<P_3R> {COM:p._29_in_reprint}

But , to go forward , as you perceiue , your scholer to goe better and
better on awaie , first , with vnderstanding his lesson more quicklie ,
with parsing more readelie , with translating more spedelie and
perfitlie then he was wonte , after , giue him longer lessons to
translate (ASCH-E1-P1,3R.2)

and withall , begin to teach him , both-1 in nownes , and verbes , what
is <font> Proprium </font> , and what is <font> Translatum </font> ,
what <font> Synonymum </font> , what <font> Diuersum , </font> which be
<font> Contraria , </font> and which be most notable Phrases in all his
lecture . (ASCH-E1-P1,3R.3)

As : {COM:latin_omitted} (ASCH-E1-P1,3R.4)

<P_3V> {COM:p._in_reprint}

Your scholer then , must , haue the third paper booke : in the which ,
after he hath done his double translation , let him write , after this
sort foure of these forenamed sixe , diligentlie marked out of euerie
lesson . {COM:latin_omitted} Or else , three , or two , if there be no
moe : (ASCH-E1-P1,3V.6)

and if there be none of these at all in some lecture , yet not omitte
the order , (ASCH-E1-P1,3V.7)

but write these . (ASCH-E1-P1,3V.8)

<P_4R>

This diligent translating , ioyned with this heedefull marking , in the
foresaid Epistles , and afterwarde in {COM:p._31_in_reprint} some
plaine Oration of <font> Tullie </font> , as , <font> pro lege Manil :
pro Archia Poeta </font> , or in those three <font> ad. C. Caes:
</font> shall worke soch a right choise of wordes , so streight a
framing of sentences , soch a true iudgement , both to write skilfullie
, and speake wittlelie , as wise men shall both praise , and maruell at
. (ASCH-E1-P1,4R.10)

If your scholer do misse sometimes , in marking rightlie these foresaid
sixe thinges , chide not hastelie : (ASCH-E1-P1,4R.11)

for that shall , both dull his witte , and discorage his diligence :
(ASCH-E1-P1,4R.12)

but monish him gentelie : which shall make him , both willing to amende
, and glad to go forward in loue and hope of learning .
(ASCH-E1-P1,4R.13)

I haue now wished , twise or thrise , this gentle nature , to be in a
Scholemaster : (ASCH-E1-P1,4R.14)

And , that I haue done so , neither by chance , nor without some reason
, I will now declare at large , why , in mine opinion , loue is fitter
then feare , ientlenes better then beating , to bring vp a childe
rightlie in learninge . (ASCH-E1-P1,4R.15)

With the common vse of teaching and beating in common scholes of
England , I will not greatlie contend : which if I did , it were but a
small grammaticall controuersie , neither-2 belonging to heresie nor
treason , nor greatly touching God nor the Prince : although in very
deede , in the end , the good or ill bringing vp of children , doth as
much serue to the good or ill seruice , of God , our Prince , and our
whole countrie , as any one thing doth beside . (ASCH-E1-P1,4R.16)

I do gladlie agree with all good Scholemasters in these pointes : to
haue children brought to good perfitnes in learning : to all honestie
in maners : to haue all $faultes rightlie amended : to haue euerie vice
seuerelie corrected : (ASCH-E1-P1,4R.17)

but for the order and waie that leadeth rightlie to these pointes , we
somewhat differ . (ASCH-E1-P1,4R.18)

For commonlie , many scholemasters , some , as I haue seen , moe , as I
haue heard tell , be of so crooked a nature , as , when they meete with
a hard witted scholer , they rather breake him , than bowe him , rather
marre him , then mend him . (ASCH-E1-P1,4R.19)

For whan the scholemaster is angrie <P_4V> with some other
{COM:p._32_in_reprint} matter , then will he sonest faul to beate his
scholer : (ASCH-E1-P1,4V.20)

and though he him selfe should be punished for his folie , yet must he
beate some scholer for his pleasure though there be no cause for him to
do so , nor yet fault in the scholer to deserue so . (ASCH-E1-P1,4V.21)

These ye will say , be fond scholemasters , (ASCH-E1-P1,4V.22)

and fewe they be , that be found to be soch . (ASCH-E1-P1,4V.23)

They be fond in deede , (ASCH-E1-P1,4V.24)

but surelie ouermany soch be found euerie where . (ASCH-E1-P1,4V.25)

But this will I say , that euen the wisest of your great beaters , do
as oft punishe nature , as they do correcte faultes .
(ASCH-E1-P1,4V.26)

Yea , many times , the better nature , is sorer punished :
(ASCH-E1-P1,4V.27)

For , if one , by quicknes of witte , take his lesson readelie , an
other , by hardnes of witte , taketh it not so speedelie : the first ,
is alwaies commended , the other is commonlie punished : whan a wise
scholemaster , should rather discretelie consider the right disposition
of both their natures , and not so moch wey what either of them is able
to do now , as what either of them is likelie to do hereafter .
(ASCH-E1-P1,4V.28)

For this I know , not onelie by reading of bookes in my studie , but
also by experience of life , abrode in the world , that those , which
be commonlie the wisest , the best learned , and best men also , when ,
they be olde , were neuer commonlie the quickest , of witte , when they
were yonge . (ASCH-E1-P1,4V.29)

The causes why , amongest other , which be many , that moue me thus to
thinke , be these fewe , which I will recken . (ASCH-E1-P1,4V.30)

Quicke wittes commonlie , be apte to take , vnapte to keepe : soone
hote and desirous of this and that : as colde and sone wery of the same
againe : more quicke to enter spedelie , than hable to pearse farre :
euen like ouer sharpe tooles , whose edges be verie soone turned .
(ASCH-E1-P1,4V.31)

Soch wittes delite them selues in easie and pleasant studies ,
(ASCH-E1-P1,4V.32)

and neuer passe farre forward in hie and hard sciences .
(ASCH-E1-P1,4V.33)

And therefore the quickest wittes commonlie may proue the best Poetes ,
but not the wisest Orators : readie of tonge to speak boldlie , not
deepe of judgement , either-2 for good counsell or wise writing .
(ASCH-E1-P1,4V.34)

Also , for maners {COM:p._33_in_reprint} and life , quicke wittes
commonlie , be , in desire , $newfangled in purpose , vnconstant ,
light to promise any thing , readie to forget <P_5R> euery thing : both
benefite and iniurie : and therby neither fast to frend , nor fearefull
to foe : inquisitiue of euery trifle , not secret in greatest affaires
: bolde , with any person : busie , in euery matter : $soothing , soch
as be present : nipping any that is absent : of nature also , alwaies ,
flattering their betters , enuying their equals , despising their
inferiors : and , by quicknes of witte , verie quicke and readie , to
like none so well as them selues . (ASCH-E1-P1,5R.35)

Moreouer commonlie , men , very quicke of witte , be also , verie light
of conditions : and thereby , very readie of disposition , to be caried
ouer quicklie , by any light cumpanie , to any riot and vnthriftines
when they be yonge : and therfore seldome , either honest of life , or
riche in liuing , when they be olde . (ASCH-E1-P1,5R.36)

For , quicke in witte , and light in maners , be , either : seldome
troubled , or verie sone $weery , in carying a verie heuie purse .
(ASCH-E1-P1,5R.37)

Quicke wittes also be , in most part of all their doinges , ouer quicke
, hastie , rashe , headie , and brainsicke . (ASCH-E1-P1,5R.38)

These two last wordes , Headie , and Brainsicke , be fitte and proper
wordes , rising naturallie of the matter , and tearmed aptlie by the
condition , of ouer moch quickenes of witte . (ASCH-E1-P1,5R.39)

In yougthe also they , be , readie scoffers , priuie mockers ; and euer
ouer light and $merry . In aige , sone testie , very waspishe , and
alwaies ouer miserable : (ASCH-E1-P1,5R.40)

and yet fewe of them cum to any great aige , by reason of their
misordered life when they were yong : (ASCH-E1-P1,5R.41)

but a greate deale fewer of them cum to shewe any great countenance ,
or beare any great authoritie abrode in the world , (ASCH-E1-P1,5R.42)

but either liue obscurelie , men know not how , (ASCH-E1-P1,5R.43)

or dye obscurelie , men marke not whan . (ASCH-E1-P1,5R.44)

They be like trees , that shewe forth , faire blossoms and broad leaues
in spring time , but bring out small and not long lasting fruite in
haruest time : and that onelie soch , as fall , and rotte , before they
be ripe , and so , neuer , or seldome , cum to any good at all .
(ASCH-E1-P1,5R.45)

For this ye shall finde most true by experience , that amongest a
{COM:p._34_in_reprint} number of quicke wittes in youthe , fewe be
found , in the end , either verie fortunate for them selues , or verie
profitable to serue the common wealth , but <P_5V> decay and vanish ,
men know not which way : except a very fewe , to whom peraduenture
blood and happie parentage , may perchance purchace a long standing
vpon the stage . The which felicitie , because it commeth by others
procuring , not by their owne deseruinge , and stand by other mens
feete , and not by their own , what owtward brag so euer is borne by
them , is in deed , of it selfe , and in wise mens eyes , of no great
estimation . (ASCH-E1-P1,5V.46)

Some wittes , moderate enough by nature , be many tymes marde by ouer
moch studie and vse of some sciences , namelie , Musicke , Arithmetick
, and Geometrie . (ASCH-E1-P1,5V.47)

Thies sciences , as they sharpen mens wittes ouer moch , so they change
mens maners ouer sore , if they be not moderatlie mingled , and wiselie
applied to som good vse of life . (ASCH-E1-P1,5V.48)

Marke all Mathematicall heades , which be onely and wholy bent to those
sciences , how solitarie they be themselues , how vnfit to liue with
others , and how vnapte to serue in the world . (ASCH-E1-P1,5V.49)

This is not onelie knowen now by common experience , but vttered long
before by wise mens Iudgement and sentence . (ASCH-E1-P1,5V.50)

<font> Galene </font> saith , moch Musick marreth mens maners :
(ASCH-E1-P1,5V.51)

and <font> Plato </font> hath a notable place of the same thing in his
bookes <font> de Rep. </font> well marked also , and excellentlie
translated by <font> Tullie </font> himself . (ASCH-E1-P1,5V.52)

Of this matter , I wrote once more at large , xx. yeare a go , in my
booke of shoting : (ASCH-E1-P1,5V.53)

now I thought but to touch it , to proue , that ouer moch quicknes of
witte , either giuen by nature , or sharpened by studie , doth not
commonlie bring forth , eyther greatest learning , best maners , or
happiest life in the end . (ASCH-E1-P1,5V.54)

Contrariewise , a witte in youth , that is not ouer dulle , heauie ,
knottie and lumpishe , but hard , rough , and though somwhat staffishe
, as <font> Tullie </font> wisheth <font> otium , quietum , non
languidum </font> : and <font> negotium cum labore , non cum periculo
</font> , such a witte I {COM:p._35_in_reprint} say , if it be , at the
first well handled by the mother , and rightlie $smoothed and wrought
as it should , not $ouerthwartlie , and against the wood , by the
scholemaster , both-4 for learning , and hole course of liuing , <P_6R>
proueth alwaies the best . (ASCH-E1-P1,6R.55)

In woode and stone , not the softest , but hardest , be alwaies aptest
, for portrature , both fairest for pleasure , and most durable for
proffit . (ASCH-E1-P1,6R.56)

Hard wittes be hard to receiue , but sure to keepe : painefull without
werinesse , hedefull without wauering , constant without newfanglenes :
bearing heauie thinges , thoughe not lightlie , yet willinglie ;
entring hard thinges , though not easelie , yet depelie ;
(ASCH-E1-P1,6R.57)

and so cum to that perfitnes of learning in the ende , that quicke
wittes , seeme in hope , but do not in deede , or else verie seldome ,
euer attaine vnto . (ASCH-E1-P1,6R.58)

Also , for maners and life , hard wittes commonlie , $are hardlie
caried , either to desire euerie new thing , or else to maruell at
euery strange thinge : (ASCH-E1-P1,6R.59)

and therefore they be carefull and diligent in their own matters , not
curious and busey in other mens affaires : (ASCH-E1-P1,6R.60)

and so , they becum wise them selues , (ASCH-E1-P1,6R.61)

and also $are counted honest by others . (ASCH-E1-P1,6R.62)

They be graue , stedfaft , silent of tong , secret of hart .
(ASCH-E1-P1,6R.63)

Not hastie in making , but constant in $keeping any promise .
(ASCH-E1-P1,6R.64)

Not rashe in vttering , but $warye in considering euery matter : and
therby , not quicke in speaking , but deepe of judgement , whether they
write , or giue counsell in all waightie affaires . (ASCH-E1-P1,6R.65)

And theis be the men , that becum in the end , both most happie for
themselues , and alwaise best estemed abrode in the world .
(ASCH-E1-P1,6R.66)

I haue bene longer in describing , the nature , the good or ill
successe , of the quicke and hard witte , than perchance som will
thinke , this place and matter doth require . (ASCH-E1-P1,6R.67)

But my purpose was hereby , plainlie to vtter , what iniurie is offered
to all learninge , and to the common welthe also , first , by the fond
father in choking but chieflie by the lewd scholemaster in beating and
driuing away the best natures from learning . (ASCH-E1-P1,6R.68)

A childe that is still , silent , {COM:p._36_in_reprint} constant , and
somwhat hard of witte , is either neuer chosen by the father to be made
a scholer , (ASCH-E1-P1,6R.69)

or else , when he commeth to the schole , he is smally regarded ,
little looked vnto , (ASCH-E1-P1,6R.70)

he lacketh teaching , (ASCH-E1-P1,6R.71)

he lacketh coraging , (ASCH-E1-P1,6R.72)

he lacketh all thinges , onelie he neuer lacketh beating , nor any word
, that may moue him <P_6V> to hate learninge , nor any deed that may
drive him from learning , to any other kinde of liuing .
(ASCH-E1-P1,6V.73)

And when this sadde natured , and hard witted child , is bette from his
booke , and becummeth after eyther student of the common lawe , or page
in the Court , or seruingman , or bound prentice to a merchant , or to
som handiecrafte , he proueth in the ende , wiser , happier and many
tymes honester too , than many of theis quick wittes do , by their
learninge . (ASCH-E1-P1,6V.74)

Learning is , both hindred and iniured $too by the ill choice of them ,
that send yong scholers to the vniuersities . Of whom must nedes cum
all oure Diuines , Lawyers , and Physicions . (ASCH-E1-P1,6V.75)

Thies yong scholers be chosen commonlie , as yong apples be chosen by
children , in a faire garden about <font> S. Iames </font> tyde :
(ASCH-E1-P1,6V.76)

a childe will chose a sweeting , because it is presentlie faire and
pleasant , and refuse a Runnet , because it is than grene , hard , and
sowre , whan the one , if it be eaten , doth breed , both wormes and
ill humors : the other if it stand his tyme , be ordered and kepte as
it should , is holsom of it self , and helpeth to the good digestion of
other meates : (ASCH-E1-P1,6V.77)

Sweetinges , will receyue wormes , rotte , and dye on the tree ,
(ASCH-E1-P1,6V.78)

and neuer or seldom cum to the gathering for good and lasting store .
(ASCH-E1-P1,6V.79)

For verie greafe of hearte I will not applie the similitude :
(ASCH-E1-P1,6V.80)

but hereby , is plainlie seen , how learning is robbed of hir best
wittes , (ASCH-E1-P1,6V.81)

first by the greate beating , (ASCH-E1-P1,6V.82)

and after by the ill chosing of scholers , to go to the vniuersities .
(ASCH-E1-P1,6V.83)

Whereof cummeth partelie , that lewde and spitefull prouerbe , sounding
to the greate hurte of {COM:p._37_in_reprint} learning , and shame of
learned men , that , the greatest Clerkes be not the wisest men .
(ASCH-E1-P1,6V.84)

And though I , in all this discourse , seem plainlie to prefer , hard
and roughe wittes , before quicke and light wittes , both-1 for
learnyng and maners , yet am I not ignorant that som quicknes of witte
, is a singuler gifte of God , and so most rare emonges men ,
(ASCH-E1-P1,6V.85)

and namelie such a witte , as is quicke <P_7R> without lightnes ,
sharpe without brittlenes , desirous of good thinges without
newfanglenes , diligent in painfull thinges without werisomnes , and
constant in good will to do all thinges well , as I know was in Syr
John Cheke , and is in som , that yet liue , in whome all theis faire
qualities of witte $are fullie mette togither . (ASCH-E1-P1,7R.86)

But it is notable and trewe , that <font> Socrates </font> saith in
<font> Plato </font> to his frende <font> Crito </font> . That , that
number of men is fewest , which far excede , either-3 in good or ill ,
in wisdom or folie , (ASCH-E1-P1,7R.87)

but the meane betwixt both , be the greatest number : which he proueth
trewe in diuerse other thinges : as in greyhoundes , emonges which ,
fewe are found , exceding greate , or exceding litle , exceding swift ,
or exceding slowe : (ASCH-E1-P1,7R.88)

And therfore , I speaking of quick and hard wittes , I ment , the
common number of quicke and hard wittes , emonges the which , for the
most parte , the hard witte , proueth manie times , the better learned
, wiser and honester man : (ASCH-E1-P1,7R.89)

and therfore , do I the more lament , that soch wittes commonlie be
either kepte from learning , by fond fathers , or $beate from learning
by lewde scholemasters . (ASCH-E1-P1,7R.90)

And speaking thus moche of the wittes of children for learning , the
opportunitie of the place , and goodnes of the matter might require to
haue here declared the most speciall notes of a good witte for learning
in a childe , after the maner and custume of a good horsman , who is
skilfull , to know , and hable to tell others , how by certein sure
signes , a {COM:p._38_in_reprint} man may choise a colte , that is like
to proue an other day , excellent for the saddle . (ASCH-E1-P1,7R.91)

And it is $pittie , that commonlie , more care is had , yea and that
emonges verie wise men , to finde out rather a cunnynge man for their
horse , than a cunnyng man for their children . (ASCH-E1-P1,7R.92)

They say nay in worde , (ASCH-E1-P1,7R.93)

but they do so in dede . (ASCH-E1-P1,7R.94)

For , to the one , they will gladlie giue a stipend of Crounes by $the
yeare , (ASCH-E1-P1,7R.95)

and loth to offer to the other , shillinges . (ASCH-E1-P1,7R.96)

God , that sitteth in heauen laugheth their choice to skorne ,
(ASCH-E1-P1,7R.97)

and rewardeth their liberalitie as it should : (ASCH-E1-P1,7R.98)

for he suffereth them , to haue , tame and well ordered <P_7V> horse ,
but wilde and vnfortunate Children : (ASCH-E1-P1,7V.99)

and therfore in the ende they finde more pleasure in their horse , than
comforte in their children . (ASCH-E1-P1,7V.100)

But concerning the trewe notes of the best wittes for learning in a
childe , I will reporte , not myne own opinion , but the very iudgement
of him , that was counted the best teacher and wisest man that learning
maketh mention of , (ASCH-E1-P1,7V.101)

and that is <font> Socrates </font> in <font> Plato </font> , who
expresseth orderlie thies seuen plaine notes to choise a good witte in
a child for learninge . {COM:greek_omitted} (ASCH-E1-P1,7V.102)

And bicause I write English , and to Englishemen , I will plainlie
declare in Englishe both , what thies wordes of <font> Plato </font>
meane , and how aptlie they be linked , and how orderlie they $follow
one an other . (ASCH-E1-P1,7V.103)

1 . (ASCH-E1-P1,7V.104)

{COM:greek_omitted} Is he , that is apte by goodnes of witte , and
appliable by readines of will , to learning , hauing all other
qualities of the minde and partes {COM:p._39_in_reprint} of the bodie ,
that must an other day serue learning , not $troubled , mangled , and
halfed , but sounde , whole , full , and hable to do their office : as
, a tong , not stamering , or ouer hardlie drawing forth wordes , but
plaine , and redie to deliuer the meaning of the minde : a voice , not
softe , weake , piping , womannishe , but audible , stronge , and
manlike : a countenance , not werishe and crabbed , but faire and
cumlie : a personage , not wretched and deformed , but taule and
goodlie : (ASCH-E1-P1,7V.105)

for surelie a cumlie countenance , with a goodlie <P_8R> stature ,
geueth credit to learning , and authoritie to the person :
(ASCH-E1-P1,8R.106)

otherwise commonlie , either open contempte , or priuie diffauour doth
hurte , or hinder , both person and learning . (ASCH-E1-P1,8R.107)

And , euen as a faire stone requireth to be sette in the finest gold ,
with the best workmanshyp , or else it leseth moch of the Grace and
price , euen so , excellencye in learning , and namely Diuinitie ,
ioyned with a cumlie personage , is a meruelous Iewell in the world .
(ASCH-E1-P1,8R.108)

And how can a cumlie bodie be better employed , than to serue the
fairest exercise of Goddes greatest gifte , (ASCH-E1-P1,8R.109)

and that is learning . (ASCH-E1-P1,8R.110)

But commonlie , the fairest bodies , $are bestowed on the foulest
purposes . (ASCH-E1-P1,8R.111)

I would it were not so : (ASCH-E1-P1,8R.112)

and with examples herein I will not medle : (ASCH-E1-P1,8R.113)

yet I wishe , that those shold , both mynde it , and medle with it ,
which haue most occasion to looke to it , as good and wise fathers
shold do , and greatest authoritie to amend it , as good and wise
magistrates ought to do : (ASCH-E1-P1,8R.114)

And yet I will not let , openlie to lament the vnfortunate case of
learning herein . (ASCH-E1-P1,8R.115)

For , if a father haue foure sonnes , three faire and well formed both
mynde and bodie , the fourth , wretched , lame , and deformed , his
choice $shall $be , to put the worst to learning , as one good enoughe
to becum a scholer . (ASCH-E1-P1,8R.116)

I haue spent the most parte of my life in the Vniuersitie ,
(ASCH-E1-P1,8R.117)

and therfore I can beare good witnes that many fathers commonlie do
thus : wherof , I haue hard {COM:p._in_reprint} many wise , learned ,
and as good men as euer I knew , make great , and oft complainte :
(ASCH-E1-P1,8R.118)

a good horseman will choise no soch colte , neither for his own , nor
yet for his masters sadle . (ASCH-E1-P1,8R.119)

And thus moch of the first note . (ASCH-E1-P1,8R.120)

2 . (ASCH-E1-P1,8R.121)

{COM:greek_omitted}

Good of memorie , a speciall parte of the first note
{COM:greek_omitted} , and a mere benefite of nature :
(ASCH-E1-P1,8R.123)

yet it is so necessary for learning : as <font> Plato </font> maketh it
a separate and perfite note of it selfe , (ASCH-E1-P1,8R.124)

and that so principall a note , as without it , all other giftes of
nature do small seruice to learning , (ASCH-E1-P1,8R.125)

<font> Afranius </font> , that olde Latine Poete maketh Memorie the
mother of learning and wisedome , saying thus . <P_8V> <font> Vsus me
genuit , Mater peperit memoria </font> , (ASCH-E1-P1,8V.126)

and though it be the mere gifte of nature , yet is memorie well
preserued by vse , and moch encreased by order , as our scholer must
learne an other day in the Vniuersitie : (ASCH-E1-P1,8V.127)

but , in a childe , a good memorie is well known , by three properties
: that is , if it be , quike in receyuing , sure in keping , and redie
in deliuering forthe againe . (ASCH-E1-P1,8V.128)

3 (ASCH-E1-P1,8V.129)

{COM:greek_omitted}

Giuen to loue learning : (ASCH-E1-P1,8V.131)

for though a child haue all the giftes of nature at wishe , and
perfection of memorie at will , yet if he haue not a speciall loue to
learning , he shall neuer attaine to moch learning .
(ASCH-E1-P1,8V.132)

And therfore <font> Isocrates </font> , one of the noblest
scholemasters , that is in memorie of learning , who taught Kinges and
Princes , as <font> Halicarnassaeus </font> writeth , and out of whose
schole , as <font> Tullie </font> saith , came forth , mo noble
Capitanes , mo wise Councelors , than did out of <font> Epeius </font>
horse at <font> Troie </font> . This <font> Isocrates </font> , I say ,
did cause to be written , at the entrie of his schole , in golden
letters , this golden sentence , {COM:greek_omitted} which excellentlie
said in <font> Greeke </font> , is thus rudelie in Englishe , if thou
louest learning , thou shalt attayne to moch learning .
(ASCH-E1-P1,8V.133)

{COM:p._41_in_reprint}

4 (ASCH-E1-P1,8V.135)

{COM:greek_omitted} Is he , that hath a lust to labor , and a will to
take paines . (ASCH-E1-P1,8V.136)

For , if a childe haue all the benefites of nature , with perfection of
memorie , loue , like , and praise learning neuer so moch , yet if he
be not of him selfe painfull , he shall neuer attayne vnto it .
(ASCH-E1-P1,8V.137)

And yet where loue is present , labor is seldom absent , and namelie in
studie of learning , and matters of the mynde : (ASCH-E1-P1,8V.138)

and $therfore $did {TEXT:therefored_id} <font> Isocrates </font>
rightlie iudge , that if his scholer were {COM:greek_omitted} he cared
for no more . (ASCH-E1-P1,8V.139)

<font> Aristotle </font> , variing from <font> Isocrates </font> , in
priuate affaires of life , but agreing with <font> Isocrates </font> ,
in common iudgement of learning , for loue and labor in learning , is
of the same opinion , vttered in these wordes , in his Rhetorike ad
Theodectem . (ASCH-E1-P1,8V.140)

Libertie kindleth <P_9R> loue : (ASCH-E1-P1,9R.141)

Loue refuseth no labor : (ASCH-E1-P1,9R.142)

and labor obteyneth what so euer it seeketh . (ASCH-E1-P1,9R.143)

And yet neuerthelesse , Goodnes of nature may do little good :
(ASCH-E1-P1,9R.144)

Perfection of memorie , may serue to small vse : (ASCH-E1-P1,9R.145)

All loue may be employed in vayne : (ASCH-E1-P1,9R.146)

Any labor may be sone graualed , if a man trust alwaies to his own
singuler witte , and will not be glad somtyme to heare , take aduise ,
and learne of an other : (ASCH-E1-P1,9R.147)

And therfore doth <font> Socrates </font> very notablie adde the fifte
note . (ASCH-E1-P1,9R.148)

5 (ASCH-E1-P1,9R.149)

{COM:greek_omitted}

He , that is glad to heare and learne of an other . (ASCH-E1-P1,9R.151)

For otherwise , he shall sticke with great troble , where he might go
easelie forwarde : and also catche hardlie a verie litle by his owne
toyle , whan he might gather quicklie a good deale , by an others mans
teaching . (ASCH-E1-P1,9R.152)

But now there be some , that haue great loue to learning , good lust to
labor , be willing to learne of others , (ASCH-E1-P1,9R.153)

yet , either of a fonde shamefastnes , or else of a proud folie , they
dare not , or will not , go to learne of an nother :
(ASCH-E1-P1,9R.154)

And therfore doth <font> Socrates </font> wiselie adde the sixte note
of a good witte in a childe for learning , (ASCH-E1-P1,9R.155)

and that is . {COM:p._42_in_reprint} 6 {COM:greek_omitted}
(ASCH-E1-P1,9R.156)

He , that is naturallie bold to aske any question , desirous to searche
out any $doubte , not ashamed to learne of the meanest , not affraide
to go to the greatest , vntill he be perfitelie taught , and , fullie
satisfiede . (ASCH-E1-P1,9R.157)

The seuenth and last poynte is . 7 {COM:greek_omitted} He , that loueth
to be praised for well doing , at his father , or masters hand .
(ASCH-E1-P1,9R.158)

A childe of this nature , will earnestlie loue learnyng , gladlie labor
for learning , willinglie learne of other , boldlie aske any $doubte .
(ASCH-E1-P1,9R.159)

And thus , by <font> Socrates </font> iudgement , a good father , and a
wise scholemaster shold chose a childe to make a scholer of , that hath
by nature , the foresayd perfite qualities , and cumlie furniture ,
both-3 of mynde and <P_9V> bodie , hath memorie , quicke to receyue ,
sure to keape , and readie to deliuer : hath loue to learning : hath
lust to labor : hath desire to learne of others : hath boldnes to aske
any question : hath mynde holie bent , to wynne praise by well doing .
(ASCH-E1-P1,9V.160)

The two firste poyntes be speciall benefites of nature which
neuerthelesse , be well preserued , and moch encreased by good order .
(ASCH-E1-P1,9V.161)

But as for the fiue laste , loue , labor , gladnes to learne of others
, boldnes to aske $doubtes , and will to wynne praise , be wonne and
maintened by the onelie wisedome and discretion of the scholemaster .
Which fiue poyntes , whether a scholemaster shall work $sooner in a
childe , by fearefull beating , or curtese handling , you that be wise
, iudge . (ASCH-E1-P1,9V.162)

Yet some men , wise in deede , but in this matter , more by seueritie
of nature , than any wisdome at all , do laugh at vs , when we thus
wishe and reason , that yong children should rather be allured to
learning by ientilnes and loue , than compelled to learning , by
beating and feare : They say , our reasons serue onelie to breede forth
talke , and passe a waie tyme , (ASCH-E1-P1,9V.163)

but we neuer saw good scholemaster do so (ASCH-E1-P1,9V.164)

nor neuer red of wise man that thought so . (ASCH-E1-P1,9V.165)

{COM:p._43_in_reprint}

Yes forsothe : as wise as they be , either in other mens opinion , or
in their owne conceite , I will bring the contrarie iudgement of him ,
who , they them selues shall confesse , was as wise as they are , or
else they may be iustlie thought to haue small witte at all :
(ASCH-E1-P1,9V.167)

and that is <font> Socrates </font> , whose iudgement in <font> Plato
</font> is plainlie this in these wordes : which , bicause they be
verie notable , I will recite them in his owne tonge
{COM:greek_omitted} , (ASCH-E1-P1,9V.168)

in Englishe , thus , (ASCH-E1-P1,9V.169)

No learning ought to be learned with bondage : (ASCH-E1-P1,9V.170)

For , bodelie labors , wrought by compulsion , hurt not the bodie :
(ASCH-E1-P1,9V.171)

but any learning learned by compulsion , tarieth not long in the mynde
: (ASCH-E1-P1,9V.172)

And why ? (ASCH-E1-P1,9V.173)

For what soeuer the mynde doth learne vnwillinglie with feare , the
same it doth quicklie forget without care . (ASCH-E1-P1,9V.174)

And lest proude wittes , that loue not to be contraryed , <P_10R> but
haue lust to wrangle or trifle away troth , will say , that <font>
Socrates </font> meaneth not this of childrens teaching , but of som
other higher learnyng , heare , what <font> Socrates </font> in the
same place doth more plainlie say : {COM:greek_omitted} ,
(ASCH-E1-P1,10R.175)

that is to say , and therfore , my deare frend , bring not vp your
children in learning by compulsion and feare , but by playing and
pleasure . (ASCH-E1-P1,10R.176)

And you , that do read <font> Plato </font> , as ye shold , do well
perceiue , that these be no Questions asked by <font> Socrates </font>
, as doutes , but they be Sentences , first affirmed by <font> Socrates
</font> , as mere trothes , and after , giuen forth by <font> Socrates
</font> , as right Rules , most necessarie to be marked , and fitte to
be folowed of all them , that would haue children taughte , as they
should . (ASCH-E1-P1,10R.177)

And in this counsell , iudgement , and authoritie of <font> Socrates
</font> I will repose my selfe , vntill I meete with a man of the
contrarie mynde , whom I may iustlie take to be wiser , than I thinke
<font> Socrates </font> was . (ASCH-E1-P1,10R.178)

Fonde scholemasters , neither can vnderstand , nor will folow this good
counsell of <font> Socrates </font> , (ASCH-E1-P1,10R.179)

but wise ryders , in their office , can and will {COM:p._44_in_reprint}
do both : which is the onelie cause , that commonly , the yong
ientlemen of England , go so vnwillinglie to schole , and run so fast
to the stable : (ASCH-E1-P1,10R.180)

For in verie deede fond scholemasters , by feare , do beate into them ,
the hatred of learning , (ASCH-E1-P1,10R.181)

and wise riders , by ientle allurementes , do breed vp in them , the
loue of riding . (ASCH-E1-P1,10R.182)

They finde feare , and bondage in scholes , (ASCH-E1-P1,10R.183)

They feele libertie and freedome in stables : which causeth them ,
vtterlie to $abhorre the one , and most gladlie to haunt the other .
(ASCH-E1-P1,10R.184)

And I do not write this , that in exhorting to the one , I would
dissuade yong ientlemen from the other : (ASCH-E1-P1,10R.185)

yea I am sorie , with all my harte , that they be giuen no more to
riding , then they be : (ASCH-E1-P1,10R.186)

For , of all outward qualities , to ride faire , is most cumelie for
him selfe , most necessarie for his contrey , (ASCH-E1-P1,10R.187)

and the greater he is in blood , the greater is his praise , the more
he doth $exceede all other therein . (ASCH-E1-P1,10R.188)

It was one of the three excellent praises , amongest the noble
ientlemen the old <font> Persians </font> , Alwaise to say troth , to
ride faire , and shote well : (ASCH-E1-P1,10R.189)

and so it was engrauen <P_10V> vpon <font> Darius </font> tumbe , as
<font> Strabo </font> beareth witnesse . (ASCH-E1-P1,10V.190)

<font> Darius the king , lieth buried here , Who in riding and shoting
had neuer Peare . </font> (ASCH-E1-P1,10V.191)

But , to our purpose , yong men , by any meanes , leesing the loue of
learning , whan by tyme they cum to their owne rule , they carie
commonlie , from the schole with them , a perpetuall hatred of their
master , and a continuall contempt of learning . (ASCH-E1-P1,10V.192)

If ten Ientlemen be asked , why they forget so sone in Court , that
which they were learning so long in schole , eight of them , or let me
be blamed , will laie the fault on their ill handling , by their
scholemasters . (ASCH-E1-P1,10V.193)

<font> Cuspinian </font> doth report , that , that noble Emperor <font>
Maximilian </font> , would lament verie oft , his misfortune herein .
(ASCH-E1-P1,10V.194)

Yet , some will say , that children of nature , loue pastime , and
mislike learning : {COM:p._45_in_reprint} bicause , in their kinde ,
the one is easie and pleasant , the other hard and werison : which is
an opinion not so trewe , as some men weene : (ASCH-E1-P1,10V.195)

For , the matter lieth not so much in the disposition of them that be
yong , as in the order and maner of bringing vp , by them that be old ,
nor yet in the difference of learnyng and pastime .
(ASCH-E1-P1,10V.196)

For , beate a child , if he daunce not well , (ASCH-E1-P1,10V.197)

and cherish him , though he learne not well , (ASCH-E1-P1,10V.198)

ye shall haue him , vnwilling to go to daunce , and glad to go to his
booke . (ASCH-E1-P1,10V.199)

Knocke him alwaies , when he draweth his shaft ill ,
(ASCH-E1-P1,10V.200)

and fauour him againe , though he $fault at his booke ,
(ASCH-E1-P1,10V.201)

ye shall haue hym verie loth to be in the field , and verie willing to
be in the schole . (ASCH-E1-P1,10V.202)

Yea , I saie more , and not of my selfe , but by the iudgement of those
, from whom few wisemen will gladlie dissent , that if euer the nature
of man be giuen at any tyme , more than other , to receiue goodnes , it
is , in innocencie of yong yeares , before , that experience of euill ,
haue taken roote in hym . (ASCH-E1-P1,10V.203)

For , the pure cleane witte of a sweete yong babe , is like the newest
wax , most hable to receiue the best and fayrest printing : and like a
new bright siluer dishe neuer occupied , to receiue and kepe cleane ,
anie good thyng that is put into it . (ASCH-E1-P1,10V.204)

<P_11R>

And thus , will in children , wiselie wrought withall , maie easelie be
won to be verie well willing to learne . (ASCH-E1-P1,11R.206)

And witte in children , by nature , namelie memorie , the onely keie
and keper of all learning , is readiest to receiue , and surest to kepe
anie maner of thing , that is learned in yougth : (ASCH-E1-P1,11R.207)

This , lewde and learned , by common experience , know to be most trewe
. (ASCH-E1-P1,11R.208)

For we remember nothyng so well when we be olde , as those things
whiche we learned when we were yong : (ASCH-E1-P1,11R.209)

And this is not straunge , but common in all natures workes .
(ASCH-E1-P1,11R.210)

Euery man sees <paren> as I sayd before </paren> new wax is best for
printyng : new claie , fittest for working : newshorene $wooll , aptest
for sone and surest dying : new fresh flesh , for good and durable
salting . (ASCH-E1-P1,11R.211)

And this similitude is not {COM:p._46_in_reprint} rude , nor borowed of
the larder house , but out of his scholehouse , of whome , the wisest
of England , neede not be ashamed to learne . (ASCH-E1-P1,11R.212)

Yong Graftes grow not onelie sonest , but also fairest ,
(ASCH-E1-P1,11R.213)

and bring alwayes forth the best and sweetest frute :
(ASCH-E1-P1,11R.214)

yong whelpes learne easelie to carie : (ASCH-E1-P1,11R.215)

yong Popingeis learne quicklie to speake : (ASCH-E1-P1,11R.216)

And so , to be short , if in all other thinges , though they lacke
reason , sense , and life , the similitude of youth is fittest to all
goodnesse , surelie nature , in mankinde , is most beneficiall and
effectuall in this behalfe . (ASCH-E1-P1,11R.217)