CHAPTER V.

"THE GOVERNOUR,"

by Sir Thomas Elyot; d. 1546.

The Governour, by Sir Thomas Elyot, was unknown save to the learned few until it was edited and reprinted by Mr Croft in 1880. The writer was a lawyer, and after holding a legal office for some time he was appointed by Wolsey Clerk of the Council of King Henry VIII. in 1523. He died in 1546. The Governour was printed 1530-31. The Institutio Principis Christiani of Erasmus is referred to by him, and he is indebted also to other writers (among whom I would include Plutarch).

I think Elyot's book of historical importance for two reasons: first because it seems to have been the first treatise in English written in the spirit of the earlier Italian Humanists, and secondly because it must have exercised influence on the mind of Roger Ascham. It would not serve much purpose to expound the whole of The Governour. I can give the reader a fair acquaintance with its spirit and aims by stringing together its leading precepts, and so letting Elyot speak for himself. Colet, I may mention, died only 10 or 12 years before the publication of Elyot's book, but it was only incidentally that he wrote on education, although historically he was an important figure as founder of the Humanistic School of St Paul's. Accordingly Elyot's work may be accepted as the first full exposition of the Humanistic point of view, not only in English but also in England.

Early Training.

"Moreover to the nurse should be appointed another woman of approved virtue, discretion, and gravity, who shall not suffer, in the child's presence, to be shown any act or tache (quality) dishonest or any wanton or unclean word to be spoken: and for that cause all men, except physicians only, should be excluded and kept out of the nursery. Perchance some will scorn me for that I am so serious, saying that there is no such damage to be feared in an infant, who for tenderness of years hath not the understanding to discern good from evil. And yet no man will deny, but in that innocency he will discern milk from butter, and bread from pap, and ere he can speak he will with his hand or countenance signify which he desireth. And I verily do suppose that in the brains and hearts of children, which be members spiritual, whiles they be tender, and the little slips of reason begin in them to burgeon, there may happen by evil custom some pestiferous dew of vice to pierce the said members, and infect and corrupt the soft and tender buds, whereby the fruit may grow wild, and some time contain in it fervent and mortal poison, to the utter destruction of a realm.

"And we have in daily experience that little infants essayeth to follow, not only the words, but also the facts and gesture, of them that be provect (advanced) in years. For we daily hear, to our great heaviness, children swear great oaths and speak lascivious and unclean words, by the example of other whom they hear, whereat the lewd parents do rejoice, soon after, or in this world, or elsewhere, to their great pain and torment. Contrarywise, we behold some children kneeling in their games before images, and holding up their little white hands, do move their pretty mouths as they were praying: other going and singing as it were in procession: whereby they do express their disposition to the imitation of those things, be they good or evil, which they usually do see or hear. Wherefore not only princes,

but also all other children, from their nurses' paps, are to be kept diligently from the hearing or seeing of any vice or evil tache. And incontinent as soon as they can speak, it behoveth, with most pleasant allurings, to instil in them sweet manners and virtuous custom. Also to provide for them such companions and playfellows which shall not do in his presence any reproachable act or speak any unclean word or oath, nor to advance him with flattery, remembering his nobility, or any other like thing wherein he might glory: unless it be to persuade him to . virtue, or to withdraw him from vice, in the remembering to him the danger of his evil example."

Beginnings of Latin.

"But there can be nothing more convenient than by little and little to train and exercise them in speaking of Latin: informing them to know first the names in Latin of all things that cometh in sight, and to name all the parts of their bodies: and giving them somewhat that they covet or desire, in most gentle manner to teach them to ask it again in Latin. And if by this means they may be induced to understand and speak Latin; it shall afterwards be less grief to them, in a manner, to learn anything, where they understand the language wherein it is written. And, as touching grammar, there is at this day better introductions, and more facile, than ever before were made, concerning as well Greek as Latin, if they be wisely chosen.

* * *

"And in this wise may they be instructed, without any violence or enforcing: using the more part of the time, until they come to the age of seven years, in such dissports as do appertain to children, wherein is no resemblance or similitude of vice."

Variety of occupation.

"The discretion of a tutor consisteth in temperance: that is to say, that he suffer not the child to be fatigued with con

tinual study or learning, wherewith the delicate and tender wit may be dulled or oppressed: but that there may be therewith interlaced and mixed some pleasant learning and exercise, as playing on instruments of music."

Latin not to be seriously begun till the child knows his own tongue. Qualification of teacher. Discipline.

"After that the child hath been pleasantly trained, and induced to know the parts of speech, and can separate one of them from another, in his own language, it shall then be time that his tutor or governor do make diligent search for such a master as is excellently learned both in Greek and Latin, and therewithal is of sober and virtuous disposition, specially chaste of living, and of much affability and patience: lest by any unclean example the tender mind of the child may be infected, hard afterwards to be recovered. For the natures of children be not so much or soon advanced by things well done or spoken, as they be hindered and corrupted by that which in acts or words is wantonly expressed. Also by a cruel and irous master the wits of children be dulled; and that thing for the which children be oftentimes beaten is to them ever after fastidious: whereof we need no better author for witness than daily experience. Wherefore the most necessary things to be observed by a master in his disciples or scholars (as Lycon, the noble grammarian, said) is shamefastness and praise. By shamefastness, as it were with a bridle, they rule as well their deeds as their appetites. And desire of praise addeth a sharp spur to their disposition toward learning and virtue. According thereunto Quintilian, instructing an orator, desireth such a child to be given unto him, whom commendation fervently stirreth, glory provoketh, and being vanquished weepeth. That child (saith he) is to be fed with ambition, him a little chiding sore biteth, in him no part of sloth is to be feared. And if nature disposeth not the child's

wit to receive learning, but rather otherwise, it is to be applied with more diligence and also policy, as choosing some book, whereof the argument or matter approacheth most nigh to the child's inclination or fantasy, so that it be not extremely vicious, and therewith by little and little, as it were with a pleasant sauce, provoke him to have a good appetite to study."

After seven years of age the boy should learn Greek before Latin, meanwhile practising Latin colloquially with his fellows. and masters. If this be not done, then at least the serious study of both languages should be begun at the same time.

Grammar not to be too prolonged. Authors to be read as soon as possible. Method: Committing to memory.

"Grammar being but an introduction to the understanding of authors, if it be made too long or exquisite to the learner, it in a manner mortifieth his courage: And by that time he cometh to the most sweet and pleasant reading of old authors, the sparks of fervent desire of learning is extinct with the burden of grammar, like as a little fire is soon quenched with a great heap of small sticks: so that it can never come to the principal logs where it should long burn in a great pleasant fire.

"Now to follow my purpose: after a few and quick rules of grammar, immediately, or interlacing it therewith, would be read to the child Æsop's Fables in Greek: in which argument children much do delight. And surely it is a much pleasant lesson and also profitable, as well for that it is elegant and brief (and notwithstanding it hath much variety in words, and therewith much helpeth to the understanding of Greek), as also in those fables is included much moral and politic wisdom. Wherefore, in the teaching of them, the master diligently must gather together those fables which may be most accommodate to the advancement of some virtue, whereto he perceiveth the child inclined: or to the rebuke of some vice, whereto he