[Sidenote: Ascham’s _Scholemaster_.] =Humanism at the Court.=--As Cheke became private tutor to Prince Edward and Ascham to Princess Elizabeth, an Hellenic atmosphere was soon promoted in royal circles. A powerful assistance to the development of humanism was also found at the court through the influence of More, who was especially close to Cardinal Wolsey, and so for a time to the king, Henry VIII. A number of treatises upon humanistic education were written by members of the court, like More and Vives; while Ascham produced his _Scholemaster_, a well-known work on teaching Latin and Greek by ‘double translation.’ This famous method consisted in having the child translate a passage into English, and then, after an hour, render it back into the original and have the master compare it with the text. [Sidenote: Religious training combined with the classics.] [Sidenote: Influence upon other grammar schools.] =Colet and His School at St Paul’s.=--The humanistic changes in English education, however, were not limited to the universities and the court. The schools also felt the effect of the new movement, and the most important factor in bringing this about was the foundation of St. Paul’s School in 1509 by Colet. This scholar devoted most of the fortune left him by his father to establishing a humanistic school in St. Paul’s churchyard, dedicated to ‘the child Jesus.’ The institution was thus an outgrowth of Northern humanism, and combined religious training with a study of the classics. In connection with certain Latin authors and Church Fathers, the pupils studied the catechism in English, the _Latin Grammar_ of Lily, who was the first headmaster of the school, and the _De Copia_ of Erasmus. St. Paul’s school trained a long list of brilliant scholars, literary men, clergy, and statesmen, and became the immediate model for a host of other institutions. There were in existence at the time St. Paul’s was founded some three hundred ‘grammar’ schools of various types. These had come down from the Middle Ages, and their chief purpose had been the training of young men for the priesthood. Their curriculum was usually of the mediæval monastic type, but they soon felt the influence of the new school. Those which survived the general dissolution of ecclesiastical foundations by Henry VIII and Edward VI were gradually remodeled on the classical basis of St. Paul’s. New schools were also established in accordance with the humanistic ideals. [Sidenote: Soon became narrow and formal.]