The Scholemaster. Written Between 1563-8. Posthumously Published |
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Page 5
... Italy , in the age of Elizabeth ; of France , at the Restoration ; and of Germany , in more recent times : without at all ceasing in the natural progression of its innate capabilities , for all the fashions and forms which , for a time ...
... Italy , in the age of Elizabeth ; of France , at the Restoration ; and of Germany , in more recent times : without at all ceasing in the natural progression of its innate capabilities , for all the fashions and forms which , for a time ...
Page 6
... Italian : thereby restoring benefit for benefit in the commerce and free trade of the Mind . 2. The stream of Ancient Literature and Cultivation , which , after the fall of Constantino- ple , advanced from East to West ; at length ...
... Italian : thereby restoring benefit for benefit in the commerce and free trade of the Mind . 2. The stream of Ancient Literature and Cultivation , which , after the fall of Constantino- ple , advanced from East to West ; at length ...
Page 12
... Italian , do make all thinges darke and harde , " p . 18. Ed . 1868 . THOMAS HOBY , afterwards knighted , having , after many delays , finished his translation of Baldassare Castiglione's work , spoken of so highly by Ascham at p . 137 ...
... Italian , do make all thinges darke and harde , " p . 18. Ed . 1868 . THOMAS HOBY , afterwards knighted , having , after many delays , finished his translation of Baldassare Castiglione's work , spoken of so highly by Ascham at p . 137 ...
Page 15
... Italy . The two literary influences prepared a way , by creating a favora- ble literary atmosphere , for our Master Writers in Elizabeth's reign , Spenser and Shakespeare ; Bacon and Hooker . 6. Of these Classical Pioneers , Sir JOHN ...
... Italy . The two literary influences prepared a way , by creating a favora- ble literary atmosphere , for our Master Writers in Elizabeth's reign , Spenser and Shakespeare ; Bacon and Hooker . 6. Of these Classical Pioneers , Sir JOHN ...
Page 22
... Italian influ- ence had come in like a flood after the publica- tion of Tottel's Miscellany in June 1557 . his rejection of this influence , while he kept up with the classical learning of the time , we judge him to be a Scholar of ...
... Italian influ- ence had come in like a flood after the publica- tion of Tottel's Miscellany in June 1557 . his rejection of this influence , while he kept up with the classical learning of the time , we judge him to be a Scholar of ...
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Common terms and phrases
alwayes Aristotle Ascham authoritie bicause booke brought vp caried Cheke childe Cicero common scholes commonlie cumlie deede Demosthenes diligent diligentlie diuerse doinges doth easelie eloquence England English Epistle euen euerie examples fault fitte folow frend giue gladlie goodnes Grammer Greeke Greke hath haue Homer honest Imitation Iohn ioyned Isocrates Italian Italie iudge iudgement JAMES UPTON labor Latin tong learning learnyng leaue litle liuing London loue maners matter ment misliking misorder moch mynde myne namelie neuer onelie Orator ouer Paraphrasis perfite Plato Plautus praise priuate Quintilian Religion Roger Ascham Sackuille Salust sayd Scholemaster scholer selfe selues sentences serue shold soch Socrates sone speake Sturmius surelie taulke teaching Terence themselues therfore thing Thucydides togither translating trewe Tullie tyme Varro vertue vnderstanding Vniuersitie vnto vpon vsed vttered waie whan wise wisedome wiselie wordes worthie write Xenophon yong ientlemen youth καὶ
Popular passages
Page 165 - king Lote, that was his own aunte. This is good stuffe for wise men to laughe at, or honest men to take pleasure at. Yet I know when Gods Bible was banished the Court, and Morte Arthure receiued into the Princes chamber.
Page 101 - and tell you a truth which, perchance, ye will marvel at. One of the greatest benefits that ever God gave me is that He sent me so sharp and severe parents and so gentle a schoolmaster. For when I am in presence either of father or mother, whether I speak, keep silence, sit, stand, or go, eat, drink, be merry or sad, be sewing, playing, dancing or doing...
Page 101 - I bear them, so without measure misordered, that I think myself in hell, till time come that I must go to Mr.
Page 214 - I do wish,"' he afterwards remarks, in reference to the common books of exercises used at schools, '* that all rules for young scholars were shorter than they be. For without doubt, Grammatica itself is sooner and surer learned by examples of good authors than by the naked rules of grammarians.
Page 14 - ... payeng, she shall be fain to keep her house as bankrupt. For then doth our tung naturallie and praisablie...
Page 233 - Tullie togither, to teach plainlie withall, after this sort. 1. Tullie reteyneth thus moch of the matter, thies sentences, thies wordes : 2. This and that he leaueth out, which he doth wittelie to this end and purpose. 3. This he addeth here. 4. This he diminisheth there. 5. This he ordereth thus, with placing that here, not there. 6. This he altereth and changeth, either, in propertie of wordes, in forme of sentence, in substance of the matter, or in one, or other conuenient circumstance of the...
Page 102 - I am with him. And when I am called from him I fall on weeping, because whatsoever I do else but learning is full of grief, trouble, fear, and whole misliking unto me. And thus my book hath been so much my pleasure, and bringeth daily to me more pleasure and more, that in respect of it all other pleasures, in very deed, be but trifles and troubles unto me.
Page 62 - But if the child miss, either in forgetting a word, or in changing a good with a worse, or misordering the sentence, I would not have the master either frown or chide with him, if the child have done his diligence, and used no truantship therein.
Page 228 - Ye know not what hurt ye do to learning that care not for words, but for matter, and so make a divorce betwixt the tongue and the heart.
Page 62 - 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...