In contrast to the prevailing view, this book reveals the educational revolution" of the 1500s to have grown from an earlier expansion of elementary and grammar education in the fourteenth, fifteenth, and early sixteenth centuries. Originally published in 1985. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

The greatest single contribution to the history of the grammar schools of medieval England, including the famous public schools of Winchester and Eton, was made between 1890 and 1915 by Arthur Francis Leach (1851-1915). A graduate of Winchester and All Souls College, Oxford and a member of the Middle Temple, Leach was appointed under Prime Minister Gladstone to the Charity Commission where he was involved in the implementation of the Endowed Schools Act of 1869.

Covering the period c.1530-c.1760, this book analyses the aims, facilities and achievements across all levels of education in England, institutional and informal, acknowledging in context the education situation in the rest of the British Isles, western Europe and North America.

A sequel to Nicholas Orme's widely praised study, Medieval Children Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them. Every kind of school is covered, from reading schools in churches and town grammar schools to schools in monasteries and nunneries, business schools, and theological schools. The author also shows how they fitted into a constantly changing world, ending with the impacts of the Renaissance and the Reformation. Medieval schools anticipated nearly all the ideas, practices, and institutions of schooling today. Their remarkable successes in linguistic and literary work, organizational development, teaching large numbers of people shaped the societies that they served. Only by understanding what schools achieved can we fathom the nature of the middle ages.

This analysis of the secular impact of the Reformation examines the changes within English towns from the mid-16th to the mid-17th century.

Originally published in 1991, this title was begun just before passage of the Education Reform Act of 1988 (ERA 88), which was implemented in the 1990s. This major act along with still-in-force provisions of the 1944 Education Act (with its 17 amendments) comprises the statutes governing education in England and Wales. The study reflects both the criticism and the praise showered on that important legislation, particularly in the Brief History and School Structure sections, and in Chapter 1 with its longer than usual annotations on ERA 88.

The links between Cornwall, a county frequently considered remote and separate in the Middle Ages, and the wider realm of England are newly discussed. Winner of The Federation of Old Cornwall Societies (FOCS) Holyer an Gof Cup for non-fiction, 2020. Stretching out into the wild Atlantic, fourteenth-century Cornwall was a land at the very ends of the earth. Within itsboundaries many believed that King Arthur was a real-life historical Cornishman and that their natal shire had once been the home of mighty giants. Yet, if the county was both unusual and remarkable, it still held an integral place in the wider realm of England. Drawing on a wide range of published and archival material, this book seeks to show how Cornwall remained strikingly distinctive while still forming part of the kingdom. It argues that myths, saints, government, and lordship all endowed the name and notion of Cornwall with authority in the minds of its inhabitants, forging these people into a commonalty. At the same time, the earldom-duchy and the Crown together helped to link the county into the politics of England at large. With thousands of Cornishmen and women drawn east of the Tamar by the needs of the Crown, warfare, lordship, commerce, the law, the Church, and maritime interests, connectivity with the wider realm emerges as a potent integrative force. Supported by a cast of characters ranging from vicious pirates and gentlemen-criminals through to the Black Prince, the volume sets Cornwall in the latest debates about centralisation, devolution, and collective identity, about the nature of Cornishness and Englishness themselves. S.J. DRAKE is a Research Associate at the Institute of Historical Research. He was born and brought up in Cornwall.