TABLE OF WORKS CITED. xxxi Somner, W. Dictionarium Saxonico Latino-Anglicum. Oxonii 1659. South Carolina. Laws of the Province, collected by N. Trott. 2 vols. Charles Town, 1736. State Trials. A complete collection from 11 Rich. II. to 16 Geo. III. Fourth edition, by F. Hargrave. 11 vols. in 5. London, 1766–81. State Trials. A complete collection, compiled by T. B. Howell. 34 vols. London, 1816-28. Statutes at Large from Magna Charta to the 49th year of George III. 11 vols. London, 1811-4. Statutes at Large passed in Parliaments in Ireland 1320-1800. 20 vols. Dublin, 1786-[1800]. Statutes of the Realm from Magna Charta to the end of the reign of Queen Anne. 11 vols. in 12. [London] 1810–24. Statutes of the United Kingdom of Great Britain and Ireland. 1801-68-9. 29 vols. London, 1804-69. Statutes, Public General. Annual volumes. London. The Survey of London. London, 1632. A Survey of the cities of London and Westminster, enlarged by John Strype. 2 vols. London, 1720. Strange, John. Reports of Cases. Third edition, by M. Nolan. 2 vols. London, 1795. Strype, John. Stubbs, C. W. Annals of the Reformation. 4 vols. Oxford, 1824. Life and Acts of John Whitgift, D.D. 3 vols. Oxford, 1822. W. The Constitutional History of England. 3 vols. Oxford, 1874-8. Tanner, Thomas. Notitia Monastica. London, 1744. Term Reports in the Court of King's Bench, by C. Durnford and E. H. East. 8 vols. London, 1817. Tillotson, J. The Works, with Life of the author, by T. Birch. 10 vols. London, 1820. Ventris, Peyton. The Reports of. London, 1726. Vesey, F., senr. Reports of Cases in the Court of Chancery. Fourth edition. 3 vols. London, 1818-25. Vesey, F., junr. Reports of Cases in the High Court of Chancery. 20 vols. London, 1827-33. Vising, M. T. Etude sur le dialecte Anglo-Normand du xII® Siècle. Upsala, 1882. Westminster Records. A catalogue, by J. E. Smith. London, 1900. Wheatley, H. B. London Past and Present. 3 vols. London, 1891. xxxii TABLE OF WORKS CITED. Worcester Priory, Register of. Ed. by W. H. Hale for the Camden Society. London, 1865. Wright, T. Volume of Vocabularies. Liverpool, 1857. Year Books. 7 vols. London, 1678-9. Vol. II. Vol. IV. Les Reports dels Cases en ley......en le temps......les Roys Henry le IV. et Henry le V. Yorkshire Chantry Surveys, published by the Surtees Society. 2 vols. Durham, 1894-5. CORRIGENDA. p. 151, last line of foot-note, for "pp. 256-7" read “ pp. 263-4". p. 178, add to foot-note 3"(The Universities Tests Act, 1871)” and delete the same from foot-note 4. p. 213, second line of foot-note, for "1819 (59 Geo. III. c. 13, s. 7) " read "1816 (56 Geo. III. c. 139, s. 7)" ADDENDA. p. 22, add foot-note to end of first paragraph as follows: "Mr W. H. Stevenson appears recently to have identified John Cornwaile as a teacher of grammar at Oxford in connexion with Merton College in 1347. Richard Pencriche seems to have been a Merton student in 1367, and a contemporary of Wycklif and John de Trevisa." p. 41, add foot-note 2 at the words "Chancellor of the Church of St Paul's, London," as follows: "This official was styled in old records Magister Scholarum, and according to Richard Newcourt's History of the Diocese of London (vol. 1. p. 108-9), he exercised complete control over Grammar Learning in the entire city of London. The same authority adds weight to the view, expressed infra, p. 46, that the original Grammar Schools of London were those of St Paul's, St Mary-le-Bow, and St Martin-le-Grand. It seems probable that there was a Magister scholarum in each diocese. See the Register of Worcester Priory, p. cx, published by the Camden Society, 1865." p. 164, add to foot-note: "It should be remembered that State support for Education in India can really be traced back to 1716, when the Government allowed a Charity School for thirty garrison children to be erected at Fort St George. (See Strype's Stow, Bk. v. p. 51.) " CHAPTER I. EDUCATION AND THE STATE FROM SAXON TIMES TO THE END OF THE FOURTEENTH CENTURY. State and Church and National Education. 1. THERE are few subjects more worthy of interest and study than the history of the relationship in England between education and the State, and there are few subjects of equal importance that in regard to sources of information are so fruitful in disappointment. To the student of the history of the English Universities and of individual English grammar schools lie open not only the works of distinguished scholars but also stores of uncollated information which offer many opportunities for original research. The general subject, however, as opposed to particular aspects of it, appears, in the centuries preceding the nineteenth century, peculiarly destitute of detail-so destitute, in fact, that Blackstone dismisses it almost in a phrase, and no early writer has deemed it worthy of research; yet when we consider the immeasurable importance of education in social organisations and attempt to realise the great part that letters have played in the development of England, it becomes evident that the national records must contain much of importance concerning the progress of education in each age. It could not be, in such a centralised community as England has been for many centuries, that the only records of the M. 1 2 EDUCATION A NATIONAL NEED. progress of the education of her people should be found in local archives and in the private history of her universities and her schools. Among the five-and-twenty thousand laws that have been placed by the Legislature on the Statute Book, in the innumerable volumes that contain the results of six centuries of national litigation, in the laws of the Church, in the Journals of Parliament, and in the records of Parliamentary debates, there must exist much evidence of the attitude of the State as an institution towards education as a necessity of national life. Every parish in the kingdom, it may be broadly said, gives evidence of the attitude towards education of those who were wise in their generation as well as rich, and it is not too much to infer that the collective wisdom and wealth of a State would realise, perhaps as readily as an individual, the needs of a nation. Christian Era. That education is a national need is not less readily State Educa- recognised by a generation that sees in it only tion before a spiritual or intellectual want than it is by a generation that regards it as a necessary agent for the obtaining of daily bread. Even before the Christian Era the necessity of education in the State was recognised by at least one writer. Diodorus Siculus in his Historical Library' tells us that Charondas, the Greek statesman, in giving laws to Thurium and other southern Italian cities, founded by Athenian emigrants, introduced a provision that all the children of the citizens should receive instruction and that the city should pay the master wages. Diodorus is clearly wrong in attributing such a law at Thurium to Charondas, as the city was founded in 443 B.C. when Charondas had been long dead. The passage, however, proves that the idea of State education was known a little before the time of our Lord. 1 Book XII. (see the reprint of P. Wesseling's edition 1793-1806, vol. v. p. 33) : “ ἐνομοθέτησε γὰρ τῶν πολιτῶν τοὺς υἱεῖς ἅπαντας μανθάνειν γράμματα χορηγούσης τῆς πόλεως τοὺς μισθοὺς τοῖς διδασκάλοις.” NATIONALISATION OF EDUCATION BY THE CHURCH. 3 Education as a Spiritual In the fourteenth century in England education was regarded as a spiritual thing, but we have yet to learn that it was considered less needful to the fulness of life or was in fact less widespread thing. than it was at the beginning of the nineteenth century, before the Evangelistic Revival. The recognition of education as a spiritual rather than as a mundane necessity had, moreover, certain consequences that are still unexhausted, of which the chief was the nationalising of education through the patriotic medium of a national Church. The State and the education of the people were certain, in some way and at some time, to come into contact. As a matter of history they became related through the agency of the Church and at a date. earlier, we may well believe, than could have resulted from the work of other social factors. It is true that in certain ways the Church seems to have retarded the growth of education, and it is equally true that in other ways it actually de-spiritualised education. In crushing the Lollard schools it retarded its own reformation by more than a century, and renewed the bonds of scholasticism in formulating the doctrine of Benefit of Clergy it created a powerful engine of education, but one that eventually depreciated the standard of public morals and the reputation of learning. Relation of Education. and there Other charges have also been made against the Church; charges of injury to education, Church to resulting from exclusiveness on the one hand and from political bias on the other hand, have not been wanting those who have seen in the apparently unreasonable opposition of a large body of the clergy in the sixth decade of the nineteenth century to the introduction of a conscience clause in schools a proof that the Church of England, as regards religious toleration, had learnt nothing and had forgotten nothing in a millennium of scholastic administration. In the course of this work some of these questions will receive consideration. That they |