Here is no transverse alliteration, such as we find so frequently in Lyly, but a simple alliteration--"a rudimentary euphuism of balanced and alliterative phrases, probably like the alliteration of Anglo-Saxon homilies, borrowed from popular poetry[54]." Latimer also employs the responsive method so frequently used by Lyly. "But ye say it is new learning. Now I tell you it is old learning. Yea, ye say, it is old heresy new scoured. Nay, I tell you it is old truth long rusted with your canker, and now made new bright and scoured." It is no long step from this to the rhetorical question and its formal answer "ay but----." Alliteration is not found in Guevara; it was an addition, and a very important one, made by his translators. This was at any rate a purely native product, and cannot be assigned to Spain. The antithesis and parallelism were the fruits of humanism, and they appear, combined with Latimer's alliteration, in the writings of Sir John Cheke and his pupil Roger Ascham. Cheke's famous criticism of Sallust's style, as being "more art than nature and more labour than art," introduces us at once to euphuism, and gives us by the way a very excellent comment upon it. Again he speaks of "magistrates more ready to tender all justice and pitifull in hearing the poor man's causes which ought to amend matters more than you can devise and were ready to redress them better than you can imagine[55]"; which is a good example of the euphuistic combination of alliteration and balance. [54] Craik, vol. I. p. 224. [55] Craik, p. 258. In Ascham the style is still more marked. There are, indeed, so many examples of euphuism in the _Schoolmaster_ and in the _Toxophilus_, that one can only select. As an illustration of transverse alliteration quite as complex as any in _Euphues_, we may notice the following: "Hard wittes be hard to receive, but sure to keep; painfull without weariness, hedefull without wavering, constant without any new fanglednesse; bearing heavie things, though not lightlie, yet willinglie; entering hard things though not easily, yet depelie[56]." Classical allusions abound throughout Ascham's work, and he occasionally indulges in the ethics of natural history as follows: "Young Graftes grow not onlie sonest, but also fairest and bring always forth the best and sweetest fruite; young whelps learne easilie to carrie; young Popingeis learne quickly to speak; and so, to be short, if in all other things though they lacke reason, sense, and life, the similitude of youth is fittest to all goodnesse, surelie nature in mankinde is more beneficial and effectual in this behalfe[57]." [56] Arber, _Schoolmaster_, p. 35. [57] _id._, p. 46.