French teachers were not the only zealous advocates of the reading of French literature. Most of the writers on polite education of the time give similar advice, although for different reasons. "For statesmen, French authors are the best," wrote Francis Osborne in his Advice to a son,[512] "and most fruitful in negociations, and memoirs left by public ministers, and by their secretaries published after their deaths." Cleland names the works of the many learned historiographers of France he would have the future diplomat and aspirant to the services of the State read: "Engerrand of Munstrellet, Philip of Commines, the Lord of Haillant, who is both learned and profitable and pleasant in my conceit. The Commentaries of Bellay and the Inventorie of John Serres, newlie printed and worthie to be read, both for the good and compendious compiling of the storie and also for the French eloquence wherin he floweth. For militarie affairs, yee maie read the Lord of Noue, who is somwhat difficil for some men, and also the Commentaries of the L. Monluc, which are good both for a young souldier, and an old captaine."[513]
Bodin was another of the authors specially recommended. Sir Philip Sidney counsels his brother Robert to read him with particular attention, and James Howell[514] includes him in a list of "good French writers," which varies slightly from that of Cleland: "For the general history of France, Serres is one of the best, and for the modern times, d'Aubigni, Pierre Mathieu, and du Pleix: for the politicall and martiall government du Haillan, De la Noue, Bodin, and the Cabinet: Touching Commines, who was contemporary with Machiavel, 'twas a witty speech of the last Queen mother of France that he made more Heretiques in policy than Luther ever did in religion. Therefore he requires a reader of riper years."
FOOTNOTES:
[449] This was the fee charged by Holyband in his French school.
[450] The interlinear arrangement used in the Middle Ages had been abandoned in all but a few exceptional cases. These teachers no doubt agreed with the pedagogue John Brinsley, the chief exponent of the method of translation, that interlinears were confusing because the eye catches the two languages simultaneously.
[451] F. Watson, English Grammar Schools, Cambridge, 1908, pp. 305 sqq. J. E. Sandys, "Education in Shakespeare's England," in Shakespeare's England, i. pp. 231 sqq.
[452] Cp. Rashdall, Universities of Europe in the Middle Ages, ii. p. 603.
[453] Article on Lily in Dict. Nat. Biog., and Watson, Grammar Schools, pp. 243 sqq.
[454] Cp. W. Lilly's History of His Life, "Autobiographies," I., London, 1828, pp. 12, 13; The Autobiography of Adam Martindale, Chetham Soc., 1845, pp. 14, 15, and similar diaries and memoirs.
[455] Published at Brabant, 1538; cp. F. Watson, Tudor Schoolboy Life, 1908.