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The Education of Children By: Desiderius Erasmus (1469-1536) |
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This text is intended for users whose text readers cannot use the "real"
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displayed have been "unpacked" and shown in brackets: [en], [em] = e with overline
[un], [um] = u with overline
i with overline does not occur The forms ã (for an, am) and õ (for om, on) have been retained. The text is based on scans of two different physical copies. In a few
cases, the two versions have different spelling, or one has an error
where the other does not. These are noted at the end of the file along
with the general list of errors and an explanation of paragraph breaks. Superscripts are shown with carets: w^t, y^e. All pilcrows ¶ in the
body text were added by the transcriber (see endnotes). The book was originally (1550) printed together with Richard Sherry's
A Treatise of Schemes and Tropes . Since the two texts have no
connection except that Sherry is assumed to be the translator, they
have been made into separate e texts.]
¶ A treatise
of Schemes & Tropes
very profytable
for the better vnderstanding of good
authors, gathered out of the best
Grammarians & Oratours
by Rychard Sherry Lon
doner. Whervnto is added a declamacion,
That chyldren euen strayt frõ their
infancie should be well and gent
ly broughte vp in learnynge.
Written fyrst in Latin
by the most excel
lent and
famous Clearke, Erasmus
of Rotero
dame.
That chyldren oughte to
be taught and brought vp g[en]tly in
vertue and learnynge, and that
euen forthwyth from theyr na
tiuitie: A declamacion of
a briefe theme, by E
rasmus of Rote
rodame.
If thou wilt harken vnto me, or rather to Chrisippus,
the sharpeste witted of Philosophers, y^u shalte
prouide y^t thyne infante and yonge babe be forthewyth
instructed in good learnyng, whylest hys wyt is yet
voyde from tares and vices, whilest his age is tender
and tractable, and his mind flexible and ready to
folowe euery thyng, and also wyl kepe fast good
lessons and preceptes. For we rem[em]ber nothynge so well
when we be olde, as those thynges y^t we learne in
yonge yeres. [Sidenote: Diuision of y^t confutaciõ]
Care not thou for those fooles wordes which chatter
that thys age, partly is not hable inough to receiue
discipline, & partlye vnmete to abyde the labours of
studies. For fyrst, the beginninges of learning, stãd
specially by memorie, which as I sayd, in yõg ones is
very holdfast. Secondly because nature hath made vs to
knowledge the study of y^t thynge can not be to hasty,
wherof y^e author of al thyng her self hath graffed in
vs y^e seedes. Beside this some thinges be necessary
to be know[en] wh[en] we be s[um]what elder, which by
a cert[en] peculier readines of nature, y^e tender age
perceiueth both much more quickly, & also more esily
th[en] doth y^e elder, as y^e first beginnings of letters,
y^e knowledge of tõges, tales & fabels of poetes.
Finallye, why shulde y^t age be thought vnmete to
lerning, which is apt to lerne maners? Or what other
thinge shuld chyldr[en] do rather wh[en] they be more able
to speake, seyng nedes thei muste do sumwhat? How much
more profite is it y^t age to sporte in letters, then
in trifles? Thou wilt say y^t it is but of litle value
y^t is done in those fyrste yeres. Why is it dispised
as a smal thing, which is necessary to a very greate
matter? And why is y^t lucre, be it neuer so litle,
yet a lucre, dispised of purpose? Now if you oft[en] put
a lytle to a litle, there riseth a greate heape.
Herewith cõsider this also, if beyng an infant he
lerne smaller thinges, he shalt lerne greter, growynge
vpwardes in those yeres, in which those smaller shuld
haue ben lerned. Finally whyle he doth these thinges,
at y^e least he shal be kept frõ those fautes, wherw^t
we se com[en]ly y^t age to be infected... Continue reading book >>
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