The Scholemaster. Written Between 1563-8. Posthumously Published |
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Page 3
... better than Beating , to bring up a child rightly in learning , " · 505 26 37 41 42 15 45 59 • 59-69 • 70 · 72-78 78-84 · 84-94 3. The difference between Quick Wits and Hard Wits , 4. The ill choosing of scholars to go to the ...
... better than Beating , to bring up a child rightly in learning , " · 505 26 37 41 42 15 45 59 • 59-69 • 70 · 72-78 78-84 · 84-94 3. The difference between Quick Wits and Hard Wits , 4. The ill choosing of scholars to go to the ...
Page 5
... the natural progression of its innate capabilities , for all the fashions and forms which , for a time , it pleased to adopt . In like manner English Liter- ature ness better than Beating, to bring up a child rightly learning,"
... the natural progression of its innate capabilities , for all the fashions and forms which , for a time , it pleased to adopt . In like manner English Liter- ature ness better than Beating, to bring up a child rightly learning,"
Page 11
... in hande . And as for ye Latin or greke tonge , euery thing is so excellently done in them , that none can do better : In the Englysh tonge contrary , euery thinge in a maner so meanly , bothe for the matter and INTRODUCTION . 11.
... in hande . And as for ye Latin or greke tonge , euery thing is so excellently done in them , that none can do better : In the Englysh tonge contrary , euery thinge in a maner so meanly , bothe for the matter and INTRODUCTION . 11.
Page 13
... better skill in our English speache to iudge of the Phrases and properties of wordes and to diuide sentences : than any one else had that I haue knowne . ' It is also interesting as showing that uniform spelling had nothing to do with ...
... better skill in our English speache to iudge of the Phrases and properties of wordes and to diuide sentences : than any one else had that I haue knowne . ' It is also interesting as showing that uniform spelling had nothing to do with ...
Page 15
... better . From my house in Woodstreete the 16 of Iuly , 1557 . Yours assured IOAN CHEEK . These three instances may suffice to show the close connection between their study of the ancient Literature and their care over their native ...
... better . From my house in Woodstreete the 16 of Iuly , 1557 . Yours assured IOAN CHEEK . These three instances may suffice to show the close connection between their study of the ancient Literature and their care over their native ...
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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...