Read Cicero's longer Letters; also the Andria of Terence, and selections from Æsop, Bishop Ambrose, Martial, and Horace. Written exercises to secure greater elegance in style.

Saturday and Sunday to be given to the shorter Latin catechism of Luther, and the reading of some letters of the Hieronymians.

Greek to be commenced in this class.

In music emphasis on time.

Boys now to be proficient in grammar, and to have a store of
Latin words for every-day objects.

Enlarge Latin vocabulary to words for unknown objects.
Meter in Latin poetry to be studied, with scanning.
Mythology to be learned.

Read Cicero's Cato and Lælis, and the Eclogues of Vergil.
Boys to complete their encyclopedias of Latin words.

Style to be still more thoroughly cultivated. Verse writing to
be begun.

Examples of eloquence for translation, and then re-translated into Latin.

Greek to be continued; vocabulary to be enlarged; simple reading.

Pauline epistles to be read.

Now to be well grounded in Greek and Latin grammar. 7. Fourth Class

Age 13 to 14.

Much drill on what has been so far learned.

"Diligent practice" to be continued on style.

Read sixth oration against Verres, second book of Cicero's
Letters to Friends, part of Adelphi of Terence, and the epis-
tles and satires of Horace in Latin; in Greek, the "Book of
Examples."

Much drill on Greek grammar.

Pauline epistles to be read.

8. Third Class Age 14 to 15.

Range of previous studies to be enlarged.

Rhetoric to be begun.

Read third book of Cicero's Letters to Friends, the Menippus of
Lucian, and the sixth book of Vergil's Aneid in Latin; in
Greek, the first book of the Iliad or the Odyssey, and the
best efforts of Demosthenes to be carefully studied.

Select orations in Greek to be translated into Latin, and vice

versa.

Change Odes of Pindar and Horace into different meter.
Comedies of Terence and Plautus to be acted.

Literal interpretation of Greek poets and orators.
Connection between oratorical and poetic usage.

Striking passages to be copied into books for learning.
Similar work with Latin authors, with comparisons.

Daily exercises in style very important.

Rhetoric to be studied now from a text, and applied to orations of Demosthenes and Cicero.

Logic to be introduced in this class.

On Sundays, the Epistles of Saint Paul to the Romans to be
learned by heart.

Acting of plays to continue, being extended to include those of
Aristophanes, Euripides, or Sophocles.

Read the second Philippic of Demosthenes, Cicero's pleas in
behalf of Roscius Amerinus and Caius Rabirius, and the
first book of the Iliad.

Elementary work in mathematics.

10. First Class

Age 16 to 17.

Logic and rhetoric to be extended, and applied to Cicero and
Demosthenes.

Readings from Vergil, Homer, Thucydides, and Sallust.

Much translation and re-translation, writing in prose and poetry, and declamation. Dramatic representations every week.

Epistles of Saint Paul to be expounded, after the manner of the old rhetoricians.

In geometry, first book of Euclid studied.

Some very elementary instruction in astronomy.

138. Colet's Statutes for Saint Paul's School, London (Statutes of 1518, the original Statutes of 1510 being permanently lost. Lupton, J. H., Life of Colet. London, 1887)

John Colet (1465-1519), an enthusiastic humanist, was made Dean of Saint Paul's Cathedral in London, in 1500, and in 1510 he re-founded the school of Saint Paul's Churchyard as a NewLearning school. In a series of Statutes, first in 1510 and again in 1518, he made detailed provision for its government and the instruction in it. The Statutes begin with the words:

John Colett, the sonne of henry Colett Dean of paules desiring nothing more thanne Educacion and bringing vpp chyldren in good Maners and litterature in the yere of our Lorde a mli fyve hundreth and twelff bylded a Scole in the Estende of paulis Church for cliij to be taught fre in the same.

From the Statutes of 1518 we quote three selections which show the care he exercised to put around the pupils the proper religious atmosphere, to prevent the instruction being wasted on poorly prepared or inattentive children, and to insure that pure Latin and Greek, and not monastic Latin, be taught. Many of his expressions are very interesting and quaint. The Statutes are also interesting as having been written in English instead of in Latin. (a) Religious Observances

The Chapelyn

There shalbe also in the Scole a preist that dayly as he can be disposed shall sing masse in the chapell of the Scole and pray for the children to prosper in good lyff and in good litterature to the honor

of God and oure Crist Jesu. At this masse whenever the bell in the scole shall knyll to sacryng thenne all the children in the scole knelyng in theyr Settes shall with lift upp handis pray in the tyme of sacrying. After the sacryng whenne the bell knilleth agayn, they shall sit downe ageyn to theyr lernyng.

This preist sum good honest and vertuouse manne shalbe chosyn fro tyme to tyme by the wardens and assistence of the Mercery, he shall also lerne or yf he be lerned helpp to teche in the scole yf it shall seme conuenient to the hye Maister or ellis not.

He shall haue no benefice with cure nor service nor no other office nor occupacion but attend allonly vpon the scole he shall teche the children the catechyzon and Instruction of the articles of the faith and the X commaundmentis in Inglish. His wages shal be viiili by the yere and lyvery gowne of xxjs viid delyured in cloth.

(b) Admission of Children

The Mayster shal reherse these artycles to them that offer theyr children, on this wyse here followynge.

If your chylde can rede & wryte latyn & englisshe sufficiently, soo that he be able to rede & wryte his owne lessons, then he shal be admytted into the scole for a scholer.

If your childe after reasonable season proued be founde here vnapte and vnable to lernynge, than ye warned therof shal take hym awaye, that he occupye not here rowme in vayne.

If he be apte to lerne, ye shal be content that he contynue here tyl he haue some competent literature.

If he be absent vi dayes & in that mean season ye shewe not cause reasonable (reasonable cause is al onely sekenes) than his rowme to be voyde, without he be admytted agayne & paye iiij.d.

Also after cause shewed yf he contynue so absent tyl the weke of admyssyon in the nexte quarter, & than ye shewe not the contynuaunce of his sekenes, than his rowme to be voyde and he none of the scole, tyl he be admytted agayne and paye iiii.d. for wrytinge of his name.

Also yf he fall thryse in to absence, he shall be admytted no more. Your chylde shal on childermasse daie wayte upon the bysshop at Poules and offer there.

Also ye shal fynde hym waxe in wynter.

Also ye shal fynde hym convenient bokes to his lernynge.

If the offerer be content with these artycles, than let his chylde be admytted.

(c) The Course of Study

As towchyng in this scole what shalby taught of the maisters and lernyd of the scolers, it passith my wit to devyse and determyn in particuler but in generall to speke and sum what to saye my mynde, I wolde they were taught all way in good litterature both laten and greke, and goode auctours suych as haue the veray Romayne eliquence joyned withe wisdome specially Cristyn auctours that wrote theyre wysdome with clene and chast laten other in verse or in prose, for my entent is by thys scole specially to incresse knowledge and worshipping of god and oure lorde Crist Jesu and good Cristen lyffe and maners in the Children.

And for that entent I will the Chyldren lerne ffirst aboue all the Cathechyzon in Englysh and after the accidence that I made or sum other yf eny be better to the purpose to induce chyldren more spedely to laten spech And thanne Institutum Christiani homines which that leryned Erasmus made at my request and the boke called Copia of the same Erasmus And thenne other auctours Christian as lactancius prudentius and proba and sedulius and Juuencus and Baptista Mantuanus and suche other as shalby tought convenyent and moste to purpose vnto the true laten spech all barbary all corrupcion all laten adulterate which ignorant blynde folis brought into this worlde and with the same hath distayned and poysenyd the plde laten spech and the varay Romayne tong which in the tyme of Tully and Salust and Virgill and Terence was vsid, whiche also seint Jerome and seint ambrose and seint Austin and many hooly doctors lernyed in theyr tymes. I say that ffyl

thynesse and all such abusyon which the later blynde worlde brought in which more ratheyr may be callid blotterature thenne litterature. I vtterly abbanysh and Exclude oute of this scole and charge the Maisters that they teche all way that is the best and instruct the chyldren in greke and Redyng vnto them suych auctours that hathe with wisdome joyned the pure chaste eloquence.

139. Ascham on Queen Elizabeth's Learning

(Ascham, Roger, The Scholemaster. Arber ed., book 11, p. 194. London, 1570) One of the enthusiastic teachers of the New Learning in England was Roger Ascham (1516-68), who had studied at Saint John's College, Cambridge a center of the new learningunder Sir John Cheke, one of the greatest teachers of teachers. His years there Ascham often referred to as "my swete tyme at Cambridge." Ascham in turn became a great teacher of reformed Latin and Greek, the tutor of Queen Elizabeth, and wrote The Scholemaster to show the advantages of a mild discipline and his method of double translation in teaching languages. Of Queen Elizabeth he wrote:

...

... And by theis authorities and reasons am I moued to thinke, this waie of double translating, either onelie or chieflie, to be fittest, for the spedy and perfit atteyning of any tong. And for spedy atteyning, 1 durst venture a good wager, if a scholer, in whom is aptnes, loue, dili gence, and constancie, would but translate, after this sorte, one litle booke in Tullie, as de senectute, . . . that scholer, I say, should cum to a better knowledge in the Latin tong, than the most part do, that spend four or fiue yeares, in tossing all the rules of Grammer in common scholes. . . . And a better, and nerer example herein, may be, our most noble Quecne Elizabeth, who neuer toke yet, Greeke nor Latin Grammer in her hand, after the first declining of a nowne and a verbe, but onely by this double translating of Demosthenes and Isocrates dailie without missing euerie forenone, for the space of a yeare or two, hath atteyned to soch a perfite vnderstanding in both the tonges, and to soch a readie vtterance of the latin, and that wyth soch a judgement, as they be fewe in nomber in both the vniuersities, or els where in England, that be, in both tonges, comparable with her Maiestie.

140. Colet's Introduction of Lily's Latin Grammar

William Lily (1468-1522), one of the early English humanists, was appointed headmaster of the newly founded Saint Paul's School, in London, in 1512, shortly after his return from Italy. For this school he wrote Lily's Latin Grammar, a book which en