College, Oxford (Warton, iii. 282). In his Elementarie, 1582, he has a long passage on the study of English, the whole of which I print here, at Mr Quick's desire, as it has slipt out of people's minds, and Mulcaster deserves honour for it :

"But bycause I take vpon me in this Elementarie, besides som frindship to secretaries for the pen, and to correctors for the print, to direct such peple as teach childern to read and write English, and the reading must nedes be such as the writing leads vnto, thererfor, (sic) befor I medle with anie particular precept, to direct the Reader, Í will thoroughlie rip vp the hole certaintie of our English writing, so far furth and with such assurance, as probabilitie can make me, bycause it is a thing both proper to my argument, and profitable to my cuntrie. For our naturall tung being as beneficiall vnto vs for our nedefull deliuerie, as anie other is to the peple which vse it: & hauing as pretie, and as fair obseruations in it, as anie other hath: and being as readie to yield to anie rule of Art, as anie other is: why should I not take som pains to find out the right writing of ours, as other cuntrimen haue don to find the like in theirs? & so much the rather, bycause it is pretended, that the writing thereof is meruellous vncertain, and scant to be recouered from extreme confusion, without som change of as great extremitie? I mean therefor so to deall in it, as I maie wipe awaie that opinion of either vncertaintie for confusion, or impossibilitie for direction, that both the naturall English maie haue wherein to rest, & the desirous st[r]anger maie haue whereby to learn. For the performance whereof, and mine own better direction, I will first examin those means, whereby other tungs of most sacred antiquitie haue bene brought to Art and form of discipline for their right writing, to the end that by following their waie, I maie hit vpon their right, and at the least by their president deuise the like to theirs, where the vse of our tung, & the propertie of our dialect will not yeild flat to theirs. That don, I will set all the varietie of our now writing, & the vncertaine force of all our letters, in as much certaintie, as anie writing can be, by these seuen precepts,-1. Generall rule, which concerneth the propertie and vse of ech letter: 2. Proportion which reduceth all words of one sound to the same writing: 3. Composition, which teacheth how to write one word made of mo: 4. Deriuation, which examineth the ofspring of euerie originall: 5. Distinction which bewraieth the difference of sound and force in letters by som writen figure or accent: 6. Enfranchisment, which directeth the right writing of all incorporat foren words: 7. Prerogatiue, which declareth a reseruation, wherein common vse will continew hir precèdence in our En[g]lish writing, as she hath don euerie where else, both for the form of the letter, in som places, which likes the pen better and for the difference in writing, where som particular caueat will chek a common rule. In all these seuen I will so examin the particularities of our tung, as either nothing shall

seme strange at all, or if anie thing do seme, yet it shall not seme so strange, but that either the self same, or the verie like vnto it, or the more strange then it is, shal appear to be in, those things, which ar more familiar vnto vs for extraordinarie learning, then required of vs for our ordinarie vse. And forasmuch as the eie will help manie to write right by a sene president, which either cannot vnderstand, or cannot entend to vnderstand the reason of a rule, therefor in the end of this treatis for right writing, I purpos to set down a generall table of most English words, by waie of president, to help such plane peple, as cannot entend the vnderstanding of a rule, which requireth both time and conceit in perceiuing, but can easilie run to a generall table, which is readier to their hand. By the which table I shall also confirm the right of my rules, that theie hold thoroughout, & by multitude of examples help som maim (so) in precepts. Thus much for the right writing of our English tung, which maie seme (so) for a preface to the principle of Reading, as the matter of the one is the maker of the other.-1582. Rich. Mulcaster. The First Part of the Elementarie, pp. 53-4.

Brinsley follows Mulcaster in exhorting to the study of English:

1.

"there seemes vnto mee, to bee a verie maine want in all our Grammar schooles generally, or in the most of them; whereof I haue heard som great learned men to complain; That there is no care had in respect, to traine vp schollars so as they may be able to expresse their minds purely and readily in our owne tongue, and to increase in the practice of it, as well as in the Latine or Greeke; whereas our chiefe indeuour should bee for it, and that for these reasons. Because that language which all sorts and conditions of men amongst vs are to haue most vse of, both in speech & writing, is our owne natiue tongue. 2. The purity and elegancie of our owne language is to be esteemed a chiefe part of the honour of our nation which we all ought to aduance as much as in vs lieth. when Greece and Rome and other nations haue most florished, their languages also haue beene most pure: and from those times of Greece & Rome, wee fetch our chiefest patterns, for the learning of their tongues. 3. Because of those which are for a time trained vp in schooles, there are very fewe which proceede in learning, in comparison of them that follow other callings.

As

John Brinsley, The Grammar Schoole, p. 21, 22. His "Meanes to obtaine this benefit of increasing in our English tong, as in the Latin," are

1. Daily vse of Lillies rules construed.

2. Continuall practice of English Grammaticall translations.

3. Translating and writing English, with some other Schoole exercises. Ibid., side-notes, p. 22, 23. On this question of English boys studying English, let it be remembered that in this year of grace 1867, in all England there is

just one public school at which English is studied historically-the City of London School-and that in this school it was begun only last year by the new Head-Master, the Rev. Edwin A. Abbot, all honour to him. In every class an English textbook is read, Piers Plowman being that for the highest class. This neglect of English as a subject of study is due no doubt to tutors' and parents' ignorance. None of them know the language historically; the former can't teach it, the latter don't care about it; why should their boys learn it? Oh tutors and parents, there are such things as asses in the world.

Of the school-life of a Grammar-school boy in 1612 we may get a notion from Brinsley's p. 296, "chap. xxx. Of Schoole times, intermissions and recreations," which is full of interest. 1. The Schooletime should beginne at sixe: all who write Latine to make their exercises which were giuen ouernight, in that houre before seuen'. -To make boys punctual, 'so many of them as are there at sixe, to haue their places as they had them by election or the day before all who come after six, euery one to sit as he commeth, and so to continue that day, and vntill he recouer his place againe by the election of the fourme or otherwise. . . If any cannot be brought by this, them to be noted in the blacke Bill by a speciall marke, and feele the punishment thereof: and sometimes present correction to be vsed for terrour. . . Thus they are to continue vntill nine [at work in class], signified by Monitours, Subdoctour or otherwise. Then at nine.. to let them to haue a quarter of an houre at least, or more, for intermission, eyther for breakefast. . or else for the necessitie of euery one, or their honest recreation, or to prepare their exercises against the Masters comming in. [2.] After, each of them to be in his place in an instant, vpon the knocking of the dore or some other sign.. so to continue vntill eleuen of the clocke, or somwhat after, to counteruaile the time of the intermission at nine.

(3.) To be againe all ready, and in their places at one, in an instant; to continue vntill three, or halfe an houre after: then to haue another quarter of an houre or more, as at nine for drinking and necessities; so to continue till halfe an houre after fiue: thereby in

1 See p. 273-4, all of a fourme to name who is the best of their fourme, and who is the best next him '.

that halfe houre to counteruaile the time at three; then to end so as was shewed, with reading a peece of a Chapter, and with singing two staues of a Psalme: lastly with prayer to be vsed by the Master.'

To the objectors to these intermissions at nine and three, who may reproach the schoole, thinking that they do nothing but play, Brinsley answers,- 2. By this meanes also the Schollars may bee kept euer in their places, and hard to their labours, without that running out to the Campo (as the[y] tearme it) at school times, and the manifolde disorders thereof; as watching and striuing for the clubbe, and loytering then in the fields; some hindred that they cannot go forth at all. (5.) it is very requisite also, that they should have weekly one part of an afternoone for recreation, as a reward of their diligence, obedience and profiting; and that to be appointed at the Masters discretion, eyther the Thursday, after the vsuall custom; or according to the best opportunity of the place. All recreations and sports of schollars, would be meet for Gentlemen. Clownish sports, or perilous, or yet playing for money, are no way to be admitted.'

On the age at which boys went to school, Brinsley says, p. 9, "For the time of their entrance with vs, in our countrey schooles, it is commonly about 7. or 8. yeares olde: six is very soone. If any begin so early, they are rather sent to the schoole to keepe them from troubling the house at home, and from danger, and shrewd turnes, then for any great hope and desire their friends haue that they should learne anything in effect."

To return from this digression on Education. Enough has been said to show that the progress of Education, in our sense of the word, was rather from below upwards, than from above downwards; and I conclude that the young people to whom the Babees Boke, &c., were addressed, were the children of our nobility, knights, and squires, and that the state of their manners, as left by their home training, was such as to need the inculcation on them of the precepts contained in the Poems. If so, dirty, ill-mannered, awkward young gawks, must most of these hopes-of-England have been, to modern notions. The directions for personal cleanliness must have been much needed when one considers the small stock of linen and clothes that men not

1 key of the Campo, see pp. 299 and 300, or a club, the holder of which had a right to go out.

rich must have had; and if we may judge from a passage in Edward the Fourth's Liber Niger, even the King himself did not use his footpan every Saturday night, and would not have been the worse for an occasional tubbing:

"This barbour shall have, every satyrday at nyght, if it please the Kinge to cleanse his head, legges, or feet, and for his shaving, two loves, one picher wyne. And the ussher of chambre ought to testyfye if this is necessaryly dispended or not."

So far as appears from Edward the Fourth's Liber Niger Domus, soap was used only for washing clothes. The yeoman lavender, or washer man, was to take from the Great Spicery as muche whyte soape, greye, and blacke, as can be thought resonable by proufe of the Countrollers,' and therewith tenderly to waysshe.. the stuffe for the Kinges propyr persone' (H. Ord. p. 85); but whether that cleansing material ever touched His Majesty's sacred person (except doubtless when and if the barber shaved him), does not appear. The Ordinances are considerate as to sex, and provide for " weomen lavendryes" for a Queen, and further that "these officers ought to bee sworne to keepe the chambre counsaylle." But it is not for one of a nation that has not yet taken generally to tubbing and baths, or left off shaving, to reproach his forefathers with want of cleanliness, or adherence to customs that involve contradiction of the teachings of physiologists, and the evident intent of Nature or the Creator. Moreover, reflections on the good deeds done, and the high thoughts thought, by men of old dirtier than some now, may prevent us concluding that because other people now talk through their noses, and have manners different from our own, they and their institutions must be wholly abominable; that because others smell when heated, they ought to be slaves; or that eating peas with a knife renders men unworthy of the franchise. The temptation to value manners above morals, and pleasantness above honesty, is one that all of us have to guard against. And when we have held to a custom merely because it is old, have refused to consider fairly the reasons for its change, and are inclined to grumble when the change is carried out, we shall be none the worse for thinking of the people, young and old, who, in the time of Harrison and Shakspere, the "For