churches, with charity foundations in parish churches, with guilds, or upon independent foundations. There were few of these latter, and all were inferior to Winchester and Eton. The close connection between these and the Church or the monastic schools is indicated by the illustration given, which is the oldest representation of Winchester School. The chief difference between these and monastic or hospital foundations was in the beginning not one of kind but of degree. Here priests and paupers were provided for as well as scholars; only there were seventy of the latter and three priests and sixteen charity foundationers. The main function of the institution was the training of future priests by the immediate preparation of students for New College, Oxford; hence teachers were provided, and behold! a new institution, a school rather than a monastery or a hospital. With the progress of the Reformation movement came the dissolution of monasteries and chantries and consequently the suppression of many of these schools under Henry VIII (1509-1547). Many, however, escaped suppression, and numerous others were refounded, thus giving to Edward VI in later days the undeserved title of "founder of schools." What concerns us now, however, is that these schools were all remodeled on Renaissance lines, and quite as complete a substitution of the schools of the new learning occurred as did in Germany. These public schools, nine of which, Winchester, Eton, St. Paul's, Westminster, Harrow, Charter-House, Rugby, Shrewsbury, and Merchant Taylors, are termed "great," continue the narrow humanistic training as formulated during this early Renaissance period, almost without any modification, until the report of the royal commissioners of investigation in 1864. The Grammar School of the American colonies was a transplanted English public school, now, however, for the most part supported and controlled by the colonies and the local town governments. Only rarely did it receive a foun dation by bequest, and even more rarely was it founded by religious or private association. The curriculum, the method, and the purpose were almost identical with those of thei English prototypes. Such schools were to be found in all the colonies, with the exception of Georgia and North Carolina, but were most numerous in the New England colonies where the religious motive was prominent and where colleges demanding the preparatory grammar training were influential. In Massachusetts, Connecticut, and Maryland, systems of such schools existed, and in the first of these colonies such schools were established in considerable number. The first of these in America was the Boston Latin School, founded 1635, with a continuous existence to the present time. The illustration given is of the old schoolhouse in connection with King's Chapel, as it was during the early part of the eighteenth century, at the close of the long mastership of Ezekiel Cheever. Cheever, the most famous of colonial schoolmasters, came to the Boston school in 1670, after a teaching experience of years in New Haven and in Charlestown, and served yet thirty-eight years in Boston. Owing to the fact that social and educational traditions were far less binding in the new country, the humanistic school gave place to a new type in America sooner than in any of the European countries. By the close of the eighteenth century the Latin schools had given place to the academy, to be mentioned later. THE BOSTON LATIN GRAMMAR SCHOOL, The Jesuit Schools, which flourished in great numbers during the latter half of the sixteenth, the seventeenth, and the first half of the eighteenth centuries, constitute a most important type of the humanistic schools. They represent for Roman Catholic countries this type of education. In their curriculum, influenced largely by the humanistic study in the universities, by the schools of the Brethren of the Common Life, and somewhat by Sturm's successful institution, they are thoroughly humanistic. Some further provision was made for the study of mathematics, of history, and of the content of literature than in Sturm's curriculum, but for the most part the work of these schools was of the narrow humanistic type of the most successful character. Since these schools. constitute the most prominent example of the types of schools growing out of the religious controversies of the sixteenth century, fuller presentation of them must be given in the following chapter. What the Renaissance was. REFERENCES Adams, Civilization During the Middle Ages, Ch. XV. Acton's Cambridge History, Vol. I, The Renaissance, Chs. XVI-XVII. (New York, 1902.) Andrews, Institutes of History, Ch. VIII. Burkhardt, The Renaissance in Italy, Pt. III, Chs. I, IV, V, VI, IX. Pt. IV, Chs. II-V. (London, 1878.) Draper, J. W., History of the Intellectual Development of Europe, Vol II, Ch. VI. Ducoudray, G., History of Modern Civilization, Chs. IX-X. (New York, 1891.) Emerton, Medieval Europe, Ch. XIII. (Boston, 1894.) Guizot, F. P. G., History of Civilization, Vol. I, Chs. XI-XII. (London, 1846-1853.) Owen, Skeptics of the Renaissance, Pt. I. (London, 1893.) Putnam, Books and their Makers, Vol. I, pp. 317-347. Robinson and Rolfe, Petrarch, Chs. I-II. (New York, 1898.) Schaff, P., The Renaissance and the Reformation, in the Evangelical |