us_ (iv. 2) he says, of _Integer vitae_:
"'Tis a verse in Horace; I know it well: I read it in the grammar long
ago." In _Henry VI._ part ii. sc. 7, when Jack Cade charges Lord Say
with having "most traitorously corrupted the youth of the realm in
erecting a grammar-school," Lord Say replies that "ignorance is the
curse of God, knowledge the wing wherewith we fly to heaven." In the
_Taming of the Shrew_ (I. i. 157) a line is quoted as from Terence
(_Andria_, 74): "_redime te captum quam queas minimo._" This is taken
_verbatim_ from Lilye's contribution to the _Brevis Institutio_,
originally composed by Colet, Erasmus and Lilye for St Paul's School
(1527), and ultimately adopted as the _Eton Latin Grammar_. The
_Westminster Greek Grammar_ of Grant (1575) was succeeded by that of
Camden (1595), founded mainly on a Paduan text-book, and apparently
adopted in 1596 by Sir Henry Savile at Eton, where it long remained in
use as the _Eton Greek Grammar_, while at Westminster itself it was
superseded by that of Busby (1663). The text-books to be used at Harrow
in 1590 included Hesiod and some of the Greek orators and historians.

Ascham.

In one of the _Paston Letters_ (i. 301), an Eton boy of 1468 quotes two
Latin verses of his own composition. Nearly a century later, on New
Year's Day, 1560, forty-four boys of the school presented Latin verses
to Queen Elizabeth. The queen's former tutor, Roger Ascham, in his
_Scholemaster_ (1570), agrees with his Strassburg friend, J. Sturm, in
making the imitation of the Latin classics the main aim of instruction.
He is more original when he insists on the value of translation and
retranslation for acquiring a mastery over Latin prose composition, and
when he protests against compelling boys to converse in Latin too soon.
Ascham's influence is apparent in the _Positions_ of Mulcaster, who in
1581 insists on instruction in English before admission to a
grammar-school, while he is distinctly in advance of his age in urging
the foundation of a special college for the training of teachers.

Cleland.

Bacon, Milton, Petty.

Locke.

Cleland's _Institution of a Young Nobleman_ (1607) owes much to the
Italian humanists. The author follows Ascham in protesting against
compulsory Latin conversation, and only slightly modifies his
predecessor's method of teaching Latin prose. When Latin grammar has
been mastered, he bids the teacher lead his pupil "into the sweet
fountain and spring