Cromwell’s careful plans for the education of his son Gregory are relevant here. He did not try to repeat his own triumphantly successful history of self-tutoring, but was concerned to do the best for his son. Over the years, as his own status rose, his priorities shifted from scholarly grounding to the moulding of a potential courtier (a move in any case encouraged by Gregory’s manifest lack of enthusiasm for scholarly pursuits). What is significant is strong evidence of evangelical connections in the academic foundations of Gregory’s programme of schooling.
