e.

FOOTNOTES:

[Footnote 22: From the "History of the Reformation in Scotland." The
spelling has been modernized. After the arrival of Mary in Scotland in
1561, Knox had several interviews with her, followed by an open
rupture with her party in the government of Scotland, and by his
retirement into comparative privacy. Burton, the historian of
Scotland, believes that the dialog here given took place in French,
rather than in the language in which Knox reports it. Mary's habitual
speech was French and Knox knew the language well.]

ROGER ASCHAM

Born in 1515, died in 1568; educated at Cambridge, where he
taught Greek; became a tutor to Princess Elizabeth,
afterward to the Queen, in 1548; served as Latin Secretary
to Queens Mary and Elizabeth, 1563-68; his work, "The
Schoolmaster," published in 1570.

OF GENTLE METHODS IN TEACHING[23]

Yet some will say that children, of nature, love pastime, and mislike
learning; because, in their kind, the one is easy and pleasant, the
other hard and wearisome. Which is an opinion not so true as some men
ween. For the matter lieth not so much in the disposition of them that
be young, as in the order and manner of bringing up by them that be
old; nor yet in the difference of learning and pastime. For, beat a
child if he dance not well, and cherish him tho he learn not well, you
shall have him unwilling to go to dance, and glad to go to his book;
knock him always when he draweth his shaft ill, and favor him again
tho he fault at his book, you shall have him very loth to be in the
field, and very willing to be in the school. Yea, I say more, and not
of myself, but by the judgment of those from whom few wise men will
gladly dissent; that if ever the nature of man be given at any time,
more than other, to receive goodness, it is in innocency of young
years, before that experience of evil have taken root in him. For the
pure clean wit of a sweet young babe is like the newest wax, most
able to receive the best and fairest printing; and like a new bright
silver dish never occupied, to receive and keep clean any good thing
that is put into it.

And thus, will in children, wisely wrought withal, may easily be won
to be very well willing to learn. And wit in children, by nature,
namely memory, the only key and keeper of all learning, is readiest to
receive and surest to keep any manner of thing that is learned in
youth. This, lewd and learned, by c