disorders thereof; as watching and striving for the club and loitering then in the fields, some hindered that they cannot go forth at all. But hereby all may have their free liberty in due time; and none can abuse their liberty in that sort, nor have their minds drawn away, nor stir abroad all the day at school times, except upon some urgent necessity, to be signified to the master or usher; and so leave to be gotten privately, to return presently again. And also in those cases to loose their places for that day, unless the case be approved very necessary and sure; to the end to cut off occasions from such as will pretend necessities. If any one be catched abusing his master or his liberty, without necessity only, upon desire of idleness or play, he is to be corrected sharply for ensample. By this means you shall bring them to that order and obedience in a short time, as they will not think of stirring all the day, but at their times appointed, or upon very urgent and almost extraordinary necessity.

3. Besides these benefits, this will also gain so much time every day, as is lost in those intermissions; because there is no day but they will all look for so much time or more to the campo: especially as the shrewdest boys, who use to wait for the club, and watch their times, these will be sure to have much more than that. Besides all the time which they lose in waiting for that idle fit and that, they will, if they can, be away at lectures, and shewing exercises: and likewise they will exceedingly trouble the master in asking three or four sometimes together, what business soever he be about.

Spoudeus. I have been well acquainted with these disorders of the campo, and vexed with them many a time. I shall be most glad, if I may thus reform them and find these benefits instead thereof. But what say you for their recreations? Let me also hear your judgment in them: for I see that you would have in like manner a special regard to be kept thereof.

Philoponus. I would indeed have their recreations as well looked unto, as their learning; as you may perceive plainly by their intermissions at nine and at three. Besides those and all other their intermissions, it is very requisite also, that they should have weekly one part of an afternoon for recreation, as a reward of their diligence, obedience and profiting: and that to be appointed at the master's discretion, either the Thursday after the usual custom, or according to the best opportunity of

the place. That also to be procured by some verses made by the victors, as was shewed: and then only when there hath been already no play-day in the week before nor holy day in all the week...

All recreations and sports of scholars would be meet for gentlemen. Clownish sports, or perilous, or yet playing for money are no way to be admitted. The recreations of the studious are as well to be looked unto, as the study of the rest: that none take hurt by his study, either for mind or body, or any way else.

Yet here of the other side, very great care is to be had in the moderating of their recreation. For schools, generally, do not take more hindrance by any one thing, than by over-often leave to play. Experience teacheth, that this draweth their minds utterly away from their books, that they cannot take pains, for longing after play and talking of it; as also devising means to procure others to get leave to play: so that ordinarily when they are but in hope thereof, they will do things very negligently; and after the most play they are evermore far the

worst.

JOHN BRINSLEY, Ludus Literarius or the Grammar Schoole 1612

Punishment

Philoponus. For inflicting punishments we ought to come thereunto unwillingly, and even enforced; and therefore to proceed by degrees: that who cannot be moved by any of the former means of preferments nor encouragements nor any gentle exhortation nor admonition, may be brought into order and obedience by punishment. And therefore, first to begin with the lesser kinds of punishments; and so by degrees to the highest and severest, after this manner observing carefully the natures of everyone, as was said:

1. To use reproofs; and those sometimes more sharp according to the nature of the offender and his fault.

2. To punish by loss of place to him who doth better according to our discretion.

3. To punish by a note, which may be called the black bill. This I would have the principal punishment, I mean most of use. For you shall find by experience, that it being rightly used, it is more available than all other, to keep all in

obedience; and specially for any notoriously idle or stubborn, or which are of evil behaviour any way. The manner of it may be thus. To keep a note in writing, or, which may more easily be done, to keep a remembrance of all whom you observe very negligent, stubborn, lewd, or any way disobedient, to restrain them from all liberty of play. And therefore to give them all to know so much beforehand, that whosoever asketh leave to play, or upon what occasion soever, yet we intend always to except all such; and that liberty is granted only for the painful and obedient which are worthy to have the privileges of scholars and of the school, because they are such, and are an ornament to the school: not for them who are a disgrace unto it.

So always at such playing times before the exeats, the master and ushers to view every form through; and then to cause them all to sit still whom they remember to have been negligent or faulty in any special sort worthy of punishment, and to do some exercises in writing besides; either those which they have omitted before or such as wherein they cannot be idle. But herein there must be a special care when they are thus restrained from play, that either master or usher, if it can be conveniently, have an eye to them, that they cannot loiter; or some one specially appointed, to see that they do their tasks. Also that they be called to an account the next morning whether they have done the tasks enjoined, under pain of six jerks to be surely paid.

Moreover for all those who are notoriously stubborn or negligent or have done any gross fault, to cause them to sit thus, not only one day but every play-day continually, until they shew themselves truly sorry for their faults, and to amend; becoming as dutiful and submiss as any other; and until they do declare by good signs their desire and purpose to please and obey their master; unless they be released at very great suit or upon sufficient sureties of their fellows to incur otherwise their penalty if they amend not. This course straitly observed, partly through the shame of being noted in the rank of disordered fellows and also lest their parents should know it; and partly through depriving them of play and more also through this strict account to be given of their tasks, and severity of correction otherwise, will more tame the stubbornest

and proudest, through God's blessing, than any correction by rod: and this without danger to the scholar, or offence to their friends. And therefore, when rod and all other means fail, let us look carefully to this, not to leave one stubborn boy, until he be brought as submiss and dutiful as any of the rest. For, those being brought into obedience, the rest may easily be kept in order, with very little correction: whereas one stubborn boy suffered will spoil, or at leastwise endanger all the rest.

4. Sometimes in greater faults, to give three or four jerks with a birch, or with a small red willow where birch cannot be had. Or for terror in some notorious fault, half a dozen stripes or more, soundly laid on, according to the discretion of the master. Some do only keep a bill, and note carefully their several principal disorders; and now and then, shew them their names and faults mildly, how oft they have been admonished, and when they take them in hand pay them soundly and by this policy keep them in great obedience.

In this correction with the rod, special provision must be had for sundry things.

I. That when you are to correct any stubborn or unbroken boy, you may be sure with him to hold him fast; as they are enforced to do, who are to shoe or to tame an unbroken colt. To this end appoint three or four of your scholars, whom you know to be honest, and strong enough, or more if need be, to lay hands upon him together, to hold him fast, over some form, so that he cannot stir hand nor foot; or else if no other remedy will serve, to hold him to some post (which is far the safest and free from inconvenience) so as he cannot anyway hurt himself or others, be he never so peevish. Neither that he can have hope by any device or turning, or by his apparel, or any other means to escape. Nor yet that any one be left in his stubbornness to go away murmuring, pouting, or blowing and puffing, until he shew as much submission as any, and that he will lie still of himself without any holding; yet so as ever a wise moderation be kept. Although this must of necessity be looked unto; because besides the evil example to others, there is no hope to do any good to count of with any, till their stomachs be first broken: and then they once thoroughly brought under, you may have great hope to work all good according to their

capacity; so that it may be, you shall have little occasion to correct them after. Moreover every child suffered in his stubbornness to escape for his struggling, will in a short time come to trouble two or three men to take him up and to correct him without danger of hurting himself, or others.

II. To be wary for smiting them over the backs, in any case, or in such sort as in any way to hurt or endanger them. To the end to prevent all mischiefs, for our own comfort; and to cut off all occasions from quarrelling parents or evil reports of the school. And withal, to avoid for these causes, all smiting them upon the head, with hand, rod or ferula. Also to the end that we may avoid all danger and fear for desperate boys hurting themselves, not to use to threaten them afore, and when they have done any notorious fault, nor to let them know when they shall be beaten; but when they commit a new fault, or that we see the school most full or opportunity most fit, to take them of a sudden.

III. That the master, do not in any case abase himself to strive or struggle with any boy to take him up: but to appoint other of the strongest to do it, where such need is, in such sort as was shewed before; and the rather for fear of hurting them in his anger, and for the evils which may come thereof and which some schoolmasters have lamented after.

IV. That the masters and ushers also do by all means avoid all furious anger, threatening, chasing, fretting, reviling: for these things will diminish authority and may do much hurt, and much endanger many ways. And therefore on the contrary, that all their correction be done with authority, and with a wise and sober moderation, in a demonstration of duty to God and love to the children, for their amendment, and the reformation of their evil manners.

Finally, as God hath sanctified the rod and correction, to cure the evils of their conditions, to drive out that folly which is bound up in their hearts, to save their souls from hell, to give them wisdom; so it is to be used as God's instrument to these purposes. To spare them in these cases is to hate them. To love them is to correct them betime. Do it under God, and for Him to these ends and with these cautions, and you shall never hurt them: you have the Lord for your warrant.