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for searching only. THE EGG WHICH ERASMUS LAID AT PAUL'S 131
It is important to notice here that Wolsey's curriculum in 1528 uses these Latin authors in almost exactly the order of Erasmus. Terence came in the third form as the first of the strictly classical writers, Virgil came in the fourth, Cicero in the fifth, SaIlust and Caesar in the sixth, Horace and Ovid in the seventh. Thus Horace has been advanced to the seventh form and Ovid has been added as a companion to him. With exception of Ovid, this is the list of Erasmus; and the authors are studied in his order, except that Horace has been transferred to the later forms. This transfer is for the purpose of pre-serving the types of literature, with poetry in the seventh form. One should have no doubt as to the fundamentals of Paul's curriculum, or whence they were derived.
Now finally, I believe, we can see what lies behind the Ipswich-Paul's system, and who was really responsible for that curriculum. The first form was to learn the eight parts of speech, or accidence proper; here the A'editio of Colet in English. This was the direction of Erasmus, and as we have seen, Colet constructed the book in accordance with Erasmian specifications, and directed that it be used exactly in the fashion prescribed by Erasmus. Wolsey insists also upon care that the boys articulate clearly. In the second form, the boys continue learning the rudiments. The term shows that Wolsey is thinking of the Rudimenta of Lily in English, which was joined to the deditio of Colet to form together the nucleus of what became the first part of the authorized grammar. The boys are now ready, as Erasmus directed, to begin both oral and written composition. They were to learn to speak Latin and were to translate from English into Latin, "somewhat that is pretty and pertinent," but suited to the capacity of boys. The boys then transcribed the Latin into notebooks in their fairest hands. While Wolsey does not specify the text, he is thinking of such a book as the Colloquies of Erasmus for the oral work, and his instructions to translate in order to learn grammar is in ac-cord with the Erasmus-Colet instructions. If the boys take any Latin author in this form, it is to be Cato or Lily's own Carmen. Erasmus had prepared Cato for this purpose, and Lily's instructions in the Carmen would be needed immediately, being, as they were, the rules of the school. These rules, as we have seen, embody Erasmian directions. So the boys now get composition both oral and written, and also begin the study of Latin authors to form their style. All this is exactly Erasmus.
In the third class, the boys read Aesop and Terence. Erasmus had
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