Page:King Alfred's West-Saxon Version of Gregory's Pastoral Care (2).djvu/89

80 GREGORY'S PASTORAL. (Cotton MSS. XIV. Hu se lareow sceal beon on his weorcum fyrest [fyrmest].

Se lareow sceal beon on his weorcum healic, ðæt he on his life gecyðe lifes weg his hieremonnum, ðætte sio heord se þe folgað ðæm wordum & ðæm ðeawum ðæs hirdes, mæge bett gán æfter his ðeawum ðonne æfter his wordum. He bið genied mid ðæm folgoðe ðæt he sceal healice sprecan; geðence he ðonne ðæt him is efnmicel nied, siððan he hit gesprecen hæfð, ðæt he eac swæ dó swæ swæ he lærð, forðon sio stefn ðæs lareowes micle ðy ieðelicor ðurhfærð ða heortan ðæs gehierendes, gif he mid his ðeawum hie tæron gefæstnað; ðæt is ðæt he sprecende bebiet ðæt he ðæt wyrcende oðiewe, ðæt hit ðurh ðone fultom sie forðgenge. Be ðæm wæs gecweden ðurh fone witgan : Đu þe wilt godspellian Sion, astig ofer heanne munt. Đæt is ðætte se sceal, se þe wile brucan ðara godcundra ðinga & ðara heofonlicra lara, forlætan ðas nieðerlican & ðas eorðlican weorc, forðæm he bið gesewen standende on ðæm hrofe godcundra ðinga. Swæ micle he mæg ieð his hieremen geteon to betran, & he bið swæ micle sel gehiered swæ he ufor gestent on his lifes geearnengum. Forðæm bebitt sio halige æ ðæt se sacerd scyle onfón ðone swiðran bogh æt ðære offrunge, & se sceolde beon asyndred from ðæm odrum flæsce. Đæt ðonne tacna ðæt ðæs sacerdes weorc sculon bion asyndred from oðerra monna weorcum. Nalles no ðæt an ðæt he good dó gemong oðrum monnum, ac eac synderlice swæ swæ he on geðyncðum bið furðor ðonne oðre, ðæt he eac sie on his weorcum & ðeawum swæ micle furður. Eac him mon sceolde sellan ða breost ðæs neates toeacan ðæm boge, ðæt is ðæt he geleornige ðæt he

XIV. How the teacher is to be foremost in his works. The teacher must be lofty in his works, to show in his own life the way of life to his disciples, that the flock which follows the words and moral example of the shepherd may rather follow his example than his words. His position obliges him to speak eloquently; let him then consider that it is equally needful for him, when he has spoken, to act according to his teaching, for the voice of the teacher penetrates the heart of the hearer much the more easily if he fix it there with good examples; that is, that he is to display openly what he commands with his words, to help it to become effective. Of which was said through the