,a ,,select ,,list ,,of ,works or ,editions ,,by ,,william ,,carew ,,hazlitt ,,of ,,the ,,inner ,,temple ,,chronologically ,,arranged #ahfj-ahhh4 #a4 ,history of the ,venetian ,republic2 ,its ,rise1 its ,greatness1 and its ,civilisation4 ,with ,maps and ,illustrations4 #d vols4 #hvo4 ,smith1 ,elder ,co4 #ahfj4 ,a new edition1 entirely recast1 with important additions1 in #c vols4 crown #hvo1 is in readiness for the press4 #b4 ,old ,english ,jest-,books1 #aebe-afci4 ,edited with ,introductions and ,notes4 ,facsimiles4 #c vols4 #abmo4 #ahfd4 #c4 ,remains of the ,early ,popular ,poetry of ,england4 ,with ,introductions and ,notes4 #d vols4 #abmo4 ,woodcuts4 #ahfd-ff4 #d4 ,handbook to the ,early ,popular1 ,poetical1 and ,dramatic ,literature of ,great ,britain4 ,demy #hvo4 #ahfg4 ,pp4 #gad1 in two columns4 #e4 ,bibliographical ,collections and ,notes4 #ahfg-gf4 ,medium #hvo4 #ahgf4 ,this volume comprises a full description of about #fjjj ,early ,english books from the books themselves4 ,it is a sequel and companion to ,no4 #d4 ,see also ,no4 #f infr4 #f4 ,bibliographical ,collections and ,notes4 ,,second ,,series4 #ahgf-hb4 ,medium #hvo4 #ahhb4 ,uniform with ,first ,series4 ,about #aj1jjj titles on the same principle as before4 ,mr4 ,w4 ,c4 ,hazlitt's second series of ,bibliographical ,collections and ,notes 7,quaritch7 is the result of many years' searches among rare books1 tracts1 ballads1 and broadsides by a man whose specialty is bibliography1 and who has thus produced a volume of high value4 ,if any one will read through the fifty-four closely printed columns relating to ,charles ,i41 or the ten and a half columns given to ',london' from #aeda to #agid1 and recollect that these are only a supplement to twelve columns in ,hazlitt's ,handbook and five and a half in his first ,collections1 he will get an idea of the work involved in this book4 ,other like entries are ',james ,i41' ',ireland1' ',france1' ',england1' ',elizabeth1' ',scotland' 7which has twenty-one and a half columns71 and so on4 ,as to the curiosity and rarity of the works that ,mr4 ,hazlitt has catalogued1 any one who has been for even twenty or thirty years among old books will acknowledge that the strangers to him are far more numerous than the acquaintances and friends4 ,this second series of ,collections will add to ,mr4 ,hazlitt's well-earned reputation as a bibliographer1 and should be in every real library through the ,english-speaking world4 ,the only thing we desiderate in it is more of his welcome marks and names1 ,b4 ,m41 ,britwell1 ,lambeth1 c41 to show where all the books approaching rarity are4 ,the service that these have done in ,mr4 ,hazlitt's former books to editors for the ,early-,english ,text1 ,new ,shakspere1 ,spenser1 ,hunterian1 and other societies1 has been so great that we hope he will always say where he has seen the rare books that he makes entries of4--,academy1 ,august #bf1 #ahhb4 #g4 ,bibliographical ,collections and ,notes4 ,a ,,third ,,and ,,final ,,series4 #ahhf4 #hvo4 ,uniform with the ,first and ,second ,series4 ,this volume contains upwards of #cjjj articles4 ,all three are now on sale by ,mr4 ,quaritch4 #h4 ,memoirs of ,william ,hazlitt4 ,with ,portions of his ,correspondence4 ,portraits after miniatures by ,john ,hazlitt4 #b vols4 #hvo4 #ahfg4 ,during the last twenty years the ,author has been indefatigable in collecting additional information for the ,life of ,hazlitt1 #ahfg1 in correcting errors1 and in securing all the unpublished letters which have come into the market1 some of great interest1 with a view to a new and improved edition4 #i4 ,inedited ,tracts4 ,illustrating the ,manners1 ,opinions1 and ,occupations of ,englishmen during the #afth and #agth ,centuries4 #aehf-afah4 ,with an ,introduction and ,notes4 ,facsimiles4 #dto4 #ahfh4 #aj4 ,the ,works of ,charles ,lamb4 ,now first collected1 and entirely rearranged4 ,with ,notes4 #d vols4 #hvo4 ,e4 ,moxon ,co4 #ahfh-fi4 #aa4 ,letters of ,charles ,lamb4 ,with some ,account of the ,writer1 his ,friends and ,correspondents1 and ,explanatory ,notes4 ,by the late ,sir ,thomas ,noon ,talfourd1 ,d4,c4,l41 one of his ,executors4 ,an entirely new edition1 carefully revised and greatly enlarged by ,w4 ,carew ,hazlitt4 #b vols4 #ahhf4 ,post #hvo4 #aa;a4 ,mary and ,charles ,lamb4 ,new ,facts and ,inedited ,remains4 #hvo4 ,woodcuts and ,facsimiles4 #ahgd4 ,the groundwork of this volume was an ,essay by the writer in ,macmillan's ,magazine4 #ab4 ,english ,proverbs and ,proverbial ,phrases4 ,arranged alphabetically and annotated4 ,medium #hvo4 #ahfi4 ,second ,edition1 corrected and greatly enlarged1 crown #hvo4 #ahhb4 #ac4 ,narrative of the ,journey of an ,irish ,gentleman through ,england in #agea4 ,from a ,,ms4 ,with ,notes4 #hvo4 #ahfi4 #ad4 ,the ,english ,drama and ,stage1 under the ,tudor and ,stuart ,princes4 #aedg-affd4 ,with an ,introduction and ,notes4 #hvo4 #ahfi4 ,a series of reprinted ,documents and ,treatises4 #ae4 ,popular ,antiquities of ,great ,britain4 ,i4 ,the ,calendar4 ,,ii4 ,customs and ,ceremonies4 ,,iii4 ,superstitions4 #c vols4 ,medium #hvo4 #ahgj4 ,brand's ,popular ,antiquities1 by ,ellis1 #ahac1 taken to pieces1 recast1 and enormously augmented4 #af4 ,inedited ,poetical ,miscellanies4 #aehd-agjj4 ,thick #hvo4 ,with ,notes and ,facsimiles4 #ej copies privately printed4 #ahgj4 #ag4 ,warton's ,history of ,english ,poetry4 ,an entirely new edition1 with ,notes by ,sir ,f4 ,madden1 ,t4 ,wright1 ,f4 ,j4 ,furnivall1 ,r4 ,morris1 and others1 and by the ,editor4 #d vols4 ,medium #hvo4 #ahga4 #ah4 ,the ,feudal ,period4 ,illustrated by a ,series of ,tales 7from ,le ,grand74 #abmo4 #ahgd4 #ai4 ,prefaces1 ,dedications1 and ,epistles4 ,prefixed to ,early ,english ,books4 #aedj-agja4 #hvo4 #ahgd4 #ej copies privately printed4 #bj4 ,blount's ,jocular ,tenures4 ,tenures of ,land and ,customs of ,manors4 ,originally published by ,thomas ,blount of the ,inner ,temple in #afgi4 ,an entirely new and greatly enlarged edition by ,w4 ,carew ,hazlitt1 of that ,ilk4 ,medium #hvo4 #ahgd4 #ba4 ,dodsley's ,select ,collection of ,old ,plays4 ,a new edition1 greatly enlarged1 corrected throughout1 and entirely rearranged4 ,with a ,glossary by ,dr4 ,richard ,morris4 #ae vols4 #hvo4 #ahgd-gf4 #bb4 ,fairy ,tales1 ,legends1 and ,romances4 ,illustrating ,shakespear and other ,early ,english ,writers4 #abmo4 #ahge4 #bc4 ,shakespear's ,library3 ,a ,collection of the ,novels1 ,plays1 and other ,material supposed to have been used by ,shakespear4 ,an entirely new edition4 #f vols4 #abmo4 #ahge4 #bd4 ,fugitive ,tracts 7written in verse7 which illustrate the ,condition of ,religious and ,political ,feeling in ,england1 and the ,state of ,society there1 during two centuries4 #adic-agjj4 #b vols4 #dto4 #ej copies privately printed4 #ahge4 #be4 ,poetical ,recreations4 ,by ,w4 ,c4 ,hazlitt4 #ej copies printed4 #abmo4 #ahgg4 ,a new edition1 revised and very greatly enlarged1 is in preparation4 #bf4 ,the ,baron's ,daughter4 ,a ,ballad4 #ge copies printed4 #dto4 #ahgg4 #bg4 ,the ,essays ,of ,montaigne4 ,translated by ,c4 ,cotton4 ,an entirely new edition1 collated with the best ,french text4 ,with a ,memoir1 and all the extant ,letters4 ,portrait and ,illustrations4 #c vols4 #hvo4 #ahgg4 ,the only library edition4 #bh4 ,catalogue of the ,huth ,library4 ,english portion4 #e vols4 ,large #hvo4 #ahhj4 #bjj copies printed4 #bi4 ,offspring of ,thought in ,solitude4 ,modern ,essays4 #ahhd4 #hvo1 pp4 #chd4 ,some of these ,papers were originally contributed to ,all the ,year ,round1 c4 #cj4 ,old ,cookery ,books and ,ancient ,cuisine4 #abmo4 #ahhf4 #ca4 ,an ,address to the ,electors of ,mid-,surrey1 among whom ,i ,live4 ,in ,rejoinder to ,mr4 ,gladstone's ,manifesto4 #ahhf4 #hvo1 pp4 #cb4 ,who would not grieve1 if such a man there be8 ,who would not weep1 if ,atticus were he8--,,pope4 #cb4 ,gleanings in ,old ,garden ,literature4 #abmo4 #ahhg4 #cc4 ,schools1 ,school-books1 and ,schoolmasters4 ,a ,contribution to the ,history of ,educational ,development4 #abmo4 #ahhh4 #cd4 ,studies in ,jocular and ,anecdotal ,literature4 #abmo4 ,in ,january next4 ,,schools1 ,,school-,,books1 ,,and ,,schoolmasters4 ,,schools ,,school-,,books ,,and ,,schoolmasters ,a ,contribution to the history of ,educational ,development in ,great ,britain ,,by ,w4 ,,carew ,,hazlitt ,,london ,j4 ,w4 ,,jarvis ,,son ,,king ,,william ,,street1 ,,strand #ahhh ,,preface4 ,although the commencing section has been thrown into the introductory form1 it has seemed to me necessary to annex a few lines by way of preface1 in order to explain that the following pages do not pretend to deal exhaustively with the subject of which they treat1 but offer to public consideration a series of representative types and selected specimens4 ,to have barely enumerated all the authors and works on ,british education would fill a volume much larger than that in the hands of the reader4 ,my main object has been to trace the sources and rise of our educational system1 and to present a general view of the principles on which the groundwork of this system was laid4 ,so far as ,i am capable of judging1 the narrative will be found to embody a good deal that is new and a good deal that ought to be interesting4 ,the bias of the volume is literary1 not bibliographical2 but its production has involved a very considerable amount of research1 not only among books which proved serviceable1 but among those which yielded me no contribution to my object4 ,w4 ,c4 ,h4 ,,barnes ,,common1 ,,surrey1 ,november #ahhg4 ,,schools1 ,,school-,,books1 ,,and ,,schoolmasters4 ,i4 ,introductory survey of the old system of teaching--,salutary influence of the ,church--,education of ,englishmen in their own homes and on the ,continent--,severity of early discipline--,dr4 ,busby4 ,i4 ,a fair body of authentic evidence has been collected1 and is here before us1 exhibiting and illustrating the origin and progress of the educational movement1 and the opportunities which our ancestors acquired and improved for mental cultivation and literary development4 ,an attentive consideration of the ensuing pages may bring us to the conclusion that the ,english and ,scots1 at all events1 of former days were not ill provided with facilities for mastering the rudiments of learning1 and that the qualifications necessary and sufficient for ordinary persons and careers were within the reach of all men1 and1 as time went on1 women1 of moderate intelligence and resources4 ,moreover1 when the taste for a more elaborate and extended system of training1 and for a circle of accomplishments1 set in with the ,stuarts1 the appliances of every kind for gratifying and promoting it were superabundant2 and ,london and other cities swarmed with experts1 who either attached themselves to academies or worked on their own account1 waiting on their clients or receiving them at their own places of business4 ,the youth of family who had passed from the grammar-school or the tutor to the ,university1 enjoyed1 from the moment when professors began to flock hither from ,france1 ,italy1 and ,germany as to the best market1 greatly increased facilities for completing themselves in special departments of science1 as well as in such exercises as were thought to belong to gentlemen4 ,as our intercourse with the ,continent became more regular and general1 its fashions and sentiments were gradually communicated to us1 and we began to overcome our old insular prejudices4 ,a familiarity with other languages and literatures than our own1 and with the pursuits and amusements of countries which a narrow strip of sea separated1 was the beneficial consequence of the ,french and ,italian sympathies which the union of the crowns1 after the death of the last of the ,tudors1 introduced into ,england4 ,we are scarcely entitled to plume ourselves on the elevation from which it is our privilege to look back on obsolete educational theories and principles4 ,the change which we witness is of recent date and of political origin4 ,it is within an easily measurable number of years that the democratic wave has loosened and shaken the direct clerical jurisdiction over our schools and our studies4 ,what more significant fact can there be1 in proof of the conservative bigotry of those who so long exercised control in schoolroom and college1 that a primer compiled in the first quarter of the sixteenth century was still substantially the standard authority less than a hundred years since8 ,when we regard a ,history of ,english ,literature1 and the works which either constitute its principal strength and glory1 or even such as1 rather from the circumstances connected with them than their own intrinsic importance1 lend to it a certain incidental or special value1 it becomes natural to inquire by what process or course of training the men and women whose names compose the roll of fame became1 or were aided at least in becoming1 what they were and remain8 ,as for the women1 they followed their studies at home under governesses and professors2 and ,ballard's volume on ,learned ,ladies will shew what was capable of accomplishment in a few isolated and conspicuous cases1 before any scheme for the higher education of the sex had been broached4 ,but it is with the men that ,i have more particularly to deal4 ,every eminent ,englishman who has done more or less to augment and enrich our literary stores1 and an infinitely greater number who have adopted other vocations1 passed of course through the scholastic ordeal4 ,they were sent to school1 and perhaps to college2 and they had books put into their hands1 as our boys have books put into theirs--books written by the scholars of the time up to the knowledge and opinion of the time4 ,with the fewest exceptions1 the boy was the father of the man1 and what he had himself acquired he was content to see his children acquire4 ,there were centuries during which the lines of instruction and the scope of culture varied little4 ,the greater part of our early ,english teachers came across the sea1 or had been educated there2 our best books were modelled on those of ,french or ,roman grammarians1 and the improvement in our system was due1 when it came1 to the gymnasia and academies of the ,continent4 ,,ii4 ,we all know that the ,church in early times1 before it became a conflicting and mischievous influence1 did much valuable work toward the development and progress of literature and art1 and was instrumental in preserving many monuments of ancient learning and genius1 which might otherwise have perished4 ,but the strong clerical element in the old social system operated beneficially on our ,english civilisation in another equally important way4 ,for a vast length of time the schools attached to the monasteries were not only the best1 but almost the sole seminaries where an education of the higher class could be obtained4 ,they were1 in point of fact1 the precursors of the similar establishments subsequently attached to some of the colleges2 and it is further to be remarked1 that1 besides the ordinary features of a medival scholastic curriculum1 they taught music for the sake of keeping a constant succession of candidates for the choir of the chapel4 ,it was through the monks and through an ecclesiastical channel that we derived both our most ancient schools of music and our primitive educational machinery1 the two alike destined to become sensible1 in course of time1 of a potent secular influence1 scarcely imaginable by their monastic institutors4 ,bishop ,percy says that the system of instruction appears to have consisted of learning the ,psalms1 probably by heart1 and acquiring the principles of music1 singing1 arithmetic1 and grammar4 ,some of the boys1 he adds1 who had made the art of music their profession1 assisted in later life at the religious services on special occasions1 while others relinquished their original callings1 and sought their fortune as minstrels and instrumental players4 ,altogether1 it is evident that music and other branches of a liberal training were primarily indebted at the outset1 and long subsequently1 for their encouragement and diffusion to the only class which was at the period capable of undertaking tuition4 ,we have to seek in the ,church of the ,middle ,ages the source of all our scholastic erudition and refinement1 and of all the humanising influence which music1 in all its forms1 has exerted over society4 ,,iii4 ,carlisle1 in his well-known work on the ,endowed ,schools1 supplies us with some very desirable facts touching the cathedral institutions which preceded the lay seminaries1 and over which the bishop of the diocese presided ex officio4 ,the pupils in these institutions were termed the scholastics of the diocese2 and one of the latest survivals of the system was1 perhaps1 the old ,st4 ,paul's1 which ,colet's endowment eventually superseded4 ,the preponderant element here was1 of course1 clerical2 the boys were1 as a rule1 educated with a view to ecclesiastical preferment2 and those studies which lay outside the requirements of the early ,church were naturally omitted4 ,it was a narrow and warping course of discipline1 which lasted1 nevertheless1 from the days of ,alfred to the age of the ,tudors4 ,but these cathedral schools themselves had grown out of the antecedent conventual establishments1 of which hundreds must have at one time existed among us1 and consequently the former represented a forward movement and a certain disposition to relax the severity and exclusiveness of purely religious education4 ,as we see that subsequently it was the practice to attach to a college a preparatory school1 as at ,magdalen1 ,oxford1 so in the medival time almost every monastic house had its special educational machinery for training aspirants to the various orders4 ,this point does not really come within my immediate scope2 but ,i thought it well to shew briefly how1 as the lay schools evolved from the cathedral schools1 so the latter were an outcome from the conventual4 ,there seems1 however1 to have been one marked difference between the monastic or conventual and the cathedral programmes1 that in the latter the sciences of law and medicine1 having become independent professions1 were abandoned in favour of the academies1 where youths on quitting school were specially inducted into a knowledge of those ,faculties4 ,prior to the institution of colleges and schools of a better class1 the nobility and gentry often sent their children to the monasteries and convents to be initiated in the elements or first principles of learning4 ,the sort of education obtained here must have been of the most meagre character2 the course was restricted to grammar1 philosophy of the cast then in vogue1 and divinity2 the classics were treated with comparative neglect1 and a study of the living languages was still more remote from their design4 ,even so late as the ,tudor time1 those who could afford to send their children abroad found the education better1 and probably cheaper2 some distinguished ,englishmen1 driven from their country by political or religious differences1 brought up their families whitherever they fled as a matter of necessity4 ,sir ,thomas ,bodley1 in the account of his life written by himself in #afji1 acquaints us with the fact that when his father was living at ,geneva1 the great centre of the ,protestant refugees1 and he was a boy of twelve1 he was sufficiently advanced in learning1 through his father's care1 to attend the lectures delivered at that ,university in ,hebrew1 ,greek1 and divinity1 in which last his teachers were ,calvin and ,beza2 and besides these studies he had private tutors in the house of the gentleman with whom he boarded1 including ,robertus ,constantinus1 the lexicographer1 who read ,homer to him4 ,on the return of the ,bodleys to ,england upon the accession of ,elizabeth1 the member of the family who was destined to immortalise their name was sent to ,oxford4 ,bishop ,waynflete appears to have been among the earliest men who perceived the necessity1 at all events1 of grounding boys more thoroughly in grammar1 and he was the prime mover in the establishment of schools at ,waynflete1 ,brackley1 and ,oxford1 where the ,accidence and ,syntax were taught on an improved plan4 ,the last-named seminary was within the precincts of ,magdalen ,college1 and became by far the most important and most famous of the three1 in consequence of its good fortune in having among its masters men like ,anniquil and ,stanbridge1 who took a real interest in their profession1 and bred scholars capable of diffusing and developing the love of acquiring knowledge and the art of communicating it4 ,as ,knight observes1 grammar was the main object2 but then the method was a great advance on the old monastic plan4 ,even ,jesus ,college1 ,cambridge1 was merely erected and endowed for a master and six fellows1 and a certain number of scholars to be instructed in grammar4 ,at the time of the ,civil ,war1 ,john ,allibone1 a ,buckinghamshire man1 and author of that rather well-known ,latin description of the ,university as reformed by the ,republicans in #afdh1 was head-master of ,magdalen ,school4 ,in the ,english ,ship of ,fools1 #aeji1 which is a good deal more than a translation1 ,barclay ridicules the archaic system of teaching1 and ,skelton does the same in his poetical satires4 ,it was by the indefatigable exposure of the inefficiency and unsoundness of the prevailing modes of instruction that reforms were gradually conceded and accomplished4 ,in all political and social movements the caricaturist plays his part4 ,it is not surprising to find ,ascham in his turn1 fifty years later on1 taking exception to the school-teaching and teachers which had educated1 and more or less satisfied1 so many anterior generations4 ,we naturally encounter in much of the literary work of the seventeenth century advice and information in matters relating to scholastic and academical culture wholly unhelpful to an inquiry into the training of the middle class4 ,in the section of a well-known book1 entitled ,the ,gentleman's ,calling1 #hvo1 #affj1 dedicated to our immediate subject1 the anonymous author observes3 ,scarce any that owns the name of a ,gentleman1 but will commit his ,son to the care of some ,tutor1 either at home or abroad1 who at first instils those ,rudiments1 proper to their tenderer years1 and as ,age matures their parts1 so advances his ,lectures1 till he have led them into those spacious fields of learning1 which will afford them both ,exercise and ,delight4 ,this is that ,tree of ,knowledge upon which there is no interdict4444 ,the preceding extract points to a sphere of life which was wont to conclude its preparatory stage with the ,grand ,tour and an initiation into the profligacy of all the capitals of ,europe2 but we see that it deals with a case in which a tutor took a youth almost1 as it were1 from his nurse's apron-strings1 and does not merely indicate a finishing course4 ,the volume from which the passage comes has a promising title1 and might have been intensely interesting and truly important2 but it was written by some dry and pedantic scribbler1 and1 like ,osborne's ,advice to a ,son1 #afef1 and many other treatises of a cognate character1 is a tissue of dulness and inanity4 ,it is characteristic of the whole that portraits of ,jeremiah and ,zedekiah are selected as appropriate graphic embellishments4 ,from a woodcut on the back of the title-page of a ,grammatica ,initialis1 or ,elementary ,grammar1 #aeji1 we form a conclusion as to the ancient ,continental method of instruction4 ,this engraving portrays the interior of a school1 apparently situated in a crypt2 the master is seated at his desk with a book open before him1 and above it a double inkstand and a pen1 both of primitive fabric4 ,the teacher is evidently reading aloud to his four scholars1 who sit in front of him1 a passage from the volume1 and they repeat after him1 parson-and-clerk-wise4 ,they learn by rote4 ,they have no books before them4 ,they represent a stage in the teaching process before the science of reading from print or ,,ms4 had been acquired by the scholar1 and copies of school-books were multiplied by the press4 ,there was no preparation of work4 ,the quarter wage included no charge for books supplied4 ,the teaching was purely oral4 ,so it was probably throughout4 ,it was thus that ,stanbridge1 ,whittinton1 ,lily1 and their followers conducted their schools1 long after the cradle at ,magdalen had been reinforced by other seminaries all over the country4 ,there is no written record of this fashion of communicating information from the master to the pupil1 so diametrically opposed to modern ideas1 but conformable to an era of general illiteracy2 it is a sister-art1 which lends us a helping hand in this case by admitting us to what may be viewed as an interior coeval with ,erasmus and ,more4 ,the modern school-holidays appear to have been formerly unknown4 ,in the rules for the management of ,st4 ,paul's and ,merchant ,taylors'1 for instance1 where a vacation is called a remedy1 no such indulgence was permitted save in cases of illness2 and it is curious that in the account which ,fitzstephen gives of the three seminaries already established in ,london in the reign of ,henry ,,ii4 the boys are represented as spending the holy days 7rather than holidays7 in logical or rhetorical exercises and disputations4 ,in all the public schools1 indeed1 holidays were at first intimately associated with the recurrence of saints' anniversaries and with festivals of the ,church1 and were restricted to them4 ,the modern vacation was not understood2 and the first step toward it1 and the earliest symptom of a revolt against the absence of any such intervals for diversion from studies and attendance at special services1 was an appeal made in #afdd to the ,court of the ,company by the scholars of ,merchant ,taylors for play-days instead of holy-days4 ,the object of this petition was to procure a truce with work and an opportunity for exercise and sport1 in lieu of a system under which the boys1 from their point of view1 merely substituted one kind of task for another2 but the time had not yet arrived for reform in this matter2 our elders clang tenaciously to the stern and monotonous routine which they found established1 and in which they had been bred2 and the feeling in favour of relaxing the tension by regular intervals of complete repose is an incidence of modern thought1 which betrays a tendency at the present moment to gravitate too far to the opposite extreme4 ,a quite recent report of one of the great schools in the ,united ,states--the ,west ,point ,school--manifests a survival of the old-fashioned ideas upon this subject1 carried out by the ,pilgrim ,fathers to the ,american ,plantations2 and whereas in the mother country the original release from work in order to attend religious services has resolved itself into the latter-day vacation or holiday1 the modern educational system beyond the ,atlantic seems to withdraw the boys from the church1 not in favour of the playground or the country1 but as a means of lengthening the hours of study4 ,,iv4 ,ingulphus1 who lived in the reign of ,edward the ,confessor 7,a4,d4 #ajda-ff71 furnishes us with the earliest actual testimony of a schoolboy's experiences4 ,i was born1 he tells us1 in the beautiful city of ,london2 educated in my tender years at ,westminster3 from whence ,i was afterwards sent to the ,study of ,oxford1 where ,i made greater progress in the ,aristotelian philosophy than many of my contemporaries1 and became very well acquainted with the ,rhetoric of ,cicero4 ,it is very interesting to learn further that1 when he was at school at ,westminster1 and used to visit his father at the ,court of ,edward1 he was often examined1 both on the ,latin language and on logic1 by the ,queen herself4 ,insights of this kind at so early a period are naturally rare1 and indeed we have to cross over to the ,tudor time and the infancy of ,eton before we meet with another such personal trait on ,english ground4 ,thomas ,tusser1 author of the ,points of ,good ,husbandry1 admits us in his metrical autobiography to an acquaintance with the severity of treatment which awaited pupils in his time at public schools1 and which1 in fact1 lingered1 as part of the gross and ignorant system1 down to within the last generation4 ,we have all heard of the renowned ,dr4 ,busby2 but that celebrated character was merely a type which has happened from special circumstances to be selected for commemoration4 ,tusser1 describing his course of training1 says3-- ,from ,paul's ,i went1 to ,eton sent1 ,to learn straightways the ,latin phrase2 ,where fifty-three stripes given to me ,at once ,i had4 ,for fault but small1 or none at all1 ,it came to pass that beat ,i was3 ,see1 ,udall1 see the mercy of thee ,to me1 poor lad6 ,but this kind of experience was too common2 and it had its advocates even outside the professional pale3 for ,lord ,burleigh1 as we learn from ,ascham1 was on the side of the disciplinarians4 ,sir ,richard ,sackville1 ,ascham's particular friend1 on the contrary1 bitterly deplored the hindrance and injury which he had suffered as a boy from the harshness of his teacher2 and ,udall himself carried his oppression so far as to offend his employers and procure his dismissal4 ,nash1 in ,summer's ,last ,will and ,testament1 #afjj1 makes ,summer say3--,here1 before all this company1 ,i profess myself an open enemy to ink and paper4 ,i'll make it good upon the accidence1 body of me6 that in speech is the devil's paternoster4 ,nouns and pronouns1 ,i pronounce you as traitors to boys' buttocks2 syntaxis and prosodia1 you are tormentors of wit1 and good for nothing1 but to get a schoolmaster twopence a week6 ,in a ,french sculpture of the end of the fourteenth century we have probably as early a glimpse as we are likely to get anywhere graphically of a scene in a school1 where a mistress is administering castigation to one of her pupils laid across her knees1 the others looking on4 ,but it soon became a favourite subject for the illustrator and caricaturist4 ,the strictness of scholastic discipline existed in an aggravated form1 no doubt1 in early days1 and formed part of a more barbarous system of retribution for wrong done or suffered4 ,the principle of wholesale and indiscriminate flagellation for offences against the laws of the school or for neglect of studies marched hand in hand with the vindictive legislation of bygone days2 and doubtless1 from the first1 the rod often supplied a vent for the temper or caprice of the pedagogue4 ,at ,merchant ,taylors' in my time the cane was freely used1 and the forms of chastisement were the cut on the hand and the bender1 for which the culprit had to stoop4 ,the rgime of the once redoubtable ,dr4 ,busby at ,westminster was a kind of survival of the ,draconic rule of ,udall at ,eton when poor ,tusser was there2 and it is exceedingly probable that in the time of ,charles ,,ii4 notions of what was salutary for youth in the shape of unguentum baculinum1 or stick-ointment1 had undergone very slight alteration since the previous century4 ,busby1 of whom there is a strange-looking portrait in ,nichols' ,anecdotes1 was the most sublime of coxcombical ,dons1 and within his own pale an autocrat second to none of the ,csars4 ,smaller luminaries in the same sphere paid him homage in dedicatory epistles4 ,everybody must remember the traditional anecdote of the visit of ,charles ,,ii4 to ,westminster1 and of the ,king1 with his hat under his arm1 walking complacently behind ,busby through the school1 the latter covered2 and of the head-master1 when his ,majesty and himself 7,ego et rex meus over again7 were beyond observation1 bowing respectfully to ,charles1 trencher-cap in hand1 and explaining that if the boys had any idea that there was a greater man in ,england than him1 his authority would be at an end4 ,but there is a second story of ,busby and a luckless ,frenchman who threw a stone by accident through one of the windows while the lessons were in progress and the principal was hearing a class4 ,busby sent for the offender1 thinking it was one of the boys in the playground2 but when the stranger was introduced1 it was ,take him up1 and a flogging was inflicted before the whole assembly4 ,the ,frenchman went away in a fury1 and at once sent a challenge to ,busby by a messenger4 ,the ,doctor reads the cartel1 and cries1 ,take him up1 and the envoy shares the fate of his employer4 ,he1 too1 enraged at the treatment1 returns1 and demands compensation from ,monsieur2 but the latter shrugs his shoulders1 and can only say1 ,ah1 me6 he be the vipping man2 he vip me1 he vip you1 he vip all the world4 ,it was of ,busby that some one said how fortunate it was for the ,seraphim and ,cherubim that they had no nether extremities1 or when he joined them1 he would have taken them up1 as the ,red ,indian in his happy hunting-grounds still pursues his favourite occupation on earth4 ,charles ,burney1 one of a famous and accomplished family1 kept school at one time at ,greenwich4 ,he subsequently removed to ,chiswick4 ,there are still persons living who recollect him and his oddities4 ,he was a great martinet--a miniature ,busby2 but a singular point about him was his habit of inserting in the quarterly accounts sent to the parents a charge for the birch-rods bought in the course of the term1 and applied for the benefit of his pupils4 ,this was a novel and ingenious method1 a treatment of the question from a financier's point of view2 and if black draughts and blue pills were recognised as legitimate items in the school-bill1 why not the materials for external application8 ,the condition of the schoolmaster himself1 on the other hand1 and of his allies1 the tutor and the usher1 was as far removed from our present ideas as the code which he enforced and the books which he expounded4 ,the freer diffusion of knowledge and an advanced civilisation have tended to liberate the schoolboy from the barbarous despotism of his teachers1 the majority of whom were latter-day survivals of a decadent type1 and to raise the latter in the social scale4 ,the rod is broken1 and ,busbyism is extinct4 ,but the successors of that renowned personage enjoy a higher rank and enlarged opportunities1 and may maintain both if they keep pace with the progress of thought and opinion4 ,the schoolmaster has set his house in order at the eleventh hour1 in obedience to external pressure1 coming from men who have revolted against the associations and prejudices of early days1 and inaugurated a new educational ,hegira2 and the evolutions of this modern platform are by no means fully manifest4 ,the propensity of the class to adhere to ancient traditions in regard to the application of corporal punishment was1 of course1 to be checked only by the force of public opinion4 ,had it not been that the latter was gradually directed against the evil1 the probability is that this would have ranked among those popular antiquities which time has not seriously or generally touched4 ,but so early as #affi a representation on the subject was actually laid before ,parliament in a document called ,the ,children's ,petition3 ,or1 ,a modest remonstrance of that intolerable grievance our youth lie under in the accustomed severities of the school-discipline of this nation4 ,this protest was printed1 and facing the title-page there meets the eye a notice to this effect3 ,it is humbly desired this book may be delivered from one hand to another1 and that gentleman who shall first propose the motion to the ,house1 the book is his1 together with the prayers of posterity1--in which last phrase a double sense may or may not lurk4 ,it required many attacks on such a stronghold as the united influence and prejudice of the teaching profession to produce an effect1 and probably no effect was produced at first2 for in #afih another endeavour was made to obtain parliamentary relief1 and in this instance the address humbly sought an ,act to remedy the foul abuse of children at schools1 especially in the great schools of this nation4 ,these preparatory movements indicated the direction in which sentiment and taste were beginning to stir1 not so much at the outset1 perhaps1 from any persuasion that greater clemency was conducive to progress1 but from a natural disposition on the part of parents to revolt against the senseless ill-usage of their boys by capricious martinets4 ,,ii4 ,the ,foundations--,vocabularies1 ,glossaries1 and ,nominalia--,their manifold utility--,colloquy of ,archbishop ,alfric 7tenth century7--,anglo-,gallic treatise of ,alexander ,neckam on utensils 7twelfth century7--,works of ,johannes de ,garlandia--,his ,dictionary 7thirteenth century7 and its pleasant treatment--,the ,pictorial ,vocabulary--,anglo-,gallic ,dictionary of ,walter de ,biblesworth 7late thirteenth century74 ,i4 ,the origin and history of a class of documents which may be viewed as the basis and starting-point of our educational literature have first to be considered4 ,i refer to the vocabularies1 glossaries1 and nominalia1 which afford examples of the method of instruction pursued in this country from the ,middle ,ages to the invention of printing4 ,such of these manuals as we fortunately still possess represent the surviving residue of a much larger number2 and from the perishable material on which they were written and their constant employment in tuition1 it becomes a source of agreeable surprise that so many specimens remain to throw light on the mode in which elementary learning was acquired in ,england in the infancy of a taste for letters and knowledge4 ,in the small volumes on ,cookery and ,gardening by the present writer1 he has1 as a matter of course1 called into requisition these early philological relics to illustrate both those subjects2 and this fact testifies to the multiplicity of purposes for which such relics can be rendered serviceable4 ,there is hardly1 indeed1 any aspect or line of medival life which these productions do not assist very powerfully in making more luminous and familiar4 ,but their original design and destination were obviously educational4 ,they were rude and imperfect vehicles1 contrived by men of narrow culture and limited experience for the instruction of the young2 and they were advisedly thrown1 as far as possible1 into an interlocutory form--the form most apt to impress circumstances and names on the memories of pupils4 ,some of these1 which ,i shall presently describe a little more at large1 were constructed on the interlinear principle1 not1 as among ourselves1 for the edification of the learner1 but1 as ,mr4 ,wright points out1 for the preceptor's guidance in days when the latter was often a person of very mediocre attainments1 and was incapable of dispensing with occasional assistance to his recollection4 ,in other words1 the majority of schoolmasters and ushers were merely the mechanical medium for conveying to the boys the lessons which they found set down in treatises prepared by persons of superior skill and erudition4 ,these primitive schoolbooks are1 as a rule1 easily susceptible of classification under the heads of ,vocabularies1 ,dictionaries1 ,colloquies1 and ,narrative or descriptive texts1 of which the two latter divisions are usually interlinear1 either in part or throughout4 ,some of these terms1 again1 were formerly understood in acceptations different from our own2 for a ,vocabulary was what we should rather call a ,dictionary1 and a ,dictionary was what we should rather call a ,phrase-,book4 ,,ii4 ,the most ancient item in the collection before me belongs to that century of which ,king ,alfred just lived to witness the opening1 the ,colloquy of ,archbishop ,alfric1 in ,anglo-,saxon and ,latin1 and known only from an enlarged copy or transcript made by the writer's disciple and namesake4 ,the original is supposed to have been compiled while ,alfric was a monk at ,winchester4 ,he succeeded to the archbishopric in #iie1 and his pupil and editor died about the middle of the following century4 ,the professed object of the undertaking was the acquisition of the ,latin language by the ,anglo-,saxon youth in the intervals of leisure from other pursuits or duties2 and the process of instruction is conducted on the plan of a dialogue in ,latin between a master and boys1 with an interlinear ,saxon gloss4 ,it is significant of the harsh discipline which prevailed in those days that one of the foremost points of inquiry is in relation to flogging4 ,the teacher asks if the boys choose to be flogged at their lessons1 and the answer is that they would rather be flogged and taught than be ignorant1 but that they rely on his clemency and unwillingness to punish them1 unless he is obliged4 ,the entire work deals with the matters which were most familiar to the student and came nearest home to their everyday life and sympathies2 and this feature constitutes for us its special value and beauty4 ,the ,latin itself is indifferent enough1 and bespeaks the acquisition of the tongue by ,alfric and his follower from the earlier monkish authors1 rather than from classical models4 ,many curious points might be elicited from the present composition and others of an allied character printed with it1--,i mean such passages as those where the shepherd speaks of the danger from wolves1 and the herdsman of the depredations of cattle-lifters4 ,there was probably no occupation of the period which is not brought before us1 and its particular specialities bilingually set out4 ,the ,,vocabulary1 of approximately the same date1 is in reality a ,latin and ,anglo-,saxon word-book4 ,like the ,colloquy1 it received subsequent additions--perhaps by the same hand2 but they are in the form of a separate ,appendix4 ,each section has its independent alphabet1 and the articles which fall under it do not observe any apparent order4 ,the same is to be said of all the works of this class belonging to the medival era4 ,the ,anglo-,gallic treatise of ,alexander ,neckam ,de ,utensilibus 7twelfth century7 is differently constructed from the ,alfric ,vocabulary1 not as regards the text itself1 which is also in ,latin1 but in having an interlinear gloss in ,old ,french1 and in following a descriptive form4 ,it takes the various parts of a dwelling seriatim1 the several occupations and callings of men1 the mode of laying out a garden1 and of building a castle4 ,perhaps the book by ,neckam and the ,dictionary of ,johannes de ,garlandia constitute together the most comprehensive and remarkable body of information in our literature respecting the life and habits of the ,anglo-,saxons and ,anglo-,normans4 ,johannes de ,garlandia1 whose work is common in ,,ms4 and who is also known as the author of other productions of a philological cast1 commences his ,dictionary by defining what a dictionary is4 ,dictionarius1 says he1 dicitur libellus iste a dictionibus magis necessariis1 quas tenetur quilibet scolaris1 non tantum in scrinio de linguis facto1 sed in cordis armariolo firmiter retinere1 ut ad faciliorem oracionis constructionem perveniat4 ,primo igitur sciat vulgaria nominare4 ,placet igitur a membris humani corporis incoare4444 ,this phrase or word book1 which was probably composed about #abbj1 enters into the most minute particulars under all the heads which it comprises1 and is unquestionably of the highest value and interest as taking us back so far into the life of the past1 and making us in a manner the contemporary of an ,englishman who flourished six or seven centuries ago1 and domiciled himself in ,france1 chiefly at ,paris1 where he gives us an account of his house and garden1 with all their appointments and incidence4 ,there is a very curious passage in one of the glosses1 where ,johannes explains the derivation of ,pes1 which he traces from the ,greek pos sic1 adding that thence the dwellers of the other world or hemisphere1 if it be true that there are any1 are termed ,antipodes4 ,as this was written nearly #cjj years before ,columbus1 it might have supplied a note and a point to ,mr4 ,beamish in his volume on the ,discovery of ,america by the ,northmen in the ,tenth ,century1 #ahda4 ,the old dictionary-maker brings us so near to him by his pleasant colloquial method and familiar way of putting everything1 and expects us to become acquainted into the bargain with his friends and neighbours1 who resided at ,paris under ,philip ,augustus1 as if one might go there and find some of them still living4 ,in other words1 there was belonging to this man a natural simplicity of style and a communicativeness which together have rendered his treatise a work of art and a cyclopdia of information4 ,he even leaves his house to go into the market with you and shew what his neighbour ,william has on sale there6 ,how unspeakably more luminous and understandable the gone ages might have been if we had had more such6 ,,iii4 ,passing from him1 his pleasant book1 and its pleasant associations with cordial regret1 ,i just notice the other and latter-day word-books1 which are really1 in the main1 of the same type as those of which a description has gone before4 ,one only differs markedly from the rest in possessing graphic embellishments of a rude and quaint character2 among the rest the portrait of a woe-begone gallant1 and by his side an arrow-pierced heart4 ,some of the representations are1 of course1 happier than others2 assuredly those of animals are pre-,landseerian4 ,they are many degrees below the stamp of such artistic essays as one finds in the books of the seventeenth and eighteenth centuries1 as a rule1 both in ,england and abroad4 ,criticism lays down its arms4 ,but ,i must dwell rather longer on one of the tracts in this series--the ,anglo-,gallic ,dictionary or ,phraseologia of ,walter de ,biblesworth4 ,it is the most ancient monument of its particular kind of which ,i am aware1 and is ascribed to the close of the thirteenth century1 in other words1 to the period embraced by the later years of the reign of ,edward ,i4 ,the orthography1 which naturally strikes a modern ,french student as strange and uncouth1 may be accepted as a key to the ancient pronunciation of the language1 at all events in ,england1 if not even among the ,french themselves2 but the language1 apart from the spelling1 is remarkable for its plentiful use of expressions which have fallen into desuetude1 and some of which1 as io for je1 bespeak a ,pyrenan origin4 ,this production is intituled ,le treytyz ke moun sire ,gauter de ,bibelesworthe fist ma dame ,dyonisie de ,mounchensy1 pur aprise de langwage1 o est saver1 du primer temps ke homme nestra1 ouweke trestut le langwage pur saver nurture en sa juvente1 c4 ,the text is in short rhyming couplets1 and takes the child from its birth through all the duties1 occupations1 and incidents of life4 ,to select a passage which will give a fair idea of the whole is not altogether easy2 but here is an extract which is capable of puzzling an average ,french scholar of our day3-- ,homme et femme unt la peel1 ,de morte beste quyr jo apel4 ,le clerk soune le dreyne apel1 ,le prestre fat a ,roume apel4 ,ore avet o ke pent cors1 ,dedens ausy et deors4 ,vestet vos dras1 me chers enfauns1 ,chaucez vos bras1 soulers1 e gauns2 ,mettet le chaperoun1 coverz le chef1 ,tachet vos botouns1 e pus derechef ,de une coreye vus ceynet4 ,this didactic treatise is additionally interesting to the ,english student from its relationship1 in the way of likely literary ancestry1 to the subsequent compilations of a cognate sort by ,lydgate and others4 ,the diction is obscure enough1 and has the air of having been the work of a man of imperfect culture1 from the presence of such forms as dreyne for derreniere or derniere and the abundance of false syntax1 which ought not to have been so conspicuous1 even at this remote date1 in a composition professedly educational4 ,yet1 after all deductions1 the work is of singular curiosity and fascination1 not only for its own sake1 but as the best philological standard which we seem to have to put side by side with its successors in the same important direction4 ,,iii4 ,earliest printed works of instruction--,publications of ,bishop ,perottus--,his ,grammatical ,rules--,johannes ,sulpicius and his ,opus ,grammaticum--,some account of the book--,importance and influence of these foreign ,manuals in ,england--,the ,carmen ,juvenile or ,stans ,puer ad ,mensam--,alexander ,gallus or ,de ,vill ,dei and his ,doctrinale--,the ,doctrinale one of the earliest productions of the ,dutch press--lius ,donatus--,his immense popularity and weight both at home and abroad--,selections or abridgments of his ,grammar used in ,english schools4 ,i4 ,the most ancient published books of instruction for ,englishmen in scholastic and academical culture emanated from a foreign country and press4 ,when the ,vocabularies1 ,grammars1 and other ,manuals ceased to circulate in a manuscript form1 or to be written and multiplied by teachers for the use of their own pupils1 the early ,parisian printers supplied the market with the works1 which it had been theretofore possible to procure only to a very limited extent1 in transcripts executed by the authors themselves or by professional copyists4 ,the educational writings of some of the men1 whose influence for good in this direction had of course been greatly circumscribed by the ignorance of typography1 found their way into print4 ,but one of the foremost persons who addressed himself to the task of diffusing a knowledge of elementary learning and of teaching ,english by ,latin was ,,nicholaus ,,perottus1 ,,bishop ,,of ,,sipontum1 whose ,grammatical ,rules first appeared1 so far as ,i know1 in #adhf4a ,the examples of fifteenth-century ,english1 which make in our eyes its chief value1 were of course introduced as casual illustrations4 ,the lexicographical and grammatical works of this noted prelate undoubtedly exercised a very powerful and beneficial influence at1 and long after1 the period of their composition2 and ,i am disposed to think that this was particularly the case with his ,rudimenta ,grammatices1 #adgf1 and his ,cornucopia ,lingu ,latin1 #adij4 ,the former was not only imported into this country for sale1 but was reprinted here in #aeab1 and the ,cornucopia forms part of the groundwork of our own ,ortus ,vocabulorum1 #aejj4 ,,ii4 ,next in succession to ,bishop ,perrot1 whose publications1 however1 cannot be said to belong to the present category in more than an incidental degree1 was ,,johannes ,,sulpicius ,,verulanus1 who is perhaps to be viewed as the leader of the movement for spreading1 not only in ,france1 but in ,england1 a fuller and more scholarly acquaintance with the laws of grammar4 ,nearly the first book which proceeded from the press of ,richard ,pynson was his ,opus ,grammaticum1 #dto1 #adid4 ,almost every successive impression seems to differ in the contents or their distribution1 owing1 as ,i apprehend1 to the circumstance that the volume was compounded of separate tracts1 of which some were occasionally added or omitted at pleasure1 or variously placed4 ,the edition of #aeje comprises the undermentioned pieces3-- ,sulpitii ,verulani examen de #h partibus orationis4 ,de declinatione nominum4 ,de preteritis supinis4 ,carmen iuuenile de moribus mens4 ,vocabulorum interpretatio4 ,iod4 ,badii ,ascensii ,de regimine dictionum4 ,sulp4 ,verul4 ,de regimine constructione4 ,de componendis ordinandisq4 epistolis4 ,de carminibus4 ,the title-leaf presents the woodcut1 often employed by ,pynson in his later performances1 of a person1 probably a schoolmaster1 seated at a plutus or reading-desk1 holding a paper in one hand1 and reading from a book which lies open before him4 ,whatever may now be thought of them1 the philological labours of ,sulpicius1 which were subsequently edited and glossed by ,badius ,ascensius1 were long extremely popular and successful1 and a very large number of copies must have been in ,english hands during the reigns of ,henry the ,seventh and his son4 ,of these1 as ,i have said1 some proceeded from the ,london press1 while others were imported from ,paris4 ,the fasciculi in one of #aeaa are as follow3-- ,sulpitii ,examen de octo partibus orationis4 ,carmen ,iuuenile4 ,de declinatione nominum orthoclitorum4 ---------------------- heteroclitorum4 ,de nominibus heteroclitis4 ,de generibus nominum4 ,de verbis defectiuis4 ,de prteritis verborum4 ,de supinis ----------4 ,de regimine et constructione dictionum ,libellus4 ,de componendis ornandisq2 epistolis4 ,de ,carminibus4 ,de quantitate syllabarum4 ,de ,a1 ,e1 c4 in primis syllabis4 ---------------- mediis ----4 ,de ultimis syllabis4 ,de ,carminibus decoro sic c4 ,donati de figuris opusculum4 ,de latinarum dictionum recta scriptura4 ,de grecarum dictionum orthographia4 ,de ratione dipthongangi4 ,ascensii de orthographia carmina4 ,vocabulorum interpretatio4 ,the ,carmen ,juvenile1 inserted here and in the antecedent issues1 is the poem better known as ,stans ,puer ad ,mensam1 and in its ,english dress by ,lydgate4 ,mr4 ,blades tells us that the editio princeps of the ,latin poem appeared in #adhc1 and that ,caxton printed ,lydgate's ,english one at an anterior date4 ,lydgate1 however1 had been dead many years when his production saw the light in type1 and as he could scarcely have translated the piece from ,sulpicius1 the probability seems to be that both resorted to a pre-existent original1 which the ,englishman rendered into his own tongue1 and the foreign grammarian adopted or modernised4 ,a comparison of the ,english text with that given in the work of ,sulpicius shews considerable variations2 the latter version is here and there more outspoken and blunt in its language than the paraphrase of the good ,monk of ,bury ,st4 ,edmunds4 ,it is accompanied by a running gloss by the learned ,ascensius2 and although the book was ostensibly designed for the use of students1 the contractions are unusually troublesome1 and many of the proper names are exhibited in an orthography at any rate rather peculiar4 ,the god whose special province was the management of the solar orb is introduced as formosus appollo4 ,his substitution of ,vergilius as the name of the ,latin poet is so far not remarkable1 inasmuch as ,polydore ,vergil of ,urbino appears always to have spelled his name so1 and in the edition of ,virgil by ,aldus1 #aeja1 the author is called ,vergilius4 ,i am afraid that if ,i were to furnish a specimen of the contractions1 a modern typographer would be puzzled to reproduce it with the desirable exactitude4 ,,iii4 ,when one turns over the leaves of a volume of this kind1 and sees the way in which the avenue to learning and knowledge was hampered by pedantic and ignorant instructors1 it seems marvellous1 not that the spread of education was so slow and partial1 but that so many scholars should have emerged from such a process4 ,a more obscure and repellent series of grammatical dissertations can hardly be imagined2 yet ,sulpicius holds a high rank among the promoters of modern education1 as the precursor of all those1 such as ,robert ,whittinton1 ,john ,stanbridge1 and ,william ,lily1 who1 after the revival of learning and the institution of the printing-press1 prepared the way for improved methods and more enlightened preceptors4 ,his followers naturally went beyond him2 but ,sulpicius was doubtless as much in advance of his forerunners as ,richard ,morris is in advance of ,lindley ,murray4 ,after the restoration of letters1 ,sulpicius seems to have been the pioneer in re-erecting grammar into a science1 and formulating its rules and principles on a systematic basis4 ,in enumerating the aids to learning which the ,english received from the ,continent1 we must not overlook ,alexander ,gallus1 or ,alexander de ,vill ,dei1 a ,french ,minorite and school-teacher of the thirteenth century1 who reduced the system of ,priscian to a new metrical plan1 doubtless for the use of his own pupils1 as well as his personal convenience and satisfaction4 ,the ,doctrinale of ,alexander1 which is in leonine verse1 circulated more or less in ,,ms4 during his life1 and was one of the earliest books committed to the press1 as a fragment on vellum with the types of ,laurence ,coster of ,haarlem establishes4 ,it was repeatedly published abroad1 but does not really seem to have ever gained a strong footing among ourselves1 since three editions of it are all that ,i can trace as having come from ,london presses1 and of these the first was in #aejc4 ,it did not1 in fact1 command attention till we were on the eve of a great reform in our school-books2 and while in ,france1 if not elsewhere abroad1 it preserved its popularity during two or three centuries1 till it was supplanted by the ,grammar and ,syntax of ,despauterius about #aeae1 here in a dozen years it had run its course1 and scarcely left even the marks of its influence behind4 ,,iv4 ,but the prototype of all the grammatical writers and teachers of early times in this as well as other countries was ,,lius ,,donatus1 a ,roman professor of the fourth century1 who probably acquired his experience from ,priscian and the other works published under the ,empire upon his favourite science1 and who had the honour to number ,saint ,jerome among his disciples4 ,donatus is the author of a ,system of ,grammar in three parts1 and of a series of ,prefaces and ,scholia to ,terence2 and his reputation became so great and was so widely diffused1 that a ,donatus or ,donet was a well-understood synonym for a ,primer1 and ,john of ,basing even christens his ,greek ,grammar1 compiled about #abdj1 ,donatus ,grcorum4 ,langland1 in his ,vision concerning ,piers ,ploughman1 written a century later1 says-- ,thaune drowe ,i me amonges draperes my donet to lerne2 and the ,testament of ,love alludes to the work in similar terms4 ,in the statutes of ,winchester ,college written about #achf1 says ,warton1 a grammar is called ,antiquus ,donatus1 i4e4 the ,old ,donat1 or the name of a system of grammar at that time in vogue1 and long before4 ,the ,french have a book entitled ',le ,donnet1 trait de grammaire4444 ,among ,rawlinson's ,,mss4 at ,oxford ,i have seen ,donatus opitimus noviter compilatus1 a manuscript on vellum1 given to ,saint ,albans by ,john ,stoke1 ,abbot in #adej4 ,in the introduction1 or lytell ,proheme1 to ,dean ,colet's ,grammatices ,rudimenta1 we find mention made of 'certayne introducyons into latyn speche called ,donates1 c4 444 ,cotgrave 444 quotes an old ,french proverb3 ',les diables etoient encores a leur ,donat'--,the devils were but yet in their grammar4 ,in common with sop1 the ,dialogus ,creaturarum1 and other peculiarly popular works1 ,donatus lent his name to productions which really had no connection with his own1 and we find such titles as ,donatus ,moralizatus1 ,donatus ,christianatus1 adopted by writers of a different class in order to attract attention and gain acceptance4 ,in ,england1 however1 the ,works of ,donatus do not appear to have obtained the same broad footing which they probably did in ,italy4 ,the modern edition by ,lindemann1 taken from a manuscript at ,berlin1 exhibits the entire system divided into three sections or books4 ,but all that we know to have passed the press1 at all events in this country1 are two pieces evidently prepared for petty schools--the ,donatus ,minor and the ,donatus pro pueris1 both published at the end of the fifteenth or beginning of the sixteenth century4 ,the former has on the title-page a large woodcut1 representing a schoolmaster in a sort of thronal chair1 with the instrument of correction in his hand1 and three pupils kneeling in front of him4 ,both the teacher and his scholars wear the long hair of the period and plain close caps4 ,it is curious that the pupils should not be uncovered1 but the engraving could not1 perhaps1 be altered4 ,the work begins with the title ',de ,nomine4' ,almost every page has a distinct running title descriptive of the subject below treated of4 ,herbert properly adds3 ',in this book the declension of some of the pronouns is very remarkable1 viz4 ,n4 ,ego4 ,g4 mei vel mis4 ,n4 ,tu4 ,g4 tui vel tis4 ,n4 ,quis vel qui1 que vel qua1 ,quod vel quid4 ,pl4 ,d4 ,ab4 quis vel quibus4 ,also ,nostras and ,vestras are declined throughout without the neuter gender4' ,,iv4 ,rise of native teachers--,magdalen ,college ,school1 ,oxford--,john ,annaquil1 its first master1 and his grammatical handbooks--,the ,compendium ,grammatices with the ,vulgaria of ,terence annexed--,the ,parvulorum ,institutio--,personal allusions in the examples given--,,john ,,stanbridge--,account of his works1 with extracts of interesting passages--,,robert ,,whittinton--,his sectional series of ,grammars4 ,i4 ,the influence of ,donatus was both widespread and of prolonged duration1 and we must regard the ancient capital of the civilised world as the focus and cradle of all modern grammatical literature4 ,upon the great revival of culture1 many ,englishmen repaired to ,rome to undergo a formal training for the scholastic profession under the masters who arose there1 among whom were ,sulpicius1 author1 as we have seen1 of several educational tracts1 which obtained considerable currency here1 and ,johannes ,balbus1 who compiled the famous ,catholicon4 ,the ,,lexicon and ,,dictionary naturally followed the ,primer2 and our earliest productions of this kind were formed out of the ,vocabularies composed and printed abroad--not in ,italy1 but in ,germany1 as a rule4 ,but while in many instances we are made acquainted with the writers or editors of the smaller treatises1 the names of those laborious men who undertook the compilation of the first type of glossographical ,manual are scarcely known4 ,but the time soon arrived when a native school of tuition was formed in ,england1 and its original seat seems to have been at the ,free ,school immediately adjacent to ,magdalen ,college1 ,oxford4 ,we find ,john ,annaquil mentioned as the master of this seminary in the time of ,henry the ,seventh1 and it is the most ancient record of it that has been apparently recovered4 ,annaquil1 of whom our knowledge is extremely scanty1 wrote1 for the use more immediately of his own pupils1 ,compendium ,grammatices1 with an ,anglo-,latin version of the ,vulgaria of ,terence annexed4 ,this volume was printed at ,oxford by ,theodore ,rood about #adhd2 and an edition of the work entitled ,parvulorum ,institutio1 ascribed to the same press1 was doubtless prepared by ,annaquil1 or under his direction1 for the benefit of his school4 ,such fragments as have been recovered of this book exhibit variations from the later copies1 into which subsequent editors purposely introduced improvements and corrections4 ,there are some familiar allusions here1 such as1 had they been more numerous1 might have rendered these ancient educational tracts more attractive and precious even than they are4 ,i mean such entries as1 ,i go to ,oxford3 ,eo ,oxonium or ,ad ,oxonium4 ,i shall go to ,london3 ,ibo ,londinum4 ,knight explains these references in his ,life of ,dean ,colet3 ,it may not be amiss to remark that many of the examples in the ,latin ,grammar pointed to the then juncture of public affairs2 viz41 the prosecution of ,empson and ,dudley in the beginning of ,henry ,,viii4's reign3 as ,regum est tueri leges3 ,refert omnium animadverti in malos4 ,and this humour was the reason why1 in the following editions of the ,syntax1 there were examples accommodated to the respective years of the impressions2 as1 ,audito regem ,doroberniam proficisci2 ,imperator ,maximilian meruit sub rege1 c4 ,there were likewise in that edition of ,erasmus several examples referring to ,dean ,colet1 as ,vixit ,rom1 studuit ,oxonii1 natus est ,londini1 discessit ,londini1 c4 ,annaquil is supposed to have died about #adhh1 and was succeeded in his work by ,john ,stanbridge1 who is much better known as a grammarian than his predecessor4 ,stanbridge was a native of ,northamptonshire1 according to ,wood1 and received his education at ,winchester4 ,in #adha he was admitted to ,new ,college1 ,oxford1 after two years' probation1 and remained there five years1 at the end of which he was appointed first usher under ,annaquil of the ,free ,school aforesaid1 and after his principal's death took his place4 ,the exact period of his death is not determined2 but he probably lived into the reign of ,henry the ,eighth4 ,,ii4 ,the writings of ,stanbridge are divisible into two sections--those which he published in his own lifetime1 and those which appeared after his death in the form either of reimpressions or selections by his pupil ,whittinton and others4 ,the former category embraces3 #a4 ,,accidence2 #b4 ,,vocabula2 #c4 ,,vulgaria4 ,in the latter ,i include3 #a4 ,,accidentia ,,ex ,,stanbrigiana ,,editione ,,recognita lim ,roberti ,whittintoni2 #b4 ,,parvulorum ,,institutio ,,ex ,,stanbrigiana ,,collectione4 ,the first of these productions1 not strictly to be regarded as proceeding from the pen of ,stanbridge1 bears the name of ,whittinton2 the second ,i merely apprehend to have been his4 ,but the line of distinction between the publications of ,stanbridge himself and posthumous1 or at any rate not personally superintended reprints1 is one which ought to be drawn4 ,there is an edition of ,stanbridge's ,accidence1 printed at the end of the sixteenth century by ,caxton's successor at ,westminster4 ,the variations between it and the collections which were modelled upon it1 probably by ,john ,holt1 whom ,i shall again mention1 are thus explained and stated by the author of the ,typographical ,antiquities3-- ,this treats of the eight parts of reason2 but they differ in several respects as to the manner of treating of them2 this treating largely of the degrees of comparison1 which the other 7,accidentia ex ,stanbrigiana ,collectione7 does not so much as mention4 ,that gives the moods and tenses of the #d4 conjugations at large1 both active and passive1 whereas this gives only a few short rules to know them by4 ,again1 this shews the concords of grammar1 which the other has not4 ,there are at least three issues of the ,accidence from ,london presses1 and a fourth in an abridged shape from an ,antwerp one1 presumably for the convenience of ,english residents in the ,low ,countries4 ,the tide had by this time begun to a certain extent to flow in an opposite direction1 as it were1 and not only introductions to our own language were executed here and reproduced abroad1 but ,latin authors were beginning to find competent native interpreters1 among whom ,john ,annaquil was perhaps the foremost4 ,next to the ,accidence of ,stanbridge ,i shall consider briefly his ,vocabula1 which was1 on the whole1 the most popular of his works1 and continued for the greatest length of time in vogue1 as ,i record editions of it as late as the period of the ,civil ,war 7#afdg74 ,i have not1 on the other hand1 met with any anterior to #aeaj4 ,annexed is a specimen3-- ,de naui et eius pertinentibus4 ,the formost parte ,the hynder parte ,the saylewarde the bottom of the of the shyppe of the shyppe antenna shyppe ,prora nauis ,puppis rostrum carina ,the takelynge the mast ,the cable an anker the stern ,armamenta malus rudens simul anchora clauus ,the hatches the pompe the water pompe the hatches foci sentina cum nautea nausea transtra ,the sayle cloth idem the maste of the shyppe to sayle a shypman carbalus et belum nauergus et nauigo nauta ,qui nauem regit idem i4 nauis nauicularius et nauclerus nauigiumq2 ,ptines ad naue to rowe qui remigat the dockes an ore naualis remigio remus naualia remex ,ptinens ad naue qui fregit nauem the see a wawe nauticus et naufragus naufragium ac mare fretu ,to carry ouer to dryue to carry ouer the toll1 or the custome ,trajitio appello transporto portarjumq2 ,a fery man a fery barge idem a cokbote a bottom ,portitor hyppago ponto ,iynter quoq2 cymba ,this extract is highly edifying4 ,in the concluding line ponto1 a ferry-barge1 is the modern punt1 and lynter1 a cock-boat1 is the early ,venetian lintra1 to which ,i refer in ,venice before the ,stones as antecedent to the gondola4 ,,iii4 ,the remaining contribution of ,stanbridge to this class of literature is his ,vulgaria1 which ,i take to be the least known4 ,dibdin describes it somewhat at large1 and it may be worth while to transfer a specimen hither3-- ,sinciput1 et vertex1 caput1 occiput1 et coma1 crinis4 hoc sinciput1 is1 the fore parte of the heed hic vertex1 cis1 for the crowne of the heed hoc caput1 is1 for a heed hoc occiput1 is1 the hynder parte of the heed hec coma1 e1 for a brisshe hic crinis1 nis1 for a heer 99 99 99 99 99 ,a garment a clothe idem apparayle ,hic indumentum vestis vestitus amictus idem idem idem ,ornatus simul apparatus amiculus idem a cappe agat3 e idem ,ista caput gestat apex caliptra galerus a cappe idem an hood idem ,biretum pilius cuculus capitiumq2 99 99 99 99 99 ,vulgaria queda cu suis vernaculis compilata iuxta consuetudinem ludi litterarij diui ,pauli4 ,good morowe4 ,bonu tibi huius diei sit primordiu4 ,good nyght4 ,bona nox1 tranquilla nox1 optata requies1 c4 ,scolers must lyue hardly at ,oxford1 ,scolasticos ,oxonii parce viuere oportet4 ,my fader hath had a greate losse on the see4 ,pater meus magna p naufragiu iactura habuit4 ,wysshers and wolders be small housholders4 ,affectatibus diuitias modica hospitalitate obseruant4 ,the abridgments of ,stanbridge's ,accidence led1 ,i presume1 to the distinction of the original text as the ,long ,accidence1 although ,i have not personally met with more than a single edition of the work under such a title4 ,dibdin1 however1 has a story that ,john ,bagford had heard of one printed at ,tavistock1 for which the said ,john would have stuck at no price4 ,the chief of these adaptations of the ,accidence is the ,parvulorum ,institutio1 which ,i have described as probably emanating1 in the first place1 from the earliest press for the use of the earliest known school at ,oxford4 ,but it was reprinted with alterations by ,stanbridge1 and perhaps by ,john ,holt4 ,in ,dibdin's account of one of these recensions he observes3-- ,the work begins immediately on sign4 ,a ij3-',what is to be done whan an englysshe is gyuen to be made in latyn8 ,fyrst the verbe must be loked out1 and yf there be moo verbes than one in a reason1 ,i must loke out the pryncypall verbe and aske this questyon who or what1 and that word that answereth to the questyon shall be the nomynatyve case to the verbe4 ,except it be a verbe ,impersonell the whiche wyll haue no nomynative case4' ,on the last leaf but one we have as follows3-- ,indignus dignus obscenus fedus ,cice4 qq hecauditu acerbus4 acerba sunt4 ,rarus iucundus absurdus turpe ,tere4 turpe saluber4 dictu4 ,mirandus mirus pulchrum sit ,qui4 multa periculosus4 dictu visuq2 miranda4 ,whan there cometh a verbe after ,teretius4 quidna sum es fui without a relatyve incepturus es4 or a coniunccyon yf it be of the actyue sygnyfycacyon it shall be ,tere4 uxor tibi put in a partycyple of the fyrst ducenda est paphyle sutertens yf he be of the passyue ,te oro vt synyfacoon he shall be put in the nuptie que fuerant partycyple of the latter sutertens1 future fiant4 except exulo1 vapulo1 veneo1 fio4 ,,iv4 ,robert ,whittinton1 whose name is probably more familiar to the ordinary student than that of the man from whom he derived his knowledge and tastes1 was a native of ,warwickshire1 and was born at ,lichfield about #adhj--perhaps a little before4 ,he received his education1 as ,i have stated1 at the ,free ,school at ,oxford1 and is supposed to have gained admission to one of the colleges2 but of this there is no certainty4 ,he subsequently acquired1 however1 the distinction of being decorated with the laurel wreath by the ,university of ,oxford for his proficiency in grammar and rhetoric1 with leave to read publicly any of the logical writings of ,aristotle2 and he assumed the title of ,protovates ,angli1 and the credit of having been the first ,englishman who was laureated4 ,it is certain that ,whittinton became a teacher like his master ,stanbridge1 and among his scholars he counted ,william ,lily1 the eminent grammarian2 but where he so established himself is not so clear1 nor do we know the circumstances or date of his decease4 ,i am going to do my best to lay before the reader of these pages a clear bibliographical outline of ,whittinton's literary performances2 and it seems to amount to this1 that he has left to us1 apart from a few miscellaneous effusions1 eleven distinct treatises on the parts of grammar1 all doubtless more or less based on the researches and consonant with the doctrines of his immediate master ,anniquil and the foreign professors of the same art1 whose works had found their way into ,england1 and had even1 as in the case of ,sulpicius and ,perottus1 been adopted by the ,english press4 ,i will first give the titles of the several pieces succinctly1 and then proceed to furnish a slight description of each3-- #a4 ,de ,nominum ,generibis4 #b4 ,declinationes ,nominum4 #c4 ,de ,syllabarum ,quantitate1 c4 #d4 ,verborum ,prterita et ,supina4 #f4 ,de ,octo ,partibus ,orationis4 #g4 ,de ,heteroclitis ,nominibus4 #h4 ,de ,concinnitate ,grammatices et ,constructione4 #i4 ,syntaxis4 ,a recension of ,no4 #h4 #aj4 ,vulgaria4 #aa4 ,lucubrationes4 ,these eleven fasciculi actually form altogether one system1 and some of them have their order of succession in the author's arrangement indicated2 as1 for instance1 the ,verborum ,prterita et ,supina1 which is called the ,fifth ,book of the ,first ,part2 but others are deficient in this clue1 so that if one classes them1 it must be in one's own way4 ,v4 ,the treatise on the ,kinds of ,nouns1 in one of the numerous editions of it at least1 is designated ,prim ,partis ,liber ,primus1 which seems an inducement to yield it the foremost place in the series4 ,but it will be presently observed that1 although the collection in a complete state is susceptible of a consecutive arrangement1 the pieces composing it did not1 so far as we can tell1 follow each other originally in strict order of time4 ,of the tract on the ,declensions of ,nouns1 which stands second in order1 ,dibdin supplies us with a specimen3-- ,de nto singu- ,anchise et ,ve- ,capis filius ,qui fingit elegan- lari prime neris filius1 es1 ut ,an- tia carmina1 a1 declina- as1 ut ,aeneas chises4 ut poeta4 tionis4 ,rectus as1 es1 a2 simul am dat flexio prima4 ,aene ,aene ut huius huic mus mus ,de gto et dto ,ac dat dipthongum genitiuus sic que datiuus singularibus hi poete o poete et nto et veto ,singularis1 sic pluralis primus quoque quintus pluralibu4 familie et aulai pro aulae vt huius huic familias pictai pro pict4 ,olim rectus in a1 genito dedit as simul ai4 vt hic ,judas1 huius ,jude1 vel ,juda ,ex ,judas ,juda aut ,jud dat pagina sacra vt hic ,adam4 huius ,adam4 huic ,adam1 c4 ,barbara in am propria aut a recto non variantur4 ,we must now pass to the treatise ,de ,syllabarum ,quantitate1 which1 in a chronological respect1 ranks first among ,whittinton's works1 as there was an edition of it as early as #aeac4 ,this tripartite volume1 #a4 ,on the ,quantity of ,syllables2 #b4 ,on ,accent2 and #c4 ,on the ,roman ,magistrates1 is noteworthy on two accounts4 ,the second portion embraces the earliest specimen in any ,english book of the poems of ,horace1 and the concluding section is a kind of rudimentary ,lemprire4 ,subjoined is a sample of the lines upon accents1 from ,dibdin3-- ,accentus tonus est per que fit syllaba quevis ,cognita3 quado acui debet1 vel qu gravari ,accentus triplex2 fit acutus vel gravis1 inde ,est circuflexus3 qui nunc fit rarus in vsu4 ,syllaba cum tendit sursum est accentus acutus ,est gravis accentus sed syllaba pressa deorsum ,fit circuflexus gravis in prima3 sed in altum ,attollit mediam1 postrema gravis reciditque4 ,this metrical exposition1 which will not be mistaken for the language of ,horace1 is followed by a commentary in prose4 ,the next three divisions do not call for any particular criticism4 ,they treat of the ,eight ,parts of ,speech1 the ,irregular ,nouns1 and the ,laws of ,grammatical ,construction1 of which the last is the first cast of the ,syntax4 ,there remain the ,vulgaria and the ,lucubrations1 which are far more important and interesting1 and of which there were numerous editions4 ,the subjoined samples will shew the principle on which the ,vulgaria was compiled3-- ,befe and motton is so dere1 that a peny worth of meet wyll scant suffyse a boy at a meale4 ,whan ,i was a scholler of ,oxforthe ,i lyued competently with vii4 pens commens wekely4 ,be of good chere man for ,i sawe ryght nowe a rodde made of wythye for the1 garnysshed with knottes1 it wolde do a boy good to loke vpon it4 ,a busshell of whete was holde at xii4 pens4 ,a gallon of swete wyne is at viii4 pens in ,london4 ,a gallon of ale is at a peny and ferdynge4 ,i warne the fro hens forthe medle not with my bokes4 ,thou blurrest and blottest them1 as thou were a bletchy sowter4 ,such bits as these were decidedly worth extracting1 yet ,dibdin1 with the very copy of the book from which they are derived before him1 let them pass4 ,in this volume ,whittinton takes occasion to speak in eulogistic terms of ,sir ,thomas ,more4 ,of the ,lucubrations the most interesting portion to an ,english reader will be the ,to arraye or ,to backbyte4 ,the goute4 to dyght4 ,detraho ,arthesis ,orno ,detracto ,arthtica passio ,vestio ,obtrecto ,morbus articularis ,amicio ,maledico ,chiragra ,induo ,carpo ,podagra ,como c4 c4 c4 ,colo ,an alyen or ,to playe the ,to be wode4 outlandysshe4 brothell4 ,seuio ,alienagena ,scortari ,furio ,peregrinus ,prostitui ,insanio ,aduena ,fornicari ,excandeseor ,alienus ,merere ,bacchor ,exterus ,struprari ,wodnesse or ,externus ,adulterari madnesse4 ,barbarus ,cohire ,insania ,extraneus ,concumbere ,sevici c4 c4 ,furor4 ,the copious storehouse of equivalent phrases in ,latin composition shews us in what wide vogue that language was in ,england at this period1 as there is no corresponding facility offered for persons desirous of enlarging their ,english vocabulary4 ,the influence of the scholars of ,france1 ,italy1 ,holland1 and ,germany long kept our vernacular in the background1 and retarded the study of ,english by ,englishmen2 but the uprise of a taste for the ,french and ,italian probably gave the first serious blow to the supremacy of the dead tongues1 as they are called1 and it became by degrees as fashionable for gentlemen and ladies to read and speak the languages in which ,molire and ,tasso wrote as the hybrid dialect in which erudite foreigners had been used to correspond and compose4 ,whittinton styles himself on the title-pages of several of his pieces laureatus and protovates ,angli4 ,in one place he speaks of being primus in ,angli lauri coronam gestans1 and elsewhere he professes to be magister grammatices4 ,as ,warton and others have speculated a good deal on the real nature and import of the dignity which this early scholar claimed in regard to the laurel crown or wreath1 it may be worth noting that ,wood furnishes the annexed explanation of the point3-- ,in the beginning of the year #aeac1 he supplicated the venerable congregation of regents under the name and title of ,robert ,whittington1 a secular chaplain and a scholar of the art of rhetoric3 that1 whereas he had spent fourteen years in the study of the said art1 and twelve years in the informing of boys1 it might be sufficient for him that he might be laureated4 ,this supplication being granted1 he was1 after he had composed an hundred verses1 which were stuck up in public places1 especially on the door or doors of ,st4 ,mary's ,church ,oxford1 very solemnly crowned1 or his temples adorned with a wreath of laurel1 that is1 decorated in the arts of grammar and rhetoric1 #d ,july the same year4 ,the biographer of ,colet is undoubtedly correct in supposing that the ancient poet-laureatship was nothing more than an academical degree1 and that in this sense1 and in no other1 ,skelton bore that designation1 as well as ,bernardus ,andreas1 who was tutor to ,prince ,arthur1 elder brother of ,henry ,,viii4 ,it also appears from the account of the decoration of ,whittinton that he had commenced his qualification for a schoolmaster as far back as #adii1 which is reconcilable with the date assigned to his birth 7#adhj74 ,v4 ,educational tracts produced by other writers--,parvula--,holt's ,milk for ,children--,horman's ,vulgaria and its singular curiosity and value--,the author's literary quarrel with ,whittinton--,the contemporary foreign teachers--,specimen of the ,grammar of ,guarini of ,verona 7#adgj7--,vestiges of the literature current at ,oxford in the beginning of the sixteenth century--,the printed works of ,johannes de ,garlandia4 ,i4 ,of independent tracts intended for the use of our early schools1 there were several either anonymous or written by persons whom we do not recognise as writers of more than a single production4 ,in the former category is placeable the small piece published three or four times by ,wynkyn de ,worde about #aeji1 under the title of ,parvula or ,longe ,parvula4 ,it is a series of rules for translation and other exercises in the form of question and answer1 thus3-- ,q4 ,what shall thou do whan thou hast an englysshe to make in latyn8 ,a4 ,i shal reherse myne englysshe ones1 twyes1 or thryes1 and loke out my pryncypal1 aske y questyon1 who or what4 ,a second publication is the ,milk for ,children of ,john ,holt1 of ,magdalen ,college1 ,oxford1 who had the honour of numbering among his pupils ,sir ,thomas ,more4 ,one of the most interesting points about the little book to us nowadays is that it is accompanied by some ,latin hexameters and pentameters and an epigram in the same language by ,more4 ,the latter has the air of having been sent to ,holt1 and inserted by him with the heading which occurs before it1 where the future ,chancellor is termed disertus adolescentulus4 ,a decided singularity of this volume is the quaint device of the author for impressing his precepts on those who read his pages or attended his academy by arranging the cases and declensions on woodcuts in the shape of outstretched hands4 ,besides his ,milk for ,children and the ,parvulorum ,institutio1 to the latter of which ,i have already referred1 ,holt appears to me the most likely person to have compiled the tract called ,accidentia ex ,stanbrigiana ,collectione1 a small grammatical manual based on that of his predecessor or even colleague at ,magdalen ,school2 and this may be the work to which ,knight points where he says that ,holt put forth an ,accidence and ,grammar concurrently with his other tract1 though the biographer of ,dean ,colet errs in placing ,stanbridge after ,holt in chronological sequence4 ,another of the miscellaneous unofficial pieces1 answering very nearly to the medival ,nominale1 has no other title than ,os1 ,facies1 mentum1 and is a ,latin poem descriptive of the human form1 first printed in #aejh1 with an interlinear ,english gloss4 ,it begins thus3-- a mouthe a face a chyne a toth a throot a tonge ,os facies mentu dens guttur lingua a berde a browe abrye a forhede teples a lype ,barba supercilium ciliu frons tepora labru roffe of the mouth palatum ,there is nothing1 of course1 on the one hand1 recondite1 or1 on the other1 very edifying in this2 but it is a sample of the method pursued in these little ephemerides nearly four centuries ago4 ,,ii4 ,the comparative study of ,latin and ,english acquired increased prominence under the ,tudors2 and in addition to the regular text-books compiled by such men as ,stanbridge and ,whittinton1 there is quite a small library of pieces designed for educational purposes1 and framed on a similar model4 ,doubtless these were in many cases accepted in the schools on an equal footing with the productions of the masters themselves1 or the latter may have had a hand1 very possibly1 in those which we have to treat as anonymous4 ,between the commencement and middle of the sixteenth century1 during the reigns of the first and second ,tudors1 there were several of these unclaimed and unidentified compilations1 such as the ,grammatica ,latino-,anglica1 ,tractatus de octo orationis partibus1 and ,brief ,rules of the ,regiment or construction of the ,eight ,parts of ,speech1 in ,english and ,latin1 #aecg4 ,the ,introductorium lingu ,latin by ,w4 ,h4 may perhaps be ascribed to ,william ,horman1 of whom we shall have more to say2 and there are also in the category of works which had no particular width or duration of currency the ,gradus ,comparationum of ,johannes ,bellomayus1 and the ,regul ,informationis of ,john ,barchby4 ,these1 and others1 again1 of which all trace has at present disappeared1 were employed in common with the regular series1 constantly kept in print1 of ,whittinton and ,stanbridge1 prior to the rise of the great public seminaries1 many of which1 as it will be my business to shew1 took into use certain compilations supposed to be specially adapted to their requirements4 ,william ,horman1 who is presumed to have been the author of the ,introductorium above mentioned1 was schoolmaster and ,fellow of ,eton ,college2 in #adgg he became a perpetual ,fellow of ,new ,college1 ,oxford1 and he was eventually chosen ,vice-,provost of ,eton4 ,he survived till #aece4 ,from an epigram appended to the volume it is to be gleaned that ,horman was a pupil of ,dr4 ,caius1 poet-laureate to ,edward the ,fourth4 ,of the ,gradus ,comparationum the subjoined may be received as a specimen3-- ,what nownes make comparyson8 ,all adiectyues welnere y betoken a thynge that maye be made more or lesse3 as fayre3 fayrer3 fayrest3 black1 blacker1 blackest4 ,how many degrees of comparacyon ben there8 iij4 the positiue y comparatiue the superlatyue4 ,how knowe ye the posityue gedre8 ,for he is the groude and the begynner of all other degrees of coparyson4 ,how knowe ye the comparatyue degre8 for he passeth his posityue with this englysshe more1 or his englysshe endeth in r1 as more wyse or wyser4 ,how knowe ye the superlatyue degre8 for he passeth his posityue with engysshe moost3 or his englisshe endeth in est3 as moost fayre or fayrest1 moost whyte or whytest4 ,,iii4 ,the ,vulgaria of ,william ,horman1 #aeai1 is perhaps one of the most intrinsically curious and valuable publications in the entire range of our early philological literature4 ,it would be easy to fill such a slender volume as that in the hands of the reader with samples of the contents without exhausting the store1 but ,i must content myself with such extracts as seem most entertaining and instructive3-- ,physicians1 that be all sette to wynne money1 bye and sylle our lyues3 and so ofte tymes we bye deth with a great and a sore pryce4 ,animas nostras ruscatores medici negociantur1 c4 ,papyre fyrste was made of a certeyne stuffe like the pythe of a bulrushe in gypt3 and syth it is made of lynnen clothe soked in water1 stapte or grude pressed and smothed4 ,chart seu papyri1 c4 ,the greattest and hyest of pryce3 is papyre imperyall4 ,augustissimum papyrum1 c4 ,the prynters haue founde a crafte to make bokis by brasen letters sette in ordre by a frame4 ,calcographi arte1 c4 ,pryntynge hathe almooste vndone scryueners crafte4 ,chalcographia librarioru qstu pene exhavsit4 ,yf the prynters take more hede to the hastynge3 than to the true settynge of theyr moldis3 the warke is vtterly marred4 ,si qui libros1 c4 ,the rest are given without the ,latin equivalents1 which have no particular interest4 ,scryueners write with blacke1 redde1 purple1 gren1 blewe1 or byce3 and suche other4 ,parchement leues be wonte to be ruled3 that there may be a comly marget3 also streyte lynes of equal distaunce be drawe withyn3 that the wryttyng may shewe fayre4 ,olde or doting chourles can not suffre yoge children to be mery4 ,i haue lefte my boke in the tennys playe4 ,this ynke is no better than blatche4 ,frobeynes prynt is called better than ,aldus3 but yet ,aldus is neuer the lesse thanke worthy3 for he began the fynest waye3 and left sauple by the whiche other were lyghtly provoked and taughte to deuyse better4 ,there is come a scoolle of fysshe4 ,the tems is frosne ouer with yse4 ,the trompettours blowe a fytte or a motte4 ,vitelars thryue3 by getherynge of good felowes that haue swete mouthes4 ,the mokis of charter-house3 neuer ete fleshe mete4 ,we shall drynke methe or metheglen4 ,we shall haue a iuncket after dyner4 ,serue me with pochyd eggis4 ,he kepeth rere suppers tyll mydnyght4 ,se that ,i lacke nat by my beddes syde a chayer of easement3 with a vessel vnder3 and an vrinall bye4 ,women couette to sytte on lowe or pote stolys3 men upon twyse so hye4 ,it is couenyent that a man haue one seueral place in his house to hymselfe fro cobrance of wome4 ,women muste haue one place to themselfe to tyffil themselfe and kepe theyr apparell4 ,they whyte theyr face1 necke and pappis with cerusse3 and theyr lyppis and ruddis with purpurisse4 ,tumblers1 houndes1 that can goo on huntynge by them selfe3 brynge home theyr praye4 ,lytel popies1 that serueth for ladies1 were sutyme bellis3 sutyme colers ful of prickkis for theyr defece4 ,i haue layde many gynnys1 pottis1 and other3 for to take fisshe4 ,some fisshe scatre at the nette4 ,poules steple is a mighty great thyng _/ and so hye that vneth a man may discerne the wether cocke4 ,it is an olde duty _/ and an auncyent custume _/ that the ,mayre of ,london with his bretherne shall offer at ,poules certayne dayes in the yere4 ,in ,london be4 lij4 parysshe chyrches4 ,two or4 iij4 neses be holsome3 one is a shrowed toke4 ,these selected extracts will convey some notion of the unusual curiosity of the ,vulgaria of ,horman1 of which a second edition came out in #aecj2 it is so far rather surprising that it did not prove more popular4 ,but it had to enter into competition with books of a similar title and cast by ,stanbridge and ,whittinton1 who had their established connection to assist the sale of their publications4 ,the concluding item in this list of educational performances is also a curious philological relic1 and a factor in the illustration of the imperfect mastery of ,english by foreigners of all periods and almost all countries4 ,i allude to an edition of the ,declensions of the learned ,parisian printer ,ascensius with an ,english gloss4 ,the tract was evidently printed abroad2 and ,i am tempted to transcribe the paragraph on ,punctuation1 as it may afford an idea of the nature of the publication and of the ,english of that day as written by a foreigner4 ,it will be observed that the author seems to confound the comma and the colon3-- ,of the craft of poynting4 ,therbe fiue maner poyntys _/ and diuisios most vside with cunnyng men3 the whiche if they be wel vsid3 make the sentens very light _/ and esy to vnderstod both to the reder the herer4 they be these3 virgil _/ come _/ parethesis _/ playne poynt _/ and interrogatif4 ,a virgil is a scleder stryke3 lenynge forwarde thiswyse _/ be tokynynge a lytyl _/ short rest without any perfetnes yet of sentens3 as betwene the fiue poyntis a fore rehersid4 ,a come is with tway titils thiswyse3 betokynyng a lenger rest3 and the setens yet ether is vnperfet3 or els if it be perfet3 ther cumith more after _/ logyng to it3 the which more comynly can not be perfect by itself without at the lest sumat of it3 that gothe a fore4 ,a parenthesis is with tway crokyd virgils3 as an olde mone _/ a neu bely to bely3 the whiche be set theron afore the begynyng _/ and thetother after the latyr ende of a clause3 comyng within an other clause3 that may be perfet3 thof the clause _/ so comyng betwene3 wer awey and therfore it is sowndyde comynly a note lower3 than the vtter clause4 yf the setens cannot be perfet without the ynner clause3 then stede of the first crokyde virgil a streght virgil wol do very wel3 and stede of the latyr must nedis be a come4 ,a playne point is with won tittil thiswyse4 it cumith after the ende of al the whole setens betokinyng a loge rest4 ,an iterrogatif is with tway titils3 the vppir rysyng this wyse8 it cumith after the ende of a whole reason3 wheryn ther is sum question axside4 the whiche ende of the reson _/ tariyng as it were for an answare3 risyth vpwarde4 we haue made these rulis in englisshe3 by cause they be as profitable _/ and necessary to be kepte in euery moder tuge _/ as i latin4 ,sethyn we 7as we wolde to god3 euery precher 8 techer wolde do7 haue kepte owre rulis bothe in owre englisshe _/ and latyn3 what nede we _/ sethyn owre own be sufficient ynogh3 to put any other exemplis4 ,,vi4 ,it is perhaps fruitless to offer any vague conjecture as to the authorship of the ,ascensian ,declensions4 ,many ,englishmen resident in ,paris1 ,antwerp1 and ,germany might have edited such a book4 ,the orthography and punctuation are alike peculiar1 and suspiciously redolent1 it may be considered1 of a foreign parentage2 but one of our countrymen who had long resided abroad1 or who had even been educated out of ,england1 might very well have been guilty of such slips as we find here4 ,a ,thomas ,robertson of ,york1 of whom ,i shall have more presently to say1 was a few years later in communication with the printers and publishers of ,switzerland1 and became the editor of a text of ,lily the grammarian4 ,robertson1 as a ,northern man1 was apt1 in writing ,english1 to introduce certain provincialisms2 and ,i put it1 though merely as a guess1 that he might have executed this commission1 as he did the other1 for ,bebelius of ,basle4 ,two years subsequently to the appearance of his ,vulgaria1 ,horman involved himself in a literary controversy with ,whittinton in consequence of an attack which he had made on the laureate's grammatical productions in a printed ,epistle to ,lily2 it was the beginning of a movement for reforming or remodelling the current educational literature1 and ,horman himself was a man of superior character and literary training1 as we are able to judge from the way in which he acquitted himself of his own contribution to this class of work4 ,a curious and very interesting account of the dispute between ,lily and ,horman1 in which ,robert ,whittinton and a fourth grammarian named ,aldrich became involved1 is given by ,maitland in his ,notices of the ,lambeth ,palace ,library4 ,i elsewhere refer to the warm altercation between ,sir ,john ,cheke and ,bishop ,gardiner on the pronunciation of ,greek4 ,both these matters have to be added to a new edition of ,disraeli's ,quarrels of ,authors4 ,the ,salernitan gentleman 7,andrea ,guarna7 who set the ,noun and the ,verb together by the ears in his ,grammar ,war1 acted1 no doubt1 more discreetly1 since he reserved to himself the power to terminate the fray which he had commenced4 ,,vii4 ,generally speaking1 it is the case that the men who compiled the curious and highly valuable ,manuals of ,instruction during the ,middle ,ages were superseded and effaced by others following in their track and profiting by their experience4 ,the bulk of these more ancient treatises1 such as ,i have described1 still remained in ,,ms4 till of recent years1 like the college text-books1 which are yet sometimes left unprinted from choice2 and after the introduction of typography the teaching and learning public accorded a preference to those scholars who constructed their system on more modern lines1 and whose method was at once more intelligible and more efficient4 ,of all the names with which we have become familiar1 the only one which seems to have survived is ,johannes de ,garlandia2 and it is remarkable1 again1 that the two works from his pen which passed the ,london press1 the ,verborum ,explicatio and the ,synonyma1 are by no means comparable in merit or in interest to the ,dictionary already noticed4 ,subsequently to the rise of the ,english ,grammatical ,school the reputation and popularity of ,garlandia evidently suffered a permanent decline1 and we hear and feel no more of him4 ,a new generation1 trained in foreign schools or under foreign tutors1 set themselves the task of forming educational centres1 and of introducing the people of ,england to a conversance with the foundations of learning and culture by more expeditious and effectual methods2 and as from ,scrooby in ,lincolnshire a small knot of resolute men went forth in the ,may ,flower to lay the first stone of that immense constitutional edifice1 the ,united ,states of ,america1 so from an humble school at ,oxford sprang the pioneers of all ,english grammatical lore--,anniquil2 his usher1 ,stanbridge2 ,stanbridge's pupil1 ,whittinton2 and ,whittinton's pupil1 ,lily4 ,it is not too much to say that during three hundred years all our great men1 all our nobility1 all our princes1 owed to this hereditary dynasty1 as it were1 the elementary portion of their scholastic and academical breeding1 and that no section of our literature can boast of so long a celebrity and utility as the ,grammatical ,summary which is best known as ,lily's ,short ,introduction1 and which in most of its essentials corresponds with the system employed by those who preceded him and those who followed him almost within the recollection of our grandfathers4 ,it was reserved for scholars of a very different temper and type to overthrow his ancient empire1 and establish one of their own2 and this is a revolution which dates from yesterday4 ,at the period when the school at ,magdalen was established by ,bishop ,waynflete1 the teachers in our own country and on the ,continent were working on nearly parallel lines1 just as the religious service-books printed at ,paris and ,rouen were made1 by a few subsidiary alterations1 to answer the ,english use2 and indeed in the case of the grammatical system of ,sulpicius an impression was executed at ,paris in #aeaa for ,wynkyn de ,worde1 and imported hither for sale1 without any differences or variations from the text employed in the ,parisian gymnasium and elsewhere through the ,french dominions4 ,it was not till the ,english element in these books gained the ascendancy1 having been introduced by furtive degrees and by way of occasional or incidental illustration1 that a marked native character was stamped on our school-books4 ,ultimately1 as we know1 the ,latin proportion sensibly diminished1 and even a preponderant share of space was accorded to the vernacular4 ,i have spoken of lius ,donatus as an author whose ,grammar enjoyed a long celebrity and an enormously wide acceptance1 down from his own age to the date of the revival of learning4 ,it was used throughout the ,continent1 in ,england1 and in ,scotland4 ,but prior to our earliest race of native grammarians and philologists1 there were several labourers in this great and fruitful field1 who began1 towards the latter end of the fifteenth century1 to cast off the trammels of the ,roman professor1 and to set up little systems of their own1 of course more or less built upon ,donatus4 ,such an one was ,guarini of ,verona1 whose ,regul ,grammaticales were originally published at ,venice in #adgj1 and are regarded as one of the earliest specimens of her prolific press4 ,these rules were frequently reissued1 and ,i have before me an edition of #adid4 ,the book1 which consists only of twenty-two leaves or forty-four pages1 begins with describing the parts of speech1 then takes the various sorts of verbs1 and follows with the adverbs1 participles1 and so forth4 ,there is a set of verses on the irregular nouns1 and a second headed ,versus differentiales or synonyms2 and some of the illustrations are given in ,italian4 ,the section on diphthongs forms an ,appendix4 ,i merely adduce a cursory notice of ,guarini to keep the student in mind of the collateral progress of this class of learning abroad1 while our own men were developing it among us with the occasional assistance of foreigners4 ,perhaps ,i may just copy out the following small specimen1 where the glosses are in the writer's vernacular3-- ,largior ris per donare e p essere donato ,experior ris per puare e per essere puato ,ueneror ris per honorare e p essere honorato ,moror ris per aspectare e p eere aspectato ,osculor ris per basare e p essere basiato4 ,in connection with ,magdalen ,school1 we see in the account-book of ,john ,dorne1 ,oxford bookseller1 for #aebj1 the class and range of literature which a dealer in those days found saleable4 ,among the strictly grammatical books occur the ,a4 ,b4 ,c4 and the ,boys' ,primer2 the productions1 with which we are already familiar1 of ,whittinton1 ,stanbridge1 ,erasmus1 ,cicero1 ,terence1 and ,lucian1 interspersed with some of the ,fathers1 service-books of the ,church1 classical authors of a less popular type1 such as ,lucan1 ,cornelius ,nepos1 and ,pomponius ,mela2 and more or less abstruse treatises on logic1 rhetoric1 and theology4 ,on the other hand1 we have prognostications in ,english1 almanacs1 ,robin ,hood1 the ,nutbrown ,maid1 the ,squire of ,low ,degree1 ,sir ,isumbras1 ,robert the ,devil1 and ballads4 ,there are1 besides1 the ,sermon of the ,boy-,bishop1 the ,book of ,cookery1 the ,book of ,carving1 and an ,anglo-,french vocabulary4 ,but ,i do not enter into these details4 ,it was merely my intention to peep in at the shop1 and see what a bookseller at one of the ,universities nearly four centuries ago had in the way of school-literature4 ,perhaps next to the ,a4 ,b4 ,c4 and the primers1 the educational works of ,erasmus were in greatest demand4 ,this old ledger has a sort of living value1 inasmuch as it carries us back with it to the very ,oxford of the first race of teachers and grammarians1 about whom ,i write4 ,all of them1 except perchance ,anniquil1 must have known ,dorne and had transactions with him2 and here is his ledger1 upon which the eyes of some of them may have rested1 still preserved1 with its record of stock in hand--new copies damp from the printer1 or remainders of former purchases1 now scarcely extant1 or1 if so1 shorn of their coeval glory by the schoolboy's thumb or the binder's knife4 ,,vi4 ,auxiliary books--,vulgaria of ,terence--,his ,comedies printed in #adig--,some of them popular in schools--,,horace--,,cicero--,his ,offices and ,old ,age translated by ,whittinton--,,virgil--,,ovid--,specimen s of ,whittinton's ,cicero--,the school ,cato--,notices of other works designed or employed for educational purposes4 ,i4 ,there is a class of books which1 while they were not strictly intended for use in the preparation of the ordinary course of lessons1 were most undoubtedly brought into constant requisition1 at least by the higher forms or divisions1 as aids to a familiarity with the dead languages1 and eventually those of the ,continent4 ,the earliest and one of the most influential of these was the ,vulgaria of ,terence4 ,as far back as the reign of ,edward ,,iv41 ,i find it annexed to the ,compendium ,grammatic of ,johannes ,anniquil1 printed at ,oxford about #adhc2 and at least three other editions of it exist4 ,it is on the interlinear plan1 as the following extract will serve to indicate3-- ,here must ,i abyde allone this ij dayes ,biduus hic manendu2 est mihi soli4 ,though ,i may not touch it yet ,i may see ,si non tangendi copia e videndi ta2 erit4 ,the dede selfe scheweth or telleth ,res ipsa indicat4 ,if ,i had tarayed a lytill while ,i hadd not found hym at home ,paululu si cessasse eu domi no offendisse4 ,no one will be astonished or displeased to hear that ,terence soon acquired great popularity among school-boys and a permanent rank as a text-book4 ,in #adig ,pynson printed all the ,comedies1 and a few years later selections were given with marginal glosses4 ,in #aecc the celebrated ,nicholas ,udall1 many years before he gave to the world the admirable comedy of ,ralph ,roister ,doister1 edited portions of the ,latin poet with an ,english translation1 doubtless for the benefit of the scholars at ,eton2 it was a volume which long continued a favourite1 and passed through several impressions1 both during the author's life and after his death4 ,in #aeih1 a century subsequent to the appearance of the first1 came a second complete version of the ,comedies1 from the pen of ,richard ,bernard of ,axholme in ,lincolnshire1 and being more contemporary in its language and treatment1 drove out of fashion the old ,pynson4 ,bernard's remained in demand till the middle of the next century1 and concurrently with it renderings of separate plays occasionally presented themselves4 ,in #aehh the ,andria was brought out by ,maurice ,kyffin with marginal notes1 his professed object being twofold1 namely1 to further the attainment of ,latin by novices and the recovery of it by such as had forgotten the language4 ,in #afbg1 ,thomas ,newman1 apparently one of the masters of ,st4 ,paul's1 prepared for the special behoof of students generally the ,eunuch and the ,andria1 dedicating his performance to the scholars of ,paul's1 to whom he wished increase in grace and learning4 ,the treatment of these two favourite dramas was influenced1 as we are expressly informed1 by the idea and ambition of adapting them for theatrical exhibition at a school4 ,but they were1 at the same time1 considered by our forefathers particularly well suited as vehicles for instruction1 as well perhaps as for amusement4 ,in the early days of ,charles ,i41 ,dr4 ,webbe brought out an edition of them1 both on a novel1 principle of his own1 which he had taken the precaution to patent4 ,the safeguard proved superfluous1 however1 for the book never went into a second edition4 99 99 99 99 99 ,for the sake of grouping conveniently together the entire ,anglo-,terentian literature1 ,i shall conclude with a mention of the version1 executed in #affg by ,charles ,hoole of six of the plays4 ,it is in ,english and ,latin1 for the use of young scholars1 and was most probably done with a special view to ,hoole's own school1 which at this time was near ,lothbury ,garden1 ,london4 ,he kept for a long series of years one of the leading proprietary establishments in the metropolis2 but he was originally the principal of one at ,rotherham in ,yorkshire4 ,we last hear of him as carrying on the same business in ,goldsmith's ,alley4 ,this was in #afge4 ,his career as a teacher must have extended over some thirty years4 ,,ii4 ,leaving ,terence1 we may pass to ,virgil1 whose ,bucolics were published in #aeab with a dull ,latin commentary1 illustrating the construction of the verse and other critical points4 ,no ancient ,english edition of ,horace exists1 either in the original language or a translation4 ,but ,whittinton admitted selections from him into his ,syntax4 ,in #aecd he translated ,cicero's ,offices for the use of schools1 printing the ,latin and ,english face to face2 and the treatise of ,old ,age closely followed4 ,in these attempts to draw the classics into use for educational purposes1 the fine musical numbers of the ancient poet and the noble composition of the writer in prose offer a powerful contrast to the barbarous jargon and dissonant pedantry of the scholiast and editor1 whose ,latin exposition certainly tended in no way to assist the learner1 either from the point of view of an interpreter or a model4 ,for it must have been1 in the absence of some one to expound the exposition1 fully as puzzling to pupils as the most difficult passages of the ,roman poets1 while it was eminently mischievous in its influence on the formation of a ,latin style4 ,the teacher in all ages has been a prosaic and unimaginative being2 and if the one who directed the studies of ,virgil himself had glossed the works of those authors who lived before the ,augustan era1 he would have probably transmitted to us a labour as dry and unfruitful as those which make part of the reference library of ,english boys in the olden time4 ,except in a prose translation1 which bears no mark of having been intended for boys1 the neid was not introduced among us for a very long period subsequently to the revival of learning1 nor were the ,georgics4 ,a selection from ,ovid's ,art of ,love appeared in #aeac2 perhaps the whole was deemed too fescennine for the juvenile peruser4 ,i shall add ,csar1 whose ,commentaries were printed in #aecj1 not because this invaluable book was intended as a medium for instruction in the seminaries and colleges1 but just by the way1 as the only other classic rendered into our tongue so early1 on account of its probable interest in relation to ,france and to military science1 and1 once more1 on account of the person who translated it1 ,john ,tiptoft1 ,earl of ,worcester1 an accomplished nobleman1 who filled at one time a professorial chair in the ,university of ,padua4 ,the ,csar1 in fact1 occupies an analogous position to the ,english editions of ,cicero and the prose paraphrase of the neid published by ,caxton1 and was intended for the use of those few cultivated minds which had imbibed in ,italy and ,france a taste for elegant and refined studies4 ,,iii4 ,i have before me a copy of ,whittinton's versions of the ,offices and ,old ,age of ,cicero1 and ,i may take the opportunity to present to the reader a specimen of his performance4 ,it is taken from the first book of the ,offices3-- ,de ,officiis ,servandis in eos qui ,of offyces to be obserued agayne intulerunt nobis iniuriam4 suche as haue done vs wronge ,svnt autem qudam officia ,there be also certayne offyces etiam aduersus eos seruada to be kepte agayne suche _/ of quibus iniuriam acceperis4 ,est whom a ma hath taken wrong4 enim ulciscendi puniendi ,for there is a maner of reuengynge modus4 ,atq2 haud scio an satis and punysshyng1 and ,i can not sit eum1 qui lacessierit1 iniuri tell whether it be suffycient su poenitere1 ut ipse ne quid for hym that hath done tale posthac committat1 cteri wronge to be sory of his wronge _/ sint ad iniuriam tardiores4 and that he offende no more so after that4 ,also other shall be the more lothe to do wronge4 ,there are few ,english renderings of ancient literature which it is possible to regard as completely satisfactory2 and it must be recollected1 on the behalf of ,whittinton1 that he was among the pioneers in this laborious field4 ,let me conclude with a sample of his essay on the ,de ,senectute--a chef d'oeuvre1 which it is a sin to read in any idiom but its own4 ,sequitur tertia vituperatio ,the thyrde accusacion of olde senectutis1 quod eam carere dicunt age foloweth4 ,by cause it must voluptatibus4 ,o prclarum munus forgo pleasures4 ,o that excellent tatis1 siquidem id aufert benefyte of olde age3 yf it nobis1 quod est in adolescentia take away from vs that thynge _/ vitiosissimum4 ,accipite suim whiche in youth is moost vicious4 optimi adolescentes1 ueterem ,therfore ye gentyll yonge men orationem ,archyt ,tarentini1 heare the olde sentence of ,archytas magni in primis1 et prclari viri1 a ,tarentyne _/ a great and qu mihi tradita est cum essem a famous man amonges all other adolescens ,tarenti cum ,q4 ,maximo4 _/ which was taught vnto me whan ,nulla capitaliore peste ,i was a yonge man in the citye quam corporis uoluptate hominibus of ,tarentu with ,quintus ,maximus4 dicebat natura data4444 ,he sayd that there was not a more deedly poyson gyuen to man by nature _/ than sensuall pleasure of body4444 ,these two passages afford a fair idea of the capability of ,whittinton for his task1 and of the means which the ,english student of those days enjoyed for profiting by the lessons of antiquity and holding intercourse with the greatest minds of former ages1 at the same time that it led the way to the purification of the current ,latinity from medival barbarism and the heresies of the ,dutch school4 ,to be hypercritical in the judgment of these experimental1 and of course imperfect1 attempts to impart to the educational system in this island a better tone and to place it on an improved footing1 would be ungracious and improper4 ,the introduction of the ,roman writers in prose and verse into our schools and universities was an important step in the right direction1 and tended to counteract the monastic temper and element in our method of training4 ,v4 ,outside the pale of the schoolroom1 but still clearly designed for learners1 one finds such literary fossils as the ,book of ,cato1 the ,cato for ,boys1 the ,eclogues of ,mantuan1 of which ,bale speaks as popular in his day1 and which ,holofernes mentions in ,love's ,labour's ,lost2 various abridgments of the ,colloquia of ,erasmus and his ,little ,book of ,good ,manners for ,children 7another monument of the industry and scholarship of ,whittinton72 and1 lastly1 such elementary guides to mythology and history as ,lydgate's ,interpretation of the ,natures of ,gods and ,goddesses1 and the ,chronicle of all the ,kings' ,names that have reigned in ,england1 #aecj4 ,with these ,i should perhaps couple the ,latin sop of #aejb1 with a commentary in the same language1 and the later edition of which1 in #aece1 includes the ,fables of ,poggius4 ,considering the state of our population and the restrictions on learning1 it cannot be said that the market for works of reference and instruction was poorly supplied1 and the remains which have descended to us of books published in ,england1 many wholly or partly in that language1 for the use of the young1 certainly bespeak and establish an eager and wide demand on the part of our public and private seminaries in the fifteenth and following centuries4 ,i take occasion to shew the beneficial share which ,erasmus had in the promotion of culture in ,england in various ways1 and the interest which he evinced in the establishment and success of ,st4 ,paul's ,school4 ,not only were his own works translated into ,english1 and received with favour among the book-lovers of that age1 but he ventured so far as to turn several of the ,dialogues of ,lucian into ,latin1 encouraged by the proficiency which he had acquired during his first visit to ,england1 in the original language1 added perhaps to the satisfactory result of his later experiments as a teacher of ,greek at ,cambridge4 ,,vii4 ,influence of ,erasmus and ,sir ,thomas ,more--,visits of the former to this country--,his friendship with ,dean ,colet--,establishment of various schools in ,england--,foundation of ,st4 ,paul's by ,colet--,statutes--,books used in the school--,narrow lines--,notice of the old ,cathedral ,school4 ,i4 ,we must not attempt1 in fact1 to consider the educational question in early ,england without studying very sedulously the ,lives of ,erasmus and ,colet by ,samuel ,knight4 ,the influence of ,erasmus on our scholastic literature ,i believe to have been very great indeed4 ,he came over to this country1 it appears1 in #adig1 and spent a good deal of time at ,oxford1 where he acquired a knowledge of ,greek4 ,while ,erasmus remained at ,oxford1 says his biographer1 he became very intimate with all those who were of any ,note for ,learning2 accounting them always his best friends1 by whom he was most profited in his studies4 ,and as he owns ,m4 ,colet did first engage him in the ,study of ,theology1 so it is also well known that he embraced the favourable ,opportunity he now had of learning the ,greek ,tongue1 under the most ,skilful ,masters 7viz47 ,william ,grocyn1 ,thomas ,linacre1 and ,william ,latimer4 ,grocyn is said by one who lived about this ,time to have been the first ,professor1 or ,publick ,teacher of ,greek in ,oxford to a full ,assembly of ,young ,students4 ,knight affords an interesting and tolerably copious account of ,linacre1 as well as of ,grocyn2 and in connection with the former he relates an anecdote1 on the authority of ,erasmus1 about ,bernard ,andreas1 tutor to ,prince ,arthur1 son of ,henry ,,vii4 ,but ,i shall not enter into these matters1 as ,linacre1 though a great promoter of ,greek authors1 scarcely comes within my plan4 ,yet ,i may mention that among the friends whom the learned ,hollander made here was ,cuthbert ,tunstall1 afterwards ,bishop of ,durham1 and author of the first book on arithmetic published in this country1 and ,richard ,pace1 who succeeded ,colet in the ,deanery of ,st4 ,paul's4 ,there is1 however1 a passage which ,i may be suffered to transcribe1 where1 speaking of the time when ,erasmus was contemplating a departure homeward1 ,knight observes3-- ,before ,erasmus left ,england1 he laid the plan of his useful ,tract de conscribendis epistolis1 for the ,service1 and at the ,suggestion of his noble ,pupil the ,lord ,william ,montjoy1 who had complained that there were no good ,rules1 or ,examples of that kind1 to which he could conform himself4 ,erasmus took the hint very kindly1 and making his just ,reflections1 upon the emptiness of ,franciscus ,niger1 and ,marius ,phalelfus1#b whose ,books upon that ,argument were read in the common ,schools1 he seems resolv'd at his first leisure1 to give a ,new ,essay of that kind2 and accordingly upon his first return to ,paris he fell upon it1 and finished it within twenty ,days4 ,so we see that1 prior to the visit of ,erasmus to us at the end of the fifteenth century1 there were already polite letter-writers current1 and current1 too1 as school-books4 ,erasmus came to the conclusion that he had done his own work too hastily1 and the appearance of an edition of it in ,england about thirty years later1 and likewise of a counterfeit1 induced him to revise the undertaking1 which was finally published at ,basle in #aede in a volume with other analogous tracts by various writers4 ,a story which ,knight relates about his author's literary enterprise in the epistolary line is too amusing to be overlooked3-- ,in that ,essay of the way of writing ,epistles1 ,erasmus had put in two sorts of ,declamations1 one in the praise1 the other in dispraise1 of ,matrimony1 and asking his young ,pupil ,ld4 ,montjoy how he lik'd that of the first sort4 ',oh sir1' says he1 ',i like it so well1 that you have made me resolve to marry quickly4' ',ay6' but says ,erasmus1 'you have read only one side1 stay and read the other4' ',no1' replies ,ld4 ,montjoy1 'that side pleases me2 take you the other6' ,the subject is an obvious one for humorous controversy2 but there is a similar idea in ,rabelais1 who makes his two chief characters debate the advantages and drawbacks of wedlock4 ,altogether1 ,erasmus must have done very much toward the advancement of a taste for ,hellenic culture in our country1 and his biographer apprises us that he exhorted the physicians of his time to study that language as more necessary to their profession than to any other4 ,yet the knowledge of the tongue was very sparingly diffused in ,england at and long after that time2 and ,turner1 in the dedication of his ,herbal to ,queen ,elizabeth in #aefh1 complains of the ignorance of the apothecaries of his day even of the ,latin names of the herbs which they employed in their pharmacopoeia4 ,the illustrious and erudite ,dutchman did1 doubtless1 what he could1 and made several of the classics more familiar and intelligible by new editions1 with some of which he connected the names of ,english scholars and prelates2 but the time had not arrived for any general movement4 ,,ii4 ,knight1 in his ,life of ,dean ,colet1 enumerates several of the schools which were founded shortly before the ,reformation4 ,this noble impulse of ,christian charity1 says he1 in the founding of grammar schools1 was one of the providential ways and means for bringing about the blessed reformation2 and it is therefore observable1 that1 within thirty years before it1 there were more grammar schools erected and endowed in ,england than had been in three hundred years preceding3 one at ,chichester by ,dr4 ,edward ,scory1 bishop of that see1 who left a farther benefaction to it by his last will1 dated #hth ,december1 #aejb3 another at ,manchester by ,hugh ,oldham1 ,bishop of ,exeter1 who died #aeai3 another at ,binton in ,somersetshire1 by ,dr4 ,fitzjames1 ,bishop of ,london1 and his brother1 ,sir ,john ,fitzjames1 lord chief justice of ,england3 a fourth at ,cirencester in ,gloucestershire1 by ,thomas ,ruthall1 ,bishop of ,durham3 a fifth at ,roulston in ,staffordshire1 by ,dr4 ,robert ,sherborne1 bishop of ,st4 ,david's1 predecessor to ,dr4 ,colet in the deanery of ,st4 ,paul's3 a sixth at ,kingston-upon-,hull1 by ,john ,alcock1 ,bishop of ,ely3 a seventh at ,sutton ,colfield in ,warwickshire1 by ,dr4 ,simon ,harman 7alias ,veysey71 bishop of ,exeter3 an eighth at ,farnworth in ,lancashire1 by ,dr4 ,william ,smith1 ,bishop of ,lincoln1 born there3 a ninth at ,appleby in ,westmoreland1 by ,stephen ,langton1 bishop of ,winchester3 a tenth at ,ipswich in ,suffolk by cardinal ,wolsey3 another at ,wymbourn in ,dorsetshire1 by ,margaret1 countess of ,richmond3 another at ,wolverhampton in ,staffordshire1 by ,sir ,stephen ,jennings1 mayor of ,london3 another at ,macclesfield1 by ,sir ,john ,percival1 mayor of ,london3 as also another by the lady ,thomasine his wife at ,st4 ,mary ,wike in ,devonshire1 where she was born3 and another at ,walthamstow in ,essex by ,george ,monnox1 mayor of ,london1 #aeae3 besides several other schools in other parts of the kingdom4 ,knight concludes by saying that the piety and charity of ,protestants ran so fast in this channel1 that in the next age there wanted rather a regulation of grammar schools than an increase of them4 ,george ,lily1 son of the grammarian and schoolmaster1 and canon of ,st4 ,paul's1 refers doubtless to these benefactions when1 in his ,chronicle1 he speaks of the encouragement of learning by the princes and nobility of ,england1 and goes on to say that their good example was followed by ,dr4 ,john ,colet1 444 who about this time 7#aeaj7 erected a public school in ,london of an elegant structure1 and endowed it with a large estate1 for teaching gratis the sons of his fellow-citizens for ever4 ,the foundation was for one hundred and seventy-three scholars--a number selected in remembrance of the miracle of the fishes4 ,,iii4 ,colet drew up1 or had drawn up1 for the regulation of his new school the subjoined ,rules and ,orders1 to be read to the parents before their children were admitted1 and to be accepted by them3-- ,if youre chylde can rede and wryte ,latyn and ,englyshe suffycyently1 so that he be able to rede and wryte his own lessons1 then he shal be admitted into the schole for a scholar4 ,if youre chylde1 after reasonable reason proved1 be founde here unapte and unable to lernynge1 than ye warned therof shal take hym awaye1 that he occupye not oure rowme in vayne4 ,if he be apt to lerne1 ye shal be contente that he continue here tyl he have competent literature4 ,if he absente vi dayes1 and in that mean seeson ye shew not cause reasonable1 7resonable cause is only sekenes7 than his rowme to be voyde1 without he be admitted agayne1 and pay iiijd4 ,also after cause shewed1 if he contenewe to absente tyl the weke of admyssion in the next quarter1 and then ye shew not the contenuance of the sekenes1 then his rowme to be voyde1 and he none of the schole tyl he be admytted agayne1 and paye iiijd4 for wryting his name4 ,also if he fall thryse into absence1 he shal be admytted no more4 ,your chylde shal1 on ,chyldermas daye1 wayte vpon the boy byshop at ,powles1 and offer there4 ,also ye shal fynde him waxe in winter4 ,also ye shal fynde him convenyent bokes to his lernynge4 ,if the offerer be content with these articles1 than let his childe be admytted4 ,the founder of ,st4 ,paul's1 in his statutes1 #aeah1 prescribed what ,latin authors he would have read in the school4 ,he recites1 in the first place1 the ,latin version by ,erasmus of his ,precepts and the ,copia ,verborum of the same ,dutch scholar4 ,he then proceeds to enumerate some of the early ,christian writers1 whose piety was superior to their ,latinity1 ,lactantius1 ,prudentius1 and others4 ,but while he does not say that ,virgil1 ,cicero1 ,sallust1 and ,terence are to be used1 he utterly eschews and forbids such classics as ,juvenal and ,persius1 whom he evidently indicates when he speaks of ,laten adulterate which ignorant1 blinde foles brought into this worlde1 and with the same hath dystained and poysonyd the olde ,laten speche and the veray ,romayne tongue which in the tyme of ,tully and ,salust1 and ,virgill1 and ,terence1 was usid1--which is so far reasonable from his standard2 but he adds incongruously enough3 whiche also sainte ,jerome1 and sainte ,ambrose1 and saint ,austen1 and many holy doctors lernid in theyre tymes4 ,whereby we are left at liberty to infer that these holy doctors were on a par with ,virgil and ,sallust1 ,cicero and ,terence4 ,what sort of ,latin would be current now if all the great writers had perished1 and we had had only the works of the ,fathers as text-books8 ,we all have pretty similar beginnings1 as the prima stamina of a man and any other vertebrate are said to be undistinguishable to a certain point2 and as ,st4 ,jerome learned his accidence of ,donatus1 so ,virgil got his rudiments4 ,but much as we owe to ,st4 ,jerome1 it was a mischievous error to adopt him or such authors as ,lactantius in a public school1 where the real object was to instil a knowledge of the ,latin language in its integrity and purity4 ,it was a mischievous error1 and it was1 at the same time1 a perfectly natural one4 ,we are not to blame ,colet and his coadjutors for having been so narrow and so biassed2 but it must always be a matter of regret and surprise that ,st4 ,paul's1 and all our other training institutions1 public and proprietary1 should1 down to the present era1 have been under the sway and management of men whose intellectual vision was as contracted and oblique as that of ,colet1 without the excuse which it is so easy to find for him4 ,the rules for ,st4 ,paul's1 which are set out at large by ,knight1 were unquestionably of a very austere character1 though in harmony with the feeling of the time2 and ,knight1 in his ,life of the founder1 ascribes the apparent harshness of the discipline enforced under his direction to the laudable motive of preparing boys for the troubles of the world1 and inuring them to hardship4 ,but ,erasmus was not on the side of the martinets4 ,for he explicitly condemns an undeserving strictness of discipline1 which made no allowance for the difference in the tempers of boys2 and another point with which he quarrelled was the horse-in-a-mill system and the way of learning by rote1 which had begun to find favour both in his own country and with us4 ,it is vain1 however1 to expect that there should have been many converts to such a man's opinions on educational questions at that period4 ,even in the small circle of his ,english friends and correspondents there was a wide diversity of sentiment4 ,sir ,thomas ,more might agree with him mainly2 but1 on the other hand1 ,colet was clerical in his leaning and ,spartan in his notions of scholastic life2 and he deemed it good1 as ,i have above said1 to work on the tenderness of youth before it acquired corruption or prejudice1 that the new wine of ,christ might be put into new bottles4 ,,iv4 ,there can be no desire to deprive ,colet of any portion of the honour which we owe to him for promoting the cause of education in ,london2 but it would at the same time be an error to conclude that the good ,dean was the first who established a school in the metropolis4 ,the foundation which he established about #aeaj consolidated and centralised the system1 which down to that time had been weakly and loosely organised4 ,hear what ,knight says3-- ,the state of schools in ,london before ,dean ,colet's foundation was to this effect3 the ,chancellor of ,paul's 7as in all the ancient cathedral churches7 was master of the schools 7magister scholarum71 having the direction and government of literature1 not only within the church1 but within the whole city1 so that all the masters and teachers of grammar depended on him1 and were subject to him2 particularly he was to find a fit master for the school of ,st4 ,paul1 and present him to the ,dean and ,chapter1 and then to give him possession1 and at his own cost and charges to repair the houses and buildings belonging to the school4 ,this master of the grammar school was to be a sober1 honest man1 of good and laudable learning4444 ,he was in all intents the true vice-chancellor of the church1 and was sometimes so called2 and this was the original meaning of chancellors and vice-chancellors in the two universities or great schools of the kingdom4 ,the same writer traces back ,st4 ,paul's school to ,henry the ,first's reign1 when the ,bishop of ,london granted the schoolmaster for the time being a residence in the bell-tower1 and bestowed on him the custody of the library of the church4 ,a successor of this person had the monopoly of teaching school in ,london conferred on him by the ,bishop of ,winchester1 saving the rights only of the schoolmasters of ,st4 ,mary-le-,bow and ,st4 ,martin-le-,grand4 ,the old cathedral school1 which that of ,colet doubtless gradually extinguished1 lay to the south of his1 and appears curiously enough not to have occupied the basement1 but to have been1 as we should say1 on the first floor1 four shops being beneath it4 ,it was close to ,watling ,street4 ,a passage in the ,monumenta ,franciscana shews that the site of ,colet's original school1 which perished in the ,great ,fire1 had been in the possession of bookbinders1 and in the immediate neighbourhood was the sign of the ,black ,eagle1 which1 as we learn from documentary testimony1 was still there in #aeej4 ,at the epoch to which ,i am referring1 the vocation of a bookbinder was1 ,i think1 invariably joined with that of a printer1 and ,i apprehend that these shops formed part of a printing establishment4 ,the ,black ,eagle was an emporium for the sale of books1 and it is to be recollected that in early days1 where the typographical part was done in some more or less unfrequented quarter of the city1 it was a common practice to have the volume on sale in a more public thoroughfare4 ,st4 ,paul's ,churchyard1 in the days of ,colet and in the infancy of his valuable endowment1 was beyond question not only a place of great resort1 but a favourite seat of the booksellers4 ,for in the imprint to an edition of the ,hours of the ,virgin1 printed at ,paris1 the copies are said to be on sale at ,london apud bibliopolas in cimiterio sancti ,pauli #aead2 and of this fact ,i could readily bring forward numerous other evidences4 ,besides the vendors of literature1 however1 the site soon became one of the places of settlement of the teachers of languages1 to whom the immediate proximity of ,st4 ,paul's served as an useful introduction and advertisement2 and in the time of ,elizabeth a ,french school was established here1 for the benefit of the general public1 of course1 but more especially1 doubtless1 with a view to such ,paulines as might desire an extension of their studies4 ,,viii4 ,thomas ,linacre prepares his ,rudiments of ,latin ,grammar for the use of the ,princess ,mary 7#aebb7--,probably the earliest digest of the kind--,cardinal ,wolsey's edition of ,lily's ,grammar for the use of ,ipswich ,school 7#aebi7--;,inquiry into the priority of the ,ipswich and ,st4 ,paul's ,grammars--,first ,national ,primer 7#aedj7--,lily's ,short ,introduction of ,grammar 7#aedh7--;,its re-issue by ,queen ,elizabeth 7#aeff-g7--,some account of its contents--,its failure4 ,i4 ,thomas ,linacre1 physician to four successive sovereigns and tutor to the ,princess ,mary1 is understood to have prepared for the service of his august pupil certain ,rudiments of ,grammar1 doubtless in ,latin1 at the same time that ,giles ,du ,wes or ,dewes wrote for her his ,introductory to the ,french language4 ,the biographer of ,dean ,colet informs his readers that the production of ,linacre was translated into ,latin by ,george ,buchanan for ,gilbert1 ,earl of ,cassilis1 whose studies he directed2 but the book as printed is in that language1 and bears no indication of a second hand in it4 ,the undertaking1 however1 was deemed by ,queen ,catherine too obscure1 and ,ludovicus ,vives was accordingly engaged to draw up something more simple and intelligible1 which was the origin of his little book ,de ratione studii puerilis1 where1 from delicacy1 he made a point of commending the labours of ,linacre and the abridgment of the ,rudiments by ,erasmus4 ,the volume1 edited by ,linacre about #aebb1 appears1 anyhow1 to be entitled to rank as the earliest effort in the way of a grammatical digest2 and1 apart from its special destination1 it was calculated to supply a want1 and to find patrons beyond the range of the court4 ,except its utilisation by ,buchanan for ,lord ,cassilis1 we hear little or nothing of it1 nevertheless1 after its original publication by the royal printer4 ,perhaps it did not compete successfully with the editions of ,lily1 as they received from time to time improvements at the hands of professional experts1 and united within certain limits the advantages of consolidation and completeness4 ,the prestige of ,lily had grown considerable1 and in the case of a technical book it has always been difficult or impossible for an amateur to hold his ground against a specialist4 ,,ii4 ,allowing for the possibility of editions of which we have no present knowledge having formerly existed1 if they do not yet do so1 it may be that ,dean ,colet caused some text-book to be prepared for the use of the scholars at ,st4 ,paul's2 and ,i shall by and by adduce some evidence in favour of such an hypothesis4 ,but1 at any rate1 in #aebi ,cardinal ,wolsey gave his sanction1 and wrote a preface1 to an impression of ,lily's ,rudiments with certain alterations1 more especially for the use of his school at ,ipswich1 but also1 as the terms of the title state1 for the benefit of all other similar institutions in the country4 ,the ,cardinal's preface is dated ,august #a1 #aebh4 ,it is followed by the ,docendi ,methodus1 the ,rules1 the ,articles of ,faith1 ,precepts of ,living1 ,apostles' ,creed1 ,decalogue1 c42 and the rest of the book is occupied by the ,introduction of the ,eight ,parts of ,speech and the ,rudiments of ,grammar4 ,of this collection there was no exact reprint1 but portions of the contents appear in the ,antwerp impressions of #aece and #aecf1 designed for the ,english learners in ,flanders2 and ,lily's ,rudiments1 with and without the other accessories1 were periodically republished even later than the so-called ,oxford ,grammar of #agji4 ,now1 as ,st4 ,paul's was the more ancient foundation1 it is allowable1 at all events1 to suspect that the book issued nominally for the ,ipswich school was borrowed by the ,cardinal or the person employed by him from one drawn up by ,lily in his lifetime for ,colet4 ,st4 ,paul's had been established in #aeaj2 the ,dean survived till #aeai2 and surely so many years would hardly have elapsed without witnessing the preparation of some ,pauline text-book on lines parallel to those of the ,ipswich one of #aebi1 more particularly when we see that in the ,preface to his #aecd ,rudiments he speaks of the new school of ,paul's1 and that in #aeah ,erasmus had executed a ,latin metrical version of the ,lord's ,prayer and ,precepts of ,good ,living for the school under the title of ,christiani hominis ,institutum4 ,the short paraphrase of the ,lord's ,prayer in ,english by ,colet1 which ,i have found at present only in an edition of the ,salisbury ,primer1 #aecb1 was made for his own scholars1 and had1 of course1 been in existence prior to #aeai2 so that we find ourselves groping in the dark a little in the inquiry which deals with such a fugitive and perishable description of literature1 and have to do the best that we can with the fragmentary relics which survive or have been so far recovered4 ,the ,coleti ditio1 c41 of #aecd had much in common with ,wolsey's book2 but the ,dean of ,st4 ,paul's claims the honour of having adapted some portions of the ,delectus to what he considered to be the special requirements of his own institution4 ,for he says in the ,proem3-- ,al be it many have wryten1 and have made certayne introducyons into ,latyn speche1 called ,donates and ,accidens1 in ,latyn tongue and in ,englysshe1 in suche plenty that it shoulde seme to suffyse2 yet never the lesse1 for the love and zele that ,i have to the newe schole of ,powles1 and to the children of the same1 somwhat have ,i also compyled of the mater2 and of the viii4 partes of grammer have made this lytell boke2 444 in whiche lytell warke if any new thynges be of me1 it is alonely that ,i have put these partes in a more clere ordre1 and have made them a lytell more easy to yonge wyttes1 than 7me thynketh7 they were before4 ,the passage here quoted may be taken to supply a sort of testimony to the original publication of the ,dean's alleged recension of the accepted text of ,lily's ,introduction 7including the ,rudiments7 not very long1 if at all1 posterior to #aeaj1 as in #aecd ,st4 ,paul's had been founded a quarter of a century4 ,the modification of the ,grammar for ,pauline use was almost unquestionably due to ,lily1 and merely the ,proem the ,dean's own4 ,,iii4 ,the ,st4 ,paul's book has1 on the whole1 a strong claim to precedence over that of #aebi4 ,but under any circumstances1 in or before the last-named date1 we possessed an uniform ,grammar in lieu of the archaic sectional series of ,stanbridge and ,whittinton4 ,but even that of ,wolsey went no farther than to recommend itself to general acceptance4 ,it had no official character4 ,nor was it till late in the protracted reign of ,henry ,,viii4 that a general ,primer for the whole country was prepared and published4 ,in #aedj a volume in two parts appeared under the royal authority1 without any clue to the editor1 reducing the text to a more convenient method and compass4 ,this book is anonymous2 but ,thomas ,hayne says in #afdj that it was done by sundry learned men1 among whom he had heard that one was ,dr4 ,leonard ,cox1 tutor to ,prince ,edward4 ,another probable coadjutor was ,john ,palsgrave1 author of the ,eclaircissement4 ,the ,address to the ,reader before the first part proceeded1 no doubt1 from the compiler's pen1 and contains an energetic eulogy of ,prince ,edward1 to whom the tender babes of ,england are exhorted to look up as a model and example4 ,this portion includes the ,parts of ,speech and other rudiments in ,english1 while the second part contains a digested recension of the ,latin series under the title of ,a ,compendious ,institution of the whole ,grammar4 ,this bipartite manual formed1 of course1 an improvement on the system formerly in vogue1 which must have been very puzzling to boys4 ,but it seems very doubtful indeed if this ,primer of #aedj was practically recognised1 or whether the ,government took any measures to enforce what purported to have been done under its immediate sanction4 ,whoever they were who arranged for publication the ,primer had probably a hand in the ,alphabetum ,latino-,anglicum of #aedc1 which is here incidentally noticed1 and which is more than it professes to be4 ,for it comprises1 in addition to a series of alphabets1 the ,lord's ,prayer1 the ,salutation of the ,virgin1 the ,commandments1 the ,apostles' ,creed1 and a few prayers1 in ,latin and ,english4 ,it was1 in fact1 a supplement to the ,primer itself4 ,,iv4 ,in ,january #aedg1 ,henry was succeeded by his son1 and the change is marked by the substitution of ,a ,short ,introduction of ,grammar generally to be used1 in two parts1 the ,english followed by the ,latin1 for the original ,primer of #aedj4 ,a complaint appears to have arisen at the same time that the large book was inconvenient for beginners2 and we are told that ,fox the martyrologist was commissioned to prepare ,tables of ,grammar for the use1 probably1 of the lower forms in schools4 ,but we know nothing farther of them2 and the ,introduction1 to which they were designed as a companion1 was not reprinted more than once in ,edward's life4 ,nor is there any vestige of it till we arrive quite at the close of the rule of ,mary1 when the ,paris press produced an edition under some circumstances not at present explainable1 yet1 of course1 with the peculiarity of being entirely unofficial4 ,so that when we sum up1 it amounts to this1 that the first and second types of the so-named universal ,grammar1 as settled in #aedj and #aedh respectively1 reached four impressions in seventeen years1 not including that of #aeeg1 which lies outside the series4 ,making due allowance for the far scantier population and the momentous difference of social conditions1 this remains a strange phenomenon1 if we reflect that1 in addition to the public and private schools previously in existence1 the ,government of ,edward had planted throughout the country the endowments of which ,christ's ,hospital is the most familiar type4 ,but even when there was a change in the ,administration in #aeeh1 and the authority of ,elizabeth was established in ,church and ,state1 the interest in educational development led to no revival of the ,introduction1 and1 unless all intervening copies have perished1 there was a clear lapse of ten years before the new ,protestant regime took steps to re-issue the book4 ,this was in #aefg4 ,in the ,preface very just stress is laid on the mischief proceeding from what is termed a diversity of ,grammars1 and from different schoolmasters adopting different methods and books4 ,the proclamation attached expresses at large the objects and advantages of the publication1 while it certainly seems to claim for the ,queen's father more credit than1 looking at the circumstances1 he deserved4 ,for the ,primer of #aedj had been preceded by those of ,linacre and ,wolsey1 just as the ,short ,introduction of #aedh and #aefg was1 in the main1 a reproduction of ,henry's book4 ,but the same unqualified encomium is pronounced on ,henry by ,john ,palsgrave1 the celebrated lexicographer and teacher of languages1 in the prolix and fulsome dedication to his ,english ,acolastus1 #aedj1 which must have been written and in type when the copies of the ,primer had scarcely left the binder's hands4 ,palsgrave does not intimate here any personal concern in the undertaking4 ,the ,preface of #aefg is followed by the ,latin letters1 the vowels and consonants1 and the ,greek letters2 after which comes a prayer1 ,o ,almighty ,god and merciful ,father1 which is still retained at some of our public schools4 ,the ,introduction of the ,eight ,parts of ,speech constitutes the body and remainder of the ,english part4 ,there are six forms of grace before meat1 and six others of grace after meat4 ,the ,latin section opens with the ,greek alphabet1 and proceeds to the parts of grammar1 concluding with ,erasmus's ,de ,ratione4 ,but1 as ,i have stated more than once1 this later text-book does not substantially vary from that of #aedh4 ,the royal proclamation granted the monopoly of printing to ,reginald ,wolfe1 and forbad the employment of any other ,grammar throughout her ,highness's dominions4 ,the document declares that ,henry ,,viii41 in the midst of weighty affairs belonging to his office1 had not forgotten nor neglected the tender youth of his realm1 but had1 from a fervent zeal for the godly bringing up of the said youth1 and a special desire that they might learn the ,latin tongue more easily1 instituted a new uniform ,grammar2 which was so far really the case1 inasmuch as the #aedj volume was the first official one1 and also at the date of its promulgation the most complete and satisfactory4 ,v4 ,but in examining this general ,grammar for all ,england and the dominions annexed1 one at once misses the graphic and amusing illustrations which present themselves in many of the earlier books which we have been studying4 ,the examples1 instead of being drawn from the occupations and various phases of everyday life1 are almost without exception purely technical and commonplace4 ,there is no allusion which one would welcome as casting an incidental light on contemporary history or manners4 ,it is mostly a dead level4 ,the learned men have done this6 ,it makes us cheerful1 amid the habitual dearth of something to leaven the text1 to stumble upon a few of the little touches in the older books retained as an exception1 such as3 ,vivo in ,anglia4 ,veni per ,galliam in ,italiam1 or ,vixit ,londini3 ,studuit ,oxoni4 ,how differently ,horman in his ,vulgaria1 #aeai1 handled his subject1 and his pages were intended for schoolboys and students too6 ,the frequency with which the ,primer was henceforth reprinted1 contrasted with the very limited call for copies from #aedj to #aeff1 seems to furnish an indication that the book and the system were at last gaining ground1 and beginning to meet with more general acceptance4 ,but the irreconcilable diversity of opinions1 which has always prevailed1 respecting etymology1 syntax1 pronunciation1 and other cardinal points1 militated against the success on any very grand scale of an official ,primer2 and the ,tudors1 arbitrary and absolute as they were in all questions of political significance1 were not prompted by the feeling of the time to resort in such a case as this to penal and peremptory legislation4 ,the eighteenth century saw ,lily's ,grammar still more or less in vogue under the name of the original author1 not to speak of the obligations of its successors to it2 but the ,tudor book1 constructed in some measure out of it1 and ushered into existence under the most auspicious and powerful patronage1 sank after a not very robust or influential life of six decades 7#aedj-afjj7 into complete oblivion4 ,our great ,elizabeth has been dead near three hundred years1 and no genuine popular demand for mental improvement has yet come from the people4 ,in the sixteenth century--in the ,queen's time and in her father's--the spirit which promoted education was based either on political or commercial motives4 ,the universities and schools reared a succession of preceptors who deserted the monastic traditions1 and to whom learning was a mere vocation4 ,one large class of the ,english community sought to acquire the accomplishments which might be serviceable in the ,government and at court2 another limited its ambition to those which would enable them to prosper in trade or in the wars4 ,v4 ,a class of school-book destined for special use1 besides those enumerated in another place1 presents itself in the shape of grammatical works dedicated by their authors1 not to particular institutions1 but to particular localities or parts of the ,empire4 ,edward ,buries1 who kept school at ,east ,acton in ,cromwell's day1 accommodated his plan to the requirements of adults1 but at the same time announces that it is printed for the advantage of the schools in the counties of ,middlesex and ,hertford1 which strikes us as at once a curious limitation and a sanguine proposal1 unless ,buries was a ,hertfordshire man4 ,this was in #afeb4 ,a later writer was more catholic and ambitious in his flight2 for in #agab ,john ,brightland projected a ,grammar of the ,english tongue for the use of the schools of ,great ,britain and ,ireland1--a fact more particularly noticeable1 because it is the first hint of any scheme comprehending the ,emerald ,isle4 ,i allude elsewhere to the early ,accidence drawn up for ,scotland by ,alexander ,hume2 and in #afdg the interests of the rising generation in ,wales were specially considered by the unnamed introducer of a simplified ,latin ,primer in usum juventutis ,cambro-,britannic1 which aimed at a monopoly of the ,principality without prejudice to persons beyond the border4 ,besides the ,grammar itself1 certain ,manuals purported to be1 not for general educational purposes1 but for a given school1 and even for a specified class in it4 ,such was the ,english ,introduction to the ,latin ,tongue for the use of the lower forms in ,westminster ,school2 and at ,magdalen ,school1 ,oxford1 they had1 at least as far back as #afbc1 a small text-book on the declensions and conjugations4 ,i take another opportunity to speak of a ,latin phrase-book designed for ,manchester in #affj1 and of the printed examination papers1 exhibiting the lines laid down at ,merchant ,taylors' about the same time4 ,in a few cases a more elaborate compilation was framed1 at all events originally1 with the same restricted scope1 like the ,roman ,antiquities of ,prideaux1 in #afad1 for ,abingdon4 ,perhaps1 however1 the most conspicuous example of this localisation was the ,outlines of ,rhetoric for ,st4 ,paul's1 of which we meet with a third edition in #afei2 and which must have been in connection with some new and temporary effort to enlarge the range of studies during the ,protectorate1 partly under the stimulus of the promoters of the famous ,musum ,minerv and the commencing taste for a more complex platform4 ,for such subjects do not seem to have made part of the ordinary course of training anywhere since the medival period1 when the ,aristotelian system was paramount at our ,universities2 although1 at the same time1 among more advanced students philosophical treatises never ceased to possess interest and attract perusers4 ,but the relevance of the handbook for ,st ,paul's lies in its professed destination for the young4 ,it is questionable whether1 outside the ,universities and the establishments affiliated upon them1 the sciences were acquirable as part of the normal routine4 ,at ,oxford1 in the reign of ,henry ,,viii41 they taught what was then termed ,judicial ,astronomy1 which was a mere burlesque on the true study of the planetary bodies2 and ,logic was on the list of accomplishments within the reach of boys1 who were sent up either to college or to school2 for in ,a ,hundred ,merry ,tales1 #aebf1 the son of the rich franklin comes back home for the holidays1 and declares1 as the fruit of the time and money expended on his education at ,oxford school1 whither his indulgent father had sent him for two or three years1 his conversance with subtleties and ability to prove the two chickens on the supper-table to be sophistically three4 ,,ix4 ,merchant ,taylors' ,school founded in #aefa--;,its limited scope and stationary condition during two centuries and a half--,the writer's recollections of it from #ahdb to #ahej--,william ,dugard and his troubles4 ,i4 ,i cannot enter very well1 in a general view of the subject1 into the history of all the civic foundations which rose up one by one subsequently to ,st4 ,paul's1 such as the ,city of ,london ,school1 the ,mercers' and the ,skinners'1 beyond the incidental notices which ,i have taken occasion to introduce of such institutions1 as well as of the system of public grammar schools endowed by ,edward ,,vi4 ,but ,i may be allowed to speak of one with which ,i enjoyed personal associations between the years #ahdb and #ahej1 and to mention that in the third chapter of his ,autobiography ,leigh ,hunt sheds some interesting light on the condition of ,christ's ,hospital when ,lamb1 ,coleridge1 and himself were there in the last years of the last century4 ,christ's ,hospital has produced some very eminent men1 but whether by virtue of its system or in spite of it1 ,i hardly venture to say4 ,the biographer of the author of ,elia tells us what books his distinguished friend read at school2 how little he learned1 ,lamb himself seems to suggest in that paper on ,the ,old and the ,new ,schoolmaster4 ,the origin of ,merchant ,taylors' ,school is thus described by ,wilson3-- ,towards the close of the year #aefj1 or early in the following spring1 the ,merchant ,taylors' ,company conceived the laudable design of founding a grammar school2 and part of the manor of the ,rose1 in the parish of ,st4 ,lawrence-,pountney 7a mansion which had successively belonged to the ,duke of ,buckingham1 the ,marquis of ,exeter1 and the ,earls of ,sussex71 seeming eligible for the purpose1 ,mr4 ,richard ,hills1 a leading member of the court1 generously contributed the sum of five hundred pounds towards the purchase of it2 but the institution was not thoroughly organised till the #bdth ,september #aefa1 on which day the statutes were framed and a schoolmaster chosen4 ,with the statutes ,i have no farther concern than with the clause which directs that the two hundred and fifty scholars1 to which the school was limited1 were to be taught in manner forme as is afore devised appointed4 ,but first see that they can the catechisme in ,english or ,latyn1 that every of the said two hundred fifty schollers can read perfectly write competently1 or els lett them not be admitted in no wise4 ,it is rather curious that the hours of attendance were originally from seven till eleven ,a4,m4 and from one till five ,p4,m41 and that in winter the boys were to bring no candles of tallow1 but candles of wax4 ,this was following the statutes of ,dean ,colet4 ,thrice in the day there were prayers2 but instead of one of the sixth form saying them for the rest1 as was subsequently customary1 each boy seems at first to have prayed for himself4 ,the printed form usually employed was brief enough1 and not1 like the ,manual prepared by ,bishop ,ken for ,winchester1 adapted for the use of all other devout ,christians4 ,the staff consisted at the outset of a head-master and three ushers1 whose united emoluments were forty pounds a year1 and the first chief teacher of the school was ,richard ,mulcaster4 ,it appears that the earliest ,probation-,day1 as it was termed1 was in ,november #aefd1 when ,dean ,nowell and others examined the ushers and the boys with a very gratifying result4 ,these appositions were renewed in #aefe1 and probably still continue from year to year4 ,they commenced in #aefd at eight o'clock in the morning1 and so they did in my time4 ,the practice of visitation by the ,court on this day seems to have ceased in #afjf4 ,alderman ,sir ,thomas ,white1 some time subsequently to the foundation of the school by the ,company1 augmented the endowment1 so as to enable the institution to develop itself1 and enlarge its sphere of utility in connection with ,oxford ,university and in other ways4 ,white was a member of the ,court when the scheme was adopted1 but he was not1 strictly speaking1 as he has been usually termed and considered1 the founder of ,merchant ,taylors'4 ,we do not arrive1 meanwhile1 at any clear or complete notion of the books which were used at the school1 but it is to be inferred that ,lily's ,grammar was the ,latin text-book4 ,in the rules made for ,probation-,day in #afjf-g1 ,i find sop's ,fables in ,greek1 ,tully's ,epistles1 and the ,dialogues of ,corderius named as works in which the boys were to be tested4 ,the subjects taken on this day were ,greek1 ,latin1 and dictation1 writing being necessarily included4 ,neither ,hebrew1 nor arithmetic1 nor the mathematics are enumerated2 there are the six forms1 but no monitors or prompters4 ,the ,school's ,probation presents itself for the first time as a printed production1 or at least as something compiled in book form1 under the date of #afjh4 ,it is printed entire by ,wilson2 but he does not state1 nor do ,i know1 what original1 whether printed or not1 he employed4 ,,ii4 ,probation-,day still continued in my time to be an important event--a sort of red-letter day in our calendar4 ,the hour for assembling was eight o'clock1 instead of nine2 it had been half-past six while the school was exclusively composed of residents within a limited radius2 but the enlarged time was a sore trial in the winter where one had to travel from a suburb1 as ,i did from ,old ,brompton4 ,they supplied breakfast at the place1 not gratuitously1 but at a fixed tariff4 ,it would not have been much for a wealthy ,company to provide an entertainment once or twice a year for two or three hundred lads at a shilling or so a head2 but the ,merchant ,taylors1 ,i think1 have always been notorious for parsimony4 ,very little was accomplished before the meal1 and after its completion we had to set to work1 the old room upstairs being as ill-adapted for the purpose of an examination as can well be imagined1 the boys having to use the forms as desks and to kneel in front of them4 ,we were a very short distance from the ,middle ,ages4 ,matters were not much changed since the time of the original establishment of the charity4 ,indeed1 it appears from ,dugard's ,school's ,probation1 #afeb1 that in the seventeenth century the ,company paid for some kind of collation3-- ,there shall be paid unto the ,master of the ,school1 for beer1 ale1 and new manchet-bread1 with a dish of sweet butter1 which hee shall have ready in the morning1 with two fine glasses set upon the ,table1 and covered with two fair napkins1 and two fine trenchers1 with a knife laid upon each trencher1 to the end that such as please may take part1 to staie their stomachs until the end of the examination 444 ijs4 ,the number of boys was in #afeb comparatively limited2 but of course without a revival of the ancient miracle two shillings' worth of victuals would not have gone far in allaying the hunger of a far smaller gathering1 and this allowance must have simply been for such as had missed their meal at home1 or desired additional refreshment4 ,the old examination itself presents numerous points of curiosity1 as we look at it through the present medium4 ,considerable stress seems to have been laid on dictation4 ,the master opened1 on the sudden1 ,cicero1 the ,greek ,testament1 sop's ,fables in ,greek1 and read a passage1 which the boys of a particular form had to take down1 and then turn into some other language1 or into verse1 or make verses upon it--a pretty piece of trifling1 much like the nonsense-verses which we used to have to compose in my day1 and as profitable4 ,some of the ,english sentences to be turned into ,latin are odd enough3 ,bacchus and ,apollo send for ,homer2 ,i went to ,colchester to eat oysters2 ,my ,uncle went to ,oxford to buie gloves2 ,the ,atheist went to ,amsterdam to chuse his religion4 ,others might have been autobiographical3 ,marie was my sister1 she dwelt at ,london2 ,elisabeth was my ,aunt1 she dwelt at ,york2 ,anna was my ,grandmother1 she dwelt at ,worcester4 ,in another place1 under ,sententi ,varietas1 there are five-and-twenty ways of describing in a sentence the great qualities of ,cicero4 ,greek was certainly studied with a good deal of attention here in the early time1 judging from the space which is devoted to it in the scheme of ,dugard1 in whose small volume the questions and theses in that language occupy twenty pages4 ,erasmus had1 doubtless1 had a large share in popularising among us the cultivation of ,hellenic grammar and letters4 ,even when the present writer was at the school1 ,hebrew was by no means assiduously or scientifically followed1 nor do ,i believe that on the staff of masters there was any one who properly understood the language4 ,but it was part of the programme1 and the late ,sir ,moses ,montefiore1 who usually attended on ,speech and ,prize ,day1 was the annual donor of a ,hebrew medal4 ,speech-,day at ,merchant ,taylors' was the sole occasion on which the large schoolroom in ,suffolk ,lane was ever honoured by the presence of the fair sex4 ,the lower end of the room was converted into an extempore stage1 and the monitors and prompters took part in some recitation1 or select scene from the ,latin or ,greek dramatists4 ,at a later period ,french themes were introduced4 ,as far back as the reign of ,charles ,i41 the large contribution which the ladies and other friends of the scholars made to the audience1 and their imperfect acquaintance with the dead languages1 rendered it a subject of regret and complaint that the entertainment was not given in the vernacular1 and the writer of a small volume called ,ludus ,ludi ,litterarii1 #afgb1 purporting to report a series of speeches delivered at various breakings-up1 states that the majority of them were in ,english on this very account4 ,as early as the time of ,henry ,,viii41 the practice of exhibiting some dramatic performance at the close of the term1 and usually at ,christmas1 was in vogue2 but these spectacles were1 it is to be suspected1 almost uniformly in the original language of the classic author1 or in the scholastic ,latin of the period4 ,a feeling in favour of a reform in these arrangements had1 as has been mentioned1 arisen when ,hawkins wrote for the free school at ,hadleigh in ,suffolk his play entitled ,apollo ,shroving1 #afbg1 where one of the characters desires the ,prologue to speak what he has to say in honest ,english1 for all their sakes1 and describes the predilection for employing ,latin as more appropriate to the ,university4 ,occasionally1 instead of plays1 there were musical entertainments2 and the custom of signalising the termination of the school-work seems to have been followed by the private academies4 ,but the antipathy to change and the temptation to a display of erudition have always proved too strong an obstacle to improvement2 and when the writer was last present at this anniversary1 the ancient precedent was still in force1 and the ,court of the ,merchant ,taylors and general company listened in respectful silence to interlocutions or monologues as mysterious to them as the ,writing on the ,wall4 ,,iii4 ,william ,dugard1 head-master from #afdf to #affj1 so far as his light and information were capable of carrying him1 did1 no doubt1 good service to the ,company and institution with which he was during so many years associated4 ,but1 on the ground of misconduct and negligence1 his employers thought proper1 on the #bgth ,december #affj1 to discharge him from the place of chief schoolmaster1 giving him1 however1 till the following ,midsummer to find another appointment4 ,dugard states in ,an humble ,remonstrance ,presented to the ,right ,worshipfull ,company of ,merchant-,tailors1 ,maii #ae1 #affa1 that the ,company assigned no cause for their proceeding2 but he says at the same time3 ,it is alleged in your ,order1 ,that many ,complaints have been frequently from time to time made to the ,master and ,wardens of the ,company1 and to the ,court1 by the parents and friends of the young ,scholars1 of the neglect of the chief-,master's dutie in that ,school1 and of the breach of the ,companie's ,orders and ,ordinances thereof4 ,to this ,dugard replies that he had never heard of any complaints in all the seventeen years he had filled the post1 and he declared his readiness to submit in silence if any parent could prove aught against him4 ,he had been in the profession1 he said1 thirty-three years1 and in all places wherever ,i came1 ,i have had ample testimonials of my faithfulness and diligence1 and my scholars' proficiency4 ,the writer attributes his fall to the presence among the members of the ,court of persons unjustly hostile to him1 who had represented that the school was suffering from his administration1 and would go down unless some timely remedy was adopted4 ,but ,dugard averred that the decline of the school and the shrinkage of its numbers were due to the ,company's order of ,march #af1 #afei1 which forbad him to admit any scholar who had not a warrant from the ,master and ,wardens1 and the consequence was that parents1 not caring to go to the ,court1 took their sons elsewhere4 ,as many as sixty boys had been lost in this way within a twelvemonth1 he maintains4 ,true it is1 he pleads1 that an hundred years ago1 when it was an hard matter to get a ,scholar to read ,greek1 there was such an ,order made1 that no ,scholar should be taught in the ,school1 unless first admitted by the ,company4 ,but afterward there was found a necessity to dispense with that ,order1 and so it was with my ,predecessors2 which ,i can prove for above threescore years bygone4 ,they 7and my self too from them1 untill the last year7 had such an indulgence that did not limit or restrain them to admit quarterly-,scholars1 who did not immediately depend on the ,charity of the ,company3 and the ,motto engraven on the ,school speaks as much2 ,nulli prcludor1 ,tibi pateo4 ,the ,remonstrance did not please the ,merchant ,taylors1 and in a second document1 dated ,june #ab1 #affa1 ,dugard tried to soften what he had said2 for his language1 it must be allowed1 was rather energetic1 considering that he was in the hands of those who had the power to act as they judged fit4 ,whatever the precise result was1 there are two or three curious points brought out in the course of the head-master's vindication1 and one can hardly avoid a conclusion that the main cause of the discontent of the ,court was not even so much the application of a portion of his time to literary pursuits1 as the abuse of the permission to set up a printing-press by employing the machinery1 intended only for the production of school text-books1 for political publications of a republican stamp4 ,this fact does not transpire in the tract itself1 but is ascertained from the imprints to books2 and moreover1 in #afej1 at the end of a periodical publication1 he had announced himself as ,printer to the ,council of ,state2 so that altogether the ,merchant ,taylors might be naturally afraid of incurring the displeasure of the new masters of ,england by retaining the holder of opinions hostile to the ,stuarts4 ,he had sold the press at the desire of the ,company for #cjj less than the cost2 and this was by no means the full extent of his sacrifices and misfortunes4 ,for he gives his principals to understand that he had grown lean by the observance of fast-days in accordance with their recent order2 and1 moreover1 that during his nineteen years' term of office he had lost #hjj by unpaid quarter wages1 thus making it seem probable that he was directly responsible for the fees4 ,altogether1 nothing worse than indiscretion1 perhaps1 was chargeable to ,dugard4 ,i bless ,god for it1 he expressly says1 ,i know the ,divel himself cannot justly accuse me of any notorious or scandalous ,crime4 ,probably not2 but there are seasons when indiscretion is criminal1 and besides his proclamation of his appointment at the time to the ,commonwealth as their official printer1 in #afeg there came from his press the reply of ,milton to ,salmasius1 an anti-royalist manifesto not calculated to be palatable to the restored dynasty or to the civic feeling1 and certainly1 so far as one can form a judgment1 an encroachment on the special objects and raison d'tre of ,dugard's collateral occupation4 ,x4 ,successors of ,lily--,thomas ,robertson of ,york--,cultivation of the living languages--,numerous works published in ,england upon them--,their various uses--,the ,vocabularies for travellers and merchants--,rival authors of ,grammars--,different text-books employed at schools--,milton's ,accidence 7#affi7--,old mode of advertising private establishments4 ,i4 ,after the death of ,lily his work was carried on and developed by other men1 who gradually achieved the task of consolidating1 or reducing into a more compact form1 the rather perplexing series of elementary treatises edited by ,whittinton4 ,among these followers of the ,master of ,st4 ,paul's was a schoolmaster at ,oxford1 the ,thomas ,robertson of ,york whom ,i had lately occasion to name in connection with ,ascensius1 and who at all events produced in #aecb at ,basle an edition of ,lily's ,grammar with a ,preface and ,notes4 ,robertson applauds1 in his dedication to ,dr4 ,longlond1 ,bishop of ,lincoln1 himself a man of letters1 the system of ,lily1 and testifies to the excellent way in which the boys at ,oxford prospered under his educational regimen4 ,but1 nevertheless1 he does not conceal his notion and expectation of improving on his master2 and indeed there is no doubt that we have here the earliest clear approach to our modern grammar-book1 although the whole is in ,latin1 except certain quotations and names in ,greek1 as he compares the practice of the ,greek poets with that of the ,romans1 much as ,robert ,etienne a little later pointed out the conformity of the ,french with the ,greek4 ,philological parallels had become fashionable4 ,in his section on ,derivatives ,robertson has some matter1 as to which the modern etymologist may form his own conclusions4 ,this is a specimen3-- ,vox uocis1 voco4 ,iucundus iuuo4 ,lex legis1 lego4 ,iunior iuuenis4 ,rex regis1 rego4 ,mobilis moueo4 ,sedes sedeo4 ,humanus ab homo4 ,iumentum iuuo4 ,vomer uomo4 ,fomes foueo4 ,pedor pede4 ,of the miscellaneous labourers in this field ,robertson was one of the most conspicuous2 nor did his name and work die with him1 for his tables of ,irregular ,verbs and ,nouns were printed with ,lily's ,rules at least as late as the reign of ,james ,i4 ,it is out of my power to cross the boundary-line of conjecture when ,i offer the opinion that the ,oxford employment of ,robertson was on the old ,magdalen staff4 ,,ii4 ,but there was no lack of instruments for carrying out the scheme of education in ,england1 whatever the imperfections of it might be4 ,there were1 besides the ordinary pedagogue1 whose accomplishments did not1 perhaps1 extend beyond the language of his own country1 writing1 and arithmetic1 professors for ,french1 ,italian1 and ,dutch1 and men whose training at college qualified them more or less to give instruction in ,latin1 ,greek1 and ,hebrew4 ,the ,german1 ,spanish1 and ,portuguese do not seem to have been much cultivated down to a comparatively recent date1 which is the more extraordinary since our intercourse with all those countries was constant from the earliest period4 ,there were certainly ,english versions of the ,spanish grammars of ,anthonio de ,corro and ,cesare ,oudin made in the times of ,elizabeth and her successor1 as well as the original production by ,lewis ,owen1 entitled1 ,the ,key into the ,spanish ,tongue4 ,but these were assuredly never used as ordinary school-books1 and were rather designed as manuals for travellers and literary students2 and the same is predicable1 ,i apprehend1 of the anonymous ,portuguese ,dictionary and ,grammar of #agja1 which is framed on a scale hardly adapted for the requirements of the young4 ,yet at the same time these1 and many more like the ,dutch ,tutor1 the ,nether-,dutch ,academy1 and so forth1 were of eminent service in private tuition and select classes1 where a pupil was placed with a coach for some special object1 or to complete the studies which were not included in the school programmes4 ,moreover1 it is not to be overlooked that in the polyglot vocabulary and phrase-book the student1 either with or without the aid of a tutor1 possessed in former times a very valuable machinery for gaining a knowledge of languages for conversational and commercial purposes2 and these works sometimes comprised the ,german1 as well as the more usual tongues employed in correspondence and intercourse4 ,the title-page of one of them1 published at ,antwerp in #aegf1 expressly intimates its utility to all merchants2 and a second of rather earlier date 7#aedh7 is specified as a book highly necessary to everybody desirous of learning the languages embraced in it1 which are ,english1 ,french1 ,spanish1 ,portuguese1 ,flemish1 ,german1 and ,latin--a remarkable complement1 as very few are more than hexaglot4 ,but these helps were of course outside the schoolroom1 and were called into requisition chiefly by individuals whose vocations took them abroad1 or rendered an acquaintance with foreign terms more or less imperative2 and undoubtedly our extensive mercantile and diplomatic relations with all parts of the world made this class of supplementary instruction a livelihood for a very numerous body of teachers4 ,perhaps of all the philological undertakings of the kind1 the most singular was that of ,augustine ,spalding1 a merchant of ,london1 who in #afad published a translation of some dialogues in the ,malay dialect1 from a book compiled by ,arthusius of ,dantzic in ,latin1 ,malayan1 and ,malagassy2 and he informs us that his object was to serve those who might have occasion to travel to the ,east ,indies4 ,,ii4 ,shakespear1 in his conception of ,,holofernes in ,love's ,labour's ,lost1 is supposed to have taken hints from one of the foreigners who settled in ,london in his time as teachers of languages1 the celebrated ,,john ,,florio1 who is best known as the first ,english translator of ,montaigne1 but who produced a good deal of useful professional work1 and became intimate with many of the literary men of his day4 ,we cannot be absolutely sure that ,florio sat for ,holofernes2 but at any rate the dramatist has depicted in that character in a most inimitable style the priggish mannerist1 as he knew and saw him4 ,the ,city of ,london itself1 with all its great industrial benefactions1 abounded with private schools and with tutors for special objects4 ,some of them were authors1 not only of school-books for the use of their own pupils1 but of translations from the classics and from foreign writers2 and they had their quarters in localities long since abandoned to other occupations1 such as ,bow ,lane1 ,mugwell or ,monkwell ,street1 ,lothbury ,garden1 and ,st4 ,paul's ,churchyard1 where accommodation was once readily procurable at rents commensurate with their resources4 ,some of these men had originally presided over similar establishments in the provinces1 and had come up to town1 no doubt1 from ambitious motives4 ,two of them1 in ,primers which they published in #afhb and #afhh1 when such distinctions were important1 call their volumes the ,protestant ,school and the ,protestant ,schoolmaster1 in order to reassure parents1 who distrusted ,papists and ,jacobites4 ,a few years before1 ,nathaniel ,strong1 dating from the ,hand and ,pen1 in ,red-,cross ,alley1 on ,great ,tower ,hill1 launched what he somewhat unguardedly christened ,the ,perfect ,schoolmaster4 ,this part of the metropolis was at that time rather thickly sown with teachers of all kinds2 as you drew nearer to ,wapping1 the schools of geography and navigation became more conspicuous4 ,it was about the period when ,mr4 ,secretary ,pepys was residing in ,hart ,street4 ,in connection with these private schools on the east side of ,london1 for the special advantage of those who desired to embark on a sea-faring1 naval1 military1 or other technical career1 there is a very characteristic and suggestive advertisement by one ,john ,holwell at the end of an astrological tract published by him in #afhc1 where he states that he professes and teaches at his house on the east side of ,spitalfields1 opposite ,dorset ,street1 next door to a glazier's1 not merely such matters as arithmetic1 geography1 trigonometry1 navigation1 astronomy1 dialling1 gauging1 surveying1 fortification1 and gunnery1 but ,,astrology in all its parts2 which appears to be an uncustomary combination1 and to bespeak a separate class or department4 ,astrology1 which was a sort of outgrowth and development from the judicial astronomy of the early ,oxford schoolmen1 had been a source of controversy since the time of ,elizabeth1 but had gained a footing in the following century through the exertions of several indefatigable advocates and writers1 of whom ,william ,lilly1 ,john ,partridge1 and ,john ,gadbury were the most eminent and influential4 ,lilly1 during the ,civil ,war1 is said to have been consulted by both political parties2 and he published a small library of pamphlets professing to see into futurity4 ,,iii4 ,there was a host of rival authors1 some bringing general treatises in their hand1 others special branches of the subject handled in a new fashion1 from all parts of the kingdom to the ,london publishing firms4 ,dr4 ,walker1 head-master of ,king ,edward the ,sixth's ,grammar ,school at ,louth in ,lincolnshire1 completed his monograph on ,particles in #afee2 it is the only work by which he is at present remembered2 and it occasioned the joke that his epitaph should be3 ,here lie ,walker's ,particles4 ,but even ,,milton could not desist from entering into the competition1 and1 two years after the appearance of ,paradise ,lost1 when the writer was1 of course1 sufficiently well known both as a political controversialist and a poet1 yet scarcely so famous as he became and remains1 came out a little volume called ,accidence ,commenc'd ,grammar1 of which the main object was to reduce into an ,english digest the ,latin ,accidence and ,grammar1 by which the illustrious writer declared and complained that ten years of an ordinary life were consumed4 ,but advocates of particular theories had a very slender chance of success1 even where their promoters were persons so distinguished as ,ben ,jonson and ,milton1 unless they possessed some adventitious interest or appealed to popular sentiment4 ,a ,little ,book for ,little ,children1 by ,thomas ,white1 minister of the ,gospel1 had an astonishing run1 for instance2 there were at least a dozen editions2 but it was embellished with choice woodcuts of the ,catnach school1 and enlivened by a string of stories which1 if they are not vapid and silly1 are simply outrageous and revolting4 ,the sole redeeming feature is1 that among the alphabets occurs what is sometimes called ,tom ,thumb's ,alphabet1--,a was an ,archer1 and shot at a ,frog1--which is not found in the earlier primers1 so far as ,i know1 and may have been specially written by ,white or for him4 ,but the numerous experimental essays of ambitious schoolmasters and other friends to the cause of learning which found their way into type at various times1 were1 as a rule1 speedily consigned to oblivion2 the production of a successful school-book was a task demanding a rare union of tact in structure with influence in initiative quarters2 and ,lily's ,primer1 itself based on the labours of his predecessors1 was generally adopted by the endowed schools throughout ,england1 ,wales and ,scotland at first1 and indeed till somewhere in the early years of the eighteenth century1 with some modifications of detail and spelling1 but at last in the form of the ,eton or the ,westminster ,grammar1 which ,carlisle reports in #ahah as in almost universal use in this country4 ,the exceptions which he names were then very few1 and we see that they were nearly always in favour of some text-book introduced by local agency4 ,this was the case at ,reading1 where it appears that the system of teaching was founded on those of ,westminster1 ,eton1 and ,winchester4 ,at ,aylesbury1 ,owen's ,latin ,grammar and the ,eton ,greek ,grammar used to be employed4 ,at ,bodmin1 ,valpy's ,greek ,grammar1 and at ,faversham1 ,lily's ,latin ,primer1 edited by ,ward1 were preferred4 ,at some minor schools1 where a boy was intended for any of the great foundations1 special books were placed in his hands to facilitate preparation4 ,but the course of instruction at some of these institutions1 outside the elementary stage1 was remarkably liberal and extensive1 and enabled a boy of ability to ground himself1 at all events1 very fairly in the ,greek and ,roman classics4 ,this was1 it must be borne in mind1 however1 the dawn of a new era--the first quarter of the nineteenth century4 ,a class of men who influentially helped to carry on the succession of school-books and the slower process of amendment were the private tutors in noble or distinguished families1 who1 when their services were no longer required1 if they did not obtain immediate preferment1 received pupils or opened proprietary establishments4 ,they were1 for the most part1 university graduates and persons of fair attainments1 who were glad enough to introduce into print1 with a double eye to their own scholars and the public1 the system or theory with which they had started1 and which in their hands underwent1 perhaps1 certain modifications4 ,matthias ,prideaux1 of ,exeter ,college1 ,oxford1 and ,a4 ,lane1 ,m4,a41 were at the outset of their careers retainers of this kind in the great ,devonshire family of ,reynell4 ,the former signalised himself by the ,introduction to ,history1 which1 whatever our verdict upon it may be1 was a highly successful venture1 and1 after serving its original purpose as a class-book for his private pupils1 the sons of ,sir ,thomas ,reynell1 was printed and held the market for many years4 ,lane1 who was a man of ability and intelligence1 makes his patron1 ,sir ,richard ,reynell1 ,lord ,chief ,justice of ,ireland1 share with him the credit of his ,rational and ,speedy ,method of attaining to the ,latin ,tongue1 #afie1 which he had been encouraged by ,sir ,richard to pursue with young ,reynell1 a boy of eight1 and which formed1 no doubt1 the basis of his system when he embarked on tuition as a career4 ,he presided at first over the free school at ,leominster1 but subsequently set up for himself at ,mile ,end ,green1 where he would be at fuller liberty to follow his own bent4 ,lane desires us to believe that the progress made by his young pupil1 while he was under his charge1 was little less than miraculous2 but an earlier writer1 ,christopher ,syms1 in his ,introduction to the ,art of ,teaching the ,latin ,speech1 #afcd1 gives hope to the dullest boy that1 by the use of his method1 he may acquire it in four years4 ,from the sixteenth century downward1 there seems to have been a succession of competitors to public favour and support in this1 as in every other1 department of activity2 and among the whole crowd of aspirants there was not one who succeeded in discovering the true principles of the art till our own time4 ,,iv4 ,the absence of newspapers or other ready means of communication necessitated a resort to a system of advertising educational establishments through the medium of broadsides1 in which were set forth the advantages of particular institutions and the branches of knowledge in which instruction was to be had there4 ,as early as #aefb1 ,humphrey ,baker1 of ,london1 published an arithmetical work entitled ,the ,wellspring of ,sciences1 which was frequently reprinted both in his lifetime and after his decease2 but he was a teacher of the art1 as well as a writer upon it1 and there is a printed sheet announcing his arrangements for receiving pupils1 and giving lessons in that and various other subjects4 ,for1 as the terms of the document1 herewith annexed1 shew1 ,baker had in his employment other gentlemen1 who assisted him in his scholastic labours3-- ,such as are desirous1 eyther themselves to learne1 or to have theyr children or servants instructed in any of these ,arts and ,faculties heere under named3 ,it may please them to repayre unto the house of ,humfry ,baker1 dwelling on the ,north side of the ,royall ,exchange1 next adjoyning to the signe of the shippe4 ,where they shall fynde the ,professors of the said ,artes1 c4 ,readie to doe their diligent endevours for a reasonable consideration4 ,also if any be minded to have their children boorded at the said house1 for the speedier expedition of their learning1 they shall be well and reasonably used1 to theyr contentation4444 ,the ,arts and ,faculties to be taught are these1 444 ,god save the ,queene4 ,the case of ,baker merely stands alone because we do not happen to be in possession of any similar contemporary testimony4 ,but schoolmasters who resided at their own private houses found it1 of course1 indispensable to adopt some method or other of making their professional whereabouts known1 as we find ,peter ,bales1 the ,elizabethan calligraphist1 and author of the ,writing ,school-master1 #aeij1 notifying1 at the foot of the title to his book1 that it was to be sold at his house in the upper end of the ,old ,bailey1 where he teacheth the said ,arts4 ,bales probably rented the house1 and underlet such portions as he did not require2 for at the end of ,ripley's ,compound of ,alchemy1 #aeia1 ,rabbards1 the translator1 asks those who had any corrections to suggest in the text to send them to him at the house of ,peter ,bales4 ,preceptors naturally congregated near the centre of mercantile life4 ,,xi4 ,proposed ,university of ,london in #afdg--,the ,museum ,minerv at ,bethnal ,green--,its catholic character and liberal programme--,calligraphy--,shorthand--,br ight's system patented in #aehh--;,education in the provinces--,the old school at ,manchester--,shakespear's ,sir ,hugh ,evans and ,holofernes--,william ,hazlitt's account of his ,shropshire school in #aghh4 ,i4 ,it is a fact1 probably within the knowledge of very few1 that two hundred years and more before the actual establishment of the ,university of ,london1 a project for such an institution was mooted by an anonymous pamphleteer1 who may be considered as a kind of pioneer1 preceding the ,benthams and ,broughams4 ,i hold in my hand ,motives ,grounded upon the ,word of ,god1 and upon ,honour1 ,profit1 and ,pleasure for the present ,founding an ,university in the ,metropolis1 ,london1 #afdg4 ,it purports to be the work of a true ,lover of his ,nation1 and especially of the said ,city4 ,the lines and object in this piece are purely clerical4 ,the author maintains the insufficiency of the two existing ,universities and the ,college in ,ireland to rear as many sons of the ,prophets--an euphemism for parsons--to attend upon the spiritual needs of the ,english and the ,londoners4 ,he puts down on paper statistics of the number of scholars at ,oxford and ,cambridge1 and he argues that if the total were much larger--#aj1jjj instead of #eijj--there would be no means of raising the #bj1jjj preachers necessary in his view to carry on the business of religion4 ,he pleads the fall of ,episcopacy in support of his scheme1 as we cannot hope1 he says1 that so many will apply their studies to ,divinity1 and therefore have the greater need to maintain the more poor scholars at our ,universities1 or1 in other words1 the absence of the prizes in the lottery had taken the best men out of the market4 ,in fact1 the writer himself does not shrink altogether from presenting the commercial side of the question1 for he observes3--,without injury unto any1 an ,university in ,london would increase ,london's ,trading1 and inrich ,london1 as the ,scholars do ,cambridge and ,oxford1 where how many poor people also are benefited by the ,colleges1 yea1 the countries round about them4 ,so far1 so good2 but he1 in the very next paragraph1 strikes a chord which jars upon the ear4 ,we see that he is a partisan of that theory which flourished here down to our own day1 and which contributed so powerfully to retard and cripple our scholastic and academical studies4 ,hear what he says3 ,if here in ,london there be a ,college1 in which nothing but ,latin shall be spoken1 and your children put into it1 and from ten years old to twelve hear no other ,language1 in those two years they will be able to speak as good ,latin as they do ,english1 and as readily4 ,the ,roman children learned ,latin as ours do ,english4442 and so he goes on as to ,greek1 ,hebrew1 ,italian1 ,french1 and ,spanish4 ,the sole point here1 in our modern estimation1 is the admission of the three living languages into the curriculum1 in order to qualify the students in later life to make themselves understood abroad either as merchants or as diplomatists4 ,but here he was before his time4 ,nothing of the kind was to be attempted in ,england for generations4 ,for generations ,englishmen were to be instructed only in the dead tongues1 and were to have not an ,english1 but a ,latin ,grammar put into their hands age after age4 ,he talks about the ,roman youth learning ,latin as we do ,english2 but he failed1 perhaps1 to perceive that they did not learn ,british or ,gaulish as we do ,latin4 ,his text is wealthy in ,scriptural quotations and parallels2 but whatever one may think of his notions regarding the details and advantages of such a plan1 this unnamed true ,lover of his ,nation is entitled1 at any rate1 to the credit and distinction of having been apparently the first to suggest what we have now before us in the shape of an accomplished fact4 ,it is not too much to assert1 probably1 that if the appearance of this tract had been followed by the execution of the ideas enunciated in it1 the force of opinion would by this time have spared very little of the work of the original promoters4 ,,ii4 ,the ,musum ,minerv1 instituted by ,sir ,balthazar ,gerbier d',ouvilly at ,bethnal ,green in #afce1 presents a thorough contrast to those philanthropic or eleemosynary institutions of which ,i have lately spoken1 inasmuch as it was a novel and costly apparatus of ,continental origin1 calculated only for the children of rich persons and for those who desired to complete themselves in various accomplishments4 ,lectures were delivered on several subjects1 and printed afterwards for circulation2 but the enterprise did not succeed1 and the outbreak of the ,civil ,war probably sealed its doom4 ,yet as late as #afdi the management1 or the founder himself1 issued a prospectus of the different branches of learning and culture which were taught at this establishment4 ,the language of this document1 which is curious enough to append entire1 portends the approaching collapse1 and reads like a final appeal to public spirit and patronage3-- ,to all ,fathers of ,,noble ,,families and ,lovers of ,,vertue3 ,sir ,balthazar ,gerbier desires once more that the ,publique may be pleased to take notice of his great labours and indeavours by the ,erection of an ,academy on ,bednall ,green without ,aldgate4 ,to teach ,hebrew1 ,greek1 ,latine1 ,french1 ,italian1 ,spanish1 ,high ,dutch1 and ,low ,dutch1 both ,ancient and ,modern ,histories1 joyntly with the ,constitutions and ,governments of the most famous ,empires and ,dominions in the ,world1 the true ,naturall and ,experimentall ,philosophy1 the ,mathematicks1 ,arithmetick1 and the keeping ,bookes of ,accounts by ,creditor and ,debitor4 ,all excellent ,handwriting1 ,geometrie1 ,cosmography1 ,geography1 ,perspective1 ,architecture1 ,secret ,motions of ,scenes1 ,fortifications1 the besieging ,defending of ,places1 ,fire-,works1 ,marches of ,armies1 ,ordering of ,battailes1 ,fencing1 ,vaulting1 ,riding the ,great ,horse1 ,musick1 ,playing on all sorts of ,instruments1 ,dancing1 ,drawing1 ,painting1 ,limning1 and ,carving1 c4 ,it is at once apparent that the programme of the ,bethnal ,green ,academy was too ambitious and expensive to suit moderate careers and limited resources4 ,perhaps if it had been so fortunate as to outlive the ,restoration it might have proved a success1 as the range was sufficiently capacious to accommodate those who contented themselves with ordinary school or college routine2 those who preferred a study of the sciences and arts2 and1 again1 such as desired a special professional training4 ,the establishment of the ,musum in #afce had been inaugurated by a dramatic performance1 which the ,court honoured with its presence2 and in the following year the ,constitutions1 as they are called1 were printed4 ,these give1 but of course with more detail1 the particulars which present themselves in the advertisement just noticed2 and they also shew that there was a preparatory school attached to the ,musum1 from which the pupils might be drafted into the higher one4 ,the subjects taught exhibit a diversity of character and a width of sympathy which are powerfully at variance with the meagre programmes of the old-fashioned public foundations4 ,they comprised ,heraldry1 ,conveyancing1 ,common ,law1 ,antiquities 7including ,numismatics71 ,agriculture1 ,arithmetic1 ,architecture1 ,fortification1 ,geography1 ,languages1 and ,elocution1 with many more matters4 ,it is worth remarking that now for the first time the ,german tongue was included in the list of those which were recommended and set down for study1 while the ,dutch also occurs in the list4 ,elocution or the art of well-speaking1 as it is termed1 was also a novel feature2 and1 in point of fact1 ,gerbier1 who had travelled much abroad and observed the superior educational systems of foreign countries1 sought to introduce here the same catholic and liberal spirit1 instead of the imperfect and cramped course of studies with which ,englishmen were forced to be contented1 and which had scarcely emerged from medival simplicity and crudity4 ,the ,musum ,minerv1 of which a ,shropshire gentleman1 ,sir ,francis ,kinaston1 of ,oteley1 was the first ,regent1 collapsed about #afej2 but its example and influence survived1 and it was the forerunner of a broader and more enlightened educational policy and of the modern type of training colleges1 into which even those ancient endowed schools which remain have been compelled by the force of public opinion1 one by one1 to resolve themselves4 ,these ,academies present a very powerful contrast to the archaic school in the multiplicity of acquirements1 and in the breadth or variety of culture which they afforded and encouraged4 ,they betoken a development of social wants and refinements1 and the force of influences received from surrounding countries4 ,it was a supply which responded to a demand2 and it helped to create or extend a field of literary industry in the form of technical publications dealing with the principal subjects1 which the ,musum ,minerv and other analogous institutions included in their scheme4 ,to the treatises on ,riding1 ,swimming1 ,drawing1 ,writing1 and a few other arts were added ,manuals for the use of those who studied1 at the ,college or under private instructors1 the sciences of ,fencing1 ,vaulting1 ,small ,sword ,exercise1 ,fortification1 and the accomplishments specified in the programme of the ,minerva ,museum4 ,a constant succession of text-books for pupils in nearly all these branches of a polite education kept the makers and the vendors of them busy from the age of ,elizabeth downward2 and long lists might be furnished of contributions to every department1 both by professional experts and by amateurs of practical experience4 ,ladies1 who desired to learn anything special in excess of the narrow educational routine then deemed sufficient for the call of their sex1 depended on private tutors1 who usually waited upon them at their own homes4 ,thomas ,greeting taught ,mrs4 ,pepys the flageolet1 for example1 and the same lady had lessons in drawing from ,alexander ,browne1 who made the diarist angry at first1 because he was asked by ,mrs4 ,pepys to stay dinner sometimes1 and to sit at table with her husband4 ,the importance of calligraphy was recognised long before the date of any literary monuments of its development4 ,the earliest professor of the art who appeared in print among us was a ,frenchman1 ,jean de ,beauchesne1 who resided in ,blackfriars1 and published in #aegj his writing-book1 in which he affords specimens of all the usual hands1 ,english and ,french secretary1 ,italian1 ,chancery1 and ,court4 ,even the extant productions of this class1 including those of the immortal ,cocker1 would fill a considerable space in a bookcase2 and many belonged to the calling without the parade of authorship1 while of such fugitive performances the remains are apt to be incomplete1 and to present us with a list of names far from exhaustive4 ,in his ,pen's ,triumph1 #affj1 ,cocker1 who is better remembered as an author on arithmetic1 perhaps for no farther reason than the force of the adage1 but who was also a lexicographer and a voluminous producer of writing-books1 instructs his pupils and the public not merely in all the hands at that time employed for various objects1 but how to write with gold1 which was1 of course1 no novelty1 but had been more in vogue on the ,continent than here4 ,entire works were executed in autograph ,,ms4 by experts1 both in ,england and abroad1 for the purpose of presentation to noble or royal personages2 and ,ballard gives a copious account of a lady1 named ,esther ,inglis1 who1 in the early portion of the seventeenth century1 signalised her talent and ingenuity in this way4 ,her work was remarkable for the minuteness and exquisite delicacy of its characters2 but nearly all the professional writing-masters introduced into their copybooks bold and intricate designs1 and figures of animals1 for the sake of rendering the volumes more attractive1 and illustrating the capabilities of the goose-quill4 ,among our foremost literary celebrities1 ,shakespear wrote the ,court hand1 judging from his signature1 and ,bacon and ,ben ,jonson the ,italian4 ,charactery1 or the art of shorthand1 was introduced into the ,nonconformist schools as a taught subject for the sake of enabling youths or others to take notes of sermons and lectures2 and some of the discourses from the pulpit in the time of ,elizabeth purport to have been printed from shorthand notes4 ,dr4 ,bright1 who was the writer of a work on ,melancholy long antecedent to ,burton's1 procured an exclusive right in #aehh to publish a system which he had invented for this purpose1 and which we find described by him as an art of short1 swift1 and secret writing4 ,he set in motion an idea which met with such numerous imitators and improvers1 that a catalogue of the publications on ,tachygraphy down to the present date forms a volume of respectable dimensions4 ,bright was nearly a century before the more celebrated ,rich1 who flourished about the ,restoration of the ,stuarts1 and whose cypher was adopted by ,pepys in the composition of his diary4 ,,iii4 ,the public schools were not the first in emulating and continuing the policy which ,gerbier had laboured so hard and so long to establish4 ,on a less expensive and ostentatious scale certain private academies adopted the idea of supplementing the subjects taught in the great foundations by some1 at least1 of the manly or elegant arts which had figured in the old ,bethnal ,green prospectus4 ,at the end of a ,musical ,entertainment1 prepared in #afgf for recitation by some school-boys in the presence of certain persons of quality1 the master favours us with some particulars of the subjects which pupils might take up in his establishment1 and it is also inferable that the hours of study extended to at least five o'clock in the evening4 ,he says in a kind of postscript to the printed tract3-- ,the ,arts and ,sciences taught and practis'd in the ,academy are these4 ,all sorts of ,instruments1 ,singing and ,dancing4 ,french and ,italian4 ,the ,mathematicks4 ,grammar1 ,writing and ,arithmetick4 ,painting and ,drawing4 ,fencing1 ,vaulting and ,wrastling4 ,this was an unusually liberal choice1 and the ,academy was evidently one designed more particularly for the children of noble or wealthy people4 ,he adds3-- ,or any young ,gentleman design'd for ,travel1 there are persons of several ,nations fit to instruct him in any ,language4 ,likewise any one that hath a desire to have any ,new ,songs or ,tunes1 may be furnish'd by the same ,person that serves his ,majesty in the same ,imployment4 ,this is altogether worth attention4 ,it is a pity that we cannot arrive at the name or locality of the college where all these advantages and temptations 7in the way of buying your ,songs of the ,king's own purveyor7 were held out to the aspiring gentry of two centuries ago4 ,,iv4 ,in all the great provincial centres there were1 of course1 educational institutes supported by local or royal endowment2 and in all these the method of teaching and general policy followed that pursued in the metropolis1 except that1 as we shall presently see1 some of the establishments in the country trod in the footsteps of the ,academy just described more promptly and more cordially than ,st4 ,paul's or ,merchant ,taylors'1 which modified their constitutions only to save themselves from ruin4 ,of the seventeenth-century school at ,manchester we gain an accidental glimpse and notion from the ,delectus of ,latin ,phrases which was prepared for use there by a former scholar1 ,thomas ,bracebridge4 ,it is a ,,ms4 volume of no interest or moment1 unless it is locally and personally regarded2 but one is apt to cherish every added fraction of light as to the state of education in the ,midlands in former days2 and this ,delectus carries us back precisely to the ,restoration1 so far as its mere date is concerned1 but furnishes a fair idea of the sort of phrase-book which a ,manchester teacher of #affj thought suitable for the boys of his old school4 ,in ,sir ,hugh ,evans1 the ,welsh parson and schoolmaster1 ,shakespear has not improbably preserved to us some fragmentary reminiscences of his own school-days at ,stratford4 ,the probation through which ,william ,page is put by ,sir ,hugh at his mother's instance might very well be a literal or close transcript from actual experience4 ,with what mingled feelings the poet must have contemplated a class of men to whom such minds as his have ever owed so little6 ,both ,sir ,hugh and the ,reverend ,doctor ,primrose may be accepted as provincial types of the clerical preceptor1 as they seemed to two excellent observers in their respective centuries4 ,we easily remark the difference between them and such a creation as ,holofernes4 ,the course of studies followed in the rural districts of ,england at a later period is illustrated by a letter from ,hazlitt1 the essayist1 to his elder brother1 the miniature-painter1 when the former was attending a school at ,wem in ,shropshire in #aghh4 ,he was at that time ten years old4 ,after stating that he had been learning to draw1 he proceeds3--,next ,monday ,i shall begin to read ,ovid's ,metamorphoses and ,eutropius4444 ,i began to cypher a fortnight after ,christmas1 and shall go into the rule of three next week4444 ,i shall go through the whole cyphering book this summer1 and then ,i am to learn ,euclid4 ,we go to school at nine every morning4 ,three boys begin by reading the ,bible4 ,then ,i and two others show our exercises4 ,we then read the ,speaker by ,enfield4 ,then we all set about our lessons4444 ,at eleven we write and cypher4 ,in the afternoon we stand for places at spelling1 and ,i am almost always first4444 ,i shall go to dancing this month4 ,the glimpse which we here obtain of a small private seminary in a ,shropshire village a hundred years ago affords a not unfavourable notion of the standard of provincial education4 ,from another letter of ,hazlitt a little later on 7#agij7 it appears that the celebrated ,dr4 ,lemprire1 whose name the lad transformed into ,dolounghprye1 was a visitor at the school2 but he had not yet produced his ,dictionary1 of which the first edition was in #agib4 ,it was still in use at ,merchant ,taylors' in #ahej4 ,the proprietary establishments for boys1 which spread themselves by degrees over the land1 formed a valuable succedaneum to the ,edward and other endowed schools1 and useful nurseries for pupils who aimed at more than elementary learning4 ,but they at the same time proved a source of emulation and material improvement2 and during the last fifty years the distance between the two systems has sensibly decreased4 ,the great charities and other ancient foundations like ,st4 ,paul's1 ,merchant ,taylors'1 ,eton1 ,harrow1 have only maintained their relative superiority by reforming and extending their prospectus2 and there is scarcely a country town at the present moment without one or more private seminaries1 where a better education is given than was within the reach of our grandfathers at any of the large public schools of the metropolis4 ,even in the time of ,carlisle1 who wrote in #ahah1 some of the principal institutions in the provinces were treading closely on the heels of ,christ's ,hospital and other endowments1 and one or two1 as at ,dorchester1 at ,abingdon1 and at ,witton near ,chester1 seem to have been on a more liberal and enlightened footing4 ,,xii4 ,educational condition of ,,scotland--,beneficial influence of ,knox and his supporters--,buchanan and other early writers on grammar--,thomas ,ruddiman and his important contribution to the spread of elementary teaching--,decline of culture during the ,civil ,war4 ,i4 ,when we turn to ,scotland1 we find the compendium of the ,grammar of lius ,donatus1 of which ,i have already furnished some account1 in use there from time almost immemorial4 ,it appears that the ,scotish seminaries adopted this favourite class-book in common with those of ,england at least as far back as the time of ,andrew of ,wyntown1 who was nearly contemporary with ,langland and ,chaucer4 ,in his ,original ,chronicle of ,scotland he speaks of the ,barnys 7bairns7 lering ,donate at their beginning of ,grammar2 which is a very interesting and important piece of testimony in its way1 since there is so little to enable us to form an opinion of the rise and growth of elementary learning in ,north ,britain1 although there may be just sufficient light cast incidentally or indirectly on the subject to lead us to judge that ,scotland1 if not indeed the ,north generally1 was in this respect1 as in others1 far behind the ,southern ,english4 ,in ,scotland1 the influence of ,knox and his supporters favoured the early institution of parochial schools throughout the country1 where a class and range of instruction prevailed which1 combined with native religious tendencies1 had the effect of increasing1 in comparison with ,england1 the average of educated intelligence without developing much breadth of thought or much intellectual refinement4 ,the aims of the parish schools are humble1 and beyond its limited possibilities there are its impediments and its snares4 ,in addition to schools1 the friends of education in the ,north1 as early as the reign of ,william ,,iii41 commenced an agitation for the establishment of parochial libraries even in the ,highlands4 ,the movement was set on foot by certain ministers of the ,presbyterian ,church1 and its basis and scope would have been narrow enough if the idea had been realised4 ,but nothing beyond a discussion and some correspondence seems to have resulted at the moment4 ,nor do we1 even as time goes on1 find much information obtainable on this part of the subject4 ,but both the systems and the books employed were for some centuries of foreign origin2 and the grammatical publications of an ,aberdeen man1 ,john ,vaus1 whose name seems to be the earliest on the roll of native authors1 were1 so far as we at present know1 without exception published1 as well as written1 in ,france1 to which ,scotland perhaps owed1 among other matters1 her adoption of the ,continental law of ,latin pronunciation4 ,vaus grounded his ,rudiments1 printed at ,paris repeatedly about #aebj1 on the old ,doctrinale of ,alexander ,gallus1 which bespeaks a backwardness of information1 since at this date ,lily's ,grammar was already in use in the ,south1 and even the systems of ,whittinton and the other disciples of the ,magdalen ,school method had been almost completely discarded there1 except1 perhaps1 as occasional auxiliaries4 ,at a later period1 the eminent ,scotsman ,buchanan wrote his little work on ,prosody1 and two others of his countrymen1 ,andrew ,symson and ,james ,carmichael1 reduced to a simpler plan the principles of elementary learning and the outlines of etymology4 ,the first explicit attempt to produce a grammar in ,scotland for the special use of that country is due1 however1 to ,alexander ,hume1 who is known to us not only as an educational reformer1 but as a philological student4 ,his ,new ,grammar for the ,use of the ,scotish ,youth1 #afab1 was a popular compendium founded on ,lily2 it seems to have met with limited and brief acceptance1 and his tract on the ,orthography and ,congruity of the ,british ,tongue1 which was a literary essay intended rather for the closet 7to use the old-fashioned parlance71 remained till lately in ,,ms4 ,,ii4 ,but books of instruction and for employment in schools continued1 down to the days of ,,thomas ,,ruddiman1 to be at once scarce and unsatisfactory1 insomuch that1 side by side with these and other unrecovered productions1 it was found possible and convenient to keep in print the old text-books of ,stanbridge1 of which editions continued to be issued at intervals both here and in ,england down to the middle of the seventeenth century4 ,ruddiman may be considered as the apostle of scholastic education and literature in ,scotland2 and as he was not born till #afgd1 this amounts to a proposition that his country was at least two centuries behind ,england in knowledge and culture4 ,even ,ruddiman was brought up at the parish school1 and was1 moreover1 for some time a parochial teacher4 ,but1 partly by force of character and partly by good fortune1 he extricated himself from his early associations1 and became the ,lily of the ,north4 ,his ,rudiments of ,grammar were published in #agad1 when he was already in middle life2 they were little more than the ,st4 ,paul's ,primer calculated for the meridian of ,edinburgh2 but they proved eminently successful1 and encouraged him to proceed with that more important philological enterprise the ,institutions of ,latin ,grammar1 which1 like the disquisition of ,alexander ,hume recently mentioned1 was an ordinary unprofessional piece of authorship4 ,but1 notwithstanding the useful labours of ,ruddiman1 his country1 from political and other agencies1 remained yet for a considerable length of time in a very stagnant condition1 nor had any sensible improvement been achieved in the educational machinery of that portion of the empire within the recollection of those still living4 ,mental training and culture1 as they are now understood1 are the growth of the last half century4 ,but the cost of such accomplishments as were taught at ,glasgow1 ,aberdeen1 and ,st4 ,andrews was lower than in ,england1 and the standard higher than in ,ireland2 and from both countries pupils were often sent in former days to complete their education1 where their parents could not have afforded the means to maintain them at ,oxford or ,cambridge4 ,from a hundred to a hundred and thirty years since1 the fees at ,glasgow ,university did not exceed #bj a year1 and a frugal lad found seven or eight shillings a week sufficient for his board and lodging4 ,,iii4 ,many causes contributed1 toward the middle of the seventeenth century1 to favour the disorganisation and decay of scholastic learning2 but1 above all1 the outbreak of the ,civil ,war1 and the consequent disorder1 depression1 and inquietude1 seem to have reduced the educational standard1 and to have thrown the task of instruction1 in a great number of cases1 into the hands of the clergy1 from the want of funds or the lack of inclination to support the former lay-teachers4 ,the acute political crisis1 which lasted without interruption from #afdj to the commencement of the ,protectorate in #afec1 affected even the ancient academical and civic endowments2 and the two ,universities1 the noble foundations of ,edward ,,vi41 and the public seminaries instituted in ,london and other great centres by private munificence1 suffered a common paralysis4 ,the alliance between the ,church and the schools was one formed or developed at a period of exceptional difficulty and pressure2 but even when the immediate necessity for such a bond existed no longer1 and affairs in ,england had returned to their normal state1 the clergy saw too clearly the importance of the hold which they had gained on the national training and thought to allow education to pass back1 farther than was avoidable1 under lay control4 ,in the time of the ,commonwealth1 and when ,cromwell assumed the supreme authority1 there were all over the country1 throughout ,england and ,wales1 men in holy orders and in the enjoyment of benefices who combined with their sacerdotal functions1 as many do still1 the duties of schoolmasters and lecturers4 ,doubtless1 among them there were some fairly qualified for the trust which they received and undertook2 but the majority is alleged1 in an authentic official document before me of #afed1 to have been far otherwise4 ,this ,state-paper is called ,an ,ordinance for the ,ejection of ,scandalous1 ,ignorant1 and ,insufficient ,ministers and ,schoolmasters1 and was published in the autumn of the year above named4 ,two singular features it unquestionably possesses3 the intimate association between the parson and the pedagogue1 and the striking picture which it presents to our view of the lax and profligate condition of the class which ,cromwell and his advisers saw thus clothed with the twofold responsibility of mental and spiritual tuition4 ,the points on which the ,commissioners of the ,protectoral ,government were authorised to inform themselves1 and to exercise the discretion vested in them by the ordinance1 reveal a very unsatisfactory and corrupt state of things1 and the existence of abuses for which neither the ,civil ,war nor the ,republican administration can be thought to have been answerable4 ,there is scarcely a vice or irregularity which is not named or implied in the instructions delivered to the ,commission2 and the encouragement of ,whitson-ales1 ,wakes1 ,morris-,dances1 ,maypoles1 ,stage-plays1 or such like licentious practices1 strikes one as relatively a very venial offence against good morals and professional decorum4 ,but the antipathy to sports and dramatic exhibitions was an inheritance from the more rigid ,puritans1 and the ,articles of ,inquiry in the archidiaconal visitations of this period never forgot such profane infringements of clerical morality4 ,the persons who were selected to sit on these committees for the several urban and provincial districts included many ,god-fearers of the prevailing type2 but at the same time the choice was evidently made with some judgment and impartiality1 and the printed lists exhibit a notable proportion of divines and others not likely to sanction or recommend too violent a course4 ,in fact1 so considerate was the temper of the ,administration itself1 that an express proviso was inserted in the ejecting ordinance1 by which some of the stipend of the cure was to be set apart1 where the minister and schoolmaster was judged incompetent1 for the support of his family4 ,samuel ,harmar1 in his ,vox ,populi1 or ,gloucestershire's ,desire1 #afdb1 represents the want of proper maintenance for teachers1 although many persons of moderate resources were willing to contribute liberally to the object2 to the burden on families by reason of the gratuitous instruction of children1 who1 if they were but in the way of earning even twopence a day1 might help themselves and their parents1 whereas they wasted their time in playing about the streets1 and acquired the habit of swearing and other immoral practices4 ,the restriction of educational management1 for the most part1 to the clergy accounts for the dearth of literature shedding real and valuable light on the condition of the young and the state of schools in very early days2 and ,harmar's pamphlet is principally occupied with vapid theological ineptitudes4 ,his main proposal was excellent2 it declared for the establishment of schoolmasters in every parish throughout the country2 but even this was merely what ,knox and his supporters had long before advocated1 and partly accomplished1 in ,scotland4 ,there is a little volume by ,richard ,croft1 ,vicar of ,stratford-on-,avon1 being a sermon preached by him at the opening of the ,free ,school of ,feckenham in #afif1 throughout the sixty-eight pages of which there is not an iota worthy of citation1 nor a hint serviceable to my inquiry4 ,how different it might have been1 had a layman been the writer6 ,,xiii4 ,female education--,women of quality taught at home--,general illiteracy of the sex--,strong clerical control--,ignorance of the rudiments of knowledge among girls--,shakespear's daughters--,goldsmith's ,poems for ,young ,ladies--,rise of the ,ladies' ,school--,political importance of the training of women4 ,i4 ,the neglect of female education in the ,united ,kingdom down to a recent date proceeded from an absence of any adequate or organisable machinery for the purpose1 and from the complete monopoly of learning by men in early times4 ,in ,scotland this mischief was remedied to a certain extent much sooner than in ,england1 owing to the institution of ,academies1 where both sexes received instruction under one roof from the same masters2 and this circumstance may help to explain the general superiority of the ,scots1 within certain limits1 to the ,southern ,britons in this respect1 the better upbringing of the mother communicating itself to her children4 ,common academies for boys and girls were not wholly unknown in ,england1 however1 but they were of very rare occurrence1 and have now become still rarer1 as they barely exist at all except as dame-schools4 ,now-a-days1 of course1 the most elaborate and costly apparatus is provided for the mental cultivation and training of girls of all ranks2 and the daughter of a citizen may acquire accomplishments which were long beyond the reach of daughters of kings4 ,formerly the lower classes of females remained as illiterate as the corresponding rank of men1 and the studies of the gentlewoman were superintended by her parents and her tutor or her governess4 ,but in the ,middle ,ages1 and long after the revival of learning1 the only persons capable of conducting the education of a lady who had emerged from the nursery and passed the rudimentary stage were ecclesiastics2 and the laymen who gradually qualified themselves for the task1 such as ,ascham and ,buchanan1 were scholars of a scarce type1 who had gained their proficiency in the gymnasia and universities of ,italy1 ,germany1 or ,france4 ,the ,italian influence was doubtless the earliest1 but the ,german was the most powerful1 and has proved the most lasting4 ,in ,france from a very remote period the dame-school appears to have existed in some measure and form1 for a fourteenth-century sculpture1 already mentioned in the remarks on scholastic discipline1 depicts an establishment of this kind--a petty school for boys kept by a woman4 ,if there was any such thing among us1 ,i have met with no record of it2 but the practice1 from the early intimacy between those countries1 would be more apt to find its way first of all from the ,french into ,scotland4 ,to such as have had under their eyes the letters and other literary monuments which reveal to us the condition of the more cultivated section of the ,english female community in the old days1 it seems superfluous to insist on the strange ignorance of the principia of knowledge1 and on the fallow state of the intellectual faculties which these evidences establish4 ,the ,paston and ,plumpton ,correspondence1 ,mrs4 ,green's ,letters of ,illustrious ,ladies1 and ,sir ,henry ,ellis's three ,series of ,original ,letters1 may perhaps be quoted as affording an insight into the present aspect of the question before us2 and ,i think that the most striking proofs of the inattention to female culture in this country are to be found in documents previous to the ,reformation1 when the influence brought to bear on the sex was almost exclusively monastic or clerical4 ,the great political and religious movement which ,henry ,,viii4 was enabled by circumstances to carry through undoubtedly imparted a large share of lay feeling and prejudice to the educational system2 and this tendency was promoted and strengthened during the short reign of ,edward ,,vi4 by the foundation of chartered schools throughout the kingdom for the instruction of youth in grammar and other primordial matters4 ,,ii4 ,but the progress thus made did not sensibly affect the other sex4 ,girls still depended1 as a rule1 on the old methods and channels of learning2 the arts of reading1 writing1 and arithmetic formed the ordinary routine and limit1 unless an acquaintance with ,french1 or even with ,italian1 happened to be added as a special accomplishment4 ,very occasionally a maiden of studious character was permitted to avail herself of the tutor maintained at home for her brothers1 as was the case of the ,honourable ,mrs4 ,north1 a younger daughter of ,lord ,north of ,kirtling1 who learned ,latin and ,greek in this manner2 and from ,margaret ,roper to ,mrs4 ,somerville1 or indeed in the cases adduced by ,ballard in his ,memoirs of ,learned ,ladies1 there were from time to time even in the old days splendid exceptions to the prevailing low level of female culture4 ,but under any circumstances1 until the period arrived when ladies were competent to undertake the tuition of ladies1 all these matters necessarily devolved1 in the first place1 on the mother1 and finally on a preceptor1 who was necessarily a man1 and most probably in holy orders4 ,his contribution to the development of character was exceedingly preponderant1 and was beyond doubt a most important factor in maintaining and extending the power of the ,church1 and indemnifying the clergy for the direct political influence of which the ,reformation dispossessed them4 ,the ,ladies' ,school or ,college may be considered a product of the acute political distempers which accompanied the ,civil ,war4 ,mistress ,bathsua ,makins1 who had been governess to one of the daughters of ,charles ,i4--the ,princess ,elizabeth--set up1 after the fall of the ,king1 an establishment at ,putney1 to which ,evelyn mentions that he paid a visit in company with some ladies on the #agth ,may #afdi2 but ,i find no reference to this institution in ,lysons4 ,a similar case existed somewhat later at ,highgate2 and the admirers of ,charles and ,mary ,lamb1 at least1 do not require to be told that in the little volume called ,mrs4 ,leicester's ,school1 #ahji1 there are some interesting hints1 both historical and autobiographical1 in relation to the old-fashioned seminary at ,amwell4 ,but1 as a rule1 these agents in our later civilisation and social refinement1 important as they were1 have left behind them few1 if any1 traces of their existence and management4 ,they bred those who were content to become1 in course of time1 the wives and mothers of ,england1 and to study the arts of domestic life4 ,in such are centred the strength and glory of the country2 but their careers1 like the short and simple annals of the poor1 have escaped literary commemoration4 ,a ,gentleman of ,cambridge1 as he styles himself on the title of an ,english adaptation of the ,abb d',ancourt's ,lady's ,preceptor1 #agdc1 defines the qualifications then thought necessary and adequate for a young gentlewoman4 ,he does not go beyond a thorough knowledge of ,english1 an acquaintance with ,french and ,italian1 a familiarity with arithmetic and accounts1 and the mastery of a good handwriting2 and yet how few probably reached this moderate standard a century and a half ago--nay1 how few reach it now6 ,in the time of the early ,stuarts1 the training of girls in ,english country towns1 if it is to be augured from that of the ,shakespears at ,stratford1 even where the parents were in good circumstances and the father a man of literary tastes and occupations1 was still extremely primitive and scanty4 ,the poet's elder daughter1 ,susanna1 seems to have just contrived to write1 or rather print1 her name2 but ,judith used a mark1 and ,mrs4 ,quiney1 whose son became ,judith's husband1 did the same4 ,both the ,quineys and the ,shakespears were persons of substance and of local consideration2 and in this case1 at any rate1 the explanation seems to be that such ignorance was usual1 and did not prejudicially affect the position and prospects of a gentlewoman4 ,the institution in ,england of elementary schools for girls only dates back to the neighbourhood of the ,restoration2 but the number of establishments long remained1 doubtless1 very limited1 and the scheme of instruction equally narrow4 ,the frontispiece to ,anthony ,huish's ,key to the ,grammar ,school1 #afgj1 presents us with an interesting interior in the shape of a girls' school1 where the mistress is seated at a desk surrounded by female pupils4 ,goldsmith's ,poems for ,young ,ladies1 ,devotional1 ,moral1 and ,entertaining1 #agfg1 partly arose out of ,dr4 ,fordyce's ,sermons for ,young ,women4 ,the editor assures his fair readers that the ,muse in this case is not a syren1 but a friend2 and there is plenty of the religious element in the volume4 ,but there are1 on the other hand1 extracts from ,pope's ,homer1 stories from ,ovid and ,virgil1 ,addison's ,letter from ,italy1 and a selection from ,collins's ,oriental ,eclogues4 ,the source from which it came was a guarantee that its pages would be agreeably and sensibly leavened with matters not divine2 it surpasses the average intellectual nutriment provided for women a century ago4 ,dr4 ,goldsmith was a decided improvement on ,dr4 ,watts1 and he could scarcely escape from being so1 whether he offered them his own poetical compositions1 or1 as in the present case1 merely exercised his judgment in selecting from the works of others4 ,no one can object to ,pope's ,messiah or his ,universal ,prayer1 which constitute the prominent features in the devotional section1 when they are in such excellent company as ,gay1 ,swift1 and ,thomson4 ,but there is nothing in this volume to have prevented the editor offering a copy to either of the vicar's daughters4 ,the universal and unchanging aim of the ecclesiastical authority is manifestly temporal1 and ,henry ,,viii4 and his coadjutors1 and their immediate successors in the foundation of ,protestantism1 acted wisely in making it part of their scheme to furnish the realm with public seminaries based on an improved footing in the earliest endowed grammar schools1 which set the example to private individuals and corporate bodies4 ,these schools1 which1 as we know1 had been preceded--and doubtless suggested too--by that at ,magdalen ,college1 ,oxford1 and others framed on a humbler scale or 7like the ,city of ,london and ,st4 ,paul's7 under different auspices1 opened the way to a partial secularisation of teaching throughout ,england4 ,the preceptors employed were more often than not academical1 unbeneficed graduates with a certain clerical bent2 but the ,statutes laid down rules for the management of the ,charity and for the limitation of the subjects to be taught2 and the scheme was assuredly at the outset1 and continued down to the last thirty or forty years--in fact1 within the recollection of the present writer--so narrow and imperfect1 that it supplied what would now be regarded as the mere groundwork of a genteel education4 ,,iii4 ,but a farther and still more important step toward the emancipation of scholastic economy and discipline from ,church control was taken when1 first in ,scotland1 and subsequently1 and also in a more limited degree1 in ,england1 after the union of the kingdoms1 proprietary establishments were opened for boys or girls only1 or for boys and girls1 where the religious instruction1 instead of being1 as under the archaic conventual and ,romish system1 the primary feature1 became a mere item on the prospectus1 like ,geography or ,history4 ,this was the commencement of an entrance upon modern lines1 and struck a fatal blow at the monastic and academical ideas of instruction1 by widening the bias and range of studies1 and liberating the intellect from religious trammels4 ,the success and multiplication of these new institutions obliged the old endowments to reform themselves1 and to meet the demands of the age2 and the pressure was augmented1 of course1 by the concurrent rise of large public gymnasia of a novel stamp1 as well as by the development of some of the already existing institutions conformably to the great changes in political and social life4 ,the proprietary system1 which had started by adopting1 as a rule1 the mixed method1 or rather by the reception of pupils of both sexes under the same roof1 was eventually1 and1 except so far as dame-schools were concerned1 finally modified in favour of the dual plan1 and independent colleges for young gentlemen and for young ladies were the result4 ,in these latter the drift is certainly more and more lay2 and as knowledge and culture spread1 and the influence and fruits of masculine thought make themselves more and more appreciable1 the ,church in ,england will gradually loosen its grasp of the national intellect1 and will probably owe to the higher education of women its collapse and downfall4 ,the ladies of ,england have propped up the tottering edifice long enough1 and no one whose opinion is worth entertaining will lament the inevitable issue4 ,but whether the consequences of this vital movement will be otherwise beneficial1 it has scarcely yet1 perhaps1 been in active operation a sufficient time to enable us to judge4 ,if it involves the sacrifice in any important measure of feminine refinement and dependence1 we shall be forced to confess that the help to be rendered by our daughters and grand-daughters to the cause of intellectual enfranchisement and victory will have been bought at a cruel price4 ,as the old foundations discovered it to be imperative to comply with the growing philosophical temper in order to enable them to exist side by side with the improved types of school and teacher1 so the successful conduct of ladies' colleges will become impossible in the future unless that liberality of doctrine and sentiment in all matters connected with theology which breathes around them and us is cordially recognised4 ,a spirit of disaffection to clerical guidance and clerical imposts has for some time shown itself in ,great ,britain among those who are becoming1 in the natural course of events1 husbands1 fathers1 and ratepayers2 the revolt of the other sex has also commenced2 and the wise initiative of the ,board ,school in excluding the ,bible and ,catechism from their programme must be ultimately obeyed by every school in the three kingdoms4 ,the ,bible is for scholars1 not for school-folk2 and1 as ,jeremy ,bentham demonstrated nearly a century ago1 the ,catechism is trash4 ,,xiv4 ,the ,abacus or ,a4 ,b4 ,c4--,its construction and use--,the printed ,a4 ,b4 ,c4--,the first ,protestant one 7#aeec7--,spelling-books--,anecdotes of the ,a4 ,b4 ,c4--,propria qu ,maribus and ,johnny qu ,genus--,the ,catechism and ,primer4 ,i4 ,the manner in which the earliest ,abaci were constructed and applied is precisely one of those points which1 in the absence of specimens of remote date and documentary information as to their form and use1 we have to elucidate1 as far as possible1 from casual allusions or internal testimony4 ,the most ancient woodcuts representing a school interior display the method in which the master and pupils worked together2 but here the latter appear1 as ,i have stated elsewhere1 to reiterate what their teacher reads from a book1 or1 in other words1 the scene depicts a later stage in the educational course4 ,in the ,jests of ,scogin1 a popular work of the time of ,henry ,,viii41 and probably reliable as a faithful portraiture of the habits and notions of the latter half of the fifteenth and opening decades of the following century1 one of the sections relates ,how a ,husbandman put his son to school with ,scogin4 ,from the text it is plain that the lad was very backward in his studies1 or had commenced them unusually late1 considering that it was the farmer's ambition to procure his admission into holy orders4 ,the slovenly boy1 we are told1 would begin to learn his ,a4 ,b4 ,c4 ,scogin did give him a lesson of nine of the first letters of ,a4 ,b4 ,c41 and he was nine days in learning of them2 and when he had learned the nine ,christ-cross-row letters1 the good scholar said1 'am ich past the worst now8' ,the important feature in this passage is the reference to the ,christ-cross-row1 which contained the nine letters of the alphabet from ,a to ,i in the form of the ,cross4 ,the time consumed in this particular instance in the acquisition of a portion of the rudiments is1 of course1 ascribable to a pleasant hyperbole1 or to the scholar's phenomenal density2 but the ,abacus or ,christ-cross-row was1 no doubt1 the first step in the ladder1 and although it was superseded by the ,horn-book and the ,primer1 it did not substantially disappear from use in petty schools till the present century4 ,its shape and functions1 however1 underwent a material change1 and instead of being employed as a medium for grounding children in the ,accidence1 it became a vehicle for arithmetical purposes1 and resembled a slate in form and dimensions1 consisting of a small oblong wooden frame fitted with rows of balls of wood or bone strung on transverse wires4 ,to those who1 like the present writer1 saw this apparatus in common use to induct the young into the art of counting1 its pedigree was naturally unknown4 ,it was an evolution from the contrivance which ,scogin put into the hands of the country bumpkin whom he was engaged to prepare for the priesthood1 and who1 as we learn from subsequent passages in these ,anecdotes1 was actually ordained a deacon within a limited period4 ,,ii4 ,to the ,abacus1 prior to the ,reformation1 was added the printed ,a4 ,b4 ,c4 accompanied by prayers and a metrical version of the ,decalogue1 and in #aeec appeared the first ,protestant ,a4 ,b4 ,c4 and ,catechism for the use of schools and the young4 ,it is after this date and the accession of ,elizabeth that we find a marked and permanent stimulus given to elementary literature2 and the press from #aeec onward teemed with ,a4 ,b4 ,c4's of all sorts2 as1 for instance1 an a4 b4 c4 for children1 with syllables1 #aeeh2 an a4 b4 c4 in ,latin1 #aeei2 the battle of ,a4 ,b4 ,c41 #aehf2 the horn a4 b4 c41 #aehg2 and even the title itself grew popular1 not only for manuals of other kinds1 but for publishers' signs and ballads4 ,there was the aged man's ,a4 ,b4 ,c1 the ,virgin's ,a4 ,b4 ,c41 and the young man's ,a4 ,b4 ,c4 ,subsequently to the ,a4 ,b4 ,c4 of #aeec1 there seems to be nothing actually extant of this nature till we come to ,the ,pathway to ,reading1 or the newest spelling ,a4 ,b4 ,c4 of ,thomas ,johnson1 #aeij1 which ,i have not been able to inspect1 but as to which there was a litigation between two publishers in the following year1 seeming to shew its popularity and a brisk demand for copies4 ,a few years later 7#afaj7 there is ,a ,new ,book of ,spelling1 with ,syllables1 a series of alphabets1 followed by the vowels1 alphabetical arrangements of syllables1 and remarks on vowels1 in the course of which the writer furnishes us with an explanation of the virtue and force of the final e in such monosyllables as ,babe4 ,from vowels he proceeds to the diphthong1 where he animadverts on the abuse of the w for the u4 ,he then presents us with the ,lord's ,prayer1 the ,creed1 the ,decalogue1 c41 as orthographical theses4 ,at the end of the ,scriptural selections we arrive at this curious heading3 ,certain words devised alphabetically without sense1 which whosoever will take the pains to learn1 he may read at the first sight any ,english book that is laid before him4 ,these words are divided into two classes1 dissyllables and words of three and four syllables1 and introduced by a few lines of introduction1 in which the words are divided by way of guidance4 ,the spelling-book of #afaj was printed for the ,stationers' ,company1 by which it had been perhaps taken over2 and as the ,company did not usually have assigned to it any stock except old copyrights1 there is little doubt that there were earlier impressions4 ,at any rate1 it is a ,shakespearian volume1 and1 as the only manual for children or illiterate adults except the ,protestant ,a4 ,b4 ,c4 of #aeec1 it becomes interesting to consider that the great poet himself may have had a copy in his hands of some edition1 if at least his scholastic researches ever went beyond the ,horn-book and the ,abacus4 ,the volume may be regarded as a pioneer in the direction of ,english orthography and pronunciation2 and when the author propounds that you might proceed from his pages to the ,latin tongue1 he does nothing more than follow in the steps of all teachers of that time1 as well as of every other age and country down to almost yesterday4 ,while ,i have the book before me1 it may be worth while to transfer to these pages a specimen of it3-- kach1 kech1 kich1 koch1 kuch1 kash1 kesh1 kish1 kosh1 kush1 kath1 keth1 kith1 koth1 kuth4 ,and so it runs through the alphabet4 ,in the ,lord's ,prayer and other selections the syllables are also divided for the convenience and ease of the learner4 ,the biographer of ,dean ,colet mentions that ,mr4 ,stephen ,penton1 ,principal of ,st4 ,edmund's ,hall1 ,oxford1 in the days of ,charles ,,ii41 published a ,horn-book or ,a4 ,b4 ,c4 for children4 ,this1 which ,knight oddly characterises as a piece of humble condescension on the part of so worthy and noted a man1 ,i have not yet seen4 ,in ,russia they have1 or had very lately1 the stchoti1 a kind of ,abacus1 a small wooden frame strung with horizontal wires1 on which slide a series of ivory balls1 each wire representing a certain value from the kopeck upwards4 ,this piece of machinery is used in all commercial transactions1 whether they take place in shop1 market1 counting-house1 or bank2 and familiarity and practice enable the parties concerned to calculate the amount payable or receivable with equal ease and rapidity4 ,there is a similar machine in use among the natives of ,british ,india1 and also for mercantile purposes1 not as a vehicle for acquiring the science of numbers in the schools4 ,,iii4 ,it is said to have been ,john ,rightwise1 second head-master of ,st4 ,paul's1 and son-in-law of ,lily1 who introduced into his predecessor's book the ,propria qu ,maribus and ,as in ,prsenti1 to which were subsequently joined the ,rules of ,heteroclites or ,irregular ,nouns1 probably digested from ,whittinton by ,robertson of ,york4 ,this last section1 from the commencing words1 combined perhaps with the ,christian name of ,rightwise1 was the origin of ,johnny qu ,genus4 ,but an early authority#c claims for ,lily himself the honour of having written the ,propria qu ,maribus and ,as in ,prsenti1 and informs us that ,rightwise merely published them with a glossary4 ,in some of the schools the course seems to have been to commence with the ,a4 ,b4 ,c4 and ,catechism1 and then proceed to the ,primer4 ,at the end of the ,a4 ,b4 ,c4 of #ageg are these lines3-- ,this little ,catechism learned by heart 7for so it ought71 ,the ,,primer next commanded is for children to be taught4 ,when ,i speak here of the ,primer1 ,i must take care to distinguish between the ,service-book so styled and the ,manual for the young4 ,it is singular enough that the most ancient which has come under my eyes is of the age of ,elizabeth1 and includes not only the ,catechism1 but the notable fairs in the ,calendar1 as matters to be taught unto children4 ,this type of ,primer is very rare till we arrive at comparatively modern days4 ,the mission which it was designed to fulfil was one precisely calculated to hinder its transmission to us4 ,the practice of printing children's books on some more than usually substantial material is not so modern as may be supposed2 for there is an ,a4 ,b4 ,c4 published at ,riga for the use of the ,german pupils1 the ,german population preponderating there over the ,russian or ,polish1 on paper closely resembling linen1 and of a singularly durable texture2 and this little volume belongs to the commencement of the last century1 several generations before such a system was adopted in ,england4 ,in the ,preface to his ,new ,english ,grammar1 #ahaj1 ,hazlitt complains of the want of any undertaking of the kind1 and it has not been really supplied till our own day1 when the labours of the ,philological and ,english ,text ,societies and the payment of increased attention to ,early ,english ,literature prepared the way to reform in a quarter where reform was so sadly needed4 ,the same writer1 while edition upon edition of the famous ,grammar of ,lindley ,murray was pouring from the press1 like ,hayley's ,triumphs of ,temper and ,moore's ,loves of the ,angels1 exposed the fallacies of the system1 and lamented the mischief done by such erroneous doctrines4 ,murray1 of whose lucubrations1 now obsolete to petrifaction1 sixty issues were exhausted between #agie and #ahei1 aimed not only at popular instruction1 but at literary dignity and scientific eminence2 for during a portion of the time while his star was in the ascendant two parallel texts1 a literary and an elementary one1 were kept in print4 ,looking back from the vantage-ground which it is our privilege to occupy upon this phenomenon1 we contemplate it not with the awe inspired by a mighty ruin1 of which the remaining fragments are a gladdening and proud survival1 but with a feeling of amazement that such a heresy in opinion and taste should have lived so long1 and have been so lately dissipated4 ,the hazy ideas of the old-fashioned schoolmaster on this particular part of his business are brought out in tolerably prominent relief in the reply to a gentleman who had expressed to ,dr4 ,duncan of the ,ciceronian ,academy at ,pimlico his wish that his son might learn ,english in lieu of ,latin ,grammar4 ,sir1 said the ,doctor1 ,grammar is ,grammar all the world over4 ,,xv4 ,ascham's ,schoolmaster--,richard ,mulcaster--,the earliest ,anglo-,latin ,dictionary--,ocland's ,anglorum ,prlia4 ,i4 ,the ,schoolmaster1 by ,roger ,ascham1 is a work so celebrated and so classical1 and has been so often reprinted1 that it seems almost supererogatory to pass any remark upon its character and merits4 ,it arose1 as we all know1 out of a conversation at ,windsor in #aefc between ,sir ,richard ,sackville1 ,treasurer of the ,exchequer1 and the author1 and it is a literary treatise rather than a technical one4 ,ascham did not live to see it in type1 nor was his patron spared to witness its completion in ,,ms42 it was published in #aegj by the author's widow1 and dedicated to ,sir ,william ,cecil1 who was one of the party at ,windsor when the idea was first ventilated4 ,the opening paragraphs of the ,preface1 where ,ascham describes the company at dinner1 and ,sackvile afterwards drawing him aside1 and leading him to turn his thoughts to the production of such a book1 are as famous and unforgettable as ,latimer's noble and touching narrative to us1 in one of his sermons before the ,king1 of his boyhood and the obligations under which he lay to his father for sending him to a good school4 ,ascham's ,schoolmaster1 #aegj1 is a volume1 as its title perhaps may import1 for the teacher indeed rather than for the learner4 ,it is a manual of valuable suggestions and counsels for the guidance and use of those under whose direction the course of school-work was carried out1 although immediately it was designed for the benefit of ,mr4 ,robert ,sackville1 the deceased ,treasurer's grandson4 ,the writer confesses his indebtedness to ,sir ,john ,cheke and to ,sturmius1 among the moderns1 and to his old masters1 as he calls them1 ,plato1 ,aristotle1 and ,cicero4 ,sir ,richard ,sackville1 who was happily instrumental in persuading ,ascham to undertake the task1 told him that he had found the disadvantage in his own case of an imperfect education2 for a fond scholemaster1 quoth he1 before ,i was fullie fourtene yeare olde1 draue me so1 with feare of beating1 from all loue of learninge1 as nowe1 when ,i know what difference it is to haue learninge1 and to haue little or none at all1 ,i feele it my greatest greife1 and finde it my greatest hurte1 that euer came to me2 that it was my so ill chance to light vpon so lewde a schoolmaster4 ,ascham was of his friend's opinion in regard to greater clemency and patience on the part of teachers1 and he also preferred such text-books as ,cicero de ,officiis to the ,manuals compiled by ,horman1 ,whittinton1 and the rest of the old school of ,english grammarians4 ,the passage in the ,schoolmaster where the author narrates his interview1 before he went on his travels into ,germany1 with ,lady ,jane ,grey at her father's house in ,leicestershire1 is familiar enough2 it exhibits a converse case1 so far as the severities of school-teachers are concerned2 for that amiable and unfortunate woman found her only compensation for the harshness and rigour of her parents in a gentle and beloved tutor1 who1 she told ,ascham1 teacheth me so ientlie1 so pleasantlie1 with such faire allurements to learning1 that ,i thinke all the tyme nothing whiles ,i am with him4 ,one sees that ,ascham1 while loth to say too much on such a topic1 did not cordially relish the old translations into ,english verse of some of the classics1 even when the translator was such a man as ,surrey or ,chaucer2 and there ,i agree with him1 and indeed ,i think that many more are inclined so to do4 ,richard ,mulcaster1 first head-master of ,merchant ,taylors' ,school1 and for several years after his retirement from that position principal of ,st4 ,paul's1 was the author of two works of comparatively slight interest and importance at the present day1 whatever estimate may have been formed of them by some of his learned contemporaries4 ,of the two fruits of his writing1 as he terms them1 he dedicated the earlier1 ,positions1 #aeha1 a kind of introduction to the matter1 to ,queen ,elizabeth1 and the other1 ,the ,first ,part of the ,elementary1 #aehb1 to ,lord ,leicester1 in two rather turgid and verbose epistles4 ,but it is a question whether either production met with much applause on its appearance1 though ushered into notice under such influential auspices2 certainly they never grew popular or reached a second impression4 ,they were both calculated for the guidance of teachers1 like ,ascham's ,schoolmaster2 but they present a stiff and didactic frigidity1 which is absent in the famous and favourite manual of his predecessor1 who knew how to make us the partakers of his own learning in a more agreeable manner than the professional pedagogue4 ,i think it very possible that the very few readers which the publications of ,mulcaster have found have arrived at the conclusion of their labour without being much wiser than when they embarked in it4 ,but1 of the two1 ,i prefer very decidedly the ,positions1 which are written in a more natural style1 and contain occasional passages of interest4 ,this gentleman lived to see the close of the long reign of which he had witnessed the opening1 and to write some dull verses upon the death of the ,queen4 ,,ii4 ,the early teacher and his pupils enjoyed1 when the typographical art had been applied to the production of educational works previously accessible in a limited number of ,,mss41 the considerable advantage of books of reference for ,latin1 ,greek1 ,french1 and eventually ,italian and other tongues4 ,within a year of each other 7#adii-aejj71 the ,ortus ,vocabulorum and the ,promptorius ,parvulorum furnished our schools1 so far as ,latin was concerned1 with two excellent lexicons1 both formed out of the best compilations of the kind current abroad4 ,these were the ,ainsworth and ,riddle of our ancestors1 who resorted to them where the required information was not forthcoming in the ,primer or the ,delectus4 ,both these phrase-books passed through a series of reprints between the commencement and middle of the sixteenth century4 ,the former purports to have been grounded on the ,catholicon of ,balbus1 #adfj1 the ,cornucopia of ,perottus1 the ,gemma ,vocabulorum1 and the ,medulla ,grammatices1 with additions by ,ascensius4 ,the ,promptorius1 or1 as it is also called in some of the issues1 ,promptuarium1 appears to be substantially identical with the ,medulla4 ,but the earliest regular ,anglo-,latin ,dictionary in our literature is that of ,sir ,thomas ,elyot1 first published in #aech1 and frequently reprinted with additions by others from a variety of ,english and foreign sources1 until it became the bulky folio known as ,,cooper',s ,,thesaurus4 ,elyot1 the first compiler1 tells us1 in the dedication to ,henry ,,viii4 prefixed to the editio princeps1 that he had accomplished about half his labour when it reached the royal ear through ,master 7subsequently ,sir7 ,anthony ,denny that he had such a project in hand2 whereupon the ,king caused all possible facilities to be afforded him1 and the books in the royal library to be open to his inspection4 ,it is hard to say how far ,elyot flatters his sovereign when he assures him that1 after it was all done1 he was so afraid of his ,lexicon being faulty and imperfect1 that he felt as if he could have torn the ,,ms4 to pieces1 had not the beames of your royal maiestie entred into my harte1 by remembraunce of the comforte whiche ,i of your grace had lately receyued4 ,in the epistle to ,henry just referred to1 the author pays a tribute to the encouragement which he had experienced from ,lord ,cromwell2 and in the ,british ,museum is the copy presented to the ,lord ,privy ,seal1 with a holograph ,latin letter prefixed1 in which hardly any form of adulation is spared1 so far as ,cromwell's virtues1 magnanimity1 culture1 and other cognate qualities are concerned1 and nothing is said about him being secondary to royalty in these matters1 as in the printed inscription is expressed4 ,but much1 after all1 is to be forgiven to a man of rank who in those days chose to consume his time1 as ,elyot did1 in the pursuit of letters4 ,the plan of the work is familiar enough1 first1 through the later impressions1 which are among the commonest volumes in ,early ,english literature2 and1 secondly1 from the fact that the principle on which it is constructed is similar to that of ,ainsworth and others4 ,the main difference seems to be where certain ,latin words1 by an intelligible survival1 continued in ,elyot's day to bear a meaning which subsequently grew obsolete2 as1 for instance1 in the case of ,aviarium1 a thycke wodde without waye1 although he at the same time adds the ordinary acceptation4 ,still the credit remains with ,elyot1 of course1 of having supplied a model for many succeeding lexicographers and phraseologists2 and if we turn1 for example1 to the ,dictionary for ,children1 by ,john ,withals1 #aeec1 or the ,manipulus ,vocabulorum of ,levins1 #aega1 we see that the general plan is similar4 ,elyot1 in fact1 got rid of the tiresome and perplexing arrangement which renders the books of reference and instruction prior to his day1 like the ,promptorius and the ,eclaircissement de la langue ,franoise1 so uninviting to consult4 ,save in respect to development and extension1 there is no substantial difference1 in fact1 between the dictionaries of ,elyot and ,littleton or of ,littleton and ,ainsworth4 ,the general plan is the same1 whereas in some of the early lexicons the arrangement is so obscure and defective as to render them comparatively useless for practical purposes4 ,the old ,ortus ,vocabulorum1 one of these archaic works of reference1 had been largely formed out of the ,cornucopia of ,perottus1 and ,cooper owed very considerable obligations to the ,lexicon of ,stephanus1 which he was censured by a critic of his day for not properly acknowledging4 ,the ,short ,dictionary for ,children by ,withals1 already specified1 supplied the obvious need for a more portable work than either ,elyot or ,cooper4 ,it met with a cordial response from the constituency to which it appealed1 and was reprinted1 with large additions and improvements1 by successive editors down to the time of ,charles ,i4 ,littleton1 who brought out his ,dictionary in #afgh1 was ,rector of ,chelsea4 ,he includes the barbarous ,latin for the first time4 ,robert ,ainsworth1 whose famous ,latin ,dictionary belongs to the reign of ,george ,,ii41 having been first printed in #agcf1 planned his enterprise on a sensible and enduring basis1 and earned for himself the reputation of a classic and a type4 ,he had of course the advantage of all the improvements of ,elyot1 ,cooper1 and ,littleton1 besides the numerous other minor lexicographers1 of whom he supplies an interesting chronological account in his preface2 but his substantial quarto volume1 designed for the use of the ,british ,nations1 was a clear advance on its precursors4 ,he gives not only the ,latin-,english and ,english-,latin appellatives1 the ,christian names of men and women1 the proper names of places1 the ancient ,latin names of places1 and the more modern names1 but the ,roman calendar1 the ,roman coins1 weights and measures1 and ancient law-terms4 ,of the preceding workers in the same field1 whom he commemorates1 he may very well have known some personally4 ,the catalogue1 enriched with biographical particulars1 begins with the ,promptuarium ,parvulorum1 and closes with ,elisha ,coles1 embracing a period of nearly two centuries4 ,,iii4 ,the ,latin ,lexicon was an indispensable vade-mecum where boys had to translate the classics of that language into ,english2 and the taste for some of the ,roman writers1 including ,ovid1 so far from declining1 appears in the time of ,elizabeth to have spread in schools4 ,the authors at whom the criticism is more particularly aimed may be guessed in the absence of the names2 but the clerical party about #aehj1 being of opinion that these ancient productions were injurious to morality1 availed themselves of a most singularly fortunate opportunity for substituting a work which should be to ,latin versification what ,lily's ,grammar was to ,english accidence--a standard and a model4 ,a year or two prior to the discovery of this pernicious influence1 ,christopher ,ocland had printed a metrical narrative in doggerel metre of the martial achievements of the ,english people from the time of the ,plantagenets down to that of ,elizabeth1 whom he places before ,zenobia2 and this gentleman or his friends had sufficient influence to procure1 through the ,lords ,commissioners in ,causes ,ecclesiastical1 letters-patent prescribing the use of his ,anglorum ,prlia in all grammar-schools in ,england and ,wales in lieu of the books of less moral authors4 ,the privilege1 dated ,may #g1 #aehb1 was accorded in consideration not only of the freedom of ,ocland's volume from profligacy1 but of the quality of the verse1--an encomium quite seriously intended1 in whatever degree it may strike us as ironical4 ,this literary gem1 which was to supersede ,virgil1 ,ovid1 ,homer1 and the rest of the heathens1 was dedicated to ,zenobia by the worthy writer in some lines which are a fair sample of the quality of the verse4 ,they begin3-- ,regia ,nympha1 soli sic moderatrix alma ,britanni1 ,qu pace et vera religione nites1 ,qu vit meritis1 morum candore coruscans1 ,zenobiam vincis1 siqua vel ante fuit4 ,such was the ,oclandian ,muse which the ,lords ,commissioners in ,causes ,ecclesiastical accounted preferable to the compositions which were the glory of their own and the delight of every succeeding age6 ,despite the lofty patronage and auspicious circumstances under which the ,anglorum ,prlia was launched on its proud career1 the imbecility of the whole idea appears to have been promptly appreciated2 and the lascivious poets1 whom it was to have effaced1 continued1 and to this day continue1 to corrupt the youth4 ,,xvi4 ,ben ,jonson and ,shirley writers of ,grammars--,some account of the former--,thomas ,hayne's ,latin ,grammar--,a curious anecdote about it4 ,i4 ,the ,english ,grammar inserted among ,ben ,jonson's works in #afdj1 and also to be found in the modern editions1 is not the production originally compiled by that eminent writer1 but a series of notes and rough material collected perhaps for a new undertaking after the destruction of ,jonson's books and ,,mss4 by an accidental fire4 ,it appears that the author had taken considerable trouble to collect together the literature of this class already existing in our own and other languages1 with a view to comparison and improvement1 and he was probably assisted by friends1 as ,howell speaks so early as #afbj of having borrowed for him ,davis's ,welsh ,grammar1 to add to those many which he already had4 ,sir ,francis ,kinaston cites his most learned and celebrated friend1 ,master ,ben ,jonson1 as the possessor of a very ancient grammar written in the ,saxon tongue and character1 by way of illustrating what it could scarcely illustrate--the state of our language in the time of ,chaucer4 ,this book doubtless perished with the rest4 ,the work in its present state is divided into chapters3 ,of ,grammar and the ,parts2 ,of ,letters and their ,powers2 ,of the ,vowels2 ,of the ,consonants1 and so forth4 ,in the third chapter1 under ,y1 the writer remarks3--,y is mere vowelish in our tongue1 and hath only the power of an i1 even where it obtains the seat of a consonant1 as in young1 younker1 which the ,dutch1 whose primitive it is1 write junk1 junker4 ,and so might we write iouth1 ies1 ioke4444 ,c is a letter1 he says1 which our forefathers might very well have spared in our tongue2 but since it hath obtained place both in our writing and language1 we are not now to quarrel with orthography or custom4 ,nor is c the only member of the alphabet with which ,jonson considers that we might have advantageously dispensed2 for in a subsequent page he declares that q is a letter we might very well have spared in our alphabet1 if we would but use the serviceable k as he should be1 and restore him to the right of reputation he had with our forefathers4 ,for the ,english ,saxon knew not this halting q1 with her waiting woman u after her1 but exprest quail1 kuail1 quest1 by kuest1 quick1 kuick1 quill1 kuill4 ,in other words1 ,jonson1 discarding c and q1 was with those who nowadays ask us to say ,kikero1 ,kelt1 ,ksar2 and he seems also to be an advocate for such terminations as st or pt for ed in exprest1 confest1 profest1 stopt1 dropt1 cropt1 wherein he has a follower in ,mr4 ,furnivall4 ,his demonstration of the manner in which the several letters ought to be sounded as pronounced is occasionally very amusing4 ,t1 he informs the reader1 is sounded with the tongue striking the upper teeth4 ,p breaketh softly through the lips4 ,n ringeth somewhat more in the lips and nose4 ,but of ,h he remarks3 ,whether it be a letter or no1 hath been much examined by the ancients1 and by some of the ,greek party too much condemned1 and thrown out of the alphabet4 ,this last piece of criticism should have its consoling effect on those among the moderns who also repudiate it1 and may not be aware that they have the ,greek party in ,jonson's day on their side1 only that the ,greek party did not offer the deposed letter any substituted position4 ,jonson's ,grammar1 as we have it1 is a book for scholars and philologists1 however1 rather than for the elementary stage of education4 ,the method is discursive and the style obscure2 and it is chiefly prizable as an evidence of the versatility1 the extensive reading1 and the perseverance of the author4 ,he quotes among his examples ,sir ,thomas ,more1 ,gower1 ,lidgate1 ,fox's ,martyrs1 ,harding's ,chronicle1 ,chaucer1 and ,sir ,john ,cheke4 ,it is curious enough that ,jonson's notion as to the superfluities of our alphabet is supported to some extent by the orthography sanctioned by ,m4 ,vimont in his ,relation de la ,nouvelle ,france1 #afda1 where he puts ,kebeck for ,quebec2 but the change must necessarily influence the pronunciation4 ,neither of these writers was avowedly an advocate of ,phonography2 but the adoption of that principle of spelling would necessarily involve the dispensation with certain letters which at present form part of the ,english ,a4 ,b4 ,c4 ,in the dedication to ,lord ,herbert of his little book1 ,,james ,,shirley refers to the abundance of such treatises at that time before the public1 by which some1 he says1 would prophetically imply the decay of learning1 as if the root and foundation of art stood in need of warmth and reparation4 ,but he furnishes no information respecting himself or the motives which led him to write the volume1 although it is readily inferable that he did so to augment the slender income which he derived1 after the closing of the theatres1 from school-work in ,whitefriars4 ,some of the illustrations are in such couplets as the subjoined3-- ,in di1 do1 dum1 the ,gerunds chime and close1 ,um1 the first ,supine1 u the latter shews4 ,as late as #agbf1 ,jenkin ,thomas ,phillipps reprinted ,shirley's ,grammar with additions4 ,on the title-page of this edition it is said to be for the use of ,prince ,william4 ,in #afdj ,thomas ,hayne published his ,grammatices ,latin ,compendium4 ,a copy before me was presented by the author to ,charles ,,ii4 when a boy1 and has an autograph inscription on the blank page before the title to the young ,prince4 ,it also passed through the hands of his brother1 ,james ,duke of ,york1 who has written ,james ,duke of ,yorke in a childish hand on the fly-leaf4 ,during the troubles it seems to have passed out of their hands1 and was bought at ,oxford on the #dth ,october #afdg by a later owner1 who records the fact at the top of another page4 ,it was subsequently at ,stowe1 and the fine old blue morocco binding betrays no sign of a schoolboy's thumbs4 ,hayne supplies a highly interesting survey of the progress and development of this branch of literature and learning in former days1 and some of the later attempts made with a view to improve the method1 and explains his own plan1 which introduces the ,english and ,latin in parallel columns1 and systematises and tabulates the cases and declensions in a more lucid manner than the prior experiments4 ,if we set it side by side with ,whittinton's eleven divisions1 we see that it is a great advance4 ,from the commencement of the seventeenth century an increasing volume of literature calculated to assist the diffusion of useful and improving knowledge supplemented the books expressly designed for schools4 ,these publications1 belonging to nearly every department of science and inquiry1 were often reproduced with the same steady regularity as the educational works themselves2 and nothing more triumphantly establishes the unceasing progress of discovery and reform than the fact that the standard manuals of one century become the waste paper of the next4 ,as one arrests a stray copy of ,heylin's ,cosmography1 ,godwin's ,roman ,antiquities1 edited for the use of ,abingdon ,school1 ,provost ,rous's ,attic ,archology1 ,prideaux's ,introduction to the ,reading of ,histories1 or any other book of the same stamp1 on its passage from an old collection to the mill1 a not unlikely reflection to arise is that1 considering their straitened opportunities and the force of clerical influence1 the culture and light of our ancestors were in fair relative proportion to our own4 ,the literary thought and bias of the age were naturally affected by these shallow and meagre repertories of information1 which were as far removed in scholarship from the ,roman ,antiquities of ,adams and the ,dictionary of ,lemprire as ,adams and ,lemprire are removed from ,dr4 ,smith's series4 ,,xvii4 ,limited acquaintance with the ,greek language in ,england--,erasmus first learns1 and then teaches1 ,greek at ,cambridge--,notices of a few ,philhellenists--,study of the language at ,rhodes by ,lily--,languid interest in it among us--,disputes at ,cambridge as to the pronunciation--,remarks on this subject--,the tract by ,john ,kay--,few books in the ,greek character printed in ,england4 ,i4 ,the few scattered notices1 which offer themselves in ,warton and other authorities1 of ,englishmen of very remote days who entered on the study of the ,greek tongue1 tend mainly to illustrate the fact1 how sparingly and imperfectly that noble and precious language was cultivated down to the age of ,elizabeth2 and of course this circumstance involves the almost complete neglect of it in our universities and academies4 ,warton himself cites a case in which a scholar travelled from ,malmesbury to ,canterbury in order to improve a rudimentary acquaintance with ,greek which he had gained through a local monastic seminary4 ,the first man who helped at all largely and sensibly to render ,greek a part of the educational system was ,lily the grammarian1 who spent some years of his life at ,rhodes1 and introduced a study of the language into the routine of ,st4 ,paul's1 whence it found its way by degrees to the other great foundations in ,london and in the provinces4 ,the biographer of ,colet has something to say on this subject3-- ,such was the infelicity of those times1 that the ,greek tongue was not taught in any of our grammar-schools2 nor was there thought to be any great need of it in the two ,universities by the generality of scholars4 ,it is worth notice that ,john ,standish1 who was a bitter enemy to ,erasmus1 in his declamation against him styles him ,grculus iste2 which was a long time after the phrase for an heretic4 ,but1 he adds1 ,dr4 ,john ,fisher 444 was of another mind1 and very sensible of this imperfection1 which made him desirous to learn ,greek in his declining years4 ,the ,bishop1 however1 who through ,erasmus was recommended to ,william ,latymer1 one of the foremost ,philhellenists of the day1 could not persuade that scholar to enter on the task1 as he considered the prelate too old to acquire the language2 and ,knight tells us that1 in order to escape from the application1 he advised ,fisher to send for a professor out of ,italy4 ,englishmen1 even at a later period than this1 occasionally went to ,florence or elsewhere to learn ,greek2 but ,erasmus made himself1 with the assistance of ,linacre1 tolerably proficient in it1 on the contrary1 during his first visit to ,england in the time of ,henry the ,seventh 7#adig-h71 and was sufficiently versed1 at all events in the rudiments1 to give lessons to others while he remained at ,cambridge4 ,doubtless he did so in aid of his expenses4 ,in ,cambridge1 observes ,knight1 ,erasmus was the first who taught the ,greek grammar4 ,and so very low was the state of learning in that ,university1 that 7as he tells a friend7 about the year #adhe1 the beginning of ,henry the ,seventh's reign1 there was nothing taught in that public seminary besides ,alexander's ,parva ,logicalia 7as they called them71 the old axioms of ,aristotle1 and the questions of ,john ,scotus4 ,erasmus himself was for some time ,greek ,reader at ,cambridge1 and was contemporary there with ,richard ,croke1 of ,king's ,college1 who did valuable service in promoting the cause of classical learning at that ,university1 and published several tracts relating to the ,greek literature and tongue1 including ,introductiones ad ,linguam ,grcam and ,elementa ,grammatic ,grc--the earliest attempts to place before students in a handy form the alphabet of the subject4 ,at ,oxford it was an ,italian1 ,cornelius ,vitellius1 who became the first ,greek professor1 and ,william ,grocyne1 who with ,latymer and ,linacre was the earliest ,greek scholar in ,england1 was among his pupils4 ,it is to be suspected that1 while a man of genius like ,erasmus could scarcely have failed to make something of whatever he seriously undertook1 his conversance with ,greek was always comparatively superficial1 and it is merely an additional piece of evidence how little the language was cultivated at ,cambridge at that epoch1 that he was enabled to earn money as a teacher of it4 ,it was not apparently till #aebd that ,greek type was introduced into our printing-offices4 ,linacre's book ,de ,emendata ,structura ,latini ,sermonis1 published in that year1 is generally received as containing the first specimen found in any production of the ,english press4 ,the ,greek alphabet occurs in the ,primer of #aedh4 ,,ii4 ,florence1 ,rome1 ,padua1 and ,rhodes were four great centres whither foreigners were then accustomed to resort for the study and mastery of ,greek4 ,in the ,life of ,dean ,colet it is shown how he travelled in ,italy1 and met with two of his countrymen at ,florence1 ,grocyn and ,linacre1 and with a third at ,rome1 ,lily1 afterwards the famous grammarian1 who1 after learning ,greek at ,rhodes1 had proceeded to ,rome to render himself equally adept in ,latin1 so that1 when he finally settled in ,london1 he had served a laborious apprenticeship and taken unusual pains to become an instructor of others4 ,colet himself1 it is to be noted1 displayed in earlier life a bent towards theology and the ,fathers1 though he had scanty sympathy with the survivals whom he found around him1 both at home and abroad1 of the monastic schoolmen and expounders of the old divinity4 ,he had observed these schoolmen1 says his biographer indeed1 to be a heavy set of formal fellows1 that might pretend to anything rather than to wit and sense1 for to argue so elaborately about the opinions and the very words of other men3 to snarl in perpetual objections1 and to distinguish and divide into a thousand niceties3 this was rather the work of a poor and barren invention than anything else4 ,knight preserves a rather diverting anecdote of a preacher who spoke in his sermon before ,henry ,,viii4 against the ,greek tongue1 and of a conference which ,henry caused to be arranged after the discourse1 at which in his presence the divine and ,more should take opposite sides1 the former attacking1 and the latter vindicating1 the language4 ,more did his part1 but the other fell down on his knees and begged the ,king's pardon1 alleging that what he did was by the impulse of the ,spirit4 ,not the spirit of ,christ1 says the ,king to him1 but the spirit of infatuation4 ,his majesty then asked him whether he had read anything of ,erasmus1 whom he assailed from the pulpit4 ,he said ,no4 ,why then1 says the ,king1 you are a very foolish fellow to censure what you never read4 ,i have read1 says he1 something they call ,moria4 ,yes1 says ,richard ,pace1 may it please your highness1 such a subject is fit for such a reader4 ,the end of it was that the preacher declared himself on reflection more reconciled to the ,greek1 because it was derived from the ,hebrew1 and that ,henry dispensed with his further attendance upon the ,court4 ,the feeling and taste for ,greek culture which ,lily1 ,erasmus1 and others had introduced and encouraged1 were promoted by the exertions of ,sir ,john ,cheke and ,sir ,thomas ,smith at ,cambridge1 and by ,dr4 ,kay or ,caius2 and a controversy1 almost amounting to a quarrel1 which ,cheke had with ,bishop ,gardiner on ,greek pronunciation1 stimulated the movement by attracting public attention to the matter1 and bringing into notice many ,greek authors whose works had not hitherto been read4 ,the literary contest between ,cheke and ,gardiner was printed abroad in #aeee1 and only eleven years later a paraphrase of the ,phoeniss of ,euripides by ,george ,gascoigne and ,francis ,kinwelmersh was performed at ,gray's ,inn4 ,,iii4 ,the tract published by the learned ,john ,kay in #aegd on the pronunciation of ,greek and ,latin is rather pertinent to the present movement for varying the old fashion in this respect4 ,kay instances the cases of substituting olli for illi1 queis for quibus1 mareito for marito1 maxum for maxim2 and in ,greek words1 the ancients1 says he1 certainly said ,achilles1 ,tydes1 ,theses1 and ,ulisses1 not1 as people sometimes now do1 ,achillews1 ,tudews1 ,thesews1 and ,ulussews4 ,the author likewise refers to the employment of the aspirate in orthography1 as in hydropisis1 therm1 ,bathonia1 and ,hybernia1 which used to be read ydropisis1 term1 ,batonia1 and ,ivernia4 ,he was clearly no advocate for the latter-day mode in ,england of hardening the g and the c as in ,regina and ,cicero4 ,but the fact is that1 where there are no positive data for fixing the standard or laying down any general principle1 there can never be an end of the conflicting views and theories on this subject1 and the best of them amount to little more than guess-work4 ,the modes of pronouncing both the ,greek and ,latin languages have always probably varied1 as they do yet1 in different countries2 and the ,scots adhere to the ,continental fashion as regards1 at all events1 the latter4 ,experience and practical observation seem to shew that every locality has a tendency to adapt its rules for sounding the dead tongues to those in force for sounding its current vocabulary2 as a ,roumanian lad1 for instance1 in learning ,latin1 will instinctively follow his native associations in giving utterance to diphthongs1 vowels1 and compound words4 ,the ,greek language1 in respect to this point of view1 occupies an anomalous position1 because it enjoys a partial survivorship in the ,neo-,hellenic dialect2 and it has been natural to seek in the method employed by their modern representatives and descendants a key to that employed by the inhabitants of ancient ,hellas in pronouncing words and particles1 and1 in short1 to the grammatical laws by which their speech was regulated4 ,it appears1 however1 that philologists have been disappointed in the results of this test1 as the differences between the two idioms are often so wide and material4 ,yet1 nevertheless1 a ,greek of the nineteenth century must be allowed to be a rather important witness in taking evidence on such a question1 as the whole strength of received tradition and a prim facie argument are on his side2 and when we find that he gives to the long ,e or ,greek3 ta the force of ,a1 and to the diphthong ,greek3 oi that of ,e1 we grow somewhat sceptical as to our right to impose on those particles a different function1 especially seeing that the ,ionic dialect and the metrical arrangement of the ,iliad ostensibly support this interchange of phonetic values4 ,i need scarcely advert to the favourite theory that1 so far as the ,greek long ,e is concerned1 it had its source in the vocal intonation of the sheep1 which is1 after all1 far from an invariable standard4 ,the ,englishman1 in dealing with such themes as foreign spelling and pronunciation1 treads upon eggs1 so to speak1 as he lives within the knowledge of the whole world in a glass house of his own4 ,,iv4 ,but scarcely any books in the ,greek character were printed in ,england until ,edward ,grant1 head-master of ,westminster ,school1 brought out his ,grc ,lingu ,spicilegium1 or ,greek ,delectus1 in #aege4 ,it saw only a single edition1 and is still a common book1 not having been apparently successful2 and the next attempt of the kind did not even appeal to the ,english student1 though the work of a native of ,north ,britain2 for ,alexander ,scot published his ,universa ,grammatica ,grca at ,lyons in a shape calculated to invite a yet more limited circulation than the essay of ,grant4 ,perhaps one of the earliest ,english publications relative to the study of ,greek poetry was the ,progymnasma ,scholasticum of ,john ,stockwood1 published in #aeif4 ,stockwood had been master of ,tonbridge ,school1 a foundation established by the ,skinners' ,company1 and while he was there brought out one or two professional works4 ,this was avowedly taken from the ,anthology of ,stephanus1 and presents a ,greek-,latin interlinear text4 ,again1 in #afca1 ,william ,burton1 the ,leicestershire historian1 and a schoolmaster by profession1 delivered at ,gloucester ,hall1 ,oxford1 an oration on the origin and progress of ,greek1 which many years later1 when he had charge of the school at ,kingston-on-,thames1 was edited by ,gerard ,langbaine4 ,it was a scholarly thesis1 and of no educational significance1 except that it exhibited the survival of some languid interest in the topic at the ,university4 ,very few ,greek authors found early translators here beyond the selections prepared for schools2 but it is remarkable that the example in this way was set by a citizen of ,london1 and a member of the ,goldsmiths' ,company1 ,thomas ,niccols1 who in #aeej1 at the instance of ,sir ,john ,cheke1 undertook to put into ,english the ,history of ,thucydides4 ,this was almost a century before the version by ,hobbes of ,malmesbury4 ,the partial translation of the ,iliad by ,arthur ,hall of ,grantham1 #aeha1 was taken from the ,french4 ,but ,chapman accomplished the feat of rendering the whole of ,homer1 as well as the ,georgics of ,hesiod and the ,neo-,greek ,hero and ,leander4 ,at a later date1 ,thomas ,grantham1 a schoolmaster in ,lothbury1 who seems to have been in a state of perpetual warfare with his critics as to the merits of his fashion of teaching1 brought out at his own expense1 and possibly for the use of his own pupils1 the first1 second1 and third books of the ,iliad4 ,the grand work of ,herodotus was approached in #aehd by an anonymous writer1 who completed only ,clio and ,euterpe4 ,but these intermittent and isolated cases shew how languid the feeling for ,hellenic literature and history long remained in ,england2 nor1 when we regard the unsatisfactory character of the translations from the ,greek1 with rare exceptions1 down to the present day1 is it hard to see that the want was at least as largely due to incapacity on the part of scholars as to indifference on that of the public4 ,many of the schools employed a small elementary selection from the ,greek writers1 of which a fifth edition was printed in #agga4 ,when ,charles ,lamb was at the ,blue ,coat ,school 7#aghb-i71 the ,greek authors read there appear to have been ,lucian and ,xenophon1 the former in a ,selection from the ,dialogues4 ,the present writer1 who was at ,merchant ,taylors' ,school from #ahdb to #ahej1 used ,xenophon1 ,homer1 ,euripides1 ,sophocles1 and some volume of ,analecta4 ,when the school was founded in #aefa1 it was difficult to find a boy to read ,greek2 but in the following century it enters rather prominently into the prospectus on ,examination-day4 ,all the great seminaries differ in their lists2 the choice depends on the personal taste of the masters from time to time2 and there is a certain virtue in traditional names4 ,but the truth is that in ,england1 after all1 although this language has continued to be taught in all schools of any standing or pretension1 the critical study and genuine appreciation of it have always been confined to a narrow circle of scholars2 and nowadays there is a growing tendency to prefer the living languages1 as they are called1 to the dead4 ,,xviii4 ,ancient ,french school-books for ,english learners--,their historical and philological interest--,succession of writers and teachers--,hollyband1 ,florio1 ,delamothe1 and others--,sketches of their work--,their imperfect acquaintance with our language--,other publications of an educational cast4 ,i4 ,turning to the ,french language1 there is a very singular relic of early times in the shape of an ,anglo-,gallic ,vocabulary of the end of the fifteenth century1 in which the spelling of both languages is strikingly archaic3-- ,here is a good boke to lerne to speke french4 ,vecy ung bon lievre a apprendre parler fraunchoys4 ,in the name of the fader of the sonne4 ,en nom du pere et du fils4 ,and of the holy goost ,i will begynne4 ,et du saint esprit ie veuel comenchier4 ,to lerne to speke frenche4 ,a apprendre a parler franchoys4 ,after this exordium follow the numbers1 the names of precious stones1 articles of merchandise1 fruits1 wines1 c4 ,wine of rochell is rendered vin de rosele4 ,what we know as ,beaune is called byane in ,french and beaune in ,english4 ,on the fourth page1 among ,other maner of speche in frenche1 occur3-- ,sir god giue you good day4 ,sire dieu vous doint bon iour4 ,sir god giue you good euyn4 ,sire dieu vous doint bon vespere4 ,holde sir here it is4 ,tenez sire le veez ey4 ,the z in tenez seems to have been specially cut1 for it is of a different font or case1 and1 curiously enough1 in the next sentence it is wrongly inserted in ditez 7for dites74 ,the question is asked how much one man owes another1 and the reply is ten shillings1 for which the ,french equivalent is taken to be dix soulz4 ,but there were no shillings in ,england at that time2 perhaps the writer was thinking of the skilling1 with which our coin has no more than a nominal affinity4 ,the ,eclaircissement de la langue ,franoise1 by ,john ,palsgrave1 #aecj1 and the ,introductory to learn1 pronounce1 and speak the ,french tongue1 by ,giles ,du ,wes or ,dewes1 written some years later for the use of the ,princess ,mary in the same way as ,linacre's ,latin ,grammar had been1 are sufficiently familiar from their reproduction in modern times under the auspices of the ,french ,government4 ,dewes was not improbably related to a person of the same name who acted as preceptor to the son of ,cromwell1 ,earl of ,essex4 ,both he and ,palsgrave were professional teachers2 but ,palsgrave was a ,londoner1 who had completed his studies in the ,parisian ,gymnasium2 and he at all events was a ,latin1 no less than a ,french scholar4 ,in the dedication of his ,english version of the ,comedy of ,acolastus to ,henry ,,viii4 in #aedj1 he speaks at some length1 and in laudatory terms1 of the official ,primer issued in that year1 and he also conveys to us the notion of being then advanced in life4 ,nearly1 if not quite1 contemporary with him and ,dewes was ,pierre du ,ploiche1 who in the time of ,henry published a very curious little volume of more general scope1 called ,a ,treatise in ,english and ,french right necessary and profitable for all young children4 ,du ,ploiche1 when this work appeared1 was residing in ,trinity ,lane1 at the sign of the ,rose4 ,he gives us in parallel columns1 the ,english on the left hand1 and the ,french equivalent on the right1 the ,catechism1 the ,litany and ,suffrages1 and a series of ,prayers4 ,these occupy three sections2 the fourth1 fifth1 and sixth sections are devoted to secular and familiar topics3 ,for to speake at the table1 for to aske the way1 and for to bie and sell2 and the concluding portion embraces the ,a4 ,b4 ,c4 and ,grammar4 ,the ,english is pretty much on a par with that found in educational treatises produced by foreigners1 and the ,french itself is decidedly of an archaic cast1 though1 doubtless1 such as was generally recognised and understood in the sixteenth century4 ,i shall pass over the religious divisions1 and transcribe a few specimens from the three groups of dialogue on social or personal subjects4 ,the third chapter1 where the scene at a meal is depicted1 affords1 of course1 some interesting suggestions and illustrations1 yet little that is very new1 except that we seem to get a glimpse of the practice1 borrowed from monastic life1 of some one reading aloud while the rest were at their repast4 ,for one says3 ,reade ,maynerd1 ,lisez ,maynart1 to which the other rejoins3 ,where shall ,i reade8 and the first answers3 ,there where your fellow lefte yesterday1 so that it was apparently the custom to take turns4 ,we perceive1 too1 that the dinner was both ushered in and wound up with very elaborate graces4 ,in this dialogue1 as well as in the next about asking the way1 there is mention of almost every description of utensil1 but no reference to the fork1 which was not yet in general use4 ,there is a delicate refinement of phraseology here and there1 as where ,you ly is rendered ,vous espargnez la verit2 and ,du ,ploiche does not fail to advertise himself and his address1 for when one of the interlocutors demands3 ,where go you to schole8 the other is made to reply3 ,in trinytie lane at the signe of the ,rose4 ,the annexed extract from the same chapter may assist in fixing the date of the publication to #aedd3-- ,and you sir1 from whence ,et vous seigneur1 d'ou venez com you8 vous8 ,i come from ,bulloigne4 ,ie viens de ,boulongne4 ,from ,englande1 from ,germany4 ,d',engleterre1 d',allemaigne4 ,what newes8 ,quelle nouuelles8 ,i know none but good4 ,ie ne say rien que bien4 ,i harde say i'ay ouy dire ,that the ,englishe men que les anglois haue kylled many frenche men4 ont occis beaucoup de ,franois4 ,and where8 ,et ou8 ,before ,bulloigne4 ,deuant ,boulongne4 ,when came the newes8 ,quant vinrent tez nouuelle8 ,this morninge by a post4 ,a ce matin par vng poste4 ,the portion which yields this matter comprises all the incidents of a long journey1 the arrival at the inn1 the call for refreshment1 the baiting and putting up of the horse1 the retirement to rest1 and the breakfast before departure in the morning4 ,the sixth section1 on buying and selling1 exhibits no remarkable examples1 or rather nothing that ,i can1 with so large a choice1 afford to cite1 and the grammatical part follows the usual lines4 ,the present treatise came to a new edition in #aegh1 but it does not seem to have been very successful4 ,in point of fact1 the taste and demand for such a class of hand-books or primers had not fully set in4 ,with the reign of ,elizabeth the habit of foreign travel and the consequent value of a conversance with languages1 especially ,french and ,italian1 imparted the first marked stimulus and development to this class of literary enterprise4 ,,ii4 ,claude ,desainliens1 who transformed himself into ,claudius ,holy-,band or ,hollyband1 and who seems in his earlier days to have had quarters over or adjoining the sign of the ,lucrece in ,st4 ,paul's ,churchyard1 became a voluminous producer of the dictionaries1 grammars1 and phrase-books so popular in early times1 and included in his range the ,italian as well as the ,french series4 ,long after his death his works continued to be in demand1 and were edited with improvements by others4 ,desainliens began1 so far as ,i know1 with his ,french ,littleton in #aeff1 and his ,french ,dictionary was not printed till #aeic4 ,in #aeha he had moved from the ,lucrece to the ,golden ,ball1 just by4 ,perhaps of all his multifarious performances his ,french and ,italian ,schoolmasters were the two which met with the greatest favour2 and the longer career of the former may perhaps be ascribed to the more general cultivation of the ,french language in ,england4 ,the ,italian ,schoolmaster originally appeared in #aege as an annex to a version of the story of ,arnalte and ,lucenda2 but in the subsequent impressions of #aeig and #afjh the philological portion occupies the place of honour1 and the story is made to follow4 ,in the former the rules for pronunciation and such matter as fell within his knowledge as an ,italian may be passed as representing what was the correct practice and view at the period2 it is with the ,english illustrations and equivalents that one is apt to be surprised and amused2 and one1 moreover1 figures the occasional bewilderment even of an ,english pupil at the strange unidiomatic forms which ,desainliens has adopted4 ,in other words1 instead of translating ,english into ,italian1 he has translated ,italian into broken ,english2 as1 for instance1 where in a dialogue a man is inquiring the way to ,london1 we find at the conclusion such pure ,italicisms as ,have me recommended3 ,i am yours3 ,remaine with ,god4 ,then1 again1 terms are misapplied1 of course1 as thus3 ,tell me deere fellowe1 is it yet farre to the citie8 ,and when he has entered his inn1 he calls to the host3 ,bring me for to wash my hands and face4 ,at the same time the pages of this and similar volumes abound with fruitful illustrations of all kinds1 which we should have been very sorry indeed to lose2 and it is to be recollected that the ,english gloss was secondary1 and that the bizarre style and texture of this class of book arose from the aim at enabling the learner to be prepared for all sorts of occasions and every variety of conversational topic4 ,the author consequently leads him through the different occupations and incidents of life1 and imagines successive interviews and dialogues with such persons as he would be likely to encounter4 ,in the parley with a farrier1 it comes out that the charge for shoeing a horse was fivepence a foot2 and in the section ,per maritarsi ,to be married1 ,hollyband starts by rendering ,o bella giovane ,ho fair maiden4 ,he urges her to be prompt in her decision by citing the proverb1 ,ladie1 whilest the iron is hote1 it must be wrought4 ,much of the matter introduced by ,desainliens is highly curious and even important4 ,i shall transcribe a section or two1 as they are brief1 for the sake of the ,english suggestions3-- ,to sing and daunce4 ,o fellowes1 ,i wish that wee shoulde sing a song1 and ,i will take the lute4 ,let vs sing and daunce1 when you will4 ,mystres1 will it please you to daunce a galliard with me8 pray you therefore4 ,i cannot daunce after the ,italian fashion4 ,we shall daunce after the high ,dutch4 ,go to1 play a galliard vpon the violl4 ,i would rather vpon the virginals4444 ,of the ,booke binder4 ,shew me an ,italian1 and ,english bookes and of the best print4 ,i have none bound at this present4 ,bind me this with silke and claspes4444 ,reach me royall paper to write4 ,neede you any ynke and bombash8 ,no1 but wast paper1 of that which wee call drinking paper4444 ,of the ,shoemaker4 ,i would you shoulde make mee a paire of bootes1 a ierkin1 and a paire of shoes1 pantofles1 mules1 and buskins4 ,we will make the sir1 of good leather4 ,see this faire shooing4 ,put on those pompes4444 ,after all1 possibly1 such publications as that before me are chiefly valuable for a purpose for which they were not designed--for the bounteous light which they shed on our old ,english customs and notions2 and ,i do not think that they have been hitherto fully brought into employment4 ,it is obviously impossible for me1 however1 in the present case to remedy this shortcoming1 more particularly as the quotations suffer by curtailment or paraphrase4 ,the ,arnalte and ,lucenda takes up the major part of the volume1 and must be said to be freer from grammatical inaccuracies than that division of the book devoted to grammar4 ,nor could a man live in ,london without catching some of the colloquialisms current among its residents4 ,in his ,italian ,phrases we meet on the ,english side of the page with3 ,hee looketh rather like a cutter or fencer then1 and ,he goeth accompanied with ,roisters and cutters4 ,the ,french ,dictionary of ,desainliens was entirely superseded by that of ,randle ,cotgrave in #afaa4 ,the latter spared no pains to make his book a really valuable performance2 he invited help from others1 and modelled his labours on a fairly intelligible plan1 and it remains to this day in the enlarged edition by ,howell a standard and indispensable work of reference4 ,it was the only one available for the school-boy and student for a considerable length of time4 ,,iii4 ,delamothe and ,erondelle were contemporary with ,desainliens1 and may have been equally eminent and successful as teachers2 but they did not display the same degree of literary activity4 ,the former indeed produced nothing but a ,french ,alphabet 7#aeie74 ,pierre ,erondelle was a native of ,normandy2 and besides new and improved editions of his predecessor ,desainliens1 he brought out in #afje a quaint book of lessons for the acquisition of ,french1 which he called ,the ,french ,garden for ,english ,ladies and ,gentlemen to walk in2 ,or ,a ,summer day's ,labour4 ,the volume mainly consists of thirteen dialogues in ,french and ,english1 embracing the various occupations of the day1 from the first rising in the morning till bedtime4 ,some of the conversations are remarkable for their archaic naivet so far as ,english ideas of decorum in speech are concerned2 but they are nothing more than the plainness of phrase which was once recognised both here and on the ,continent1 and the banishment of which has1 at all events1 not of itself added to our morality4 ,sterne1 in his ,sentimental ,journey1 signalises as a ,french trait the incident of the lady of quality with whom he drove in her carriage2 but he must have been aware that the tone in the same circles at home was equally pronounced2 and editors of the earlier ,georgian literature have to exercise a pruning hand in dealing with ,,mss4 to be presented now-a-days to public view4 ,another of these foreign professors was ,jacques ,bellot1 who published several educational works for the instruction of the ,english in the ,french grammar and language4 ,among these ,le ,jardin de ,vertu et ,bonnes ,moeurs1 #aeha1 where the ,english and ,french are given1 as usual1 in parallel columns1 is the most remarkable4 ,there is a ,table of ,errata for both languages2 but that for the ,english might1 from a native point of view1 be indefinitely extended1 as ,bellot proves himself as incapable of comprehending our idiom as the rest of his countrymen4 ,he renders ,la memoire du prodigue est nulle by ,of the prodigall ther is no memory1 and ,la seulle vertu est la vraye noblesse by ,the only vertue1 is the true nobilitie4 ,the writer trips1 as may be conjectured1 just in those nice points in which even an ,englishman is not always at home4 ,new and improved systems were continually submitted to the public1 or rather1 in the language of those days1 to the ,nobility and ,gentry4 ,in #afcd1 the ,grammar of ,charles ,maupas of ,blois1 an esteemed and experienced teacher1 who during a career of thirty years numbered among his pupils many of the young men of family in ,holland as well as in ,england1 was adapted by ,william ,aufield for the use of his countrymen4 ,the original is still regarded as a standard work1 though discarded by the schools4 ,both the ,french and ,english are of the antique cast1 of course1 and many of the examples and much of the phraseology are obsolete2 but the book was written for ,frenchmen and translated for ,englishmen1 to both of whom the speech of these days would have seemed at least equally strange1 and proved not less embarrassing4 ,the pages of ,maupas1 as he is presented to us in his ,english dress1 acquire an oddity and an almost humorous side1 which are absent from the ,french text itself2 as1 for instance3-- ,of making ,stop4 ,hol1 ho there1 prou well1 well1 so so2 assez enough1 enough2 demeure1 arreste1 stay1 stay1 budge not4 ,of feeling ,pain4 ,aou1 haou1 aouf1 ah1 of1 alas4 ,the same words will serve in ,english4 ,of ,joy4 ,gay1 deliait1 alaigrement1 heighday1 as a man woud wish1 merrily then4 ,claudius ,mauger and ,paul ,festeau were two other professors at a somewhat later date1 who endeavoured to secure patronage for their methods and books by throwing special temptations in the way of customers4 ,the former1 who seems to have been resident in ,london1 introduced into his pages as an attractive novelty a series of ,dialogues illustrative of ,english exploits by land and sea1 as well as of contemporary ,french history1 while ,festeau baited his hook with the two scarcely reconcilable assurances that his plan was the exactest possible for attaining the purity and eloquence of the ,french tongue1 as it was spoken about #affj in the ,court of ,france1 and that ,blois1 his native place1 was the city where the true tone of the ,french tongue was found by the unanimous consent of all ,frenchmen4 ,,xix4 ,foreigners' ,english4 ,i4 ,a good deal has been incidentally heard of the habitual infelicity of the natives of other ,european countries where it has been a question of the treatment of our language either colloquially or with a literary object4 ,this was a source of difficulty which must have been generally appreciated2 but no one appears to have essayed to come to the succour of the distressed1 till in #aegh ,jacques ,bellot1 already mentioned1 and the author of a ,french ,grammar printed in #aegh1 announced in #aehj ,the ,english ,schoolmaster1 for teaching strangers to pronounce ,english4 ,that such a book was published is probable enough1 but it is not at present known2 and we have meanwhile to content ourselves with speculating what kind of affair such an undertaking could have been1 where the writer was a foreign teacher so ignorant of our language6 ,but it was not amiss for ,bellot to try his hand in the absence of any other adventurer2 nor was it till after the ,restoration that a second experiment was made in the same direction by ,james ,howell1 the tolerably celebrated author of the ,familiar ,letters1 who brought out in #affb ,a ,new ,english ,grammar1 prescribing as certain rules as the language will bear1 for foreigners to learn ,english4 ,this was nearly a century after ,bellot2 and ,howell was both a linguist and a scholar4 ,like many other laudable endeavours1 however1 the proffered help was not much appreciated2 and although the ,germans1 ,dutch1 and ,russians have within the last quarter of a century made remarkable progress in the study of ,english1 the ,french and other ,continental nations remain unable or indisposed to conquer their ancient prejudices4 ,doubtless1 the closer affinity between the languages of ,germany and the ,low ,countries and our own considerably facilitated the mastery of ,english by the ,teutonic community2 and it was principally in ,flanders that the earliest attention was paid to those highly valuable polyglot hand-books for travellers and students1 into which the ,english1 as a rule1 was admitted more on account1 probably1 of its service to the foreign visitor in ,england than for the sake of the ,englishman abroad1 as had been the case with certain early vocabularies and primers elsewhere noticed4 ,in the old plays the foreigner is invariably introduced making1 consciously or otherwise1 the most alarming havoc in our vocabulary and grammar2 but the dramatist seems1 as a rule1 to have drawn a good deal on his own fancy instead of borrowing from life2 and such is the case1 it must be said1 even with ,shakespear's ,dr4 ,caius1 who speaks broken ,english1 but hardly a ,frenchman's broken ,english4 ,the ,duke de ,jarmany of the same writer would probably have had the same nondescript gibberish put into his mouth had he been brought on the stage2 this sort of dramatis persona was among the comic effects4 ,the ,mrs4 ,plawnish of a modern novelist thought that bad ,english might be good ,french2 but the jargon of ,caius is sui generis2 he hacks our ,english4 as mine host puts it1 but not naturally1 although ,shakespear must have had the opportunity of studying such a character from the original4 ,but he even confers on the ,french doctor in the ,merry ,wives the very name of an actual ,english one1 who was living in his boyhood1 and who was not merely a contributor to literature1 but a writer on philological subjects2 so that those who had been acquainted with the real ,caius were apt to feel some mystification at his dramatic presentment1 claiming a nationality which did not belong to him1 and murdering a language which was his own4 ,as regards the familiarity of the ,french and ,germans with our idiom1 the position is changed2 for while that of the former remains nearly stationary1 that of ,germany has grown more accurate and more general4 ,,ii4 ,but the conversance with our language in former times1 even among those who devoted their attention to philology and instruction1 was excessively scanty and inexact4 ,if no more than a bare quotation1 example1 or equivalent in ,english is given1 the solecisms are sometimes ludicrous in the extreme2 and this branch of the subject is sufficiently interesting and novel to induce me1 before ,i conclude my inquiry1 to shew somewhat farther than ,i have done in the account of the foreign professors of languages settled in ,london during the sixteenth and seventeenth centuries1 the ignorance of ,english exhibited by two distinct classes of writers1 namely1 by foreigners occupying among us of old the position of tutors or teachers1 and by the authors of publications designed for employment by ourselves visiting the ,continent1 or by our neighbours coming hither4 ,the notions entertained by educated professional ,frenchmen1 and even by ,hollanders and ,germans1 about our grammar and idiom were from the outset down nearly to the present century of the vaguest and most puerile character4 ,perhaps one of the most edifying monuments of this inveterate repugnance to the acquisition of so much as the alphabet of our poor tongue is to be found in a volume printed at ,nrnberg so late as #agdd under the title ,representation of the ,high-landers who arrived at the ,camp of the ,confederated ,army1 #agdc1 where beneath the first of a series of plates occurs this elucidation3 ,the ,highlanders in their accostumes clothes and downwards hanging cloak4 ,the explanatory description of the next engraving is ,a ,high-lander who puts on his cloak about his schoulders1 when weather is sed to rain4 ,these solecisms of course arose from the incompetence of the foreign artist or publisher1 or both2 but even where an ignorant typographer in a ,continental town was employed to set up an ,english book by the author himself1 the liability to blunders was very great1 and we are not to be surprised at slips of the press in such a work as ,bishop ,hooper's ,declaration of the ,commandments1 printed at ,zurich in #aedi1 when at the end the writer apprises us that the setters of the print understand not one word of our speech6 ,the most diverting illustrations of the jargon which was intended to pass for good conversational ,english abound in the pocket-guides and dictionaries1 of which some went through several editions1 and were evidently in great request by the sections of society to which they appealed4 ,one of them is an octoglot vocabulary1 #aedh1 and a second a series of ,colloquies in six languages1 accompanied by a dictionary1 #aegf4 ,the ,english examples in the latter are highly curious1 as affording an insight into our language as it was spoken at that date by foreign students and visitors2 and1 in point of fact1 it is hard to choose between the two1 which is the more remarkable4 ,let us take the ,preface to the earlier publication from an impression of #afca before me3-- ,,to ,,the ,,reader4 ,beloved ,reader this boocke is so need full and profitable _/ and the vsance of the same so necessarie _/ that his goodnes euen of learned men _/ is not fullie to be praised for ther is noman in ,france _/ nor in thes ,nederland _/ nor in ,spayne _/ or in ,italie handling in these ,netherlandes which hat not neede of the eight speaches that here in are writen and declared3 ,fer whether thad any man doo marchandise _/ or that hee do handle in the ,court _/ or that hee fo lowe the warres or that hee be a trauailling man _/ hy should neede to haue an interpretour _/ for som of theese eight speaches4 ,the which wee considering have at our great cost and to your great profite _/ brought the same speaches here in suchwise to gether _/ and set them in order _/ so that you fromyence fouath shall not neede eny interpretour _/ but shalbe able to speake them your self _/ 4444 ,an extract from one of the interlocutions must suffice3-- ,d4 ,peeter _/ is that your sone8 ,p4 ,yea it is my sonne4 ,d4 it is a goodlie childe4 ,god let hun al wayes prosper in virtue4 ,p4 ,i thancke you coosen4 ,d4 ,doth he not go to the scole8 ,p4 ,yes _/ hee learneth to speake ,french4 ,d4 ,doth hee8 it is very well done4 ,john _/ can you well speake ,french8 ,j4 ,not very well coosen1 but ,i learne4 ,d4 ,wher go you too schoole8 ,j4 ,in the ,lumbeardes streat4 ,d4 ,have you gon long too schoole8 ,j4 ,about half a yeare4 ,so the dialogue goes on1 and there is a series of them4 ,,iii4 ,a second exemplification of the superlative obstacles which persons born out of ,england have at all periods encountered in the endeavour to comprehend on their own part1 and render intelligible to others1 our insular speech1 is taken from the ,italian ,grammar of ,henry ,pleunus1 printed at ,leghorn at the end of the seventeenth century4 ,now1 here1 in lieu of the alleged width of acceptability1 which meets the eye in the traveller's pocket-dictionary just described1 we get a positive assurance that the author was a master of the ,english tongue2 and it may be predicated of him that1 compared with the majority of foreigners1 he exhibits a proficiency very considerably above the average1 though we honestly believe it to be grossly improbable that every one speaks ,english at ,legorne1 as he says in one of the ,anglo-,italian dialogues4 ,there can be no desire to be hypercritical in judging such a production1 or to lay stress on occasional slips of spelling and prosody2 but the ,english of ,pleunus very often strikes one--nor is it surprising that it should be so--as ,italian literally rendered4 ,he probably never attained an idiomatic phraseology2 and one would have said less about it1 had it not been for that sort of professorial assumption on the title-page4 ,going back in order of time1 ,i shall furnish some specimens of the tetraglot ,history of ,aurelio and of ,isabel ,daughter to the ,king of ,scotland1 translated from the ,spanish1 and printed in #aeef at ,antwerp4 ,i propose to quote a passage where two knights in love with ,isabel propose to cast lots for her3--,i fynde none occasion that is so iuste1 that by the same lof you1 or you of me maye complayne vs3 inasmuch that euery one of vs by him selfe is ynoughe more bounde vnto the loue1 that he beareth to ,isabell1 then vnto any other bounde of frendshippe4 ,and therfore ,i see not1 that ,i for respecte of you1 nor you also for mine to be ought to withdrawe from the high enterprise alreadie by vs begonne4 ,nor in likewise might be called a vertuouse worke1 that we both together in one place sould displane the louingly sailes voilles amoureuses in the ,french column1 for that shoulde be to defile1 that so great betwene vs and more1 then of brother conioyned frendship4 ,here it is not so conspicuously the orthography that is at fault1 as the composition and syntax4 ,but up and down this little book1 too1 there are some drolleries of spelling4 ,the translator from the ,spanish of ,juan de ,flores1 whoever he was 7a ,frenchman probably71 understood ,french and ,italian2 but surely his conversance with the remaining tongue was on a par with that of the majority of his ,continental fellow-dwellers then1 before1 and since2 and doubtless his printer has not failed to contribute to the barbarous unintelligibility of the ,english text4 ,this is the book to which ,collins the poet mistakenly informed ,warton that ,shakespear had resorted for the story of the ,tempest4 ,but a far stranger monument of orthographical and grammatical heresies exists in ,the historijke ,pvrtreatvres of the woll#d ,bible1 printed at ,lyons in #aeec4 ,it is a series of woodcuts1 with a quatrain in ,english beneath each picture descriptive of its meaning1 and is introduced by an elaborate epistle by ,peter ,derendel and an ,address from the printer to the reader4 ,both1 however1 probably proceeded from the pen of ,derendel1 who was doubtless connected with ,pierre ,erondelle1 a well-known preceptor in ,london at a somewhat later date4 ,the verses which occur throughout the volume are literal translations1 presumably by ,erondelle1 from the ,french1 and are singular enough1 and might have tempted quotation2 but1 eccentric as they are1 they are completely thrown into the background by the prolegomena1 and more especially by the preface purporting to come from the printer of the work1 which is the common set of blocks relating to ,biblical subjects1 made in the present case to accompany an ,english letterpress4 ,i will transcribe only the commencement of the preface1 whoseever it may be3--,the affection mine all waies towarde the hartlie ernest1 louing reader1 being cotinuallie commaunded of the dutie of mi profession1 mai not but dailie go about to satisfie the in this1 withe thow desirest and lookest for in mi vacation1 the withe1 to mai please the1 ,i wolde it were to mi minde so free and licentiouse streched at large1 as it is be the mishappe of the time restrained4 ,the discovery of ,moses by ,pharaoh's daughter is thus poetically set forth3-- ,the kinges daughter fonde him in great pitie ,the russhes amonge1 withe to him fauourable1 ,as god did please1 him to saue thought worthie1 ,his owne mother giuing him for noorce able4 ,once more1 the fall of ,abimelech in ,judges ix4 is portrayed after the ensuing fashion3-- ,hauing killed his bretherne on a stone1 ,abimelech was forced ielde the ghoast3 ,for besieging with for warre ,thebes1 anon ,a strocke he had1 of a woman with lost4 ,the spelling and the syntax in these examples are equally outrageous2 yet they are possibly not more so than might be expected from persons unversed in the intricacies and anomalies of our language4 ,but the point is1 that the undertaking was executed for the special behoof1 not alone of ,english residents abroad1 but also of ,english students of sacred history at home2 for there was nothing of the class at that time in our literature or our art4 ,it is almost incomprehensible on what ground ,english was selected1 as ,french would have been as serviceable to the educated reader here1 while the ,anglo-,gallic patois must have proved a puzzle to all alike4 ,the early ,english educational books produced by foreign printers were not quite invariably so wide of the mark in an idiomatic respect4 ,some of them were doubtless read in proof by the ,english author or editor2 and such may have been the case with a version of the ,short ,catechisme of ,cardinal ,bellarmine published in #afad at ,augsburgh1 where the slips do not exceed an ordinary ,table of ,errata4 ,now and then1 too1 the writer himself was alone responsible for the eccentricities which presented themselves in his book1 as where ,stanyhurst1 in his version of the neid1 published at ,leyden in #aehb1 renders the opening lines of ,book the ,second thus3-- ,with tentive list'ning each wight was setled in harckning2 ,then father neas chronicled from loftie bed hautie4 ,you me bid1 ,o ,princesse1 too scarrifie a festered old soare1 ,how that the ,troians wear prest by ,grecian armie4 ,here it was the idiosyncrasy of the ,briton which reduced a translation to a burlesque1 and disregarded the canons of his own language1 as well as taste and propriety in diction4 ,for the entire work is cast in a similar mould1 and is heterodox in almost every particular2 some passages are too grossly absurd even for an ,irishman who had spent most of his life in ,belgium or ,holland4 ,,xx4 ,origin and spirit of ,phonography--,william ,bullokar the earliest regular advocate of it--,charles ,butler--,dr4 ,jones and his theory examined4 ,i4 ,the phonetic system of orthography1 which may be regarded as empirical and fallacious1 only forms part of such an inquiry as the present by reason of the presence in our earlier literature of a few books which were apparently designed1 more or less1 for educational purposes4 ,the fundamental theory of the promoters of this principle1 both in former times and in our own1 seems to have been that the sound should govern the written character1 and that all laws of philology and grammar should defer to popular pronunciation4 ,it is1 of course1 begging the question1 in the first place2 and one of the warmest enthusiasts on the subject admits that the very pronunciation1 which is the product of sound1 and on which he relies1 differs in different localities4 ,the writers on behalf of phonetics possessed1 no doubt1 their own honest convictions2 but they have at no period succeeded in carrying with them any appreciable number of disciples4 ,between #aehj and #afcd1 ,william ,bullokar and ,charles ,butler endeavoured at various dates to establish their peculiar creed2 but it never gained footing or currency1 and its influence has left no trace on our language1 except in the literary or calligraphic essays of persons unable to read and write1 or in one or two isolated cases where the new heresy for the moment infected a man like ,churchyard1 the old soldier-poet1 for on no other hypothesis can we explain the uncouth spelling of his little poem on the ,irish ,rebellion of #aeih1 which is an orthographical abortion1 out of harmony with the usual style of the author1 and surpassing in foolishness the wildest suggestions of the professed adherents and supporters of the doctrine4 ,bullokar published his large ,grammar in #aehj1 and his ,brief one in #aehf2 and he also put forth in #aehe a version of sop's ,fables1 the title of which is a curiosity3--sopz ,fablz in ,tru ,ortography with ,grammar-,notz4 ,her-vntoo ar also iooined the ,short ,sentencz of the ,wyz ,cato3 both of which ,autorz are translated out-of ,latin intoo ,english by ,william ,bullokar4 ,gev' ,god the praiz ,that teacheth all waiz4 ,when ,truth trieth1 ,erroor flieth4 ,butler became a convert in later life to the views previously entertained and promulgated by ,bullokar1 bringing out a third edition of his ,history of ,bees in #afcd1 adapted to the new standard2 and in his ,english ,grammar1 published a twelvemonth before1 he enunciated the same orthographical dogmas4 ,he was of ,magdalen ,college1 ,oxford1 and prepared1 as early as #afjj1 a ,latin text-book on ,rhetoric for the use of his ,college4 ,this was more popular and successful than his phonetic excursus1 and is quoted even still now and again1 because it contains a slight allusion to ,shakespear4 ,but perhaps the most strenuous and elaborate attempt to reform us in this particular direction was made by ,dr4 ,jones1 who drew up a ,practical ,phonography1 ,or the ,new ,art of ,rightly ,spelling and ,writing ,words by the ,sound thereof1 for the use of the ,duke of ,gloucester1 son of ,queen ,anne1 somewhere before #agja1 in which year he communicated the fruit of his researches to the public4 ,his description of the art as a new one must be interpreted by his ignorance of the previous labours of ,bullokar and ,butler1 and as a proof that the proposal had met with no response2 and the fact that the ,doctor's own volume is almost unknown may be capable of a similar explanation4 ,i have no means of judging what kind of reception was accorded to ,dr4 ,jones at the time2 but the tone of that gentleman's ,preface was certainly not propitiatory or diffident2 for he freely speaks of the miserable ignorance of the world and of his own condescension to the undertaking1 in order to remove or enlighten it2 and yet1 from another point of view1 he addressed himself to the task of instituting a grammatical code based on that very ignorance of which he complains4 ,for you have not to travel beyond the introductory remarks to stumble on the following directions for the pronunciation and ergo the spelling of half-a-dozen familiar words and proper names3--,aron1 baut 7bought71 ,mair1 ,dixnary1 pais 7pays71 and ,wooster2 and at the same time on the very threshold of his text he allows that ,english ,speech is the ,art of signifying the ,mind by human ,voice1 as it is commonly used in ,england1 7particularly in ,london1 the ,universities1 or at ,court74 ,dr4 ,jones was a learned and well read medical man1 and the monument of his erudition and scholarship lies before me in the shape of this portentous volume of #add pages1 which1 if the young ,duke had not died from another cause1 might have proved fatal to him and to his royal mother's hopes of a successor in the ,stuart line4 ,that our national pronunciation is slovenly and against philological laws1 nobody will probably deny2 but it would not be an improvement or a gain to corrupt our written language by levelling it down to our spoken one4 ,,index4 ,abacus1 #bji-ae4 ,a4 ,b4 ,c41 #hh1 #bji-ae1 #bcd-g4 ,abingdon ,school1 #acb1 #ahc4 ,absence from school severely treated1 #ajh-i4 ,academies1 private1 #adc-d1 #agj-d1 #agh-hc4 ,accomplishments taught at the ,musum ,minerv1 #agj-d4 ---- at a private academy in #afgf1 #agh-i4 ,acolastus1 #abg1 #beg4 ,addison's ,letter from ,italy1 #bjc4 sop1 #dh1 #ii1 #aci1 #ada1 #bhg4 ,ainsworth1 ,robert1 #bbi-cj4 ,aldus1 #gf4 ,ale1 #adj4 ,alexander de ,vill ,dei1 #de-f1 #bdc-d4 ,alfric1 ,archbishop1 his ,colloquy1 #cj4 ,allibone1 ,john1 #ab4 ,alphabet1 ,jonson's remarks on our1 #bcd-f4 ,alphabetum ,latino-,anglicum1 #aedc1 #abd4 ,america1 #cc-d4 ,american ,plantations1 #ag1 #hd4 ,amwell1 #ea-c1 #bjj4 ,andreas1 ,bernardus1 #fh1 #ajb4 ,andrew of ,wyntown1 #ahd4 ,anglo-,gallic dictionary1 #ce4 ---- vocabulary1 #bee4 ,anglo-,latin literature1 #gb4 ,anniquil1 ,john1 schoolmaster and grammarian1 #aa1 #ea-c1 #ia4 ,apollo ,shroving1 #afbg1 #add4 ,apothecaries1 early1 ignorance of1 #aje4 ,appleby1 #ajg4 ,appositions1 #ach4 ,aristotle1 #bdd4 ,arithmetic1 #afc-d4 ,arthur1 ,prince1 son of ,henry ,,vii41 #fh1 #ajb4 ,arthusius1 ,gotardus1 #aee4 ,ascensius1 ,jod4 ,badius1 #gh-hj4 ,ascham1 ,roger1 #ab1 #ai1 #aif1 #bbj-c4 ,as in prsenti1 #baf4 ,astrology1 #aeg-h4 ,astronomy1 judicial1 #acc1 #aeg4 ,aufield1 ,w41 #bfh-i4 ,aurelio and ,isabel1 ,history of1 #aeef1 #bgi-ha4 ,aviarium1 #bbg-h4 ,aylesbury1 #afj4 ,bacon1 ,francis1 #agg4 ,baker1 ,humphrey1 #afc-d4 ,bailey1 ,old1 #afe4 ,balbus1 ,johannes1 #ej1 #bbe4 ,bale1 ,bishop1 #ih4 ,bales1 ,peter1 #afe4 ,barchby1 ,john1 #gc4 ,barclay1 ,alexander1 #ab4 ,beaune1 #bef4 ,bebelius of ,basle1 #ha4 ,beer1 #adj4 ,bellarmine's 7,cardinal7 ,catechism1 #bhd4 ,bellomayus1 ,johannes1 #gc4 ,bellot1 ,jacques1 #bfg-h1 #bga-b4 ,bellum ,grammaticale1 #hb4 ,berkshire1 #afj4 ,bethnal ,green1 #acc1 #agj-a4 ,bible1 the1 in schools1 #bje-h4 ,black ,eagle in ,st4 ,paul's ,churchyard1 #aae4 ,blue ,coat ,school1 #bec4 ,board ,schools1 wise policy of the1 #bjg4 ,bodley1 ,sir ,thomas1 #aj-aa4 ,bodmin1 #afa4 ,bookbinders1 #aad-ae1 #bfd4 ,borde1 ,andrew1 #baj-aa4 ,boulogne1 #bfj4 ,bow ,lane1 #aef4 ,boy-bishop at ,st4 ,paul's1 #aji4 ,bracebridge1 ,thomas1 #ahj4 ,brackley1 ,waynflete's school at1 #aa4 ,bread1 manchet1 #adj4 ,bright1 ,timothy1 #agg4 ,brightland1 ,john1 #aca4 ,browne1 ,alexander1 #age4 ,buchanan1 ,george1 #aag1 #aif4 ,buckinghamshire1 #afj4 ,bullokar1 ,william1 #bhf-g4 ,burles1 ,edward1 #aca4 ,burney1 ,charles1 #bc4 ,busby1 ,dr41 #ah1 #ba-c4 ,buskins1 #bfe4 ,butler1 ,charles1 #bhf-g4 ,butter1 sweet1 in #afeb1 #adj4 ,caius1 or ,kay1 ,john1 #bdg-h1 #bgc-d4 ,calligraphy1 #afe1 #age-f4 ,cambridge1 #bdc-d4 ,canterbury1 #bda4 ,carmichael1 ,james1 #ahg4 ,carving1 #aga4 ,cassilis1 ,gilbert1 ,earl of1 #aag-ah4 ,catechism1 the1 #bjg-h1 #baf4 ,cathedral schools1 #g-i1 #aac4 ,catherine of ,aragon1 #aah4 ,cato1 ,dionysius1 #ih1 #bhg4 ,caxton1 ,w41 his prose neid1 #ie-f4 ,cecil1 ,w41 ,lord ,burleigh1 #ai1 #bbj4 ,chancellor of ,st4 ,paul's1 #aac4 ,chapman1 ,george1 #beb4 ,charactery1 #agg4 ,charles ,,ii4 and ,dr4 ,busby1 #ba4 ,charterhouse1 #gf4 ,chaucer1 #bbc4 ,cheke1 ,sir ,john1 #hb1 #bba1 #bdg-h4 ,chichester1 #ajf4 ,childermass1 #aji4 ,christ's ,hospital1 #abf1 #ace-f1 #bec-d4 ,christ-cross-row1 #baj-aa4 ,church1 salutary influence of the early1 #e et seq4 ,churchyard1 ,thomas1 #bhf4 ,cicero1 #ah1 #id1 #if et seq41 #aaj1 #aci1 #ada-b4 ,ciceronian ,academy1 #bai4 ,cirencester1 #ajh4 ,city of ,london ,school1 #ace1 #bjd4 ,civil ,war in ,great ,britain1 influence of the1 #aij1 #bjj4 ,classic authors read in ,england in #aebj1 #hh4 ---- in #aefc1 #bba4 ---- used at ,st4 ,paul's1 #aaj4 ---- at ,merchant ,taylors'1 c41 #bea1 #bec-d4 ---- at a provincial school in #aghh1 #aha4 ---- by ladies1 #aii1 #bjc4 ---- attempt to supersede1 in #aehb1 #bca-b4 ,clerical control over education1 #c1 #e-g1 #aij-b1 #aie-bjh4 ,cocker1 ,edward1 #age-f4 ,coleridge1 ,s4 ,t41 #acf4 ,colet1 ,dean1 #h1 #ajc1 #ajh-ad1 #abj-b4 ,collation at ,merchant ,taylors' on ,probation ,day1 #adj4 ,college education in ,scotland1 former cost of1 #ahi4 ,collins1 ,w41 #bha4 ,collins's ,oriental ,eclogues1 #bjc4 ,columbus1 ,c41 #cc4 ,comparative study of ,latin and ,english1 #gb4 ,conventual schools1 #f-g4 ,cooper's ,thesaurus1 #bbf1 #bbh-i4 ,corderius1 ,m41 #aci4 ,cornwall1 #afa4 ,corporal punishment in schools1 #ah-bf1 #cj4 ---- petitions to ,parliament against it1 #be4 ,coster1 ,laurence1 #ed4 ,cox1 ,leonard1 #abc4 ,croft1 ,richard1 #aid4 ,croke1 ,richard1 #bdd4 ,cromwell1 ,oliver1 #aia-b4 ---- ,thomas1 ,earl of ,essex1 #bbg1 #beg4 ,dame-schools1 #aif-g1 #bjb1 #bjf4 ,dancing1 #aga1 #agh4 ,davies's ,welsh ,grammar1 #bcc4 ,decalogue1 #abj-a4 ,de ,conscribendis ,epistolis1 by ,erasmus1 #ajc-d4 ---- an anecdote about the book1 #ajd4 ,de ,corro1 ,anthonio1 #aec4 ,de ,flores1 ,juan1 #bgi-ha4 ,delamothe1 ,g41 #bff4 ,denny1 ,sir ,anthony1 #bbf4 ,derendel1 ,peter1 #bha4 ,desainliens1 ,claude1 #bfa-f4 ,despauterius1 #df4 ,dialogues of ,lucian translated into ,latin by ,erasmus1 #ajj4 ---- in ,english and ,french1 #beh-i4 ---- in ,english and ,italian1 #bfc-e1 #bgi4 ,dickens's ,mrs4 ,plawnish1 #bgc4 ,dictionaries1 early1 #bg et seq41 #bbe-cj4 ,dictionary1 definition of a1 #cb4 ---- of ,johannes de ,garlandia1 #cb-d4 ,discipline1 severity of early1 #ag-bf1 #ajh-ab4 ,doctrinale of ,alexander de ,vill ,dei1 #de-f1 #ahf4 ,donatus1 lius1 #df-i1 #ej1 #hf1 #aba1 #ahd4 ,dorchester1 #ahc4 ,dorne1 ,john1 #ci1 #hg-i4 ,dorset ,street1 ,spitalfields1 #aeg4 ,d',ouvilly1 ,sir ,balthazar ,gerbier1 #agj-d4 ,drawing1 #aga1 #age4 ,dugard1 ,william1 #adj1 #ade-i4 ,duncan1 ,dr41 #bai4 ,du ,ploiche1 ,pierre1 #beh-fa4 ,dutch language1 #aec1 #aga1 #agc4 ,du ,wes or ,dewes1 ,giles1 #aag1 #beg4 ,dyonisie de ,mountchensy1 #cf4 ,east ,indies1 #aee4 ,edward the ,confessor1 #ag4 ---- ,i4 #ce4 ---- ,,vi41 #abc-f1 #ace4 ,elizabeth1 ,queen1 #abf1 #acj1 #bcj-b1 #bda4 ,elyot1 ,sir ,thomas1 #bbf-i4 ,endowed grammar schools of ,edward ,,vi41 #abf4 ,english school-books printed abroad1 #he1 #bgc4 ,erasmus1 ,desiderius1 #ii1 #ajc1 #aah1 #abj1 #abg1 #bdd-e1 #bdg4 ,erondelle1 ,pierre1 #bff-g1 #bha-b4 ,eton1 #ah-ai1 #ba4 ---- ,grammar1 #afj4 ,etymology1 #aea4 ,euripides1 #bdh1 #bed4 ,evans1 ,sir ,hugh1 #ahj-a4 ,exchange1 ,royal1 #afd4 ,farriery1 #bfc4 ,faversham1 #afa4 ,feckenham1 #aid4 ,female influence1 #bjf-h4 ,festeau1 ,paul1 #bfi-gj4 ,fish1 #gf-g4 ,fisher1 ,bishop1 #bdb-c4 ,fitzjames1 ,bishop1 #ajf4 ---- ,lord ,chief ,justice1 #ajf4 ,fitzstephen1 ,w41 #ae4 ,flageolet1 #age4 ,flanders1 #bgc4 ,florence1 #bde4 ,florio1 ,john1 #aee4 ,foreign influence1 #c1 #ch et seq41 #ff1 #agj-d4 ---- ignorance of ,english1 #bgc-hd4 ,founders of schools at the ,reformation1 #ajf4 ,fox1 ,john1 #abe4 ,free school at ,oxford1 #fj4 ,free school at ,feckenham1 #aid4 ,french dame-schools1 #aig4 ---- influence1 #c1 #beg-fb1 #bff-gj4 ---- ,introductory1 by ,g4 ,du ,wes1 #aag4 ---- knowledge of ,english1 #bgd1 #bhj et seq4 ---- language1 #aec1 #bed et seq41 #bgj4 ---- orthography1 #ce-f4 ---- school in ,st4 ,paul's ,churchyard1 #aaf4 ,frobenius1 #gf4 ,frorne frozen1 #gf4 ,gadbury1 ,john1 #aeh4 ,gardiner1 ,bishop1 #hb1 #bdg-h4 ,gascoigne1 ,george1 #bdh4 ,gemma ,vocabulorum1 #bbe4 ,geneva1 ,english residents at1 #aj4 ,gentleman's ,calling1 ,the1 #ac4 ,german influence1 #aig4 ---- language1 #aeb1 #aga1 #agc4 ---- population of ,riga1 #bag4 ,germany1 #bbb1 #bgd4 ,gloucestershire's ,desire1 #afdb1 #aic4 ,gold1 writing with1 #agf4 ,golden ,ball in ,st4 ,paul's ,churchyard1 #bfb4 ,goldsmith's ,alley1 #id4 ,goldsmith's ,poems for ,young ,ladies1 #bjb-c4 ,gradus comparationum1 #gc4 ,grammar schools1 endowed1 #abf4 ,grammatica ,initialis1 #aeji1 #ad4 ,grant1 ,edward1 #bea4 ,grantham1 ,lincolnshire1 #beb4 ,grantham1 ,thomas1 #bec4 ,gray's ,inn1 #bdh4 ,greek language1 #bda-ed4 ----1 study of the1 at ,oxford1 #aja-e1 #bdd4 ---- taught at ,cambridge by ,erasmus1 #ajj1 #bdc-e4 ---- taught at public schools1 #ada-b1 #afa1 #bea1 #bec-d4 ---- taught by private tutors1 #aec4 ,greeting1 ,thomas1 #age4 ,grey1 ,lady ,jane1 #bbb4 ,grocyn1 ,w41 #ajb1 #bdd-e4 ,guarini of ,verona1 #hf-g4 ,guarna1 ,andrea1 #hb4 ,hadleigh1 ,suffolk1 #add4 ,hall1 ,arthur1 of ,grantham1 #beb4 ,harmar1 ,samuel1 #aic-d4 ,hart ,street1 #aeg4 ,hawkins1 ,william1 #add4 ,hayne1 ,thomas1 #baf1 #bch-i4 ,hazlitt1 ,william1 #aha-b4 ---- ,mr4 ,registrar1 #bha1 note4 ,hebrew1 #adb1 #aec1 #afh4 ,henry ,,vii41 #fh1 #bde4 ---- ,,viii41 #fh1 #abc-d #abf1 #abh1 #acc1 #adc1 #aih1 #bje1 #bbf-g1 #bdf-g1 #beg-h4 ,hereditary succession of teachers1 #hd4 ,herefordshire1 #afb4 ,hero and ,leander of ,musus1 #bec4 ,herodotus1 #bec4 ,hertfordshire1 #aca4 ,highgate1 #bjj4 ,highlanders1 #bgf4 ,hills1 ,richard1 #acf4 ,holidays1 ancient school1 #ae-ag4 ,holofernes1 ,shakespear's1 #ii1 #aee4 ,holt1 ,john1 #gj-a4 ,holwell1 ,john1 #aeg4 ,homer1 #bej1 #beb-d4 ,hoole1 ,charles1 #ic-d4 ,hooper1 ,bishop1 #bgf4 ,horace1 #fd1 #id4 ,horman1 ,william1 #gc-h1 #abi1 #bbb4 ---- his literary quarrel with ,lily and others1 #ha-b4 ---- extracts from his ,vulgaria1 #gd-h4 ,horn-book1 #baa1 #bab4 ,hours of the ,virgin1 #aead1 #aae4 ,howell1 ,james1 #bcc4 ,hume1 ,alexander1 #aca1 #ahg4 ,hundred ,merry ,tales1 #acc-d4 ,hunt1 ,leigh1 #ace4 ,illustrated children's books1 #aei4 ,indian abacus1 #bae4 ,inglis1 ,esther1 #agf4 ,ingulphus1 #ag-ah4 ,ink1 #gf4 ,instruction1 medival method of1 #ad1 #cj4 ,ipswich1 ,wolsey's school at1 #ajg1 #aai-bj4 ,ireland1 #aca1 #ahi1 #bhd1 #bhf4 ,italian influence1 #c1 #hf-g1 #aig1 #bdb-c1 #bde1 #bfa-f1 #bgh-i4 ---- language1 #aeb et seq41 #bfa-f4 ---- hand1 #agg4 ,jerome1 ,st41 #df1 #aaj-aa4 ,jesus ,college1 ,cambridge1 #aa-ab4 ,johnny ,qu ,genus1 #baf4 ,johannes de ,garlandia1 #cb-d1 #hc4 ,johnson1 ,thomas1 #bab4 ,jones1 ,dr41 #bhg-i4 ,jonson1 ,benjamin1 #agg1 #bcc-f4 ,julius ,csar1 #ie-f4 ,ken1 ,bishop1 #acg4 ,kent1 #afa4 ,kinaston1 ,sir ,francis1 #agc1 #bcc4 ,kingston-upon-,hull1 #ajf4 ---- ,thames1 #beb4 ,kinwelmersh1 ,francis1 #bdh4 ,knox1 ,john1 #ahe1 #aid4 ,kyffin1 ,maurice1 #ib4 ,ladies1 #age4 ---- colleges for1 #bjj et seq4 ,ladies' lapdogs1 #gg4 ,lamb1 ,charles1 #acf1 #bjj1 #bec-d4 ---- ,mary1 #bjj4 ,lancashire1 #ajf4 ,lane1 ,a41 #afb-c4 ,languages1 living1 taught in ,england1 #aeb et seq41 #afh1 #aga1 #agc4 ,latimer1 ,bishop1 #bba4 ---- ,w41 #ajb4 ,latin language1 #gb1 #aeb1 #aee1 #afb-c1 #bbi-cj4 ---- authors used at ,st4 ,paul's1 #aji-aj4 ---- barbarous or low1 #bbh4 ,laureateship1 ancient1 #fg4 ,lawrence ,pountney1 ,st41 #acf4 ,leghorn1 ,english at1 #bgh-i4 ,lemprire1 ,dr41 #ahb4 ,leominster1 #afb4 ,letter-writing1 #ajc4 ,levins1 ,peter1 #bbh4 ,lexicons1 #bbe-cj4 ,libraries1 parochial1 proposed in ,scotland1 #ahe-f4 ,lichfield1 #fj4 ,life1 medival1 illustrated by ancient school-books1 #ca-b1 #ge-h4 ---- ,english1 of the #afth and #agth centuries illustrated1 #bei et seq4 ,lilly1 ,william1 the astrologer1 #aeh4 ,lily1 ,george1 #ajg4 ---- ,william1 #dd1 #fj1 #ha1 #hd-e1 #aah-bb1 #abd1 #aci1 #aej-b1 #afa1 #ahf1 #baf1 #bdb1 #bde1 #bdg4 ,linacre1 ,thomas1 #ajb1 #aag-ah1 #bdd-e1 #beg4 ,lincolnshire1 #aeh4 ,littleton1 ,adam1 #bbi4 ,logic1 #acc-d4 ,lombard ,street1 #bgh4 ,london1 localities of1 #gf1 #gg-h1 #ic-d1 #aac-af1 #aef1 #afb1 #afd-e1 #beh-i1 #bfa-b1 #bgh4 ---- proposed ,university of1 in #afdg-h1 #aff-i4 ,longlond1 ,dr41 ,bishop of ,lincoln1 #aea4 ,lord's ,prayer1 #abj-a4 ,lothbury ,garden1 #ic1 #aef4 ,louth1 ,lincolnshire1 #aeh4 ,lucian1 #aja1 #bed4 ,ludus ,ludi ,litterarii1 #afgb1 #add4 ,lydgate1 ,john1 #cg1 #db-c1 #ii4 ,magdalen ,college ,school1 ,oxford1 #aa-ab1 #ea1 #gj1 #hd-e1 #acb1 #aeb1 #bjd4 ,makins1 ,bathsua1 #bjj4 ,malagasy language1 #aee4 ,malayan language1 #aee4 ,malmesbury1 #bda4 ,manchester1 #ajf1 #acb1 #ahj4 ,manchet bread1 #adj4 ,mantuan1 ,eclogues of1 #ih4 ,mary1 ,princess1 afterwards ,queen1 #aag1 #abe1 #beg4 ,mauger1 ,claudius1 #bfi-gj4 ,maupas1 ,charles1 #bfh-i4 ,may-,flower1 the1 #hd4 ,maypoles1 #aib4 ,mayor of ,london1 #gg4 ,meals1 graces at1 #bei4 ---- reading at1 #bei4 ,medulla ,grammatices1 #bbe4 ,mercers' ,school1 #ace4 ,merchant ,taylors' ,school1 #af1 #ba1 #acb1 #acf-db1 #add-i1 #bbc-d4 ,middlesex1 #aca4 ,mile-,end ,green1 #afb4 ,military science1 #aga4 ,milk for ,children1 #gj4 ,milton1 ,john1 #aeh-i4 ,miracle of the fishes1 #ajh4 ,monastic or conventual schools1 #f-g4 ,montefiore1 ,sir ,moses1 #adc4 ,monumenta ,franciscana quoted1 #aad4 ,more1 ,sir ,thomas1 #fe1 #gj1 #aab1 #bdf4 ,morris dances1 #aib4 ,morris1 ,richard1 #de4 ,motto of ,merchant ,taylors' ,school1 #adg4 ,mountjoy1 ,lord ,william1 #ajc4 ,mrs4 ,leicester's school1 #bjj4 ,mugwell or ,monkwell ,street1 #aef4 ,mulcaster1 ,richard1 #ach1 #bbc-d4 ,mules1 #bfe4 ,murray1 ,lindley1 #de1 #bah-ai4 ,musum ,minerv at ,bethnal ,green1 #acc1 #agj-d4 ,musus1 #bec4 ,music taught in the conventual schools1 #g4 ---- to ladies by private masters1 #age4 ,nash1 ,thomas1 quoted1 #ai-bj4 ,neckam1 ,alexander1 #cb4 ,neo-,hellenic1 #bdi1 #bec4 ,netherlands1 #bgc1 #bgi4 ,newman1 ,thomas1 #ib4 ,niger1 ,franciscus1 #ajc4 ,nominale1 the1 #bg et seq4 ,nonsense-verses1 #ada4 ,norths of ,kirtling1 the1 #aii4 ,nowell1 ,alexander1 ,dean of ,st4 ,paul's1 #ach4 ,ocland1 ,christopher1 #bcj-b4 ,old ,brompton1 #adj4 ,oral instruction1 #ad4 ,ortus ,vocabulorum1 #bbe1 #bbh4 ,oudin1 ,cesare1 #aec4 ,ovid1 #ie4 ,owen1 ,lewis1 #aec4 ,oxford1 ,waynflete's school at1 #aa1 #ab1 #ea1 #fj1 #fh4 ---- ancient educational machinery at1 #ag1 #acc-d1 #aea4 ---- ,grammar of1 #agji1 #abj4 ,pace1 ,richard1 #ajb1 #bdg4 ,padua1 #bde4 ,painting1 #aga4 ,palsgrave1 ,john1 #abc1 #abg1 #bbh4 ,pantofles1 #bfe4 ,paper1 manufacture of1 #ge4 ---- different sizes of1 #ge4 ---- royal1 #bfd4 ---- blotting1 #bfd4 ,paris under ,philip ,augustus1 #cc-d4 ,parish churches in ,london1 #gh4 ---- schools in ,england1 #aid4 ---- ---- in ,scotland1 #ahe4 ---- libraries proposed in ,scotland1 #ahe4 ,partridge1 ,john1 #aeh4 ,parvula1 #fi-gj4 ,parvulorum ,institutio1 #eb4 ,penton1 ,stephen1 #bae4 ,pepys1 ,s41 #aeg1 #age4 ---- ,mrs41 #age4 ,percy1 ,bishop1 #g4 ,perottus1 ,nicolaus1 #ci-dj1 #bbe4 ,pes 7foot7 derived from the ,greek1 #cc4 ,phniss of ,euripides1 #bdh4 ,philelphus1 ,franciscus1 #ajc4 ,phonography1 #bcg1 #bhe-i4 ,pictorial vocabulary1 #ce4 ,play-days v4 holy-days1 #af4 ,pleunus1 ,henry1 #bgh-i4 ,poggius 7,poggio ,bracciolini71 #ii4 ,polyglot vocabularies1 #aec-d1 #bgf-hj4 ,pope1 ,alexander1 #bje4 ,popular literature of #aebj1 #hh4 ,portraitures of the ,bible1 #aeec1 #bha-c4 ,portuguese language1 #aec4 ,prayers at public schools1 #acg4 ,prices of provisions1 #fe4 ,prideaux1 ,m41 #acb1 #afb1 #bci4 ,primer1 ,national1 of #aedj1 #abc et seq4 ---- ,salisbury1 #aba4 ---- for children1 #baa1 #bad4 ,primrose1 ,dr41 ,goldsmith's1 #ha1 #bje4 ,printing1 notices relative to1 #ge4 ,printing-press1 private1 attached to ,merchant ,taylors' ,school1 #adh-i4 ,probation-,day1 #aci-db4 ,professors of foreign languages1 #aec4 ,promptorius ,parvulorum1 #bbe4 ,pronunciation of ,greek and ,latin1 #bdh-ea4 ,propria qu maribus1 #bgf4 ,proprietary schools1 #afb1 #aie-f1 #bjb1 #bjf4 ,protestant refugees at ,geneva1 #aj4 ---- ,a4 ,b4 ,c41 first1 #aeec1 #bab4 ,provincial schools1 #acb1 #afj1 #agi-ahc4 ---- culture1 #bja-b4 ,pumps1 #bfe4 ,punctuation1 early1 #gi-hj4 ,putney1 #bjj4 ,quarter-wages1 #adh-i4 ,quiney1 ,mrs41 #bjb4 ,rabbards1 ,r41 #afe4 ,rabelais1 #ajd4 ,reading1 #afj4 ,reference1 early books of1 #bci-dj4 ,religious character of early teaching1 #f-h4 ,remedies or holy-days1 #ae-ag4 ,reynell1 ,sir ,richard1 #afb4 ---- ,sir ,thomas1 #afb4 ,rhetoric1 #acb4 ,rhodes1 #bdb1 #bde4 ,richmond and ,derby1 ,margaret1 ,countess of1 #bag4 ,riding the ,great ,horse1 #aga4 ,riga1 #ajg4 ,rightwise1 ,john1 #baf4 ,ripley's ,compound of ,alchemy1 #afe4 ,robertson1 ,thomas1 of ,york1 #ha1 #aej-b4 ,rochelle1 #bef4 ,roman ,antiquities of ,prideaux1 #acb4 ---- of ,adams1 #bdj4 ---- coins1 weights1 and measures1 #bcj4 ,rome1 #bde4 ,rood1 ,theodore1 #ea4 ,roper1 ,margaret1 #aii4 ,rose1 ,manor of the1 #acf4 ---- sign of the1 #beh-i4 ,roulston1 ,staffordshire1 #ajf4 ,ruddiman1 ,thomas1 #ahg-i4 ,russian abacus1 #bae4 ,sackville1 ,sir ,richard1 #ai1 #bbj-b4 ---- ,mr4 ,robert1 #bba4 ,salaries of schoolmasters in #aefa1 #ach4 ,school children 7parish7 in #afdb1 #aid4 ,school of fish1 #gf4 ,schools1 monastic or conventual1 #f-g4 ----1 cathedral1 #g-i1 #aac4 ---- established in ,england1 #aejb-ae1 #aje-h1 #baj4 ---- ---- by ,edward ,,vi41 #abf4 ,schoolmaster1 the old and new1 #bc-f4 ---- of ,old ,st4 ,paul's1 #aac-ad4 ,schoolmasters under the ,commonwealth1 #aia-b4 ,scogin1 ,jests of1 #baj-aa4 ,scot1 ,alexander1 #bea4 ,scotland1 #aca1 #ahd-i1 #aie1 #aig1 #bje1 #bgi4 ,scotus1 ,joh41 #bdd4 ,scrooby1 ,lincolnshire1 #hd4 ,secularisation of teaching1 #bjd-h4 ,shakespear1 ,w41 #ii1 #aee1 #agg1 #ahj-a1 #bja-b1 #bha4 ---- his ,dr4 ,caius and ,duke de ,jarmany1 #bgc-d4 ,ship of ,fools1 #ab4 ,shirley1 ,james1 #bcg-h4 ,shoemaker1 dialogue with a1 in #aeig1 #bfe4 ,short ,introduction of ,grammar1 by ,lily1 #hd4 ,shropshire1 #agc1 #aha-b4 ,shropshire school in #aghh1 #aha-b4 ,skinners' school at ,tonbridge1 #ace1 #bea4 ,smith1 ,sir ,thomas1 #bdg4 ,smith's series of dictionaries1 c41 #bdj4 ,sneezing1 folklore of1 #gh4 ,somersetshire1 #ajf4 ,somerville1 ,mrs41 #aii4 ,spalding1 ,augustine1 #aee4 ,spanish language1 #aec4 ,speech-,day at ,merchant ,taylors'1 #adc4 ,speeches at breaking-up1 #adc-e4 ,spelling ,a4 ,b4 ,c41 #aeij1 #bab4 ,spitalfields1 #aeg4 ,staffordshire1 #ajf-g4 ,stage-plays in #afed1 #aib4 ,stanbridge1 ,john1 #aa1 #ci1 #dd1 #ec-i1 #ga1 #abb4 ,standish1 ,john1 #bdb4 ,stans puer ad mensam1 #db-c4 ,stanyhurst's ,virgil1 #bhd4 ,sterne's ,sentimental ,journey1 #bfg4 ,st4 ,martin's-le-,grand1 #aad4 ,st4 ,mary-le-,bow1 #aad4 ,st4 ,mary ,wike1 ,devonshire1 #ajg4 ,st4 ,paul's ,church1 #gg4 ---- ,churchyard1 #aae-af1 #aef1 #bfa-b4 ---- ,school 7old71 #h1 #aac4 ---- ---- 7,colet's71 #ajj et seq41 #abj-b1 #acb-c1 #bjd1 #baf1 #bbc1 #bdb4 ,stockwood1 ,john1 #bea4 ,stratford-on-,avon1 #aha1 #aid4 ,strong1 ,nathaniel1 #aef4 ,studies at the ,musum ,minerv1 #aga-b4 ,sturmius1 ,johannes1 #bba4 ,subjects taught in medival schools1 #i-aj4 ---- at ,st4 ,paul's and ,merchant ,taylors'1 #aji-aj1 #acg1 #aci1 #ada-b4 ---- at provincial schools1 #aha-b4 ,sulpicius1 ,johannes1 #dj-d1 #ej4 ,surrey1 #bjj4 ---- ,lord1 #bbc4 ,survival of early ,english system of holidays in the ,united ,states1 #ag4 ,sutton ,colfield1 #ajf4 ,syms1 ,christopher1 #afc4 ,tables of ,grammar1 by ,john ,fox1 #abe4 ,teachers1 foreign1 #e1 #ff4 ,terence1 #df1 #ea1 #ij-d4 ,testament1 ,greek1 #ada4 ,theology in schools1 #bje-h4 ,thucydides1 #beb4 ,tiptoft1 ,john1 ,earl of ,worcester1 #if4 ,tom ,thumb's ,alphabet1 #aei4 ,tonbridge1 ,skinners' ,school at1 #ace1 #bea4 ,tree of ,knowledge1 the1 #ac4 ,trinity ,lane1 #beh-i4 ,tumbler1 a dog1 #gg4 ,tunstall1 ,bishop1 #ajb4 ,turner1 ,dr41 #aje4 ,tusser1 ,thomas1 #ah-ai4 ,tutors1 #afa-c4 ,udall1 ,nicolas1 #ai1 #ba4 ,union1 educational results of the1 #c4 ,united ,states1 system of holidays in the1 #ag4 ,university of ,london1 proposed1 in #afdg-h1 #aff-i4 ,vacation1 modern1 not formerly understood1 #af4 ,valpy's ,greek ,grammar1 #afa4 ,vaus1 ,john1 #ahf4 ,vergil1 ,polydore1 #dd4 ,vimont1 ,m41 #bcf4 ,virgil1 #dc-d1 #id-e1 #aaj-aa1 #bhd4 ,vitellius1 ,cornelius1 #bdd4 ,vives1 ,ludovicus1 #aah4 ,vocabularies1 #bg et seq4 ---- polyglot1 #aec-d4 ,wakes1 #aib4 ,wales1 #aca1 #bcc4 ,walker1 ,william1 #aeh4 ,walter de ,biblesworth1 #ce4 ,wapping1 #aef4 ,warwickshire1 #fj1 #aid4 ,watling ,street1 #aad4 ,wax candles taken by boys to school1 #aji1 #acg4 ,waynflete1 early school at1 #aa4 ---- ,bishop1 #aa1 #he4 ,welsh ,grammar1 #bcc ,wem1 ,salop1 #aha4 ,westbury1 ,lord ,chancellor1 #bha1 note4 ,westminster1 #ag4 ---- ,school1 #ba1 #acb4 ---- ,grammar1 #afj4 ,west ,point ,school1 ,u4,s41 #ag4 ,white1 ,thomas1 #aei4 ---- ,sir ,thomas1 #ach4 ,whitsun-ales1 #aib4 ,whittinton1 ,robert1 #ci1 #dd1 #fj-h1 #ha-b1 #id1 #if-i1 #abb1 #ahf1 #bbb4 ---- his series of grammatical treatises described1 #fj-f4 ,winchester ,school1 #acg4 ,wines1 #bef4 ,withals1 ,john1 #bbh-i4 ,witton ,school1 near ,chester1 #ahc4 ,wolfe1 ,reginald1 #abg4 ,wolsey1 ,cardinal1 #ajg1 #aai-bj4 ,wolverhampton1 #ajg4 ,women1 education of1 #d1 #aie-bjh4 ---- notices of1 #gg4 ,word-books1 #bg et seq4 ,writing1 #age-g4 ---- books1 abundance of1 #age4 ,xenophon1 #bed4 ,zenobia1 ,queen ,elizabeth preferred to1 #bca4 ,,ballantyne ,,press3 ,,edinburgh ,,and ,,london ,,footnotes3 #a ,there is some sort of evidence that the ,grammar of ,perottus was in demand here in ,england as a work of reference and instruction2 for ,i find it in the interesting account-book of ,john ,dorne of ,oxford for #aebj4 ,it is bracketed with the ,vulgaria of ,whittinton and the ,vocabula and ,accidence of ,stanbridge as having fetched1 the four together1 #cs4 ,it is described as being in leather binding1 in quarto4 #b ,knight refers to the ,epistol of ,franciscus ,philelphus1 printed at ,milan in #adga4 #c ,introduction to ,hayne's ,latin ,grammar1 #afdj4 #d ,it may be worth while to note that the use of woll for whole was not an unusual type of orthography and pronunciation in early ,english4 ,thus1 in the ,interlude of the ,four ,elements 7#aeai71 we have3-- ,for1 as ,i said1 they have none iron1 ,whereby they should in the earth mine1 ,to search for any wore4 ,and in the ,image of ,hypocrisy1 part #c1 ,robin ,hood is called ,robyn ,whode4 ,lord ,chancellor ,westbury used to pronounce whole in the same way1 and he would also say whot for hot4 ,when ,mr4 ,registrar ,hazlitt was engaged with him on the ,bankruptcy ,bill1 he remarked more than once3 ,i am sick1 ,hazlitt1 of the woll business4 ,transcriber's ,notes3 ,passages in italics are indicated by italics4 ,passages in ,gothic font are indicated by font4 ,superscripted characters are indicated by superscript4 ,the original text includes letters with diacritical marks that are not represented in this text version4 ,the original text includes ,greek characters4 ,for this text version these letters have been replaced with transliterations4