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The Education of Children

Chapter 4: Transcriber’s Footnotes
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About This Book

The treatise advises parents to begin instruction while a child's mind is pliant, emphasizing memory, moral formation, and the ordering of learning from simple to complex. It urges careful choice of teachers and nurses, gentle encouragement instead of harshness, and a mix of pleasant exercises and disciplined study to form habits and manners. Practical guidance covers reading suitable texts, language learning, moderation of physical strain, and aligning early lessons with later usefulness, with the aim of producing a well-adapted, virtuous, and capable adult.

Title Page

¶ That chyldren oughte to
be taught and brought vp gẽtly in
vertue and learnynge, and that
euen forthwyth from theyr na
tiuitie: A declamacion of
a briefe theme, by E-
rasmus of Rote-
rodame.

Final Page

¶ Impryn-
ted at London by Iohn Day,
dwellinge ouer Aldersgate, beneth
saint Martyns. And are to be sold
at his shop by the litle conduit
in Chepesyde at the sygne
of the Resurrec-
tion.

Cum priuilegio ad imprimendum
solum. Per septennium.

Notes on the Text

Paragraphs

Some paragraph breaks in this e-text are conjectural. The printed book had the following kinds of breaks:

conventional paragraph with indented first line

unambiguous paragraph with non-indented first line

ambiguous paragraph: previous line ends with blank space, but the space is not large enough to contain the first syllable of the following line

sentence break corresponds to line break: this happens randomly in any printed book, and only becomes ambiguous when the book also has non-indented paragraphs

In this e-text, the second type of paragraph is marked with a simple line break (no space) and pilcrow ¶. The third type has a pilcrow ¶ but no break. The fourth type is not marked.

Spelling

The pattern of initial v, non-initial u is followed consistently.

The spelling “they” is more common than “thei”.

The form “then” is normally used for both “then” and “than”; “than” is rare.

The most common spelling is “wyll”, but “wyl”, “wil” and “will” also occur.

Word Division

Line-end hyphens were completely arbitrary; words split at line break were hyphenated about two-thirds of the time. The presence or absence of a hyphen has not been noted. Hyphenless words at line-end were joined or separated depending on behavior elsewhere in the text:

Always one word (re-joined at line break): som(e)what, without, afterward(e)s

Usually one word: often( )times, what( )so( )euer

One or two words: an( )other

Usually two words: it/him/my.. self/selues; shal( )be; straight( )way

Always two words: here to

Roman Numerals

Numbers were printed with leading and following .period. When the number came at the beginning or end of a line, the “outer” period was sometimes omitted. These have been supplied for consistency.

Transcriber’s Footnotes

* “in a table”

In context, “table” looks like an error for either “tale” or “fable”, but it means picture (Latin tabula)

“the grekes says dracontes in the genitiue case”

Latin draco, draconis
Greek δρακων, δρακοντος (drakôn, drakontos)