I have said that ability to write Latin verse is one of the essential marks of an educated person. I wish now to indicate a second, which is of at least equal importance, namely, familiarity with the literature and language of Greece. The time has come when we must speak in no uncertain voice upon this vital requirement of scholarship. HUMANISM IN FRANCE. From Italy the new humanism was carried to France, along with the retreating armies that had occupied Naples, Florence, and Milan (p. 252), and when Francis I came to the French throne, in 1515, the new learning found in him a willing patron. Though there had been beginnings before this, the new learning really found a home in France now for the first time. Here, too, it became associated with court and noble, and the schools created to furnish this new instruction were provided at the instigation of some form of public authority. The greatest humanistic scholar in France at the time, Budaeus, was made royal librarian, in 1522. His study of the old Roman coinage, upon which he spent nine years, would pass to-day as a study representing a high grade of scholarship, and was in marked contrast with the scholastic methods of the university. In his writings Budaeus set forth for France the dictum that every man, even if he be a king, should be devoted to letters and liberal learning, and that this culture can be obtained only through Greek and Latin, and of these, unlike the Italians, he held Greek to be the more important. Other scholars now helped to transfer the center for Greek scholarship to Paris, where it remained for the next two centuries. [Illustration: FIG. 78. GUILLAUME BUDAEUS (1467-1540)] A royal press was set up in Paris, in 1526, to promote the introduction of the new learning. Libraries were built up, as in Italy. Humanist scholars were made secretaries and ambassadors. The _College de France_ was established at Paris, by direction of the King, with chairs in Latin, Greek, Hebrew, and mathematics. To Hebrew the Italians had given almost no attention, but in France, and particularly in Germany, Hebrew became an important study. The development of schools in northern France was hindered by the dissensions following the religious revolts of Luther and Calvin, but in southern France many of the cities founded municipal colleges, much like the court schools of northern Italy in type. The work of the city of Bordeaux in reorganizing its town school along the new lines was typical of the work of other southern cities. Good teachers, liberal instruction, and a broad-minded attitude on the part of the governing authorities [3] made this school, known as the _Collège de Guyenne_, notable not only for humanistic instruction, but for intelligent public education during the second half of the sixteenth century. The picture of this college (school) left us by its greatest principal, Elie Vinet (R. 136), gives an interesting description of its work.