Selected quad for the lemma: ground_n

Word A	Word B	Word C	Word D	Occurrence	Frequency Band	MI	MI Band	Prominent
ground_n	good_a	see_v	word_n	1,813	5	4.0812	3	false

Text snippets containing the quad

ID	Title	Author	Corrected Date of Publication (TCP Date of Publication)	STC	Words	Pages
A02480	A touchestone for this time present expresly declaring such ruines, enormities, and abuses as trouble the Churche of God and our Christian common wealth at this daye. VVherevnto is annexed a perfect rule to be obserued of all parents and scholemaisters, in the trayning vp of their schollers and children in learning. Newly set foorth by E.H.	Hake, Edward, fl. 1560-1604.; Erasmus, Desiderius, d. 1536. De pueris ad virtutem instituendis.	1574 (1574)	STC 12609; ESTC S105953	36,378	106

vaine As for the wordes that mothers vse my childe hath how to liue He shall I trust a liuing get although he neuer giue Himselfe vnto such néedelesse toyle and trauell at his booke I force them not they are but fonde good grounde they neuer tooke But let me sée to aunswere here for so I thinke it best These foolish wordes whereon their fond opinion is increast Shée sayth hir childe hath how to liue what how to lyue right well Naye there a strawe I toulde you I the mother cannot tell What néedeth lawe or logicque ought sayth shée er else such like My sonne hath landes whereon to liue hée néedth no learning séeke And hath he so in déede good wife what shall he haue such staye So much the more he learning néedth to shield him from decaye The larger that the ship is framde and frayghted vp with wares So much the more vndoubtedly should be the shipmans cares Yea and so much the more it néedth a Stéers man hauing skill Thorow want of whom the frayghted ship falth into daunger still Farre far therefore more bountifull is he that learning giues Then he that yeldeth heapes of coyne whereon the body liues Which Alexander great declares if I were not quoth hée King Alexander then I wish Diogenes to bée Wherefore to fine this long discourse lette infancy be taught And euen such for whome great wealth hath great preferment wrought Philopas ¶ Of truth Chrisippus worthyly you haue dilated this Now tell me whether priuate schoole or publicke better is Chrisippus ¶ Philopas to discourse this poynt ▪ what scooles were best to bée Fewe wordes shal néede the case is cléere all men may plainely sée That many sooner are reformed by the feare of one Then one instructed perfitly by onely one alone Wherefore I thinke there eyther ought to be no schoole at all Or else that that same scoole should be a scoole ingenerall Saue first to tell you by the way that common scooles require Such onely as haue gaind their grounds and greater things desire For why where sundry sortes of wits are linckt in scooles degree There generall teaching must be vsdè wherewith all though we sée Some speciall wittes to profit well and gather skill thereby Yet common sorte cannot therewith the sondry poyntes espie But as the mayster holdeth on as néedes he must his course So doth the scholler still sticke fast and growe from ill to worse Philopas ¶ Declare this one thing more I pray if greater profit growe Through many teachers to a childe or greater else through fewe Chrisippus ¶ As parents ought most carefully herein to make their choyse And as they ought most earnestly to heare the common voyce And knowe report of him whome they doe choose t' instruct their childe Euen so no lesse their héede shoulde be least hope be soone beguilde That many teachers they refuse for as the prouerbe is The country Caria was destroyd in such a case as this So many men so many wittes younge infantes are dismayde When that the thing they learne to daye to morrow are vnsayde To séeke for reasons in this case no reason vrgeth so Suffiseth me to haue that proofe that practizde parents know Yet one thing needely must I ope the onely meane to teache How neyther rough nor weery way should tender mindes appeache For why at first this infants age with flattery shoulde be traynd Bycause it hath not skill to knowe what proffite may be gaynd What honor fruite what dignity what pleasure in the ende May happe to such as haue delyght to learnings lore to bende Which both the maysters gentlenesse and eake the schollers witte For both their partes may bring to passe and driue the paine from it For nothing is more profitlesse nought looseth labour more Than whan the maysters cruell trade doth feare the childe before And make him hate or ere he know wherefore it should be looude So loue to booke which should be first through feare is first remooude The first degree to lerning is the scoole mayster to loue Whereby it comes to passe in time as skilfull teachers proue That li●tle childe which loued first his booke for maysters sake In time through loue to learning doth like loue to mayster take For as those giftes are loued most which come from those we loue So babes that know not why to loue for maysters cause doe loue Isocrates hath rightly sayd that he doth learne most That hath the most desire to learne and thinkes no labour lost And as to learne we learne best of those we best doe loue So loue to mayster is the cause that loue to booke doth moue For parents euen themselues cannot preuaile if they shall vse To breake them all by feare and force and gentle meanes refuse Much lesse the maister may through feare through foule and froward meane Once worke a will vnto the booke but soone vndoe it cleane The chiefe regarde is to be looud then feately doth succéede No feare but frindely reuerence which to define indeede Hath greater charge then cause of feare hath care to shielde fro shame Hath doubt to drag and drawe behind not feare to suffer blame How yll therefore doe they foresée the safetie of their childe ▪ The bewtifying of his braines with skill and maners milde That tourne him in his tender age to gastly mazing scoole Where thronizd sits a mayster straunge blunt rude and halfe a foole Oftetimes infected with disease inueterate and olde Which makes the waywarde testie foole with little lambes to skolde And surely we doe sée there can be none so abiect fooles So base and voyde of sence but now men vse them for their schooles And thinke them meete to bring vp youth ▪ to traine them at their bookes Where expert men at first doe iudge them Asses by their lookes And they supposing to haue got a kingdome in their kinde Aduaunce themselues with feareful lookes and set aloft their minde Bycause they beare a rule but not in beastes as Terence sayth But in that age which soone god knowth a little terrour frayth A man woulde saye it were no schoole but slaughter house in déede Whence sauing stripes and roaring out no learning doth procéede What else is this than soone to fraye the silly babes from booke who wanting pleasaunt flattering words none other pleasure tooke And some a man shall sooner kill then mende with cruell blowes Where he by fayre and quiet meanes might bring to learning those But this lewde kinde of men for truth ought not to beare the name Of maysters but of manquellors so brutish are the same And none more fell and frowarde are than those which nothing haue Wherewith tinstruct and teache a childe whose doggishe déedes depraue The due successe of forwarde wittes whose roughnesse doth deface The golden sparkes of natures giftes which in the childe hath place A gentle Horse is sooner rulde with sticke or litle wande Then with a whippe or digging

And euermore we must auoyd t' enioyne them thinges to harde Or things not needefull to be taught or things that may be sparde For Lorde how are their mindes perplext how troubled will they be When thinges they cannot vnderstande through much obscurity But though that something of it selfe some hardenesse doth containe Yet may the maysters policie make easie that againe For like as good phisitions that doe bitter potions make With somthing swéete doe sméere the pot that infauntes so may take The Potion that they would haue drunke whereby they are alurde The same to drinke which else to doe they coulde not be procurde Euen so the skilfull mayster ought to deale in eche respect Thinges difficult with ease to teach and leysure to direct And yet we may not too too much mistrust our childrens strength For what they cannot learne at first that learne they at length Though strength they haue not as an Oxe yet as an Ant they haue And oft vnto the Elephant the little Flye doth scath Conceypt doth chiefly hurt a childe where if you make but play Of things that you shall teach him then Conceipt doth neuer fraye That one and onely scruple nowe remaines to be discust Which many one full fondely doe against all reason thrust They say the profite is so small that children doe obtaine Before the same be fiue yeres olde that labour is in vayne And cost ill spent that is bestowde to bring them vp to booke But these men which will this obiect these rather séeme to looke More straightly to the parents purse and more to spare the paine Of maisters then to well respect their little childrens gaine But graunt the profite be but small admit it small in déede Take rather small than nothing yet for that 's the wisemans réede And slender howsoeare it be that that same age shall gaine Yet this aduauntage be you sure shall thereunto remaine That greater thinges they shall atchiue that yere wherein if they The smaller things had erst not learnd they on the same shoulde stay I néede not here repeate againe that certaine thinges we sée In infantes age farre better learnde than when they greater bée And graunt we that they trifling are and things of slender skill Yet they such tryfles first atchéeue that greater thinges fulfill The painfull Crafts man makes account euen of the smallest coyne For why in time to that same small he greater store doth ioyne The Goldesmithes rise ere breake of day before they well can sée To winne some time before hand still though nere so small it be The Plowman sometimes doth not stick on dayes that holye séeme To binde his sheaues to shocke and oft to set a worke his Teeme And shall we way for nothing then the losse of fiue yeres time Shall we so hange on harder age that we neglect the prime When as ther 's nothing halfe so riche as time nor halfe so good As learning is oh nothing may so high be vnderstood Here here Philopas here should men most néerely pinch and spare Euen here I saye for losse of time shoulde be their chiefest care The husbandeman hath good regarde that no part of his grounde Doe lye vntilde for looke what péece vnfit for grayne is founde That he with Osiers sets and plants Or else to pasture layes And one way or another still he fruite thereof doth rayse Shall we permit the best part then of all our time to flytte Without all learnings profite had without increase of witte New fallowd grounde must néedes be sowne with some one kinde of séede Or else euen of it owne accorde it brings forth noisome wéede Like so the tender Infants minde except the same be taught With good precepts it will bring foorth the thing that 's meerely nought The minde doth eyther good things yéelde if good therein be sowne Or if thou nothing sow therein with vice t is ouergrowne And surely he not smally gaynes that vice can well eschewe And he that shuts foorth vice doth not to vertue least accrewe What wilt thou know how much it helps tinstruct a childe betime Why then behold thou Ouid well marcke Lucan in his prime Vrsinus but eleuen yeres olde so wonderfull was founde That straunge it is to make report how farre he did abounde Great Alexander in his youth euen all the partes attainde Of wisedome and Philosophie and with the same had gaynde Such perfite forme of eloquence that had not kingdomes pryde Withdrawne his mind from studies care no man could haue denyde But that amongst Philosophers the chiefest of them then Not seconde but the very chiefe accounted he had bene But here to fine this long discourse your selfe Philopas I Will haue to witnesse all such thinges as earst haue passed by Epilogus ¶ Consider well what portion and what déere possession eeke A sonne is and how flittingly mans minde doth knowledge séeke How wayghtie education is what hablenesse is founde In tender childes capacity what quicknesse doth abounde How easily the same doth learne how Nature giues consent And how they profite most when they to learned men are sent And vnto such as gentle are which teach them all by play Thinges easie first and harder things when harder thinges they may To these things adde how déere and of what waight our time should be How much it helps to teache betimes what fruite thereof we see Hesiodus doth flytting call the wandring age of man Whose youth is busy and whose age is quite from learning gon These thinges if thou shalt well obserue sixe yeres shall not be séene Nor yet thrée yeres before thy sonne which heretofore hath béene Neglected as to this intent shall eyther learning gaine Or else be well preparde at least good learning to obtayne FINIS Luke 13. Luke 13. Ephe. 2. Peter 5. Timo. 3. Timo. 3. 2. Regū 5. Corinth 5. Exod. 3. Prou. 13. Memory chiefly regarded to the obta●ning of learning Abuse of fonde Parentes Multitudo Imperatorū●ariam ●●●didit Quot homines tot ●●●●entiae Tradendi ratio Eccless 30.