Between tradition and innovation: Paul Greaves and the shaping of early modern language education

Abstract This article examines Grammatica Anglicana (1594), Paul Greaves’ pioneering English grammar inspired by Ramist principles and one of the earliest grammars dedicated specifically to the English language (Algeo 1985; Padley 1985). Drawing on data from the Early Modern English Grammars Archive (EMEGA), this article focuses on Greaves’ Prefatory Epistle and his treatment of Early Modern English morphology to demonstrate the mediation of Latin grammatical traditions as both a filter and a model for linguistic reflection (Vezzosi 2012; Marsico 2020a, b). The imitative and emulative mechanisms at play in Grammatica Anglicana reveal a marked syncretism, illustrating how the Latin model was adapted (not always successfully) to accommodate the demands of vernacular language learning (Ragni 2023). Such evidence invites reflection on the epistemic transfers across texts, where pedagogical and rhetorical traditions converged to shape new educational tools (Munzi 1992). Greaves’ work, with its balance of innovation and reliance on established traditions, offers a valuable case study for examining how linguistic knowledge was produced, organised and transmitted in the early modern age, and for addressing the issue of metalinguistic awareness. Ultimately, this article seeks to contribute to broader discussions on the history of language education, revealing how historical materials reflect the ideological, cultural and political dynamics of their time (Burke 2004; Gallagher 2019). By exploring Greaves’ Grammatica in relation to these topics, this article aims to underscore how the intersection of tradition, innovation and sociopolitical forces have always shaped pedagogical practices, offering lessons that remain relevant for today’s educators and researchers.