First published in 1908, this important work on the history of
education traces the development of teaching in English Grammar
Schools from the invention of printing up to 1660. It is not a
history of the theories of educational reformers as to what should
or should not be taught, but a history of the actual practices of
the schools, of their curricula and of the differentiated subjects
of instruction. The author relies heavily on the textbooks used in
schools in the sixteenth and seventeenth centuries, in particular
the 'Ludus Literarius' of John Brinsley and the 'New Discovery of
the Old Art of Teaching School' of Charles Hoole, and makes free
use of the School Statutes which state the express intention of the
Founder as to what was to be taught. The period covered is one of
great significance in which the Encyclopaedia of the medieval
curriculum was abandoned for the modern practice of the
differentiation of school subjects. The new knowledge of the
Renaissance and the introduction of critical methods and of close
analysis gave students a detailed knowledge which could not be
fitted into the rigid confines of the medieval Encyclopaedia, while
the invention of printing enormously facilitated the increase and
spreading of text books for both teachers and pupils.
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