Selected quad for the lemma: duty_n
Text snippets containing the quad
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A68296
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The education of children in learning declared by the dignitie, vtilitie, and method thereof. Meete to be knowne, and practised aswell of parents as schoolmaisters.
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Kempe, William.
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1588
(1588)
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STC 14926; ESTC S109252
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41,214
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62
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games of rowing running whorlebatting shooting and skirmishing on horsebacke at the graue of Anchises his father like to Achilles games of riding whorlebatting running sword playing hurling the stone shooting and casting the darte at the Tombe of Patroclus his deare friend the harnesse of Aeneas made by Vulcan like to the harnesse of Achilles made by him also And in diuers places but not euery where he doth imitate Homers descriptions similitudes phrases and words as Manutius and other learned men haue both noted and quoted Now when the Scholler hath been a while exercised in this kinde of imitation sometime in prose sometime in verse let him assay otherwhiles without an example of imitation what he can do alone by his owne skill alreadie gotten by the precepts and the two former sorts of practise After a three yeeres exercise in this degree of studie he may aâ—tend to the fourth degree of Arithmetike and Geometrie And according to the same manner easely passe through these Artes in halfe a yeere and so before the full age of sixteene yeeres be made fit to wade without a schoolemaister through deeper mysteries of learning to set forth the glorie of God and to benefite his Countrie And thus the maisters duetie of orderly teaching by precepts and by practise of them not only in vnfolding other mens workes but also in making somewhat of a mans owne and that either by imitation of examples or without imitation wee haue breefly declared His duetie of gouerning is to prescribe a good order both for manners and learning and to cause the same to bee kept These good orders therefore spoken of in the fathers duetie aswell concerning godlinesse as of daylie praying of resorting to the Church of reuerent attentiuenes there of learning the doctrine of Christian religion as also concerning Christian honestie that is of obedience to parents and gouernours reuerence to superiours courteous manners towards all men ciuill behauiour in all words and deedes the maister shall efâ—soone repeate vnto his schollers sowing in their tender mindes the seedes of Christian holinesse Further he shall appoynt vnto them the time of comming to schoole and going thence how and wherein they shall spend euery houre there when they shall repeate precepts of Arte when they shall meditate and learne their lesson and renter an account thereof to their maister when they shall exercise themselues in translating writing of theames verses and such like studies These and all other good orders that may further vertue learning the Maister shall plainly declare straitly enioine vnto his Schollers causing them with all carefulnes to obserue the same by encouraging the good and reforming the bad for considering that the hope of honour and the feare of punishment are elementa virtutis wisely did Solon place the preseruation of the common wealth and consequently of the Schoole in prâ—mio poena The good then he shall encourage first with words praising them for their well doing declaring what great commoditie ensueth thereof and exhorting them to go forward This praise of it selfe alone is such a bait to drawe men to vertue that the Apostles Peter and Paule toke it generally for all rewards of well doing and Simonides saith that for the desire of glorie men will take any paine Then he shall encourage them with rewards for a good Schoolemaister is like a good Captaine Inuitat pratijs animos praemia ponit as sometimes to giue trifles and gay things to such as shewe any token of forwardnes diligence and wittines and to such as are victors in vertue according to Horaces saying Pueris dant crustula blandi Doctores elementa velint vt discere prima sometime to reward their painefull studie with libertie to recreate theÌ„selues by rest honest disport and walking abroade for otherwise as a bowe alwayes bent at length will lose his strength so the mind alwaies occupied in studie will waxe dull and not be able to endure Wherefore Quod caret alterna requie durabile non est Haec reparat vires fessaque membra iuuat Lo héere such praises such rewards are propounded vnto thée if thou be a good Schollar consider them well Tantáne tam patiens nullo certamine Dona sines Shall they not encourage thée Shall they not make thee willing and diligent at leastwise though thou be so retchles that thou carest not for these rewards yet blush at that which followeth Nemo est tam agrestis quem si non ipsa honestas contumelia tamen dedecus magnopere moueat Let the vnthriftie then and those that do amisse be reformed and corrected by admonition rebuking and punishing acording to y e qualitie of the fault for 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 First therefore let him be admonished then rebuked herein the cause shall be throughly sifted paciently heard by equitie iudged and last of all soundly reproued that the conscience of the offender may be touched for the fault if this will not serue for Non satis vna tenet ceratas anchor a puppes aâ— also punishment sometime with the rod which according to Salomons saying driueth away foolishnes that is tied to the childs hart and maketh him wise and learned sometime punishment by restraining that libertie of recreation which otherwise should haue bin graunted and sometime by seruice of drudgerie as may be the swéeping of the Schoole c. Generally of all these corrections none may be differred when it is fit time nor executed before due time Temporibus medicina valet data teÌ„pora prosunt Et data non apto tempore vina nocent But if the Maister at any time for some iust cause do omit the deserued correction he shall threaten a greater and perfourme it also when the next fault shall require y e same Et semper lentuÌ„ pensabit acerbo These are the meanes to allure Schollars to vertue and to driue them from vice which as Plutarch counselleth must be vsed by turne sometime the one and sometime the other after the fashion of a louing nursse who when she hath made her child weepe for his fault giueth him the teat to still him againe which resembleth also the discretion of the cunning Physician that tempereth his bitter medicines with sweete and pleasant drinke But if any be so incorrigible that neither the sweete rewards of vertue can leade him nor the bitter correction of vice draw him to amend let him be cut off from the Schoole Ne pars syncera traâ—atur for he that dwelleth with a Creple will learne to halt and doubtlesse many haue perished with this poison Now we see all the parts properties of this most noble and profitable discipline as it were portraied out before our face which to some peraduenture may yet séeme too hard for that it is so manifold the parts so diuers respect so diuers persons But what then should this make vs shrinke at the matter what
hath leisure to vse more diligence and the learner vnder him is safer from taking hurt by infection of bad companie but forasmuch as the correcting of a fault in one is the commending of vertue in another the praise of vertue in one is the reproouing of vice in another and both correction and commendation are profitable examples to all sorts we haue greater cause to preferre a publike Schoolemaister then others had to preferre a priuat especially seeing that the more persons he hath in charge and the more fruit he seeth to come of his labours the more diligence and better courage will be vse in perfourming the same That I speake nothing what helpe commeth to the Schollers by teaching one another what by emulation and striuing who may do best for Tum bene fortis equus reserato carcere currit Cùm quos praetereat quósue sequatur habet And this is the Fathers first care that his Child take the beginning of his behauiour and speach of honest and ciuill parents nursses playing fellowes and other companie likewise the beginning of his learning of an honest and learned Teacher and the same publike rather then priuat His second care is to keepe his Child being now a Scholler in good order at home and there to exercise him in such things as he learneth or hath learned in the Schoole Neither may he neglect the ordering of his child because he hath put him in the hands of a Maister for Schollers are many houres and some whole dayes out of their Maisters sight whereas they haue alwayes néede of the presence of a Gouernour Ineuntis enim â—tatis inscitia senum constituenda regenda prudentia est For the vnskilfulnes and folly of youth must be ordered and guided by the wisedome of old men because youth is forgetfull not greatly moued with regard of things past or things to come but wholy caried away with that which is before their face Semper enim iuuenes leuis inconstantia versat The Father therefore must kéepe his fatherly authoritie ouer his Child and ioyntly with the Maister prescribe vnto him a good order for manners and behauiour for repairing home for attendance for diet for apparell for exercise in learning that his behauiour be godly and honest in seruing God in keeping his Church in huâ—â—â—itie towards his superiors in humanitie towards all men that he repaire home aswell from Schoole as from play in time conuenient that he giue attendance to do seruice either at the Table or any other way that he be sober and temperate in his diet well mannered in taking the same that he be cleanly and frugall in his apparell that he employ the vacant time in reading in writing in all good exercises for the gaine of learning These and such like conditions all Parents will require in their children but yet many giuing their Children the bridle to runne whether they list thinke it sufficient when they offend to say vnto them Your Maister shall heare of it But what Parents are those that will haue their children to stand more in awe of their maister being absent then of themselues being present Uerely the scholler that is thus threatned may suppose that either his father shall want oportunitie to complayne to his maister or els that his minde will chaunge when his anger is cooled or els that he may altogether forget it or at leastwise that he himselfe by some colourable excuse may perswade his maister who knoweth not certainly all circumstances of the matter And finding it to prooue so diuers times at length will make small account of these peeuish and inconstant threates Wherevpon the father most commonly conceiueth an ill opinion of the maister imagining that he causeth not his schollers to obserue any good order or that he is too remisse and full of lenitie But inasmuch as it is the propertie of youth to be moued more with one stripe giuen then with ten promised and to feare more the presence of a father than the remembrance of a maister Corripe nunc verbis duris nunc vtere virga The fathers discipline I say here ioyned with the maisters will be a singular helpe to the good education of the scholler and at once redresse and cure the foresayd maladie And thus I conclude the duetie of the father which is not only to prouide by good companie good teachers and good examples of himselfe that his child be first exercised in such things as sauour of vertue and learning but also to keepe him continually in this good order euen when he is vnder a Schoolemaister But that which is here spoken of parents must after a sort bee extended to euery one that hath the like charge or oportunitie be he tutor gouernour schoolemaister or host though they cannot especially the last cannot do asmuch herein as the father may Now followeth the duetie of the Schoolemaister which is to vse the best way and order both in teaching and also in gouerning Touching the former all knowledge is taught generally both by precepts of arte and also by practise of the same precepts They are practised partly by obseruing examples of them in other mens workes and partly by making somewhat of our owne and that first-by imitation and at length without imitation So that the perfection of the arte is not gotten at the first but Per numeros veniunt ist a gradusque suos Wherefore first the scholler shall learne the precepts secondly he shall learne to note the examples of the precepts in vnfoulding other mens workes thirdly to imitate the examples in some worke of his owne fourthly and lastly to make somewhat alone without an example Now all these kindes of teaching are seene in euery speciall sort of the things taught be it Grammar Logike Rhetorike Arithmetike Geometrie or any other Arte. The Grammar which handleth diuers languages as English Latine Greeke Hebrewe and such others needeth not to be wholly taught in our owne language For by a naturall vse we learne the inflexion of words together with the varietie of their accidentall significations as father fathers fatherhod fatherles fatherly fatherlines So likewise by the same vse is learned the framing of words together in speach as he is a father they are fathers But yet by this vse wee haue not the perefect skill neither to make nor to vnmake a word by his parts and parcels Which facultie is called Prosodia in pronouncing of letters syllables and words with the mouth and Orthographia in writing of them with the hand wherein I place the first degree of teaching Therefore the artificiall precepts in this facultie are the fower and twenty letters and the table of the syllables These the scholler shall learne perfectly namely to knowe the letters by their figures to sound them aright by their proper names and to ioyne them together the vowels with vowels in diphthongs the consonants with vowels in other syllables Next he shall proceede to practise the