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 Greek, and of the Old and New Testaments, to the exclusion of the old scholastic text-books. These Injunctions may indeed be regarded as formally marking the fall of scholasticism. They constitute an official boundary-line between the mediaeval learning and the new.

But the reform failed to bear good fruit. During the years from 1535 to Mary's death in 1559 the Universities were at a low ebb. At first, no doubt, the level of their work seemed to be rising. But Henry had narrowly circumscribed their intellectual freedom; they were suffering from poverty; and they were distracted by all the fierce controversies of the time. A mischief of a new kind had also crept in. After the expulsion of the religious orders, youths of the richer classes began once more to frequent the Universities, as their parents had no longer to fear the influence of monk or friar. Thus in 1549 Latimer said, referring to Cambridge, "There be none now but great men's sons in College, and their fathers look not to have them preachers." Academic corruption followed. Roger Ascham says, "Talent, learning, poverty and discretion all went for nothing&hellip;, when interest, favour, and letters from the great exerted their pressure from without." Perhaps the Universities were never less truly national than in those years.

Elizabeth's reign opened a new era. Not that it was a brilliant period in academic studies. With the partial exception of Theology, no branch of learning was really flourishing at the ancient seats. However,