<B CEEDUC1B>
<Q E1 IS/EX EDUC ASCH>
<N SCHOOLMASTER>
<A ASCHAM ROGER>
<C E1>
<O 1500-1570>
<M X>
<K X>
<D ENGLISH>
<V PROSE>
<T EDUC TREAT>
<G X>
<F X>
<W WRITTEN>
<X MALE>
<Y 40-60>
<H PROF>
<U PROF>
<E X>
<J X>
<I X>
<Z INSTR SEC>
<S SAMPLE X>


[^ASCHAM, ROGER.
THE SCHOLEMASTER.
WRITTEN BETWEEN 1563-8. POSTHUMOUSLY
PUBLISHED. FIRST EDITION, 1570;
COLLATED WITH THE SECOND EDITION, 1571.
ENGLISH REPRINTS.
ED. E. ARBER.
LONDON, 1870.
PP. 182.1  - 186.12      (SAMPLE 1)
PP. 214.17 - 218.21      (SAMPLE 2)
PP. 278.16 - 282.30      (SAMPLE 3)^]

<S SAMPLE 1>
<P 182>
[}THE FIRST BOOKE FOR THE YOUTH.}]

   After the childe hath learned perfitlie the eight partes of
speach, let him then learne the right ioyning togither of
substantiues with adiectiues, the nowne with the verbe, the
relatiue with the antecedent.  And in learninge farther hys
Syntaxis, by mine aduice, he shall not vse the common order
in common scholes, for making of latines: wherby, the childe
commonlie learneth, first, an euill choice of wordes,
(and right choice of wordes, saith (^Caesar^) , is the
foundation of eloquence) than, a wrong placing
of wordes: and lastlie, an ill framing of the sentence, with
a peruerse iudgement, both of wordes and sentences.  These
faultes, taking once roote in yougthe, be neuer, or
hardlie, pluckt away in age.  Moreouer, there is
no one thing, that hath more, either dulled the
wittes, or taken awaye the will of children from
learning, then the care they haue, to satisfie their masters,   #
in
making of latines.
   For, the scholer, is commonlie beat for the making, whe~
the master were more worthie to be beat for the mending, or
rather, marring of the same:  The master many times, being
as ignorant as the childe, what to saie properlie and fitlie    #
to the
matter.
   Two scholemasters haue set forth in print, either of them
a booke, of soch kinde of latines, (^Horman^) and 
(^Whittington^) .
   A childe shall learne of the better of them,
that, which an other daie, if he be wise, and cum to iudgement,
he must be faine to vnlearne againe.
<P 183>
   There is a waie, touched in the first booke of (^Cicero^)
(^De Oratore^) , which, wiselie brought into scholes,
truely taught, and co~stantly vsed, would not
onely take wholly away this butcherlie feare in making of
latines, but would also, with ease and pleasure, and in short
time, as I know by good experience, worke a true choice and
placing of wordes, a right ordering of sentences, an easie
vnderstandyng of the tonge, a readines to speake, a facultie to
write, a true iudgement, both of his owne, and other mens
doinges, what tonge so euer he doth vse.
   The waie is this.  After the three Concordances learned,
as I touched before, let the master read vnto hym the Epistles
of (^Cicero^) , gathered togither and chosen out by             #
(^Sturmius^) , for
the capacitie of children.
   First, let him teach the childe, cherefullie and plainlie,   #
the
cause, and matter of the letter: then, let him
construe it into Englishe, so oft, as the childe may
easilie carie awaie the vnderstanding of it:
Lastlie,  parse it ouer perfitlie.  This done thus, let the     #
childe,
by and by, both construe and parse it ouer againe: so, that it
may appeare, that the childe douteth in nothing, that his
master taught him before.  After this, the childe must take
a paper booke, and sitting in some place, where no man shall
prompe him, by him self, let him translate into Englishe his
former lesson.  Then shewing it to his master,
let the master take from him his latin booke, and
pausing an houre, at the least, than let the childe
translate his owne Englishe into latin againe, in an other      #
paper
booke.  When the childe bringeth it, turned into latin, the
master must compare it with (^Tullies^) booke, and laie them    #
both
togither: and where the childe doth well, either in chosing, or
true placing of (^Tullies^) wordes, let the master
praise him, and saie here ye do well.  For I
assure you, there is no such whetstone, to
sharpen a good witte and encourage a will to learninge, as is
praise.
   But if the childe misse, either in forgetting a worde, or in
chaunging a good with a worse, or misordering the sentence,
I would not haue the master, either froune, or chide with him,
if the childe haue done his diligence, and vsed no trewandship
<P 184>
therein.  For I know by good experience, that a childe shall
take more profit of two fautes, ientlie warned of,
then of foure thinges, rightly hitt.  For than, the
master shall haue good occasion to saie vnto him.
(^N. Tullie^) would haue vsed such a worde, not this:           #
(^Tullie^)
would haue placed this word here, not there: would haue vsed
this case, this number, this person, this degree, this gender:  #
he
would haue vsed this moode, this tens, this simple, rather than
this compound: this aduerbe here, not there: he would haue
ended the sentence with this verbe, not with that nowne or
participle. etc.
   In these fewe lines, I haue wrapped vp, the most tedious
part of Grammer: and also the ground of almost all the Rewles,
that are so busilie taught by the Master, and so hardlie        #
learned
by the Scholer, in all common Scholes: which after this sort,
the master shall teach without all error, and the scholer shall
learne without great paine: the master being led by so sure
a guide, and the scholer being brought into so plaine and easie
a waie.  And therefore, we do not contemne Rewles, but we
gladlie teach Rewles: and teach them, more plainlie, sensiblie,
and orderlie, than they be commonlie taught in common
Scholes.  For whan the Master shall compare (^Tullies^) booke
with his Scholers translation, let the Master, at the first,
lead and teach his Scholer, to ioyne the Rewles of his Grammer
booke, with the examples of his present lesson, vntill the
Scholer, by him selfe, be hable to fetch out of his Grammer,
euerie Rewle, for euerie Example: So, as the Grammer booke
be euer in the Scholers hand, and also vsed of him, as a
Dictionarie, for euerie present vse.  This is a liuely and      #
perfite
waie of teaching of Rewles: where the common waie, vsed in
common Scholes, to read the Grammer alone by it selfe, is
tedious for the Master, hard for the Scholer, colde and         #
vncumfortable 
for them bothe.
   Let your Scholer be neuer afraide, to aske you any dout,
but vse discretlie the best allurements ye can, to encorage him
to the same: lest, his ouermoch fearinge of you, driue him
to seeke some misorderlie shifte: as, to seeke to be helped
by some other booke, or to be prompted by some other
Scholer, and so goe aboute to begile you moch, and him selfe
more.
<P 185>
   With this waie, of good vnderstanding the mater, plaine
construinge, diligent parsinge, dailie translatinge, cherefull
admonishinge, and heedefull amendinge of faultes: neuer
leauinge behinde iuste praise for well doinge, I would haue the
Scholer brought vp withall, till he had red, & translated ouer  #
y=e=
first booke of Epistles chosen out by (^Sturmius^) , with a     #
good
peece of a Comedie of (^Terence^) also.
   All this while, by mine aduise, the childe shall vse to      #
speake
no latine: For, as (^Cicero^) saith in like mater, with like    #
wordes,
(\loquendo, male loqui discunt\) .  And, that excellent
learned man, (^G. Budaeus^) , in his Greeke Commentaries, 
sore complaineth, that whan he began
to learne the latin tonge, vse of speaking latin at the table,  #
and
elsewhere, vnaduisedlie, did bring him to soch an euill choice  #
of
wordes, to soch a crooked framing of sentences, that no one
thing did hurt or hinder him more, all the daies of his life
afterward, both for redinesse in speaking, and also good        #
iudgement 
in writinge.
   In very deede, if childre~ were brought vp, in soch a house,
or soch a Schole, where the latin tonge were properlie and
perfitlie spoken, as (^Tib.^) and (^Ca. Gracci^) were brought   #
vp, in
their mother (^Cornelias^) house, surelie, than the dailie vse  #
of
speaking, were the best and readiest waie, to learne the latin
tong.  But, now, commonlie, in the best Scholes in England,
for wordes, right choice is smallie regarded, true proprietie
whollie neglected, confusion is brought in, barbariousnesse is
bred vp so in yong wittes, as afterward they be, not onelie
marde for speaking, but also corrupted in iudgement: as with
moch adoe, or neuer at all, they be brought to right frame
againe.
   Yet all men couet to haue their children speake latin: and
so do I verie earnestlie too.  We bothe, haue one purpose: we
agree in desire, we wish one end: but we differ somewhat in
order and waie, that leadeth rightlie to that end.  Other would
haue them speake at all aduentures: and, so they be speakinge,
to speake, the Master careth not, the Scholer knoweth not,
what.  This is, to seeme, and not to bee: except it be, to be
bolde without shame, rashe without skill, full of wordes        #
without
witte.  I wish to haue them speake so, as it may well appeare,
that the braine doth gouerne the tonge, and that reason leadeth
<P 186>
forth the taulke.  (^Socrates^) doctrine is true in             #
(^Plato^) , and well
marked, and truely vttered by (^Horace^) in (^Arte
Poetica^) , that, where so euer knowledge doth accompanie
the witte, there best vtterance doth alwaies
awaite vpon the tonge: For, good vnderstanding must first be    #
bred
in the childe, which, being nurished with skill, and
vse of writing (as I will teach more largelie
hereafter) is the onelie waie to bring him to
iudgement and readinesse in speakinge: and that
in farre shorter time (if he followe constantlie the trade of   #
this
litle lesson) than he shall do, by common teachinge of the
co~mon scholes in England. 


<S SAMPLE 2>

<Q E1 IS/EX EDUC ASCH>
<N SCHOOLMASTER>
<A ASCHAM ROGER>
<C E1>
<O 1500-1570>
<M X>
<K X>
<D ENGLISH>
<V PROSE>
<T EDUC TREAT>
<G X>
<F X>
<W WRITTEN>
<X MALE>
<Y 40-60>
<H PROF>
<U PROF>
<E X>
<J X>
<I X>
<Z EXPOS>


<P 214>
   Learning teacheth more in one yeare than experience in
twentie: And learning teacheth safelie. when
experience maketh mo miserable then wise. He
hasardeth sore, that waxeth wise by experience.
An vnhappie Master he is, that is made cunning by manie
shippewrakes: A miserable merchant, that is neither riche or
wise, but after som bankroutes. It is costlie wisdom, that is
bought by experience. We know by experience it selfe, that it
is a meruelous paine, to finde oute but a short waie, by long
wandering. And surelie, he that wold proue wise by
experience, he maie be wittie in deede, but euen like a swift
runner, that runneth fast out of his waie, and vpon the night,
he knoweth not whither. And verilie they be fewest of
number, that be happie or wise by vnlearned experience. And
looke well vpon the former life of those fewe, whether your
example be old or yonge, who without learning haue gathered,
by long experience, a litle wisdom, and som happines: and
whan you do consider, what mischeife they haue committed,
what dangers they haue escaped (and yet xx. for one, do
perishe in the aduenture) than thinke well with your selfe,
whether ye wold, that your owne son, should cum to wisdom
and happines, by the waie of soch experience or no.
   It is a notable tale, that old Syr (^Roger Chamloe^) ,       #
sometime
<P 215>
cheife Iustice, wold tell of him selfe. When he was Auncient
in Inne of Courte, Certaine yong Ientlemen
were brought before him, to be corrected for
certaine misorders: And one of the lustiest saide:
Syr, we be yong ientlemen, and wisemen before vs, haue
proued all facions, and yet those haue done full well: this     #
they
said, because it was well knowen, that Syr (^Roger^) had bene a
good feloe in his yougth. But he aunswered them verie wiselie.
In deede saith he, in yougthe, I was, as you ar now: and I
had twelue feloes like vnto my self, but not one of them came
to a good ende. And therfore, folow not my example in yougth,
but folow my councell in aige, if euer ye thinke to cum to this
place, or to thies yeares, that I am cum vnto, lesse ye meete
either with pouertie or Tiburn in the way.
   Thus, experience of all facions in yougthe, beinge, in       #
profe,
alwaise daungerous, in isshue, seldom lucklie, is
a waie, in deede, to ouermoch knowledge, yet
vsed commonlie of soch men, which be either caried by som
curious affection of mynde, or driuen by som hard necessitie of
life, to hasard the triall of ouer manie perilous aduentures.
   (^Erasmus^) the honor of learning of all oure time, saide
wiselie that experience is the common scholehouse 
of foles, and ill men: Men, of witte and
honestie, be otherwise instructed. For there be,
that kepe them out of fier, and yet was neuer
burned: That beware of water, and yet was neuer
nie drowninge: That hate harlottes, and was
neuer at the stewes: That abhorre falshode, and neuer brake
promis themselues.
   But will ye see, a fit Similitude of this aduentured         #
experience.
A Father, that doth let louse his son, to all experiences, is   #
most
like a fond Hunter, that letteth slippe a whelpe to the hole
herde. Twentie to one, he shall fall vpon a rascall, and let
go the faire game. Men that hunt so, be either ignorant
persones, preuie stealers, or night walkers.
   Learning therefore, ye wise fathers, and good bringing vp,
and not blinde & dangerous experience, is the next and readiest
waie, that must leede your Children, first, to wisdom, and than
to worthinesse, if euer ye purpose they shall cum there.
   And to saie all in shorte, though I lacke Authoritie to giue
<P 216>
counsell, yet I lacke not good will to wisshe, that the yougthe
in England, speciallie Ientlemen, and namelie nobilitie,
shold be by good bringing vp, so grounded
in iudgement of learninge, so founded in loue of
honestie, as, whan they shold be called forthe to the execution
of great affaires, in seruice of their Prince and contrie, they
might be hable, to vse and to order, all experiences, were they
good were they bad, and that, according to the square, rule,    #
and
line, of wisdom learning and vertue.
   And, I do not meene, by all this my taulke, that yong
Ientlemen, should alwaies be poring on a booke,
and by vsing good studies, shold lease honest
pleasure, and haunt no good pastime, I meene
nothing lesse: For it is well knowne, that I both
like and loue, and haue alwaies, and do yet still 
vse, all exercises and pastimes, that be fitte for my
nature and habilitie. And beside naturall disposition,
in iudgement also, I was neuer, either Stoick in doctrine,
or Anabaptist in Religion, to mislike a merie, pleasant, and
plaifull nature, if no outrage be committed, against lawe,
mesure, and good order.
   Therefore, I wold wishe, that, beside some good time, fitlie
appointed, and constantlie kepte, to encrease by readinge, the
knowledge of the tonges and learning, yong ientlemen shold
vse, and delite in all Courtelie exercises, and
Ientlemanlike pastimes. And good cause whie:
For the self same noble Citie of Athenes, iustlie
commended of me before, did wiselie and vpon great              #
consideration,
appoint, the Muses, (^Apollo^) , and (^Pallas^) , to be         #
patrones of
learninge to their yougthe. For the Muses,
besides learning, were also Ladies of dauncinge,
mirthe and ministrelsie: (^Apollo^) , was god of shooting,
and Author of cunning playing vpo~ Instrumentes:
(^Pallas^) also was Laidie mistres in warres. Wherbie 
was nothing else ment, but that learninge shold be alwaise
mingled, with honest mirthe, and cumlie exercises: and that
warre also shold be gouerned by learning, and moderated by
wisdom, as did well appeare in those Capitaines of (^Athenes^)
named by me before, and also in (^Scipio^) & (^Caesar^) , the   #
two
Diamondes of Rome.
<P 217>
   And (^Pallas^) , was no more feared, in weering              #
(^AEgida^) , tha~ she
was praised, for chosing (^Oliua^) : whereby shineth
the glory of learning, which thus, was Gouernour
& Mistres, in the noble Citie of (^Athenes^) , both of
warre and peace.
   Therefore, to ride cumlie: to run faire at the tilte or      #
ring:
to plaie at all weapones: to shote faire in bow, or surelie in  #
gon:
to vaut lustely: to runne: to leape: to wrestle:
to swimme: To daunce cumlie: to sing, and playe
of instrumentes cunnyngly: to Hawke: to hunte:
to playe at tennes, & all pastimes generally, which
be ioyned with labor, vsed in open place, and on
the day light, conteining either some fitte exercise for        #
warre, or
some pleasant pastime for peace, be not onelie cumlie and       #
decent,
but also verie necessarie, for a Courtlie Ientleman to vse.
   But, of all kinde of pastimes, fitte for a Ientleman, I      #
will,
godwilling, in fitter place, more at large, declare fullie, in  #
my
booke of the Cockpitte: which I do write, to
satisfie som, I trust, with som reason, that be
more curious, in marking other mens doinges, than
carefull in mendyng their owne faultes. And som also will
nedes busie them selues in merueling, and adding thereunto
vnfrendlie taulke, why I, a man of good yeares, and of no ill
place, I thanke God and my Prince, do make choise to spend
soch tyme in writyng of trifles, as the schole of shoting, the
Cockpitte, and this booke of the first Principles of Grammer,
rather, than to take some weightie matter in hand, either of
Religion, or Ciuill discipline.
   Wise men I know, will well allow of my choise herein: and
as for such, who haue not witte of them selues, but must learne
of others, to iudge right of mens doynges, let them
read that wise Poet (^Horace^) in his (^Arte Poetica^) ,
who willeth wisemen to beware, of hie and loftie
Titles. For, great shippes, require costlie tackling,
and also afterward dangerous gouernment:
Small boates, be neither verie chargeable in
makyng, nor verie oft in great ieoperdie: and yet they cary
many tymes, as good and costlie ware, as greater vessels do.
A meane Argument, may easelie beare, the light burden of
a small faute, and haue alwaise at hand, a ready excuse for
<P 218>
ill handling: And, some praise it is, if it so chaunce, to be
better in deede, than a man dare venture to
seeme. A hye title, doth charge a man, with
the heauie burden, of to great a promise: and
therefore sayth (^Horace^) verie wittelie, that, that
Poete was a verie foole, that began hys booke,
with a goodlie verse in deede, but ouer proude
a promise.
   (\Fortunam Priami cantabo & nobile bellum\) ,
And after, as wiselie.
   (\Quanto rectius hic, qui nil molitur inepte. etc.\)
Meening (^Homer^) , who, within the compasse of a smal
Argument, of one harlot, and of one good wife,
did vtter so moch learning in all kinde of sciences,
as, by the iudgement of (^Quintilian^) , he deserueth
so hie a praise, that no man yet deserued to sit
in the second degree beneth him. And thus moch
out of my way, concerning my purpose in spending penne, and
paper, & tyme, vpo~ trifles, & namelie to aunswere some, that
haue neither witte nor learning, to do any thyng them selues,
neither will nor honestie, to say well of other.    

<S SAMPLE 3>
<P 278>
   Cambrige, at my first comming thither, but not at my
going away, committed this fault in reading the preceptes of
(^Aristotle^) without the examples of other Authors:  But       #
herein,
in my time thies men of worthie memorie, (^M. Redman,
M. Cheke, M. Smith, M. Haddon, M. Watson^) , put so to
their helping handes, as that vniuersitie, and all studentes    #
there,
as long as learning shall last, shall be bounde vnto them, if   #
that
trade in studie be trewlie folowed, which those men left        #
behinde
them there.
   By this small mention of Cambridge, I am caryed into three
imaginations: first, into a sweete remembrance of my tyme
spent there: than, into som carefull thoughts, for the greuous
alteration that folowed sone after: lastlie, into much ioy to
heare tell, of the good recouerie and earnest forwardnes in all
good learning there agayne.
   To vtter theis my thoughts somwhat more largelie, were
somwhat beside my matter, yet not very farre out of the way,
bycause it shall wholy tend to the good encoragement and right
consideration of learning, which is my full purpose in writing
this litle booke: whereby also shall well appeare this sentence
to be most trewe, that onely good men, by their gouernment
& example, make happie times, in euery degree and state.
   Doctor (^Nico. Medcalfe^) , that honorable father, was       #
Master
of (^S. Iohnes^) Colledge, when I came thether: A
man meanelie learned himselfe, but not meanely
<P 279>
affectioned to set forward learning in others.  He found
that Colledge spending scarse two hundred markes by yeare:
he left it spending a thousand markes and more.  Which
he procured, not with his mony, but by his wisdome; not
chargeablie bought by him, but liberallie geuen by others by    #
his
meane, for the zeale & honor they bare to learning.  And that
which is worthy of memorie, all thies giuers were almost
Northenmen: who being liberallie rewarded in the seruice of
their Prince, bestowed it as liberallie for the good of their
Contrie.  Som men thought therefore, that (^D. Medcalfe^) was
parciall to Northrenmen, but sure I am of this, that            #
Northrenme~
were parciall, in doing more good, and geuing more
la~des to y=e= forderance of learning, than any other
contrie me~, in those dayes, did: which deede
should haue bene, rather an example of goodnes,
for other to folowe, than matter of malice, for any
to enuie, as some there were that did.  Trewly,
(^D. Medcalfe^) was parciall to none: but indifferent
to all: a master for the whole, a father to euery one, in that
Colledge.  There was none so poore, if he had, either wil to
goodnes, or wit to learning, that could lacke being there, or
should depart from thence for any need.  I am witnes my selfe,
that mony many times was brought into yong mens studies by
strangers whom they knew not.  In which doing, this worthy
(^Nicolaus^) folowed the steppes of good olde                   #
(^S. Nicolaus^) , that
learned Bishop.  He was a Papist in deede, but would to God,
amonges all vs Protesta~ts I might once see but one, that would
winne like praise, in doing like good, for the aduauncement of
learning and vertue.  And yet, though he were a Papist, if any
yong man, geuen to new learning (as they termed it) went
beyond his fellowes, in witte, labor, and towardnes, euen the
same, neyther lacked, open praise to encorage him, nor priuate
exhibition to mainteyne hym, as worthy Syr (^I. Cheke^) , if he
were aliue would beare good witnes and so can many mo.
I my selfe one of the meanest of a great number, in that
Colledge, because there appeared in me som small shew of
towardnes and diligence, lacked not his fauor to forder me in
learning.
   And being a boy, new Bacheler of arte, I chanced amonges
my companions to speake against the Pope: which matter was
<P 280>
than in euery mans mouth, bycause (^D. Haines^) and (^D.        #
Skippe^)
were cum from the Court, to debate the same matter, by
preaching and disputation in the vniuersitie.  This hapned the
same tyme, when I stoode to be felow there: my taulke came
to (^D. Medcalfes^) eare: I was called before him and the       #
Seniores:
and after greuous rebuke, and some punishment, open warning
was geuen to all the felowes, none to be so hardie to geue me
his voice at that election.  And yet for all those open         #
threates,
the good father himselfe priuilie procured, that I should euen
than by chosen felow.  But, the election being done, he made
countinance of great discontentation thereat.  This good mans
goodnes, and fatherlie discretion, vsed towardes me that one
day, shall neuer out of my remembrance all the dayes of my
life.  And for the same cause, haue I put it here, in this      #
small
record of learning.  For next Gods prouidence, surely that day,
was by that good fathers meanes, (\Dies natalis\) , to me, for  #
the
whole foundation of the poore learning I haue, and of all the
furderance, that hetherto else where I haue obteyned.
   This his goodnes stood not still in one or two, but flowed
aboundantlie ouer all that Colledge, and brake out also to
norishe good wittes in euery part of that vniuersitie: whereby,
at this departing thence, he left soch a companie of fellowes   #
and
scholers in (^S. Iohnes^) Colledge, as can scarse be found now  #
in
some whole vniuersitie: which, either for diuinitie, on the one
side or other, or for Ciuill seruice to their Prince and        #
contrie,
haue bene, and are yet to this day, notable ornaments to this
whole Realme: Yea (^S. Iohnes^) did the~ so florish, as         #
Trinitie
college, that Princely house now, at the first erectio~, was    #
but
(\Colonia deducta\) out of (^S. Ihones^) , not onelie for       #
their Master,
fellowes, and scholers, but also, which is more, for their      #
whole,
both order of learning, and discipline of maners: & yet to this
day, it neuer tooke Master but such as was bred vp before in
(^S. Iohnes^) : doing the dewtie of a good (\Colonia\) to her   #
(\Metropolis\) ,
as the auncient Cities in Greice and some yet in Italie, at     #
this
day, are accustomed to do.
   (^S. Iohnes^) stoode in this state, vntill those heuie       #
tymes, and
that greuous change that chanced.  An. 1553. whan mo perfite
scholers were dispersed from thence in one moneth, than many
yeares can reare vp againe.  For, whan (^Aper de
Sylua^) had passed the seas, and fastned his foote
<P 281>
againe in England, not onely the two faire groues of learning
in England were eyther cut vp, by the roote, or troden downe
to the ground and wholie went to wracke, but the yong spring
there, and euerie where else, was pitifullie nipt and           #
ouertroden
by very beastes, and also the fairest standers of all, were     #
rooted
vp, and cast into the fire, to the great weakning euen at this
day of Christes Chirch in England, both for Religion and
learning.
   And what good could chance than to the vniuersities, whan
som of the greatest, though not of the wisest nor best learned,
nor best men neither of that side, did labor to perswade, that
ignorance was better than knowledge, which they ment, not for
the laitie onelie, but also for the greatest rable of their     #
spiritualtie, 
what other pretense openlie so euer they made: and
therefore did som of them at Cambrige (whom I will not name
openlie,) cause hedge priestes fette oute of the contrie, to be
made fellowes in the vniuersitie: saying, in their talke        #
priuilie,
and declaring by their deedes openlie, that he was, felow good
enough for their tyme, if he could were a gowne and a tipet
cumlie, and haue hys crowne shorne faire and roundlie, and
could turne his Portesse and pie readilie: whiche I speake not
to reproue any order either of apparell, or other dewtie, that
may be well and indifferentlie vsed, but to note the miserie of
that time, whan the benefites prouided for learning were so
fowlie misused.  And what was the frute of this seade?
Verely, iudgement in doctrine was wholy altered: order in
discipline very sore changed: the loue of good learning, began
sodenly to wax cold: the knowledge of the tonges (in spite of
some that therein had florished) was manifestly contemned:
and so, y=e= way of right studie purposely peruerted: the       #
choice
of good authors of mallice confownded.  Olde sophistrie (I say
not well) not olde, but that new rotten sophistrie began to
beard and sholder logicke in her owne tong: yea, I know, that
heades were cast together, and counsell deuised, that           #
(^Duns^) , with
all the rable of barbarous questionistes, should haue           #
dispossessed
of their place and rowmes, (^Aristotle, Plato, Tullie^) ,
and (^Demosthenes^) , when good (^M. Redman^) , and
those two worthylace and rowmes, (^Aristotle, Plato, Tullie^) ,
and (^Demosthenes^) , when good (^M. Redman^) , and
those two worthy starres of that vniuersitie,
(^M. Cheke^) , and (^M. Smith^) , with their scholers, had
brought to florishe as notable in Cambrige, as
<P 282>
euer they did in Grece and in Italie: and for the doctrine of
those fowre, the fowre pillers of learning, Cambrige than       #
geuing
place to no vniuersitie, neither in France, Spaine, Germanie,
nor Italie.  Also in outward behauiour, than began simplicitie
in apparell, to be layd aside: Courtlie galantnes to be taken   #
vp:
frugalitie in diet was priuately misliked: Towne going to good
cheare openly vsed: honest pastimes, ioyned with
labor, left of in the fieldes: vnthrifty and idle
games, haunted corners, and occupied the nightes: contention
in youth, no where for learning: factions in the elders euery
where for trifles.  All which miseries at length, by Gods
prouidence, had their end 16. (^Nouemb.^) 1558.  Since which
tyme, the yong spring hath shot vp so faire, as now there be in
Cambrige againe, many goodly plantes (as did well appeare at
the Queenes Maiesties late being there) which are like to grow
to mightie great timber, to the honor of learning, and great    #
good
of their contrie, if they may stand their tyme, as the best
plantes there were wont to do: and if som old dotterell trees,
with standing ouer nie them, and dropping vpon them, do not
either hinder, or crooke their growing, wherein my feare is     #
y=e=
lesse, seing so worthie a Iustice of an Oyre hath the present
ouersight of that whole chace, who was himselfe somtym, in
the fairest spring that euer was there of learning, one of the
forwardest yong plantes, in all that worthy College of (^S.     #
Ihones^) :
who now by grace is growne to soch greatnesse, as, in the
temperate and quiet shade of his wisdome, next the prouide~ce
of God, and goodnes of one, in theis our daies, (\Religio\) for
sinceritie, (\literae\) for order and 
aduauncement, (\Respub.\) for happie
and quiet gouernment, haue to great rejoysing of all good men,
speciallie reposed them selues. 



