We still draw from the same wells of meaning as did Chaucer and Camden; the language, by additions from foreign sources, as by native growth, having now become the most composite of any; it is the one we speak, and affect to teach. If we have few masters, it is because we yet cultivate other tongues at its cost. Scholars praise the exceeding richness and beauty of the best writers of the age of Elizabeth, but fail to inform us by what happy chances, whether by force of genius altogether, or more natural methods of study, the language and literature came to its prime in that period. Meanwhile it were not amiss for us to listen to the great authors and teachers of those golden days when our tongue had the sweep and splendor, the force, depth, accuracy, the grace and flexibility proper to its genius and idiom, if we may learn from these authorities by what method they attained to their proficiency in its use; instructors of Princes, as they were, and inspirers of those who made the literature. Roger Ascham--Queen Elizabeth's school-master--proposed after teaching the common rudiments of grammar to begin a course of double translation, first from Latin into English, and shortly after from English into Latin, correcting the mistakes of the student and leading to the formation of a classical style, by pointing out the differences between the re-translation and the original, and explaining their reasons. "His whole system is built upon the principle of dispensing as much as possible with the details of grammar, and he supports his theory by a triumphant reference to its practical effects, especially as displayed in the case of Queen Elizabeth, whose well known proficiency in Latin, he declares to have been obtained without grammatical rules, after the very simplest had been mastered." Sir Philip Sidney, whose opinions are of the highest importance in these matters, speaking in his "Defence of Poesie," says: "Another will say that English wanteth grammar. Nay, truly, it hath that praise that it wants not grammar; for grammar it might have, but needs not, being so easie in itselfe and so void of those cumbersome differencies of cases, genders, moods and tenses, which I think was a piece of the tower of Babylon's curse, that a man should be put to schoole to learn his mother tongue. But for the uttering sweetly and properly the conceit of the minde which is the end of speech, that it hath equally with any other tongue in the world."[D]