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 gisms are commenced, and St. Luke’s Gospel is read in Greek.

The list of subjects for the first class comprises the Categories, the Topics, and the Elenchi, as well as Cicero and Demosthenes.

We have thus the programme of an eight-class school dealing with nothing but grammar and the classics, relieved by prayers and psalm-singing. Luther’s mathematics and history have disappeared altogether.

In England the history of the Reformed Church is not bound up with educational progress to the same extent. Edward VI., it is true, founded a number of Grammar Schools, but with the exception of the regulations for the Cathedral Schools drawn up by Cranmer in his Reformatio legum Ecclesiasticarum, we meet with no very definite scheme for school organisation. Nor is the section in the Reformatio, “Of the schools to be attached to the Cathedrals,” of very great value to the historian of Education. No division of classes is given, and the whole plan is sketchy in comparison with those of Sturm, Calvin, and Buchanan.

A school is to be attached to each Cathedral, that boys who have learned the rudiments from a private tutor may be able to obtain instruction in public classes. These schools are primarily ecclesiastical in character, and exist “that the knowledge of God’s word may be maintained in the Church; which is scarcely possible without a knowledge of languages.”

The master is to be chosen by the Bishop, and must be a sincere believer in the Evangelic doctrine, of good character, learned in grammar and humane letters, and sufficiently strong to stand the strain of teaching. The school shall be visited once a year by the Ordinary, who shall expel any boys on whom he thinks education is wasted,