but of very few in a County, such as may vindicate Masters from being necessitous and contemptible." Many of the free grammar schools, instead of bringing up the youth in learning, "are onely Nurseries of Piety and Letters, as preparatory to Trade."

He proceeds to show that these schools are not turning out more scholars than England needs. His argument is based on the assumption that a Latin training is needed for the three learned professions, and for many subsidiary callings. Some little attempt is made to give the question a definite numerical treatment, but it is evident that the statistical information which such treatment would call for was not at hand.

The objection that a preacher of the gospel needs not learning but rather the illumination of the spirit, was already abroad, and Wase undertook to answer it. "Morality," so the argument runs, the Law written in our hearts needed not to have bin learn'd out of Books. . . But the Doctrine of Faith being an engrafted word, not from nature, but by culture, needed to be reveled; to be couch'd in Holy Writt." In the case of the legal profession, it was commonly agreed that a knowledge of Latin was necessary, but a tendency had set in to dispense prospective lawyers from the study of poetry and of Greek. A vigorous protest is entered against this change, much of the argument being drawn from Cicero's oration in behalf of the poet, Archias.

But Christopher Wase goes on in a strain that reminds one of the nineteenth rather than the seventeenth century. It is said that the lower classes should be trained only for their calling in life; and that particularly in matters political and ecclesiastical they should simply learn to obey those set over them. He replies that, "it may be seasonable to interpose, whether there be not a Generall as well as Particular calling. All . . . ly under some Duty towards God and Man. .. That any nation can be too universally learn'd in the law of well-living, would be... hard to be conceived." "It is agreed on all parts, that Education is abso

lutely due to man, either as in his imperfect or corrupt estate." And again, "Kings of England have graffed upon these Policies, this conscience; that their Subjects pay them a rational obedience: that they ground their Faith upon principles of sound knowledge."

Taking such high ground with regard to the place and function of education, Wase urges that those who would make gifts and bequests for the establishment of new grammar schools be not discouraged, but given all possible furtherance in so praiseworthy an enterprise. He would have schoolmasters better paid; would have the patronage of country schools annexed to the several colleges of the universities; would have these schools made so good that the gentry would find it advantageous to send their sons thither, to be taught along with the sons of the common people. The practice of "our modern Januists," who "seem in great measure to leave Grammar and build upon Dictionary," does not find favor in his eyes. The writings of Comenius must have had some influence in England to have called out this protest.1 Wase prefers the example of those English "Master builders," Ascham, Hoole, and William Walker.

He devotes a brief passage to the question of instruction in writing and numeration. The proper instruments for these studies should be provided in the grammar schools, even if a separate room is not devoted to such use. Speaking apparently of penmanship and arithmetic both together he adds: "None, I think, in these days are of opinion that the skill and practice of this Art can be too universally propagated: some may with reason fear it is by many perverted from its noblest end, when emploid to this discouragement of other more excellent Arts and Sciences or restrain'd in a manner wholly to the service of secular advantage." 2

The large significance as well as the relative scantiness

1 Compare the rather slighting comment of Milton in the Tractate on Edu

cation.

2 Op. cit., pp. 3-11, 45-59, 66-82, 87-88, 108.

of Latin-school education in England in the later seventeenth century is well illustrated in this little academic dissertation. Thirty years before Wase wrote, a fresh and vigorous movement in secondary education was already in full progress in the American colonies; and not long after his book appeared, it took, as it were, a fresh start. We are now ready to enter upon some examination of the records of this movement.

BIBLIOGRAPHICAL NOTES

For several generations the standard biography of Colet was

KNIGHT, SAMUEL, D.D. The life of Dr. John Colet, Dean of S. Paul's in the reigns of K. Henry VII. and Henry VIII. and founder of S. Paul's school: with an appendix containing some account of the masters and more eminent scholars of that foundation; and several original papers relating to the said life. London, 1724.

Somewhat extended extracts from this work may be found in BARNARD'S Am. Journ. Ed., xvi. A more modern account is that of

LUPTON, J. H. A life of John Colet, D.D., Dean of St. Paul's, and founder of St. Paul's School, with an appendix of some of his English writings. London: George Bell and Sons, 1887.

Chapter 9 relates to the founding of the school. Additional information of much interest may be found in

SEEBOHM, FREDERIC. The Oxford reformers, John Colet, Erasmus, and Thomas More. Being a history of their fellow-work. London and New York: Longmans, Green, and Co., 1887.

Chapter 6 tells of the founding of St. Paul's school. And in

FROUDE, J. A. Life and letters of Erasmus. Lectures delivered at Oxford, 1893-4. New York: Charles Scribner's Sons, 1894.

Other matter relating to St. Paul's School may be found in

HAZLITT, W. CAREW. Schools, school-books, and schoolmasters, a contribution to the history of educational development in Great Britain. London: J. W. Jarvis & Son, 1888.

Especially chapter 7.

STAUNTON, HOWARD. The great schools of England: an account of the foundation, endowments, and discipline of the chief seminaries of learning in England; including Eton, Winchester, Westminster, St. Paul's,

Charterhouse, Merchant Taylors', Harrow, Rugby, Shrewsbury, etc.. etc. London, 1865.

Also in that interesting old volume

[ACKERMANN, R.] The history of the colleges of Winchester, Eton, and Westminster; with the Charterhouse, the schools of St. Paul's, Merchant Taylors, Harrow, and Rugby, and the free-school of Christ's Hospital. London, 1816.

The lives of Colet present, in appendixes, reprints of valuable documents relating to the history of St. Paul's School. Such matter may be found also, less carefully edited, in the works of Hazlitt and Staunton referred to above.

LEACH, ARTHUR F. English schools at the Reformation, 1546-8. Westminster: Archibald Constable & Co., 1896.

Pp. 346.

The value of this work is greatly enhanced by the reprint of documents relating to proceedings under the Chantries Acts of Henry VIII. and Edward VI., pp. 123-320. A later work by the same author, Early Yorkshire schools, the Yorkshire Archæological Society, 1898 (pp. 74+252), makes important additions to this study.

I cannot omit to mention one work which is of great value because of the light which it throws on the earlier educational ideals of the renaissance : WOODWARD, WILLIAM HARRISON. Vittorino da Feltre and other human

ist educators: essays and versions. An introduction to the history of classical education. Cambridge: University Press, 1897. Pp.

12+256.

Chapter 2, book 5, of GREEN's History of the English people gives a very helpful account of the revival of learning in England.

Of very great value in connection with this and the following chapter is EGGLESTON, EDWARD. The transit of civilization from England to America in the seventeenth century. New York: D. Appleton & Co., 1901. Pp. 9+344.

Especially chapter the fifth, on The tradition of education.

Mr. Eggleston has done a good service in calling attention anew to the writings of John Brinsley. I have made use of the copies of the Ludus literarius found in the library of Columbia University (first edition) and in the library of the Boston Athenæum (fifth edition). The title page is nearly identical in the two. That of the first edition reads as follows:

Ludus literarius: or, the Grammar Schoole; shewing how to proceede from the first entrance into learning, to the highest perfection required in the Grammar Schooles, with ease, certainty and delight both to Masters and Schollars; onely according to our common Grammar, and ordinary Classicall Authours: Begvn to be sovght ovt at the

desire of some worthy fauourers of learning, by searching the experiments of sundry most profitable Schoolemasters and other learned, and confirmed by tryall: Intended for the helping of the younger sort of Teachers, and of all Schollars, with all other desirous of learning; for the perpetual benefit of Church and Common-wealth. It offereth it selfe to all to whom it may doe good, or of whom it may receiue good to bring it towards perfection. London: Printed for Thomas Man, 1612. [Numbered pages, 330.]

The copy at Columbia University is bound in one volume with BRINSLEY'S The posing of the parts, which bears the same date. This little work, of 63 numbered leaves, is an "accidence" or Latin primer arranged in questions and answers.

The copy of the Colloquies of Corderius which I have used is in the library of Columbia University. The title page and some of the later leaves are missing. A note in manuscript on the inside of the cover represents it as the first edition of the work in the form put forth (1653) by Charles Hoole.

There is a copy of CHRISTOPHER WASE's book in the Library of Congress. It is published anonymously, and bears the title :

Considerations concerning free-schools as settled in England.

Printed at the Theater in Oxford, and are to be had there. And in Loudon at Mr. Simon Millers at the signe of the Star near the West end of S. Paul's Church. Anno 1678. Pp. [8] + 112.