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for searching only. It is clear, then, that for final work in all these schools the boys from simple Latins progressed through themes of increasing degrees of difficulty to epistles, verse, and the declamatory forms. This is the scheme of Erasmus. At each stage, the boys have the proper classic models for imitation. They are directed in their efforts by the requisite amounts of theory from grammar, rhetoric, and logic. In fundamentals, it is as Erasmus said it should be. It was founded upon his principles, and taught from his texts and by his methods, as progressively modified. The exercises by which these subjects were inculcated were all conventional byWhittinton's day, so that he sup-plies the boys with proper Latin formulae in his Vulgaria.
Here me felowe/ my parte/ my verses/ my rule/ my latyn/ without boke.
Audi mi condiscipule. audito. audias me memoriter recitantem. partem carmina regulam/ materiam latinam tt
Since this is written in a book of vulgars which became Latins, here are all the conventional subjects of drill. The general principles of routine are also uniform. Some work had been assigned for over night. This was repeated first thing in the morning as the morning lessons. The remainder of the morning was spent in receiving and preparing lessons. The afternoon was spent in recitations, these being the afternoon lessons. The routine of morning and afternoon lessons, with "parts" and "rules" coming first thing as the morning lessons still continues in Paul's curriculum in the second half of the seventeenth century. On Friday morning a certain amount of new work was given to be rendered at the same time Saturday. But the greater part of Friday and Saturday was occupied in repeating the total work of the week. Then the last two weeks of the quarter were de-voted to repetition of the total work of that period. Since the work depended fundamentally upon memory, the teachers realized fully the necessity of constant repetition.
The Elizabethan schoolmaster evidently agreed with Diogenes, who for his pupils
found the meanes yt thei should learn by hearte & memorie al yt euer good was out of ye poetes, & other writers. In cosideracion yt we haue true knowlage & perfecte intelligece, onely of suche thynges as wee haue suerly enprinted & engrauen in our memorie sz
Whittinton, Robert, Pulgaria .. , et de institutione grammaticulorum Opusculum (1525), Folio XXVr.
Erasmus, D., Apophthegmes, that is to sale, prompt, quiche, wittie and sententious saiynges (tr. by N. Udall, 1542; U. M. *1063, from B. M. 5075, g. 1; S. T. C.10443), p. 8or; Roberts, R. The Apophthegmes of Erasmus, Translated into English by Nicolas Udall (1877, from the edition of 5564), p. 89. Two copies of the edition of 5564 in the University of Illinois Library.
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