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Emily Hansen Thesis 106032672.Pdf “From ‘Humanist’ to ‘Godly’?’: The Changing Social Function of Education in Early Modern English Grammar Schools” Emily Lynn Hansen PhD University of York History April 2015 Abstract This thesis explores the social function of England’s grammar schools between approximately 1480 and 1640, and how this changed due to the influences of both humanism and religious reform. It explores the grammar school curriculum, including instruction in Latin grammar and in rhetoric, as well as the teaching of Greek, religious instruction, and the general ‘experience‘ of attending school in the early modern period; it also addresses the process of founding and administering a school, the role of the schoolmaster, and the overall purpose of grammar school education, and who within society was able to benefit from that education. This thesis argues three main points: the first is that, despite becoming part of an educational ‘framework’ which was meant to help encourage religious understanding, the religious instruction found in a grammar school was in fact a very small proportion of the curriculum compared to the study of classical literature. Second, despite contemporary criticism of the humanist curriculum of grammar and rhetoric taught in the grammar schools, this curriculum remained in place continuously throughout the early modern period. Third, the definition of an ‘educated’ person was someone who had received instruction in the grammatical and rhetorical curriculum of the grammar schools, whether this was in a grammar school itself, or from a private tutor. The grammar school curriculum, and the ideal educated person which it was meant to produce, was kept very separate from other subjects, such as mathematics and modern languages and instruction in the vernacular. Grammar schools were put to use, officially, in upholding loyalty to the established church, and encouraging the spread of religious knowledge, yet the means to this end was primarily via the teaching of classical, secular, material. 2 Table of Contents Abstract ................................................................................................................2 Acknowledgements ..............................................................................................5 Declaration ...........................................................................................................6 Introduction ..........................................................................................................7 Chapter One: The Latin Curriculum ...............................................................27 Textbooks, and the Introduction of a Standard Grammar Book ..........................28 Methods of Teaching and Practising Latin ..........................................................44 Reconciling Classical and Christian Literature ...................................................56 What Did a Grammar School NOT Teach? .........................................................59 Chapter Two: Running and Funding a School ...............................................74 The Historiographical Background .....................................................................75 The Dissolution and the Chantry Acts .................................................................80 Why Are the Schools So Similar? ........................................................................89 School Founders ...................................................................................................93 The Endowed School – Income and Administration ............................................95 Endowing Schools as a Charitable Action ..........................................................105 Chapter Three: The Schoolmaster ...................................................................113 Schoolmastering As a Career? ............................................................................114 Priest or Layman? Married or Unmarried? .........................................................120 The Usher ............................................................................................................125 Religious Views ..................................................................................................132 Religious Duties ..................................................................................................135 Moral Standards ..................................................................................................139 Schoolmasters’ Teaching Methods ......................................................................142 Schoolmasters on the Continent – Comparisons .................................................148 Chapter Four: The Classroom Experience .....................................................153 The Content of the Latin Exercises .....................................................................154 Plays and Play-Days, Barring-out, Cockfighting, and other Diversions ............167 Morals and Punishments .....................................................................................176 3 Who Were the Scholars? .....................................................................................184 Chapter Five: Religious Instruction ................................................................190 Background – Religious Instruction and State Involvement Therein .................192 Instruction in the Official Religion .....................................................................200 The Catechism .....................................................................................................203 Attending Church ................................................................................................211 Classroom Prayers ..............................................................................................219 Religious Instruction on the Continent – Comparisons ......................................226 Chapter Six: Greek ...........................................................................................236 Why Learn Greek? ..............................................................................................238 Greek in the Universities ....................................................................................244 Greek in School Statutes .....................................................................................247 How to Teach Greek – Texts ...............................................................................249 How to Teach Greek – Methods .........................................................................255 The Ideal in Practice ...........................................................................................258 Hebrew ...............................................................................................................262 Chapter Seven: Education For Whom and For What? ................................265 The Social Inclusivity of the Grammar Schools ................................................267 Defining an ‘Educated’ Person ...........................................................................283 Education for Office-Holding? ...........................................................................291 Conclusion .........................................................................................................303 Appendix 1: Timetable for the Free Grammar School at Hertford, c. 1617. Compiled from BL Add. MS 33578, papers relating to the Free Grammar School at Hertford, 1616-1671 ..............................................312 Appendix 2: Patterns of Marriage and/or Ordination among English Schoolmasters, c. 1480-1630 .............................................................................314 Appendix 3: Towards a Finding List of Extant Primary Sources on Early Modern English Grammar Schools ......................................................315 List of Abbreviations .........................................................................................323 Bibliography ......................................................................................................324 Primary Sources ..................................................................................................324 Secondary Sources ..............................................................................................332 General References Not Appearing in the Footnotes ..........................................344 4 Acknowledgements Thank you to the staff in all the many archives and libraries I visited, from the county record offices to the school archives, for helping me consult the sources I needed (and sometimes to figure out what sources were still extant). I would also like to thank York’s History Department and Centre for Renaissance and Early Modern Studies, as well as the Royal Historical Society, for providing me with funding to cover the cost of some of these research trips. Thank you to my supervisor and thesis advisory panel, for pointing me in the direction of the most useful things to read and making me consider approaches to the subject I would not otherwise have thought of. And to my family, friends, and anyone else with whom I discussed the subject of grammar schools, and who expressed even the slightest interest in this subject, I sincerely appreciate all your encouragement, support, and general interest in what I was writing about. 5 Declaration This thesis is entirely my own work. It has not previously been submitted for examination to the University
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