<P_1R>

{COM:p._182_in_helsinki}

<heading>

THE FIRST BOOKE FOR THE YOUTH . (ASCH-E1-H,1R.4)

</heading>

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 . (ASCH-E1-H,1R.6)

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 ,
<paren> and right choice of wordes , saith <font> Caesar </font> , is
the foundation of eloquence </paren> than , a wrong placing of wordes :
and lastlie , an ill framing of the sentence , with a peruerse
iudgement , both-3 of wordes and sentences . (ASCH-E1-H,1R.7)

These faultes , taking once roote in yougthe , be neuer , or hardlie ,
pluckt away in age . (ASCH-E1-H,1R.8)

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 .
(ASCH-E1-H,1R.9)

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 . (ASCH-E1-H,1R.10)

Two scholemasters haue set forth in print , either of them a booke , of
soch kinde of latines , <font> Horman </font> and <font> Whittington
</font> . (ASCH-E1-H,1R.11)

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 . (ASCH-E1-H,1R.12)

{COM:p._183_in_helsinki}

There is a waie , touched in the first booke of <font> Cicero De
Oratore </font> , which , wiselie brought into scholes , truely taught
<P_1V> , 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-3 of his owne , and other mens doinges
, what tonge so euer he doth vse . (ASCH-E1-H,1V.14)

The waie is this . (ASCH-E1-H,1V.15)

After the three Concordances learned , as I touched before , let the
master read vnto hym the Epistles of <font> Cicero </font> , gathered
togither and chosen out by <font> Sturmius </font> , for the capacitie
of children . (ASCH-E1-H,1V.16)

First , let him teach the childe , cherefullie and plainlie , the cause
, and matter of the letter : (ASCH-E1-H,1V.17)

then , let him construe it into Englishe , so oft , as the childe may
easilie carie awaie the vnderstanding of it : (ASCH-E1-H,1V.18)

Lastlie , parse it ouer perfitlie . (ASCH-E1-H,1V.19)

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 . (ASCH-E1-H,1V.20)

After this , the childe must take a paper booke , (ASCH-E1-H,1V.21)

and sitting in some place , where no man shall prompe him , by him self
, let him translate into Englishe his former lesson . (ASCH-E1-H,1V.22)

Then shewing it to his master , let the master take from him his latin
booke , (ASCH-E1-H,1V.23)

and pausing an houre , at the least , than let the childe translate his
owne Englishe into latin againe , in an other paper booke .
(ASCH-E1-H,1V.24)

when the childe bringeth it , turned into latin , the master must
compare it with <font> Tullies </font> booke , and laie them both
togither : (ASCH-E1-H,1V.25)

and where the childe doth well , either-2 in chosing , or true placing
of <font> Tullies </font> wordes , let the master praise him , and saie
here ye do well . (ASCH-E1-H,1V.26)

For I assure you , there is no such whetstone , to sharpen a good witte
and encourage a will to learninge , as is praise . (ASCH-E1-H,1V.27)

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 <P_2R> trewandship
{COM:p._184_in_helsinki} therein . (ASCH-E1-H,2R.28)

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 .
(ASCH-E1-H,2R.29)

For than , the master shall haue good occasion to saie vnto him .
<font> N. Tullie </font> would haue vsed such a worde , not this :
(ASCH-E1-H,2R.30)

<font> Tullie </font> would haue placed this word here , not there :
(ASCH-E1-H,2R.31)

would haue vsed this case , this number , this person , this degree ,
this gender : (ASCH-E1-H,2R.32)

he would haue vsed this moode , this tens , this simple , rather than
this compound : this aduerbe here , not there : (ASCH-E1-H,2R.33)

he would haue ended the sentence with this verbe , not with that nowne
or participle . etc. . (ASCH-E1-H,2R.34)

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 . (ASCH-E1-H,2R.35)

And therefore , we do not contemne Rewles , (ASCH-E1-H,2R.36)

but we gladlie teach Rewles : (ASCH-E1-H,2R.37)

and teach them , more plainlie , sensiblie , and orderlie , than they
be commonlie taught in common Scholes . (ASCH-E1-H,2R.38)

For whan the Master shall compare <font> Tullies </font> 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 . (ASCH-E1-H,2R.39)

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 . (ASCH-E1-H,2R.40)

Let your Scholer be neuer afraide , to aske you any dout ,
(ASCH-E1-H,2R.41)

but vse discretlie the best allurements ye can , to encorage <P_2V> 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 . (ASCH-E1-H,2V.42)

{COM:p._185_in_helsinki}

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
<font> Sturmius </font> , with a good peece of a Comedie of <font>
Terence </font> also . (ASCH-E1-H,2V.44)

All this while , by mine aduise , the childe shall vse to speake no
latine : (ASCH-E1-H,2V.45)

For , as <font> Cicero </font> saith in like mater , with like wordes ,
loquendo , male loqui discunt . (ASCH-E1-H,2V.46)

And , that excellent learned man , <font> G. Budaeus </font> , 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-1 for
redinesse in speaking , and also good iudgement in writinge .
(ASCH-E1-H,2V.47)

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 <font> Tib. </font> and <font> Ca. Gracci </font> were brought vp ,
in their mother <font> Cornelias </font> house , surelie , than the
dailie vse of speaking , were the best and readiest waie , to learne
the latin tong . (ASCH-E1-H,2V.48)

But , now , commonlie , in the best Scholes in England , for wordes ,
right choice is smallie regarded , true proprietie whollie neglected ,
(ASCH-E1-H,2V.49)

confusion is brought in , (ASCH-E1-H,2V.50)

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 . (ASCH-E1-H,2V.51)

Yet all men couet to haue their children speake latin :
(ASCH-E1-H,2V.52)

<P_3R>

and so do I verie earnestlie too . (ASCH-E1-H,3R.54)

We bothe , haue one purpose : (ASCH-E1-H,3R.55)

we agree in desire , (ASCH-E1-H,3R.56)

we wish one end : (ASCH-E1-H,3R.57)

but we differ somewhat in order and waie , that leadeth rightlie to
that end . (ASCH-E1-H,3R.58)

Other would haue them speake at all aduentures : (ASCH-E1-H,3R.59)

and , so they be speakinge , to speake , the Master careth not , the
Scholer knoweth not , what . (ASCH-E1-H,3R.60)

This is , to seeme , and not to bee : except it be , to be bolde
without shame , rashe without skill , full of wordes without witte .
(ASCH-E1-H,3R.61)

I wish to haue them speake so , as it may well appeare , that the
braine doth gouerne the tonge , and that reason leadeth
{COM:p._186_in_helsinki} forth the taulke . (ASCH-E1-H,3R.62)

<font> Socrates </font> doctrine is true in <font> Plato </font> , and
well marked , and truely vttered by <font> Horace </font> in <font>
Arte Poetica </font> , that , where so euer knowledge doth accompanie
the witte , there best vtterance doth alwaies awaite vpon the tonge :
(ASCH-E1-H,3R.63)

For , good vnderstanding must first be bred in the childe , which ,
being nurished with skill , and vse of writing <paren> as I will teach
more largelie hereafter </paren> is the onelie waie to bring him to
iudgement and readinesse in speakinge : (ASCH-E1-H,3R.64)

and that in farre shorter time <paren> if he followe constantlie the
trade of this litle lesson </paren> than he shall do , by common
teachinge of the co~mon scholes in England . (ASCH-E1-H,3R.65)

<P_18R>

{COM:p._214_in_helsinki}

Learning teacheth more in one yeare than experience in twentie :
(ASCH-E1-H,18R.68)

And learning teacheth safelie . when experience maketh mo miserable
then wise . (ASCH-E1-H,18R.69)

He hasardeth sore , that <P_18V> waxeth wise by experience .
(ASCH-E1-H,18V.70)

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 . (ASCH-E1-H,18V.71)

It is costlie wisdom , that is bought by experience .
(ASCH-E1-H,18V.72)

We know by experience it selfe , that it is a meruelous paine , to
finde oute but a short waie , by long wandering . (ASCH-E1-H,18V.73)

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 . (ASCH-E1-H,18V.74)

And verilie they be fewest of number , that be happie or wise by
vnlearned experience . (ASCH-E1-H,18V.75)

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 : (ASCH-E1-H,18V.76)

and whan you do consider , what mischeife they haue committed , what
dangers they haue escaped <paren> and yet xx. for one , do perishe in
the aduenture </paren> (ASCH-E1-H,18V.77)

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 . (ASCH-E1-H,18V.78)

It is a notable tale , that old Syr <font> Roger Chamloe </font> ,
sometime {COM:p._215_in_helsinki} cheife Iustice , wold tell of him
selfe . (ASCH-E1-H,18V.79)

when he was Auncient in Inne of Courte , Certaine yong Ientlemen were
brought before him , to be corrected for certaine misorders :
(ASCH-E1-H,18V.80)

And one of the lustiest saide : Syr , we be yong ientlemen ,
(ASCH-E1-H,18V.81)

and wisemen before vs , haue proued all facions , (ASCH-E1-H,18V.82)

and yet those haue done full well : (ASCH-E1-H,18V.83)

this they said , because it was well knowen , that Syr <font> Roger
</font> had bene a good feloe in his yougth . (ASCH-E1-H,18V.84)

But he aunswered them verie wiselie . (ASCH-E1-H,18V.85)

In deede saith he , in yougthe , I was , as you ar now :
(ASCH-E1-H,18V.86)

and I had twelue feloes like vnto my self , (ASCH-E1-H,18V.87)

but not one of them came to a good ende . (ASCH-E1-H,18V.88)

And therfore , folow not my example in yougth , (ASCH-E1-H,18V.89)

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-2
with pouertie or Tiburn in the way . (ASCH-E1-H,18V.90)

Thus , experience of all facions in yougthe , beinge , in profe ,
alwaise daungerous , in isshue , seldom lucklie , is a waie , <P_19R>
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 . (ASCH-E1-H,19R.91)

<font> Erasmus </font> the honor of learning of all oure time , saide
wiselie that experience is the common scholehouse of foles , and ill
men : (ASCH-E1-H,19R.92)

Men , of witte and honestie , be otherwise instructed .
(ASCH-E1-H,19R.93)

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 . (ASCH-E1-H,19R.94)

But will ye see , a fit Similitude of this aduentured experience .
(ASCH-E1-H,19R.95)

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 .
(ASCH-E1-H,19R.96)

Twentie to one , he shall fall vpon a rascall , and let go the faire
game . (ASCH-E1-H,19R.97)

Men that hunt so , be either ignorant persones , preuie stealers , or
night walkers . (ASCH-E1-H,19R.98)

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 . (ASCH-E1-H,19R.99)

And to saie all in shorte , though I lacke Authoritie to giue
{COM:p._216_in_helsinki} 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 .
(ASCH-E1-H,19R.100)

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 <P_19V> good pastime ,
(ASCH-E1-H,19V.101)

I meene nothing lesse : (ASCH-E1-H,19V.102)

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 . (ASCH-E1-H,19V.103)

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 . (ASCH-E1-H,19V.104)

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 .
(ASCH-E1-H,19V.105)

And good cause whie : (ASCH-E1-H,19V.106)

For the self same noble Citie of Athenes , iustlie commended of me
before , did wiselie and vpon great consideration , appoint , the Muses
, <font> Apollo </font> , and <font> Pallas </font> , to be patrones of
learninge to their yougthe . (ASCH-E1-H,19V.107)

For the Muses , besides learning , were also Ladies of dauncinge ,
mirthe and ministrelsie : (ASCH-E1-H,19V.108)

<font> Apollo </font> , was god of shooting , and Author of cunning
playing vpo~ Instrumentes : (ASCH-E1-H,19V.109)

<font> Pallas </font> 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 <font> Athenes </font> named by me before , and
also in <font> Scipio </font> & <font> Caesar </font> , the two
Diamondes of Rome . (ASCH-E1-H,19V.110)

{COM:p._217_in_helsinki}

And <font> Pallas </font> , was no more feared , in weering <font>
AEgida </font> , tha~ she was praised , for chosing <font> Oliua
</font> : whereby shineth the glory of learning , which thus , was
Gouernour & Mistres , in the noble Citie of <font> Athenes </font> ,
both-3 of warre and peace . (ASCH-E1-H,19V.112)

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 <P_20R> 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 . (ASCH-E1-H,20R.113)

But , of all kinde of pastimes , fitte for a Ientleman , I will , $god
$willing {TEXT: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 .
(ASCH-E1-H,20R.114)

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-3 of Religion , or Ciuill
discipline . (ASCH-E1-H,20R.115)

Wise men I know , will well allow of my choise herein :
(ASCH-E1-H,20R.116)

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 <font> Horace </font> in his <font> Arte Poetica </font> , who
willeth wisemen to beware , of hie and loftie Titles .
(ASCH-E1-H,20R.117)

For , great shippes , require costlie tackling , and also afterward
dangerous gouernment : (ASCH-E1-H,20R.118)

Small boates , be neither verie chargeable in makyng , nor verie oft in
great ieoperdie : (ASCH-E1-H,20R.119)

and yet they cary many tymes , as good and costlie ware , as greater
vessels do . (ASCH-E1-H,20R.120)

A meane Argument , may easelie beare , the light burden of a small
faute , and haue alwaise at hand , a ready excuse for
{COM:p._218_in_helsinki} ill handling : (ASCH-E1-H,20R.121)

And , some praise it is , if it so chaunce , to be better in deede ,
than a man dare venture to seeme . (ASCH-E1-H,20R.122)

A hye title , doth charge a man , with the heauie burden , of to great
a promise : (ASCH-E1-H,20R.123)

and therefore sayth <font> Horace </font> verie wittelie , that , that
Poete was a verie foole , that began hys booke , with a goodlie verse
in deede , but ouer proude a promise . (ASCH-E1-H,20R.124)

<P_20V>

Fortunam Priami cantabo & nobile bellum , (ASCH-E1-H,20V.126)

And after , as wiselie . Quanto rectius hic , qui nil molitur inepte .
etc. Meening <font> Homer </font> , 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 <font>
Quintilian </font> , he deserueth so hie a praise , that no man yet
deserued to sit in the second degree beneth him . (ASCH-E1-H,20V.127)

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 . (ASCH-E1-H,20V.128)

<P_53V>

{COM:p._278_in_helsinki}

Cambrige , at my first comming thither , but not at my going away ,
committed this fault in reading the preceptes of <font> Aristotle
</font> without the examples of other Authors : (ASCH-E1-H,53V.131)

But herein , in my time thies men of worthie memorie , <font> M. Redman
, M. Cheke , M. Smith , M. Haddon , M. Watson </font> , 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
. (ASCH-E1-H,53V.132)

By this small mention of Cambridge , I am caryed into three
imaginations : (ASCH-E1-H,53V.133)

first , into a sweete remembrance of my tyme spent there :
(ASCH-E1-H,53V.134)

than , into som carefull thoughts , for the greuous alteration that
folowed sone after : (ASCH-E1-H,53V.135)

lastlie , into much ioy to heare tell , of the good recouerie and
earnest forwardnes <P_54R> in all good learning there agayne .
(ASCH-E1-H,54R.136)

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 . (ASCH-E1-H,54R.137)

Doctor <font> Nico. Medcalfe </font> , that honorable father , was
Master of <font> S. Iohnes </font> Colledge , when I came thether : A
man meanelie learned himselfe , but not meanely
{COM:p._279_in_helsinki} affectioned to set forward learning in others
. (ASCH-E1-H,54R.138)

He found that Colledge spending scarse two hundred markes by yeare :
(ASCH-E1-H,54R.139)

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 . (ASCH-E1-H,54R.140)

And that which is worthy of memorie , all thies giuers were almost-3
Northenmen : who being liberallie rewarded in the seruice of their
Prince , bestowed it as liberallie for the good of their Contrie .
(ASCH-E1-H,54R.141)

Som men thought therefore , that <font> D. Medcalfe </font> was
parciall to Northrenmen , (ASCH-E1-H,54R.142)

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 .
(ASCH-E1-H,54R.143)

Trewly , <font> D. Medcalfe </font> was parciall to none : but
indifferent to all : a master for the whole , a father to euery one ,
in that Colledge . (ASCH-E1-H,54R.144)

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 . (ASCH-E1-H,54R.145)

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
<font> Nicolaus </font> folowed the steppes of good olde <font> S.
<P_54V> Nicolaus </font> , that learned Bishop . (ASCH-E1-H,54V.146)

He was a Papist in deede , (ASCH-E1-H,54V.147)

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 . (ASCH-E1-H,54V.148)

And yet , though he were a Papist , if any yong man , geuen to new
learning <paren> as they termed it </paren> went beyond his fellowes ,
in witte , labor , and towardnes , euen the same , neyther-2 lacked ,
open praise to encorage him , nor priuate exhibition to mainteyne hym ,
as worthy Syr <font> I. Cheke </font> , if he were aliue would beare
good witnes (ASCH-E1-H,54V.149)

and so can many mo . (ASCH-E1-H,54V.150)

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 . (ASCH-E1-H,54V.151)

And being a boy , new Bacheler of arte , I chanced amonges my
companions to speake against the Pope : which matter was
{COM:p._in_helsinki} than in euery mans mouth , bycause <font> D.
Haines </font> and <font> D. Skippe </font> were cum from the Court ,
to debate the same matter , by preaching and disputation in the
vniuersitie . (ASCH-E1-H,54V.152)

This hapned the same tyme , when I stoode to be felow there :
(ASCH-E1-H,54V.153)

my taulke came to <font> D. Medcalfes </font> eare :
(ASCH-E1-H,54V.154)

I was called before him and the Seniores : (ASCH-E1-H,54V.155)

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 . (ASCH-E1-H,54V.156)

And yet for all those open threates , the good father himselfe priuilie
procured , that I should euen than by chosen felow .
(ASCH-E1-H,54V.157)

But , the election being done , he made countinance of great
discontentation thereat . (ASCH-E1-H,54V.158)

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 . (ASCH-E1-H,54V.159)

And for the same cause , haue I put it here , in this small record of
learning . (ASCH-E1-H,54V.160)

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 . (ASCH-E1-H,54V.161)

This his goodnes stood not still in one or two , (ASCH-E1-H,54V.162)

but flowed <P_55R> aboundantlie ouer all that Colledge ,
(ASCH-E1-H,55R.163)

and brake out also to norishe good wittes in euery part of that
vniuersitie : whereby , at his departing thence , he left soch a
companie of fellowes and scholers in <font> S. Iohnes </font> 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 : (ASCH-E1-H,55R.164)

Yea <font> S. Iohnes </font> did the~ so florish , as Trinitie college
, that Princely house now , at the first erectio~ , was but Colonia
deducta out of <font> S. Ihones </font> , not onelie for their Master ,
fellowes , and scholers , but also , which is more , for their whole ,
both order of learning , and discipline of maners : (ASCH-E1-H,55R.165)

& yet to this day , it neuer tooke Master but such as was bred vp
before in <font> S. Iohnes </font> : 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 . (ASCH-E1-H,55R.166)

<font> S. Iohnes </font> 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 . (ASCH-E1-H,55R.167)

For , whan <font> Aper de Sylua </font> had passed the seas , and
fastned his foote {COM:p._281_in_helsinki} 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 (ASCH-E1-H,55R.168)

and wholie went to wracke , (ASCH-E1-H,55R.169)

but the yong spring there , and euerie where else , was pitifullie nipt
and ouertroden by very beastes , (ASCH-E1-H,55R.170)

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-2 for Religion and learning . (ASCH-E1-H,55R.171)

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 <P_55V> they made : (ASCH-E1-H,55V.172)

and therefore did som of them at Cambrige <paren> whom I will not name
openlie , </paren> 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-5 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
(ASCH-E1-H,55V.173)

And what was the frute of this seade ? (ASCH-E1-H,55V.174)

Verely , iudgement in doctrine was wholy altered : order in discipline
very sore changed : (ASCH-E1-H,55V.175)

the loue of good learning , began sodenly to wax cold :
(ASCH-E1-H,55V.176)

the knowledge of the tonges <paren> in spite of some that therein had
florished </paren> was manifestly contemned : and so , y=e= way of
right studie purposely peruerted : the choice of good authors of
mallice confownded . (ASCH-E1-H,55V.177)

Olde sophistrie <paren> I say not well </paren> not olde , but that new
rotten sophistrie began to beard and sholder logicke in her owne tong :
(ASCH-E1-H,55V.178)

yea , I know , that heades were cast together , and counsell deuised ,
that <font> Duns </font> , with all the rable of barbarous
questionistes , should haue dispossessed of their place and rowmes ,
<font> Aristotle , Plato , Tullie </font> , and <font> Demosthenes
</font> , when good <font> M. Redman </font> , and those two
{COM:text_contains_duplicate_material,_p._bottom:_"worthylace_and_
rowmes_..._those_two"} worthy starres of that vniuersitie , <font> M.
Cheke </font> , and <font> M. Smith </font> , with their scholers , had
brought to florishe as notable in Cambrige , as
{COM:p._282_in_helsinki} euer they did in Grece and in Italie :
(ASCH-E1-H,55V.179)

and for the doctrine of those fowre , the fowre pillers of learning ,
Cambrige than geuing place to no vniuersitie , neither-1 in France ,
Spaine , Germanie , nor Italie . (ASCH-E1-H,55V.180)

Also in outward behauiour , than began simplicitie in apparell , to be
layd aside : Courtlie galantnes to be taken vp : (ASCH-E1-H,55V.181)

frugalitie in diet was priuately misliked : Towne going to good cheare
openly vsed : (ASCH-E1-H,55V.182)

honest pastimes , ioyned with labor , left of in the fieldes :
(ASCH-E1-H,55V.183)

vnthrifty and idle games , haunted corners , (ASCH-E1-H,55V.184)

and occupied the nightes : (ASCH-E1-H,55V.185)

contention in youth , no where for <P_56R> learning : factions in the
elders euery where for trifles . All which miseries at length , by Gods
prouidence , had their end 16. <font> Nouemb. </font> 1558 . Since
which tyme , the yong spring hath shot vp so faire , as now there be in
Cambrige againe , many goodly plantes <paren> as did well appeare at
the Queenes Maiesties late being there </paren> 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 <font> S. Ihones </font> : 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 . (ASCH-E1-H,56R.186)