that the stence in euerye one do agree1 and that there shoulde happen no inconueniente speache4 ,that chylde did it in fyue epistles gaue the argumentes wtout any study1 was not prepared afore hd to do it4 ,some men when they se these things1 thinking that thei passe al mens strength1 ascribe it to witchcraft4 ,it is done in dede by witchcrafte1 but it is an effectual enchating1 to be set in time to a learned1 good1 and vigilant master4 ,it is a stronge medicine to learne the best things of learned men1 and emonge the learned4 ,sidenote3 ,alexander4 ,by such wytchcrafte ,alexander the greate1 whan he was a yonge man1 besides eloquence1 was perfit in al the parts of ,philosophie1 and except the loue of warres1 swetenes to raygne had quite raught away his inclinaci1 he might haue bene counted the chiefe among the beste ,philosophers4 ,by the same meanes ,caius ,cesar beinge but a yonge man1 was so eloquent wel sene in the mathematical sciences4 ,so well sene also were many ,emperors3 ,marcus ,tullius1 also ,virgil1 and ,horace in their lusty youth were so excellent in learninge and ,eloquence1 all bycause they were strayght waye in their tender age learned of their parentes nourses the elegancy of the tonges1 and of the beste maisters the liberal sciences3 as ,poetry1 ,rhetorique1 ,histories1 the knowledge of antiquities1 ,arithmetique1 ,geographye1 ,philosophye1 moral and political4 ,and what do we ,i praye you8 wee kepe our children at home till they be past fourtene or fiftene yere old1 and whan they be corrupted wyth idlenes1 ryot1 delicatenes1 with muche worke at the laste we sende them to the cmen scholes4 ,there to further ye matter wel1 they taste a little grammer3 after1 whan they can declyne words1 ioyne the adiectiue and the substtiue togither1 they haue learned al the grammer1 and th be set to that troubled ,logike1 wher they must forget againe if they haue learned to speake anie thynge well4 ,but more vnhappye was the tyme whan ,i was a child whiche al to vexed the youth with modes of signifiinge1 and other folyshe questions1 teching nothinge els then to speake folishelye4 ,verely those masters bicause they wold not be thought to teach folish thinges1 darckened grammer wyth difficulties of ,logike and ,metaphisike3 euen for this verelye1 that afterwardes they shold returne backwardelye to learne grammer1 wh they were olde1 which we see happeneth nowe to some diuines that be wyser1 that after so manye hye degrees and all their titles1 wherby they maye be ignoraunte in nothing1 they be faine to come againe to those bookes1 which are wonte to be reade vnto children4 ,i blame th not1 for it is better to lerne late then neuer1 that thing which is necessary to be knowen4 ,good ,lorde what a world was that1 whan wyth greate boastynge ,iohn ,garlandes verses wer read to yonge men1 and that with longe and painefull commentaries8 wh a greate parte of tyme was consumed in folyshe verses1 in saying th to other1 repetynge them1 and hearynge theim agayne8 whan ,florista and ,florius were learned without booke8 for as for ,alexander1 ,i thynke him worthye to be receiued amonge the meaner sorte4 ,moreouer howe muche tyme was loste in ,sophistrye1 and in the superfluous mases of ,logyke8 ,and bicause ,i will not be to longe1 howe troublesomelye were all sciences taughte8 howe paynefully8 whiles euerye reader to auaunce him selfe1 wolde euen straighte waye in the begynninge stuffe in the hardest thynges of all1 and sometyme verye folyshe thyngs to4 ,for a thyng is not therfore goodly bycause it is harde1 as to stand a far of1 and to caste a mustarde seede thorowe a nedles eye misse not1 it is hard in dede1 but yet it is a verye trifle3 and to vndo a payre of tariers1 it is much worke1 but yet a vayne and idle subilltye4 ,adde here vnto1 that oftentymes these thynges be taught of vnlearned men1 and that is worse1 of lewd learned men1 somtyme also of sluggardes and vnthriftes1 which more regarde takynge of money th the profite of their scholers4 ,wh the commune bryngynge vp is suche1 yet do wee maruayle that fewe be perfitly learned before they be old4 ,sidenote3 ,nota4 ,the beste parte of oure lyfe is loste wyth idlenes1 with vices1 wherewith whan we be infected1 we giue a litle parte of our tyme to studies1 and a greate parte to feastes and plaies4 ,and to an yll matter is taken as euil a craftes manne1 either teachynge that is folyshe1 or that whiche must be vnlearned againe4 ,and after this we make our excuse that the age is weake1 the wyt not yet apte to learne1 the profite to be verye small1 and manye other thinges1 whan in dede the fault is to be ascribed to euill brynginge vp4 ,i wil not trouble you any lger1 onelie wil ,i speake to your wisdome whyche is in other thynges verye sharpe and quycke of syght4 ,sidenote3 ,a goodli brief rehearsall of the thinges before spok4 ,consider howe deare a possession youre sonne is1 howe diuerse a thynge it is and a matter of muche worke to come by learnynge1 and how noble also the same is1 what a redines is in all childrens wyttes to learne1 what agilitie is in the mynd of m howe easily those thynges be learned whyche be beste and agreable to nature1 inespeciallye if they be taught of learned and gentle maisters by the waye of playe3 further how fast those thynges abide with vs1 wherewt we season fyrste of all the emptye and rude myndes1 whiche selfe thynges an elder age perceyueth boeth more hardelye1 and soner forgetteth3 ,beside thys how dear and the losse neuer recouered1 tyme is1 howe much it auayleth to begin in seas1 and to learne euery thyng whan it shold be1 how much continuaunce is able to do1 howe greately the heape that ,hesiodus speaketh of1 doeth increase by puttinge to little and litle1 how swiftly the time flieth away1 how youth wyll alwayes be occupied1 howe vnapte olde age is to be taught3 ,if thou consyder these thynges thou wilt neuer suffer that thi litle child shoulde passe away 7,i wil not say7 seuen yere1 but not so much as thre dayes1 in the whiche he maye be eyther prepared or in- structed to learnynge though the profit be neuer so litle4 ,,finis4 ,impryn- ted at ,london by ,iohn ,day1 dwellinge ouer ,aldersgate1 beneth saint ,martyns4 ,and are to be sold at his shop by the litle conduit in ,chepesyde at the sygne of the ,resurrec- tion4 ,cum priuilegio ad imprimendum solum4 ,per septennium4 99 99 99 99 99 99 99 99 99 99 99 99 99 99 ,paragraphs ,some paragraph breaks in this e-text are conjectural4 ,the printed book had the following kinds of breaks3 --conventional paragraph with indented first line --unambiguous paragraph with non-indented first line --ambiguous paragraph3 previous line ends with blank space1 but the space is not large enough to contain the first syllable of the following line --sentence break corresponds to line break3 this happens randomly in any printed book1 and only becomes ambiguous when the book also has non-indented paragraphs ,in this e-text1 the second type of paragraph is marked with a pilcrow 4 ,the third type has a pilcrow but no paragraph break4 ,the fourth type is not marked4 ,errors and ,inconsistencies 7,noted by ,transcriber7 ,unless otherwise noted1 spelling and punctuation are unchanged4 ,spelling3 ,the pattern of initial 8v01 non-initial 8u0 is followed consistently4 ,the spelling 8they0 is more common than 8thei04 ,the form 8then0 is normally used for both 8then0 and 8than02 8than0 is rare4 ,the most common spelling is 8wyll01 but 8wyl01 8wil0 and 8will0 also occur4 ,word ,division3 ,line-end hyphens were completely arbitrary2 words split at line break were hyphenated about two-thirds of the time4 ,the presence or absence of a hyphen has not been noted4 ,hyphenless words at line-end were joined or separated depending on behavior elsewhere in the text3 ,always one word 7re-joined at line break73 som7e7what1 without1 afterward7e7s ,usually one word3 often77times1 what77so77euer ,one or two words3 an77other ,usually two words3 it_/him_/my44 self_/selues2 shal77be2 straight77way ,always two words3 here to ,roman ,numerals3 ,numbers were printed with leading and following 4period4 ,when the number came at the beginning or end of a line1 the 8outer0 period was sometimes omitted4 ,these have been silently supplied for consistency4 ,notes3 what soeuer is tolde in the oracion be shewed him in a table4 in context1 8table0 looks like an error for either 8tale0 or 8fable01 but it means picture 7,latin tabula7 the grekes says dracontes in the genitiue case ,latin draco1 draconis2 ,greek 1 7drakn1 drakontos7 ,errors3 what plante wyll bee as the owener or or or ,they lerne to loke fierslie1 the learne to loue the swearde text unchanged3 8the0 error for 8they_/thei08 ,what thynke ye then is to be looked for is to de a yonge man behauinge hym selfe behaninge ,straight waye the colt of a lusty courage ,sraight so be there also of sciences4 text has 8sci-_/cences0 at line break were not made by ,hesiodus4 final 4 missing thought it to be of ,hesiodus doing4 final 4 missing ,and hce we ought hece things yt be naught4 final 4 missing ,nowe is thys theyr onlye care one printing has 8thyer0 dayntines hathe perswaded vs to comune this office one printing has 8commit0 more easelye by feare1 that one brought vp text unchanged3 8that0 error for 8then_/than08 hym to whome he committed the chyefe rule of hys colledge1 surnamed of the thynge text unchanged theyr seruauntes1 and their threatnynges1 threatnynges11 ,after suche daynties1 they exercysed suche lozdelynes4 text unchanged3 8z0 may be intended for some other letter ,when the sicknes of the body was somewhat put away sickens these things be alowed of suche as haue suche is ,but if he be of hye degre 8if0 invisible in one printing ,i wil braule no more wll fayries1 witches1 nightmares wood men and gyauntes punctuation unchanged that so in manner they myghte eate vp their letters final 8t0 in 8that0 invisible of laboure from chyldren1 ,and howe muche punctuation unchanged they feele not labour1 ,it shal be the masters parte punctuation unchanged a thyng far more precious4 ,let vs text has 8preci-_/_/,let0 at page break2 8ous0 supplied from catchword it wyl be ouercoued wyth vyce text unchanged3 error for 8overcouered08