This prose for God was not built in a day, but was the work of generations. The
emergence of a weekday prose for man is not so simply traced.
Instructive prose
Le Morte Darthur, that masterpiece of 15th-century prose, perfects a storytelling
mode originally oral. Renaissance prose had more abstract and prescriptive tasks:
the titlesThe Prince,The Governor,Toxophilus,The Courtierand The Schoolmaster
propose ideal secular roles. The roots of these words are not Old English: Latin, with
its romance derivatives, had honeycombed English, and was again the source of new
words. Fifteenth-century scholars had borrowed from Latin to meet a technical need
or to add weight; Latin duplicates added choice, sonority or play. Patriotic human-
ists wanted English to replace Latin as the literary medium, but it was Latin which
provided both the new words and the stylistic models. Writers about language,
whether grammarians or humanists, took their ideas of style from Cicero(106–43
BC) and Quintilian(ADc.35–c.100). Latin-derived words poured into 16th-century
English in quantities which worried linguistic patriots. Adventurers in elaborate new
styles fought conservatives resisting ‘inkhorn’ terms too obviously taken from books.
An example of plain Tudor prose is Roper’s Life of More, written in Queen Mary’s
reign.
The first significant prose writers were tutors to the great.Sir Thomas Elyot
(c.1490–1546) served Cardinal Wolsey; at Wolsey’s fall, he wrote his Governor
(1531), dedicated to Henry VIII. Its theme is the necessity for governors, and for
governors to be educated in classical literature. Elyot says that Henry praised him for
not introducing any Latin or French words too hard to understand; he was made an
ambassador. The humanist John Cheke(1514–1557) became tutor to Edward VI.
Roger Ascham(1515–1568) taught Gre ek at Cambridge,but it was sport rather
than Greek which brought him leisure. He dedicated his Toxophilus (1545) to Henry,
which earned him a pension.Toxophilus (Gk: ‘bow-lover’) is a treatise on how to use
the longbow,the weapon that had won at Agincourt. At home in Kent and
Christendom, Wyatt had stalked with his bow in the winter. Ascham has a good page
on wind-drag in winter:
That morning the sun shone bright and clear, the wind was whistling aloft and sharp
according to the time of the year. The snow in the highway lay loose and trodden with
horses’ feet: so as the wind blew, it took the loose snow with it, and made it so slide
upon the snow in the field which was hard and crusted by reason of the frost overnight,
that thereby I might see very well the whole nature of the wind as it blew that day.Archery made for pure English.
Ascham became tutor in 1548 to Princess Elizabeth, and served Queens Mary and
Elizabeth as Latin secretary, a job which Milton performed for the Commonwealth
a century later. Ascham says in his Schoolmaster, posthumously published in 1570,
that he preferred writing Latin or Greek to writing English. On schoolmastering,
Ascham is humane and sensible, but otherwise partisan. Thus, he finds good Lady
Jane Grey reading Plato at home while her family are hunting in the park. Good
Queen Elizabeth (his pupil) is more learned than all but one or two of her subjects.
But, rather than the Bible, Ascham says, our forefathers preferred reading Malory, in
whom ‘those be counted the noblest knights that do kill most men without any
quarrel and commit foulest adulteries by subtlest shifts.’ Italy is the source not of
Platonic learning but, as in Wyatt, of Catholic vices.
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