Chapter IV: Part 4

marking diligently, and writyng orderlie out his six pointes.
And for translating, vse you your selfe, euery second or thyrd
day, to chose out, some Epistle _ad Atticum_, some notable
common place out of his Orations, or some other part of
_Tullie_, by your discretion, which your scholer may not know
where to finde: and translate it you your selfe, into plaine
naturall English, and than giue it him to translate into Latin
againe: allowyng him good space and tyme to do it, both with
diligent heede, and good aduisement. Here his witte shalbe
new set on worke: his iudgement, for right choice, trewlie
tried: his memorie, for sure reteyning, better exercised, than
by learning, any thing without the booke: & here, how much
he hath proffited, shall plainly appeare. Whan he bringeth it
translated vnto you, bring you forth the place of _Tullie_: lay
them together: compare the one with the other: commend his
good choice, & right placing of wordes: Shew his faultes iently,
but blame them not ouer sharply: for, of such missings, ientlie
admonished of, proceedeth glad & good heed taking: of good
heed taking, springeth chiefly knowledge, which after, groweth
to perfitnesse, if this order, be diligentlie vsed by the scholer &
iently handled by the master: for here, shall all the hard
pointes of Grammer, both easely and surelie be learned vp:
which, scholers in common scholes, by making of Latines, be
groping at, with care & feare, & yet in many yeares, they
scarse can reach vnto them. I remember, whan I was yong,
in the North, they went to the Grammer schole, litle children:
they came from thence great lubbers: alwayes learning, and
litle profiting: learning without booke, euery thing, vnder-
standyng within the booke, litle or nothing: Their whole
knowledge, by learning without the booke, was tied onely to
their tong & lips, and neuer ascended vp to the braine & head,
and therfore was sone spitte out of the mouth againe: They
were, as men, alwayes goyng, but euer out of the way: and
why? For their whole labor, or rather great toyle without
order, was euen vaine idlenesse without proffit. In deed,
they tooke great paynes about learning: but employed small
labour in learning: Whan by this way prescribed in this
booke, being streight, plaine, & easie, the scholer is alwayes
laboring with pleasure, and euer going right on forward with
proffit: always laboring I say, for, or he haue construed

240 _The second booke teachyng_

parced, twise translated ouer by good aduisement, marked out
his six pointes by skilfull iudgement, he shall haue necessarie
occasion, to read ouer euery lecture, a dosen tymes, at the
least. Which, bicause he shall do alwayes in order, he shall do
it alwayes with pleasure: And pleasure allureth loue: loue hath
lust to labor: labor alwayes obteineth his purpose, as most
Rhet. 2 // trewly, both _Aristotle_ in his Rhetoricke & _Oedipus_
In Oedip. Tyr. // in _Sophocles_ do teach, saying, pan gar ekponou-
Epist. lib. 7. // menon aliske. _et. cet._ & this oft reading, is the
verie right folowing, of that good Counsell, which
_Plinie_ doth geue to his frende _Fuscus_, saying, _Multum, non
multa_. But to my purpose againe:
Whan, by this diligent and spedie reading ouer, those
forenamed good bokes of _Tullie, Terence, Cæsar_, and _Liuie_, and
by this second kinde of translating out of your English, tyme
shall breed skill, and vse shall bring perfection, than ye may
trie, if you will, your scholer, with the third kinde of translation:
although the two first wayes, by myne opinion, be, not onelie
sufficent of them selues, but also surer, both for the Masters
teaching, and scholers learnyng, than this third way is: Which
is thus. Write you in English, some letter, as it were from
him to his father, or to some other frende, naturallie, according
to the disposition of the child, or some tale, or fable, or plaine
narration, according as _Aphthonius_ beginneth his exercises of
learning, and let him translate it into Latin againe, abiding in
soch place, where no other scholer may prompe him. But yet,
vse you your selfe soch discretion for choice therein, as the
matter may be within the compas, both for wordes and
sentences, of his former learning and reading. And now
take heede, lest your scholer do not better in some point, than
you your selfe, except ye haue bene diligentlie exercised in these
kindes of translating before:
I had once a profe hereof, tried by good experience, by
a deare frende of myne, whan I came first from Cambrige, to
serue the Queenes Maiestie, than Ladie _Elizabeth_, lying at
worthie Syr _Ant. Denys_ in Cheston. _Iohn Whitneye_, a yong
ientleman, was my bedfeloe, who willyng by good nature and
prouoked by mine aduise, began to learne the Latin tong, after
the order declared in this booke. We began after Christmas:
I read vnto him _Tullie de Amicitia_, which he did euerie day

_the ready way to the Latin tong._ 241

twise translate, out of Latin into English, and out of English
into Latin agayne. About S. Laurence tyde after, to proue
how he proffited, I did chose out _Torquatus_ taulke _de Amicitia_,
in the later end of the first booke _de finib._ bicause that place
was, the same in matter, like in wordes and phrases, nigh to
the forme and facion of sentences, as he had learned before in
_de Amicitia_. I did translate it my selfe into plaine English,
and gaue it him to turne into Latin: Which he did, so choislie,
so orderlie, so without any great misse in the hardest pointes of
Grammer, that some, in seuen yeare in Grammer Scholes, yea,
& some in the Vniuersities to, can not do halfe so well. This
worthie yong Ientleman, to my greatest grief, to the great
lamentation of that whole house, and speciallie to that most
noble Ladie, now Queene _Elizabeth_ her selfe, departed within
few dayes, out of this world.
And if in any cause, a man may without offence of God
speake somewhat vngodlie, surely, it was some grief vnto me,
to see him hie so hastlie to God, as he did. A Court, full of
soch yong Ientlemen, were rather a Paradise than a Court vpon
earth. And though I had neuer Poeticall head, to make any
verse, in any tong, yet either loue, or sorrow, or both, did wring
out of me than, certaine carefull thoughtes of my good will
towardes him, which in my murning for him, fell forth, more
by chance, than either by skill or vse, into this kinde of
misorderlie meter.

_Myne owne Iohn Whitney, now farewell, now death doth parte vs
twaine,
No death, but partyng for a while, whom life shall ioyne agayne.
Therfore my hart cease sighes and sobbes, cease sorowes seede to sow,
Wherof no gaine, but greater grief, and hurtfull care may grow.
Yet, whan I thinke vpon soch giftes of grace as God him lent,
My losse, his gaine, I must a while, with ioyfull teares lament.
Yong yeares to yelde soch frute in Court, where seede of vice is sowne,
Is sometime read, in some place seene, amongst vs seldom knowne.
His life he ledde, Christes lore to learne, with will to worke the
same:
He read to know, and knew to liue, and liued to praise his name.
So fast to frende, so foe to few, so good to euery weight,
I may well wishe, but scarcelie hope, agayne to haue in sight._

242 _The second booke teachyng_

_The greater ioye his life to me, his death the greater payne:
His life in Christ so surelie set, doth glad my hearte agayne:
His life so good, his death better, do mingle mirth with care,
My spirit with ioye, my flesh with grief, so deare a frend to spare.
Thus God the good, while they be good, doth take, and leaues vs ill,
That we should mend our sinfull life, in life to tary still.
Thus, we well left, be better rest, in heauen to take his place,
That by like life, and death, at last, we may obteine like grace.
Myne owne Iohn Whiteney agayne fairewell, a while thus parte in
twaine,
Whom payne doth part in earth, in heauen great ioye shall ioyne
agayne._

In this place, or I procede farder, I will now declare, by
whose authoritie I am led, and by what reason I am moued, to
thinke, that this way of duble translation out of one tong into
an other, in either onelie, or at least chiefly, to be exercised,
speciallie of youth, for the ready and sure obteining of any
tong.
There be six wayes appointed by the best learned men, for
the learning of tonges, and encreace of eloquence, as

{1. _Translatio linguarum._
{2. _Paraphrasis._
{3. _Metaphrasis._
{4. _Epitome._
{5. _Imitatio._
{6. _Declamatio._

All theis be vsed, and commended, but in order, and for
respectes: as person, habilitie, place, and tyme shall require.
The fiue last, be fitter, for the Master, than the scholer: for
men, than for children: for the vniuersities, rather than for
Grammer scholes: yet neuerthelesse, which is, fittest in mine
opinion, for our schole, and which is, either wholie to be
refused, or partlie to be vsed for our purpose, I will, by good
authoritie, and some reason, I trust perticularlie of euerie
one, and largelie enough of them all, declare orderlie vnto you.

_the ready way to the Latin tong._ 243

¶ _Translatio Linguarum._

Translation, is easie in the beginning for the scholer, and
bringeth also moch learning and great iudgement to the
Master. It is most common, and most commendable of all
other exercises for youth: most common, for all your con-
structions in Grammer scholes, be nothing els but translations:
but because they be not double translations, as I do require,
they bring forth but simple and single commoditie, and bicause
also they lacke the daily vse of writing, which is the onely
thing that breedeth deepe roote, buth in y^e witte, for good
vnderstanding, and in y^e memorie, for sure keeping of all that
is learned. Most commendable also, & that by y^e iudgement of
all authors, which intreate of theis exercises.
_Tullie_ in the person of _L. Crassus_, whom he // 1. de Or.
maketh his example of eloquence and trewe iudgement in
learning, doth, not onely praise specially, and chose this way of
translation for a yong man, but doth also discommend and
refuse his owne former wont, in exercising _Paraphrasin &
Metaphrasin. Paraphrasis_ is, to take some eloquent Oration,
or some notable common place in Latin, and expresse it with
other wordes: _Metaphrasis_ is, to take some notable place out of
a good Poete, and turn the same sens into meter, or into other
wordes in Prose. _Crassus_, or rather _Tullie_, doth mislike both
these wayes, bicause the Author, either Orator or Poete, had
chosen out before, the fittest wordes and aptest composition for
that matter, and so he, in seeking other, was driuen to vse the
worse.
_Quintilian_ also preferreth translation before all other
exercises: yet hauing a lust, to dissent, from // Quint. x.
_Tullie_ (as he doth in very many places, if a man
read his Rhetoricke ouer aduisedlie, and that rather of an
enuious minde, than of any iust cause) doth greatlie commend
_Paraphrasis_, crossing spitefullie _Tullies_ iudgement in refusing
the same: and so do _Ramus_ and _Talæus_ euen at this day in
_France_ to. But such singularitie, in dissenting from the best
mens iudgementes, in liking onelie their owne opinions, is
moch misliked of all them, that ioyne with learning, discretion,
and wisedome. For he, that can neither like _Aristotle_ in
Logicke and Philosophie, nor _Tullie_ in Rhetoricke and

244 _The second booke teachyng_

Eloquence, will, from these steppes, likelie enough presume, by
like pride, to mount hier, to the misliking of greater matters:
that is either in Religion, to haue a dissentious head, or in the
common wealth, to haue a factious hart: as I knew one
a student in Cambrige, who, for a singularitie, began first to
dissent, in the scholes, from _Aristotle_, and sone after became
a peruerse _Arrian_, against Christ and all true Religion: and
studied diligentlie _Origene, Basileus_, and _S. Hierome_, onelie to
gleane out of their workes, the pernicious heresies of _Celsus,
Eunomius_, and _Heluidius_, whereby the Church of Christ, was so
poysoned withall.
But to leaue these hye pointes of diuinitie, surelie, in this
quiet and harmeles controuersie, for the liking, or misliking of
_Paraphrasis_ for a yong scholer, euen as far, as _Tullie_ goeth
beyond _Quintilian, Ramus_, and _Talæus_, in perfite Eloquence,
* Plinius // euen so moch, by myne opinion, cum they
Secundus. // behinde _Tullie_, for trew iudgement in teaching
Plinius de- // the same.
dit Quin- // * _Plinius Secundus_, a wise Senator, of great
tiliano // experience, excellentlie learned him selfe, a liberall
præceptori // Patrone of learned men, and the purest writer, in
suo, in ma- // myne opinion, of all his age, I except not
trimonium // _Suetonius_, his two scholemasters _Quintilian_ and
filiæ, 50000 // _Tacitus_, nor yet his most excellent learned Vncle, the Elder
numum. // _Plinius_, doth expresse in an Epistle to his frende
Epist. lib. 7, // _Fuscus_, many good wayes for order in studie:
Epist. 9. // but he beginneth with translation, and preferreth
it to all the rest: and bicause his wordes be notable, I will
recite them.

Vtile in primis, vt multi præcipiunt, ex Græco in Latinum, & ex
Latino vertere in Græcum: Quo genere exercitationis, proprietas
splendorque verborum, apta structura sententiarum, figurarum
copia & explicandi vis colligitur. Præterea, imitatione optimorum,
facultas similia inueniendi paratur: & quæ legentem, fefellissent,
transferentem fugere non possunt. Intelligentia ex hoc, & iudicium
acquiritur._

Ye perceiue, how _Plinie_ teacheth, that by this exercise of
double translating, is learned, easely, sensiblie, by litle and litle,
not onelie all the hard congruities of Grammer, the choice of

_the ready way to the Latin tong._ 245

aptest wordes, the right framing of wordes and sentences,
cumlines of figures and formes, fitte for euerie matter, and
proper for euerie tong, but that which is greater also, in marking
dayly, and folowing diligentlie thus, the steppes of the best
Autors, like inuention of Argumentes, like order in disposition,
like vtterance in Elocution, is easelie gathered vp: whereby
your scholer shall be brought not onelie to like eloquence, but
also, to all trewe vnderstanding and right iudgement, both for
writing and speaking. And where _Dionys. Halicarnassæus_ hath
written two excellent bookes, the one, _de delectu optimorum
verborum_, the which, I feare, is lost, the other, of the right
framing of wordes and sentences, which doth remaine yet in
Greeke, to the great proffet of all them, that trewlie studie for
eloquence, yet this waie of double translating, shall bring the
whole proffet of both these bookes to a diligent scholer, and that
easelie and pleasantlie, both for fitte choice of wordes, and apt
composition of sentences. And by theis authorities and reasons
am I moued to thinke, this waie of double translating, either
onelie or chieflie, to be fittest, for the spedy and perfit atteyning
of any tong. And for spedy atteyning, I durst venture a good
wager, if a scholer, in whom is aptnes, loue, diligence, &
constancie, would but translate, after this sorte, one litle booke
in _Tullie_, as _de senectute_, with two Epistles, the first _ad Q. fra:_
the other _ad lentulum_, the last saue one, in the first booke, that
scholer, I say, should cum to a better knowledge in the Latin
tong, than the most part do, that spend foure or fiue yeares, in
tossing all the rules of Grammer in common scholes. In deede
this one booke with these two Epistles, is not sufficient to
affourde all Latin wordes (which is not necessarie for a yong
scholer to know) but it is able to furnishe him fully, for all
pointes of Grammer, with the right placing ordering, & vse of
wordes in all kinde of matter. And why not? for it is read,
that _Dion. Prussæus_, that wise Philosopher, & excellent orator of
all his tyme, did cum to the great learning & vtterance that was
in him, by reading and folowing onelie two bookes, _Phædon
Platonis_, and _Demosthenes_ most notable oration peri parapres-
beias. And a better, and nerer example herein, may be, our
most noble Queene _Elizabeth_, who neuer toke yet, Greeke nor
Latin Grammer in her hand, after the first declining of a
nowne and a verbe, but onely by this double translating of

246 _The second booke teachyng_

_Demosthenes_ and _Isocrates_ dailie without missing euerie forenone,
and likewise som part of Tullie euery afternone, for the space
of a yeare or two, hath atteyned to soch a perfite vnderstanding
in both the tonges, and to soch a readie vtterance of the latin,
and that wyth soch a iudgement, as they be fewe in nomber in
both the vniuersities, or els where in England, that be, in both
tonges, comparable with her Maiestie. And to conclude in
a short rowme, the commodities of double translation, surelie
the mynde by dailie marking, first, the cause and matter: than,
the wordes and phrases: next, the order and composition: after
the reason and argumentes: than the formes and figures of both
the tonges: lastelie, the measure and compas of euerie sentence,
must nedes, by litle and litle drawe vnto it the like shape of
eloquence, as the author doth vse, which is red.
And thus much for double translation.

_Paraphrasis._

_Paraphrasis_, the second point, is not onelie to expresse at
Lib. x. // large with moe wordes, but to striue and contend
(as _Quintilian_ saith) to translate the best latin
authors, into other latin wordes, as many or thereaboutes.
This waie of exercise was vsed first by _C. Crabo_, and taken
vp for a while, by _L. Crassus_, but sone after, vpon dewe profe
thereof, reiected iustlie by _Crassus_ and _Cicero_: yet allowed and
made sterling agayne by _M. Quintilian:_ neuerthelesse, shortlie
after, by better assaye, disalowed of his owne scholer _Plinius
Secundus_, who termeth it rightlie thus _Audax contentio_. It is
a bold comparison in deede, to thinke to say better, than that is
best. Soch turning of the best into worse, is much like the
turning of good wine, out of a faire sweete flagon of siluer, into
a foule mustie bottell of ledder: or, to turne pure gold and
siluer, into foule brasse and copper.
Such kinde of _Paraphrasis_, in turning, chopping, and
changing, the best to worse, either in the mynte or scholes,
(though _M. Brokke_ and _Quintilian_ both say the contrary) is
moch misliked of the best and wisest men. I can better allow
an other kinde of _Paraphrasis_, to turne rude and barbarus, into
proper and eloquent: which neuerthelesse is an exercise, not
fitte for a scholer, but for a perfite master, who in plentie hath

_the ready way to the Latin tong._ 247

good choise, in copie hath right iudgement, and grounded skill,
as did appeare to be in _Sebastian Castalio_, in translating _Kemppes_
booke _de Imitando Christo_.
But to folow _Quintilianus_ aduise for _Paraphrasis_, were euen
to take paine, to seeke the worse and fowler way, whan the
plaine and fairer is occupied before your eyes.
The olde and best authors that euer wrote, were content
if occasion required to speake twise of one matter, not to change
the wordes, but rhetos, that is, worde for worde to expresse it
againe. For they thought, that a matter, well expressed with
fitte wordes and apt composition, was not to be altered, but
liking it well their selues, they thought it would also be well
allowed of others.
A scholemaster (soch one as I require) knoweth that I say
trewe.
He readeth in _Homer_, almost in euerie booke, and speciallie
in _Secundo et nono Iliados_, not onelie som verses, // _Homerus._
but whole leaues, not to be altered with new, // {2.
but to be vttered with the old selfe same wordes. // {IL. {
He knoweth, that _Xenophon_, writing twise of // {9.
_Agesilaus_, once in his life, againe in the historie // _Xenophon._
of the Greekes, in one matter, kepeth alwayes the selfe same
wordes. He doth the like, speaking of _Socrates_, both in the
beginning of his Apologie and in the last ende of apomnemoneu-
maton.
_Demosthenes_ also in 4. _Philippica_ doth borow his owne
wordes vttered before in his oration _de Chersoneso_.
He doth the like, and that more at large, in his // _Demost-_
orations, against _Androtion_ and _Timocrates_. // _henes._
In latin also, _Cicero_ in som places, and _Virgil_ in mo, do
repeate one matter, with the selfe same wordes. // _Cicero._
Thies excellent authors, did thus, not for lacke // _Virgilius._
of wordes, but by iudgement and skill: whatso-
euer, other, more curious, and lesse skilfull, do thinke, write,
and do.
_Paraphrasis_ neuerthelesse hath good place in learning, but
not, by myne opinion, for any scholer, but is onelie to be left
to a perfite Master, eyther to expound openlie a good author
withall, or to compare priuatelie, for his owne exercise, how
some notable place of an excellent author, may be vttered with

248 _The second booke teachyng_

other fitte wordes: But if ye alter also, the composition, forme,
and order than that is not _Paraphrasis_, but _Imitatio_, as I will
fullie declare in fitter place.
The scholer shall winne nothing by _Paraphrasis_, but onelie,
if we may beleue _Tullie_, to choose worse wordes, to place them
out of order, to feare ouermoch the iudgement of the master, to
mislike ouermuch the hardnes of learning, and by vse, to gather
vp faultes, which hardlie will be left of againe.
The master in teaching it, shall rather encrease hys owne
labor, than his scholers proffet: for when the scholer shall bring
vnto his master a peece of _Tullie_ or _Cæsar_ turned into other
latin, then must the master cum to _Quintilians_ goodlie lesson _de
Emendatione_, which, (as he saith) is the most profitable part of
teaching, but not in myne opinion, and namelie for youthe in
Grammer scholes. For the master nowe taketh double paynes:
first, to marke what is amisse: againe, to inuent what may be
sayd better. And here perchance, a verie good master may
easelie both deceiue himselfe, and lead his scholer into error.
It requireth greater learning, and deeper iudgement, than is
to be hoped for at any scholemasters hand: that is, to be able
alwaies learnedlie and perfitelie

{_Mutare quod ineptum est:_
{_Transmutare quod peruersum est:_
{_Replere quod deest;_
{_Detrahere quod obest:_
{_Expungere quod inane est._

And that, which requireth more skill, and deaper conside-
racion

{_Premere tumentia:_
{_Extollere humilia:_
{_Astringere luxuriantia:_
{_Componere dissoluta._

The master may here onelie stumble, and perchance faull in
teaching, to the marring and mayning of the Scholer in learning,
whan it is a matter, of moch readyng, of great learning, and
tried iudgement, to make trewe difference betwixt

_the ready way to the Latin tong._ 249

{_Sublime, et Tumidum:_
{_Grande, et immodicum:_
{_Decorum, et ineptum:_
{_Perfectum, et nimium._

Some men of our time, counted perfite Maisters of eloquence,
in their owne opinion the best, in other mens iudgements very
good, as _Omphalius_ euerie where, _Sadoletus_ in many places, yea
also my frende _Osorius_, namelie in his Epistle to the Queene &
in his whole booke _de Iusticia_, haue so ouer reached them selues,
in making trew difference in the poyntes afore rehearsed, as
though they had bene brought vp in some schole in _Asia_, to
learne to decline rather then in _Athens_ with _Plato, Aristotle_, and
_Demosthenes_, (from whence _Tullie_ fetched his eloquence) to
vnderstand, what in euerie matter, to be spoken or written on,
is, in verie deede, _Nimium, Satis, Parum_, that is for to say, to
all considerations, _Decorum_, which, as it is the hardest point, in
all learning, so is it the fairest and onelie marke, that scholers, in
all their studie, must alwayes shote at, if they purpose an other
day to be, either sounde in Religion, or wise and discrete in any
vocation of the common wealth.
Agayne, in the lowest degree, it is no low point of learnyng
and iudgement for a Scholemaster, to make trewe difference
betwixt

{_Humile & depressum:_
{_Lene & remissum:_
{_Siccum & aridum:_
{_Exile & macrum:_
{_Inaffectatum & neglectum._

In these poyntes, some, louing _Melancthon_ well, as he was
well worthie, but yet not considering well nor wiselie, how he
of nature, and all his life and studie by iudgement was wholly
spent in _genere Disciplinabili_, that is, in teaching, reading, and
expounding plainlie and aptlie schole matters, and therfore
imployed thereunto a fitte, sensible, and caulme kinde of
speaking and writing, some I say, with very well louyng,
but not with verie well weying _Melancthones_ doinges,
do frame them selues a style, cold, leane, and weake,
though the matter be neuer so warme & earnest, not moch
vnlike vnto one, that had a pleasure, in a roughe, raynie, winter

250 _The second booke teachyng_

day, to clothe him selfe with nothing els, but a demie, bukram
cassok, plaine without plites, and single with out lyning: which
will neither beare of winde nor wether, nor yet kepe out the
sunne, in any hote day.
Some suppose, and that by good reason, that _Melancthon_
Paraphra- // him selfe came to this low kinde of writing, by
sis in vse of // vsing ouer moch _Paraphrasis_ in reading: For
teaching, // studying therebie to make euerie thing streight
hath hurt // and easie, in smothing and playning all things to
_Melanch-_ // much, neuer leaueth, whiles the sence it selfe be
_tons_ stile in // left, both lowse and lasie. And some of those
writing. // _Paraphrasis of Melancthon_ be set out in Printe, as,
_Pro Archia Poeta, & Marco Marcello:_ But a scholer, by myne
opinion, is better occupied in playing or sleping, than in
spendyng time, not onelie vainlie but also harmefullie, in soch
a kinde of exercise.
If a Master woulde haue a perfite example to folow, how,
in _Genere sublimi_, to auoide _Nimium_, or in _Mediocri_, to atteyne
_Satis_, or in _Humili_, to exchew _Parum_, let him read diligently
_Cicero._ // for the first, _Secundam Philippicam_, for the meane,
_De Natura Deorum_, and for the lowest, _Partitiones_.
Or, if in an other tong, ye looke for like example, in like
_Demost-_ // perfection, for all those three degrees, read _Pro_
_henes._ // _Ctesiphonte, Ad Leptinem, & Contra Olympiodorum_,
and, what witte, Arte, and diligence is hable to
affourde, ye shall plainely see.
For our tyme, the odde man to performe all three perfitlie,
whatsoeuer he doth, and to know the way to do them skilfullie,
_Ioan. Stur._ // what so euer he list, is, in my poore opinion,
_Ioannes Sturmius_.
He also councelleth all scholers to beware of _Paraphrasis_,
except it be, from worse to better, from rude and barbarous, to
proper and pure latin, and yet no man to exercise that neyther,
except soch one, as is alreadie furnished with plentie of learning,
and grounded with stedfast iudgement before.
All theis faultes, that thus manie wise men do finde with
the exercise of _Paraphrasis_, in turning the best latin, into other,
as good as they can, that is, ye may be sure, into a great deale
worse, than it was, both in right choice for proprietie, and trewe
placing, for good order is committed also commonlie in all

_the ready way to the Latin tong._ 251

common scholes, by the scholemasters, in tossing and trobling
yong wittes (as I sayd in the beginning) with that boocherlie
feare in making of Latins.
Therefore, in place, of Latines for yong scholers, and of
_Paraphrasis_ for the masters, I wold haue double translation
specially vsed. For, in double translating a perfite peece of
_Tullie_ or _Cæsar_, neyther the scholer in learning, nor y^e
Master
in teaching can erre. A true tochstone, a sure metwand lieth
before both their eyes. For, all right congruitie: proprietie of
wordes: order in sentences: the right imitation, to inuent good
matter, to dispose it in good order, to confirme it with good
reason, to expresse any purpose fitlie and orderlie, is learned
thus, both easelie & perfitlie: Yea, to misse somtyme in this
kinde of translation, bringeth more proffet, than to hit right,
either in _Paraphrasi_ or making of Latins. For though ye say
well, in a latin making, or in a _Paraphrasis_, yet you being but
in doute, and vncertayne whether ye saie well or no, ye gather
and lay vp in memorie, no sure frute of learning thereby: But
if ye fault in translation, ye ar easelie taught, how perfitlie to
amende it, and so well warned, how after to exchew, all soch
faultes againe.
_Paraphrasis_ therefore, by myne opinion, is not meete for
Grammer scholes: nor yet verie fitte for yong men in the
vniuersitie, vntill studie and tyme, haue bred in them, perfite
learning, and stedfast iudgement.
There is a kinde of _Paraphrasis_, which may be vsed, without
all hurt, to moch proffet: but it serueth onely the Greke and
not the latin, nor no other tong, as to alter _linguam Ionicam aut
Doricam_ into _meram Atticam_: A notable example there is left
vnto vs by a notable learned man _Diony_: _Halicarn_: who, in his
booke, peri syntaxeos, doth translate the goodlie storie of
_Candaules_ and _Gyges_ in 1. _Herodoti_, out of _Ionica lingua_,
into
_Atticam_. Read the place, and ye shall take, both pleasure and
proffet, in conference of it. A man, that is exercised in reading,
_Thucydides, Xenophon, Plato_, and _Demosthenes_, in vsing to turne,
like places of _Herodotus_, after like sorte, shold shortlie cum to
soch a knowledge, in vnderstanding, speaking, and writing the
Greeke tong, as fewe or none hath yet atteyned in England.
The like exercise out of _Dorica lingua_ may be also vsed, if a
man take that litle booke of _Plato, Timæus Locrus, de Animo et_

252 _The second booke teachyng_

_natura_, which is written _Dorice_, and turne it into soch Greeke,
as _Plato_ vseth in other workes. The booke, is but two leaues:
and the labor wold be, but two weekes: but surelie the proffet,
for easie vnderstanding, and trewe writing the Greeke tonge,
wold conteruaile wyth the toile, that som men taketh, in
otherwise coldlie reading that tonge, two yeares.
And yet, for the latin tonge, and for the exercise of _Para-
phrasis_, in those places of latin, that can not be bettered, if some
yong man, excellent of witte, corragious in will, lustie of nature,
and desirous to contend euen with the best latin, to better it, if
he can, surelie I commend his forwardnesse, and for his better
instruction therein, I will set before him, as notable an example
of _Paraphrasis_, as is in Record of learning. _Cicero_ him selfe,
doth contend, in two sondrie places, to expresse one matter,
with diuerse wordes: and that is _Paraphrasis_, saith _Quintillian_.
The matter I suppose is taken out of _Panætius_: and therefore
being translated out of Greeke at diuers times, is vttered for his
purpose, with diuers wordes and formes: which kinde of exercise,
for perfite learned men, is verie profitable.

2. De Finib.

a. _Homo enim Rationem habet à natura menti datam quæ, &
causas rerum et consecutiones videt, & similitudines, transfert, &
disiuncta coniungit, & cum præsentibus futura copulat, omnemque
complectitur vitæ consequentis statum._ b. _Eademque ratio facit
hominem hominum appetentem, cumque his, natura, & sermone in vsu
congruentem: vt profectus à caritate domesticorum ac suorum, currat
longius, & se implicet, primò Ciuium, deinde omnium mortalium
societati: vtque non sibi soli se natum meminerit, sed patriæ, sed suis,
vt exigua pars ipsi relinquatur._ c. _Et quoniam eadem natura
cupiditatem ingenuit homini veri inueniendi, quod facillimè apparet,
cum vacui curis, etiam quid in cœlo fiat, scire auemus, &c._

1. Officiorum.

a. _Homo autem, qui rationis est particeps, per quam conse-
quentia cernit, & causas rerum videt, earumque progressus, et quasi
antecessiones non ignorat, similitudines, comparat, rebusque præsentibus
adiungit, atque annectit futuras, facile totius vitæ cursum videt, ad_

_the ready way to the Latin tong._ 253

_eamque degendam præparat res necessarias._ b. _Eademque natura vi
rationis hominem conciliat homini, & ad Orationis, & ad vitæ
societatem: ingeneratque imprimis præcipuum quendam amorem in
eos, qui procreati sunt, impellitque vt hominum cœtus & celebrari
inter se, & sibi obediri velit, ob easque causas studeat parare ea,
quæ suppeditent ad cultum & ad victum, nec sibi soli, sed coniugi,
liberis, cæterisque quos charos habeat, tuerique debeat._ c. _Quæ cura
exsuscitat etiam animos, & maiores ad rem gerendam facit: impri-
misque hominis est propria veri inquisitio atque inuestigatio: ita cum
sumus necessarijs negocijs curisque vacui, tum auemus aliquid videre,
audire, addiscere, cognitionemque rerum mirabilium. &c._

The conference of these two places, conteinyng so excellent
a peece of learning, as this is, expressed by so worthy a witte,
as _Tullies_ was, must needes bring great pleasure and proffit to
him, that maketh trew counte, of learning and honestie. But
if we had the _Greke_ Author, the first Patterne of all, and therby
to see, how _Tullies_ witte did worke at diuerse tymes, how, out
of one excellent Image, might be framed two other, one in face
and fauor, but somwhat differing in forme, figure, and color,
surelie, such a peece of workemanship compared with the
Paterne it selfe, would better please the ease of honest, wise,
and learned myndes, than two of the fairest Venusses, that euer
Apelles made.
And thus moch, for all kinde of _Paraphrasis_, fitte or vnfit,
for Scholers or other, as I am led to thinke, not onelie, by mine
owne experience, but chiefly by the authoritie & iudgement of
those, whom I my selfe would gladliest folow, and do counsell
all myne to do the same: not contendyng with any other, that
will otherwise either thinke or do.

_Metaphrasis._

This kinde of exercise is all one with _Paraphrasis_, saue it is
out of verse, either into prose, or into some other kinde of
meter: or els, out of prose into verse, which was // _Plato_ in
_Socrates_ exercise and pastime ( as _Plato_ reporteth) // Phædone.
when he was in prison, to translate _æsopes Fabules_
into verse. _Quintilian_ doth greatlie praise also this exercise:
but bicause _Tullie_ doth disalow it in yong men, by myne
opinion, it were not well to vse it in Grammer Scholes, euen

254 _The second booke teachyng_

for the selfe same causes, that be recited against _Paraphrasis_.
And therfore, for the vse, or misuse of it, the same is to be
thought, that is spoken of _Paraphrasis_ before. This was
_Sulpitius_ exercise: and he gathering vp therby, a Poeticall kinde
of talke, is iustlie named of _Cicero, grandis et Tragicus Orator:_
which I think is spoken, not for his praise, but for other mens
warning, to exchew the like faulte. Yet neuertheles, if our
Scholemaster for his owne instruction, is desirous, to see a
perfite example hereof, I will recite one, which I thinke, no
man is so bold, will say, that he can amend it: & that is
_Hom._ 1. _Il._ // _Chrises_ the Priestes Oration to the _Grekes_, in
the
_Pla._ 3. _Rep._ // beginnyng of _Homers Ilias_, turned excellentlie
into prose by _Socrates_ him selfe, and that aduised-
lie and purposelie for other to folow: and therfore he calleth
this exercise, in the same place, mimesis, that is, _Imitatio_, which
is most trew: but, in this booke, for teachyng sake, I will name
it _Metaphrasis_, reteinyng the word, that all teachers, in this
case, do vse.

Homerus. I. Iliad.

o gar elthe thoas epi neas Achaion,
lysomenos te thygatra, pheron t apereisi apoina,
stemmat echon en chersin ekebolou Apollonos,
chryseo ana skeptro kai elisseto pantas Achaious,
Atreida de malista duo, kosmetore laon.
Atreidai te, kai alloi euknemides Achaioi,
ymin men theoi doien, Olympia domat echontes,
ekpersai Priamoio polin eu d oikad ikesthai
paida d emoi lysai te philen, ta t apoina dechesthai,
azomenoi Dios uion ekebolon Apollona.
enth alloi men pantes epeuphemesan Achaioi
aideisthai th ierea, kai aglaa dechthai apoina
all ouk Atreide Agamemnoni endane thymo,
alla kakos aphiei, krateron d epi mython etellen.
me se, geron, koilesin ego para neusi kicheio,
e nyn dethynont, e ysteron autis ionta,
me ny toi ou chraisme skeptron, kai stemma theoio
ten d ego ou lyso, prin min kai geras epeisin,
emetero eni oiko, en Argei telothi patres

_the ready way to the Latin tong._ 255

iston epoichomenen, kai emon lechos antioosan.
all ithi, me m erethize saoteros os ke neeai.
os ephat eddeisen d o geron, kai epeitheto mytho
be d akeon para thina polyphloisboio thalasses,
polla d epeit apaneuthe kion erath o geraios
Apolloni anakti, ton eukomos teke Leto.
klythi meu, argyrotox, os Chrysen amphibebekas,
killan te zatheen, Tenedoio te iphi anasseis,
smintheu, ei pote toi Charient epi neon erepsa,
e ei de pote toi kata piona meri ekea
tauron, ed aigon, tode moi kreenon eeldor
tiseian Danaoi ema dakrua soisi belessin.

Socrates in 3. _de Rep._ saith thus,

Phraso gar aneu metrou,
ou gar eimi poietikos.

elthen o Chryses tes te thygatros lytra pheron, kai iketes
ton Achaion, malista de ton basileon: kai eucheto, ekeinois
men tous theous dounai elontas ten Troian, autous de sothenai,
ten de thygatera oi auto lysai, dexamenous apoina, kai ton
theon aidesthentas. Toiauta de eipontos autou, oi men alloi
esebonto kai synenoun, o de Agamemnon egriainen, entel-
lomenos nyn te apienai, kai authis me elthein, me auto to te
skeptron, kai ta tou theou stemmata ouk eparkesoi. prin
de lythenai autou thygatera, en Argei ephe gerasein meta ou.
apienai de ekeleue, kai me erethizein, ina sos oikade elthoi.
o de presbytes akousas edeise te kai apeei sige, apocho-
resas d ek tou stratopedou polla to Apolloni eucheto,
tas te eponymias tou theou anakalon kai ypomimneskon kai
apaiton, ei ti popote e en naon oikodomesesin, e en ieron
thysiais kecharismenon doresaito. on de charin kateucheto
tisai tous Achaious ta a dakrua tois ekeinon belesin.

To compare _Homer_ and _Plato_ together, two wonders of
nature and arte for witte and eloquence, is most pleasant and
profitable, for a man of ripe iudgement. _Platos_ turning of
_Homer_ in this place, doth not ride a loft in Poeticall termes,
but goeth low and soft on foote, as prose and _Pedestris oratio_
should do. If _Sulpitius_ had had _Platos_ consideration, in right

256 _The second booke teachyng_

vsing this exercise, he had not deserued the name of _Tragicus
Orator_, who should rather haue studied to expresse _vim Demos-
thenis_, than _furorem Poætæ_, how good so euer he was, whom he
did folow.
And therfore would I haue our Scholemaster wey well
together _Homer_ and _Plato_, and marke diligentlie these foure
pointes, what is kept: what is added: what is left out: what
is changed, either, in choise of wordes, or forme of sentences:
which foure pointes, be the right tooles, to handle like a worke-
man, this kinde of worke: as our Scholer shall better vnder-
stand, when he hath bene a good while in the Vniuersitie:
to which tyme and place, I chiefly remitte this kinde of exercise.
And bicause I euer thought examples to be the best kinde
of teaching, I will recite a golden sentence out of that Poete,
which is next vnto _Homer_, not onelie in tyme, but also in
worthines: which hath bene a paterne for many worthie
wittes to follow, by this kind of _Metaphrasis_, but I will content
my selfe, with foure workemen, two in _Greke_, and two in _Latin_,
soch, as in both the tonges, wiser & worthier, can not be looked
for. Surelie, no stone set in gold by most cunning workemen,
is in deed, if right counte be made, more worthie the looking
on, than this golden sentence, diuerslie wrought vpon, by soch
foure excellent Masters.

_Hesiodus_. 2.

1. outos men panariotos, os auto panta noese,
phrassamenos ta k epeita kai es telos esin ameino:
2. esthlos d au kakeinos, os eu eiponti pithetai,
3. os de ke met autos noee, met allou akouon
en thymo balletai, o d aut achreios aner.

¶ Thus rudelie turned into
base English.

1. _That man in wisedome passeth all,
to know the best who hath a head:_
2. _And meetlie wise eeke counted shall,
who yeildes him selfe to wise mens read:_
3. _Who hath no witte, nor none will heare,
amongest all fooles the bell may beare._

_the ready way to the Latin tong._ 257

_Sophocles in Antigone._

1. Phem egoge presbeuein poly,
Phynai ton andra pant epiotemes pleon:
2. Ei d oun (philei gar touto me taute repein),
Kai ton legonton eu kalon to manthanein.

Marke the wisedome of _Sophocles_, in leauyng out the last
sentence, because it was not cumlie for the sonne to vse it to
his father.

¶ _D. Basileus in his Exhortation to youth._

Memnesthe tou Esiodou, os phesi, ariston men einai
ton par eautou ta deonta xynoronta. 2. Esthlon de kakei-
non, ton tois, par eteron ypodeicheisin epomenon. 3. ton
de pros oudeteron epitedeion achreion einai pros apanta.

¶ M. Cic. Pro A. Cluentio.

1. _Sapientissimum esse dicunt eum, cui, quod opus sit, ipsi veniat in
mentem:_ 2. _Proxime accedere illum, qui alterius bene inuentis
obtemperet._ 3. _In stulticia contra est: minus enim stultus est
is, cui nihil in mentem venit, quam ille, qui, quod stultè alteri venit
in mentem comprobat._

_Cicero_ doth not plainlie expresse the last sentence, but doth
inuent it fitlie for his purpose, to taunt the folie and simplicitie
in his aduersarie _Actius_, not weying wiselie, the sutle doynges
of _Chrysogonus_ and _Staienus_.

¶ Tit. Liuius in Orat. Minutij. Lib. 22.

1. _Sæpe ego audiui milites; eum primum esse virum, qui ipse
consulat, quid in rem sit:_ 2. _Secundum eum, qui bene monenti
obediat:_ 3. _Qui, nec ipse consulere, nec alteri parere scit, eum
extremi esse ingenij._

Now, which of all these foure, _Sophocles, S. Basil, Cicero_, or
_Liuie_, hath expressed _Hesiodus_ best, the iudgement is as hard, as
the workemanship of euerie one is most excellent in deede. An
other example out of the _Latin_ tong also I will recite, for the
worthines of the workeman therof, and that is _Horace_, who hath

258 _The second book teachyng_

so turned the begynning of _Terence Eunuchus_, as doth worke in
me, a pleasant admiration, as oft so euer, as I compare those
two places togither. And though euerie Master, and euerie
good Scholer to, do know the places, both in _Terence_ and
_Horace_, yet I will set them heare, in one place togither, that
with more pleasure, they may be compared together.

¶ Terentius in Eunucho.

_Quid igitur faciam? non eam? ne nunc quidem cum accersor
ultrò? an potius ita me comparem, non perpeti meretricum con-
tumelias? exclusit: reuocat, redeam? non, si me obsecret._ PAR-
MENO a little after. _Here, quæ res in se neque consilium neque modum
habet vllum, eam consilio regere non potes. In Amore hæc omnia
insunt vitia, iniuriæ, suspiciones, inimicitiæ, induciæ, bellum, pax
rursum. Incerta hæc si tu postules ratione certa facere, nihilo plus
agas, quem si des operam, vt cum ratione insanias._

¶ Horatius, lib. Ser. 2. Saty. 3.

_Nec nunc cum me vocet vltro,
Accedam? an potius mediter finire dolores?
Exclusit: reuocat, redeam? non si obsecret. Ecce
Seruus non Paulo sapientior: ô Here, quæ res
Nec modum habet, neque consilium, ratione modóque
Tractari non vult. In amore, hæc sunt mala, bellum,
Pax rursum: hæc si quis tempestatis propè ritu
Mobilia, et cæca fluitantia sorte, laboret
Reddere certa, sibi nihilò plus explicet, ac si
Insanire paret certa ratione, modòque._

This exercise may bring moch profite to ripe heads, and
stayd iudgementes: bicause, in traueling in it, the mynde must
nedes be verie attentiue, and busilie occupide, in turning and
tossing it selfe many wayes: and conferryng with great pleasure,
the varietie of worthie wittes and iudgementes togither: But
this harme may sone cum therby, and namelie to yong Scholers,
lesse, in seeking other wordes, and new forme of sentences, they
chance vpon the worse: for the which onelie cause, _Cicero_
thinketh this exercise not to be fit for yong men.

_the ready way to the Latin tong._ 259

_Epitome._

This is a way of studie, belonging, rather to matter, than to
wordes: to memorie, than to vtterance: to those that be
learned alreadie, and hath small place at all amonges yong
scholers in Grammer scholes. It may proffet priuately some
learned men, but it hath hurt generallie learning it selfe, very
moch. For by it haue we lost whole _Trogus_, the best part of
_T. Liuius_, the goodlie Dictionarie of _Pompeius festus_, a great
deale of the Ciuill lawe, and other many notable bookes, for the
which cause, I do the more mislike this exercise, both in old
and yong.
_Epitome_, is good priuatelie for himselfe that doth worke it,
but ill commonlie for all other that vse other mens labor therein:
a silie poore kinde of studie, not vnlike to the doing of those
poore folke, which neyther till, nor sowe, nor reape themselues,
but gleane by stelth, vpon other mens growndes. Soch, haue
emptie barnes, for deare yeares.
Grammer scholes haue fewe _Epitomes_ to hurt them, except
_Epitheta Textoris_, and such beggarlie gatheringes, as _Horman,
whittington_, and other like vulgares for making of latines: yea
I do wishe, that all rules for yong scholers, were shorter than
they be. For without doute, _Grammatica_ it selfe, is sooner and
surer learned by examples of good authors, than by the naked
rewles of _Grammarians_. _Epitome_ hurteth more, in the vni-
uersities and studie of Philosophie: but most of all, in diuinitie
it selfe.
In deede bookes of common places be verie necessarie, to
induce a man, into an orderlie generall knowledge, how to
referre orderlie all that he readeth, _ad certa rerum Capita_, and
not wander in studie. And to that end did _P. Lombardus_ the
master of sentences and _Ph. Melancthon_ in our daies, write two
notable bookes of common places.
But to dwell in _Epitomes_ and bookes of common places, and
not to binde himselfe dailie by orderlie studie, to reade with all
diligence, principallie the holyest scripture and withall, the best
Doctors, and so to learne to make trewe difference betwixt, the
authoritie of the one, and the Counsell of the other, maketh so
many seeming, and sonburnt ministers as we haue, whose

260 _The second booke teachyng_

learning is gotten in a sommer heat, and washed away, with
a Christmas snow againe: who neuerthelesse, are lesse to be
blamed, than those blind bussardes, who in late yeares, of
wilfull maliciousnes, would neyther learne themselues, nor
could teach others, any thing at all.
_Paraphrasis_ hath done lesse hurt to learning, than _Epitome_:
for no _Paraphrasis_, though there be many, shall neuer take
away _Dauids_ Psalter. _Erasmus Paraphrasis_ being neuer so
good, shall neuer banishe the new Testament. And in an
other schole, the _Paraphrasis_ of _Brocardus_, or _Sambucus_, shal
neuer take _Aristotles_ Rhetoricke, nor _Horace de Arte Poetica_, out
of learned mens handes.
But, as concerning a schole _Epitome_, he that wold haue an
example of it, let him read _Lucian_ peri kallous which is the
verie _Epitome_ of _Isocrates_ oration _de laudibus Helenæ_,
whereby
he may learne, at the least, this wise lesson, that a man ought
to beware, to be ouer bold, in altering an excellent mans
worke.
Neuertheles, some kinde of _Epitome_ may be vsed, by men
of skilful iudgement, to the great proffet also of others. As if
a wise man would take _Halles_ Cronicle, where moch good
matter is quite marde with Indenture Englishe, and first change,
strange and inkhorne tearmes into proper, and commonlie vsed
wordes: next, specially to wede out that, that is superfluous
and idle, not onelie where wordes be vainlie heaped one vpon
an other, but also where many sentences, of one meaning, be
clowted vp together as though _M. Hall_ had bene, not writing
the storie of England, but varying a sentence in Hitching
schole: surelie a wise learned man, by this way of _Epitome_, in
cutting away wordes and sentences, and diminishing nothing at
all of the matter, shold leaue to mens vse, a storie, halfe as
moch as it was in quantitie, but twise as good as it was, both
for pleasure and also commoditie.
An other kinde of _Epitome_ may be vsed likewise very well,
to moch proffet. Som man either by lustines of nature, or
brought by ill teaching, to a wrong iudgement, is ouer full of
words, sentences, & matter, & yet all his words be proper, apt
& well chosen: all his sentences be rownd and trimlie framed:
his whole matter grownded vpon good reason, & stuffed with
full arguments, for his intent & purpose. Yet when his talke

_the ready way to the Latin tong._ 261

shalbe heard, or his writing be red, of soch one, as is, either of
my two dearest frendes, _M. Haddon_ at home, or _Iohn Sturmius_
in Germanie, that _Nimium_ in him, which fooles and vnlearned
will most commend, shall eyther of thies two, bite his lippe, or
shake his heade at it.
This fulnes as it is not to be misliked in a yong man, so in
farder aige, in greater skill, and weightier affaires, it is to be
temperated, or else discretion and iudgement shall seeme to be
wanting in him. But if his stile be still ouer rancke and lustie,
as some men being neuer so old and spent by yeares, will still
be full of youthfull conditions as was Syr _F. Bryan_, and euer-
more wold haue bene: soch a rancke and full writer, must vse,
if he will do wiselie the exercise of a verie good kinde of
_Epitome_, and do, as certaine wise men do, that be ouer fat and
fleshie: who leauing their owne full and plentifull table, go to
soiorne abrode from home for a while, at the temperate diet of
some sober man: and so by litle and litle, cut away the
grosnesse that is in them. As for an example: If _Osorius_
would leaue of his lustines in striuing against _S. Austen_, and his
ouer rancke rayling against poore _Luther_, and the troth of Gods
doctrine, and giue his whole studie, not to write any thing of
his owne for a while, but to translate _Demosthenes_, with so straite,
fast, & temperate a style in latine, as he is in Greeke, he would
becume so perfit & pure a writer, I beleue, as hath bene fewe
or none sence _Ciceroes_ dayes: And so, by doing himself and all
learned moch good, do others lesse harme, & Christes doctrine
lesse iniury, than he doth: & with all, wyn vnto himselfe many
worthy frends, who agreing with him gladly, in y^e loue &
liking of excellent learning, are sorie to see so worthie a witte,
so rare eloquence, wholie spent and consumed, in striuing with
God and good men.
Emonges the rest, no man doth lament him more than
I, not onelie for the excellent learning that I see in him, but
also bicause there hath passed priuatelie betwixt him and me,
sure tokens of moch good will, and frendlie opinion, the one
toward the other. And surelie the distance betwixt London and
Lysbon, should not stoppe, any kinde of frendlie dewtie, that I
could, eyther shew to him, or do to his, if the greatest matter
of all did not in certeyne pointes, separate our myndes.
And yet for my parte, both toward him, and diuerse others

262 _The second booke teachyng_