The next stage of education was grammar [secondary] school or a private tutor. A student was taught rhetoric (e.g. poetry, history, precepts of rhetoric, and classical oratory), some logic, and Latin and Greek grammar. English grammar was learned through Latin grammar and English style through translation from Latin. As a result, they wrote English in a latin style. Literary criticism was learned through rhetoric. There were disputations on philosophical questions such as how many angels could sit on a pin's point, and at some schools, orations. The students sat in groups around the hall for their lessons. The boys and some girls were also taught hawking, hunting and archery. There were no playgrounds. The grammar student and the undergraduate were tested for proficiency by written themes and oral disputations, both in Latin. The middle classes from the squire to the petty tradesman were brought into contact with the works of the best Greek and Roman writers. The best schools and many others had the students read Cicero, the "De Officiis", the epistles and orations, and some of Ovid, Terence, Sallust, Virgil, some medieval Latin works, the "Distichs" of Cato, and sometimes Erasmus and Sir Thomas More. The students also had to repeat prayers, recite the Lord's Prayer and the Ten Commandments, and to memorize catechisms. Because the students came from the various social classes such as gentlemen, parsons, yeomen, mercers, and masons, they learned to be on friendly and natural terms with other classes. A typical schoolday lasted from 7:00 am to 5:00 PM. There were so many grammar schools founded and financed by merchants and guilds such as the Mercers and Fishmongers that every incorporated town had at least one. Grammar schools were headed by schoolmasters, who were licensed by the bishop and paid by the town. Flogging with a birch rod was used for discipline.
Many grammar schools had preparatory classes called "petties" for boys and girls who could not read and write to learn to do so. The girls did not usually stay beyond the age of nine. This was done by a schoolmaster's assistant, a parish clerk, or some older boys. However, the grammar schools did not become the breeding grounds for humanist ideas because the sovereigns were faced with religious atomism and political unrest, so used the grammar schools to maintain public order and achieve political and religious conformity.
Some founders of grammar schools linked their schools with particular colleges in the universities following the example of Winchester being associated with New College, Oxford, and Eton with King's College, Cambridge. The new charter of Westminster (1560) associated the school with Christ Church, Oxford and Trinity College, Cambridge.
The government of Oxford University, which had been Catholic, was taken from the resident teachers and put into the hands of the Vice-Chancellor, Doctors, Heads of Colleges, and Proctors. Cambridge already had a strong reformed element from Erasmus' influence. Oxford University and Cambridge University were incorporated to have a perpetual existence for the virtuous education of youth and maintenance of good literature. The Chancellors, masters, and scholars had a common seal. Oxford was authorized to and did acquire its own printing press. Undergraduate students entered about age 16 and resided in rooms in colleges rather than in scattered lodgings. The graduate fellows of the college who were M.A.s of under three years standing had the responsibility, instead of the university, for teaching the undergraduates. This led many to regard their fellowship as a position for life rather than until they completed their post-graduate studies. But they were still required to resign on marrying or taking up an ecclesiastical benefice. The undergraduates were poor scholars or fee-paying members of the college. Some of the fee-paying members or gentlemen-commoners or fellow-commoners were the sons of the nobility and gentry and even shared the fellows' table. The undergraduate students were required to have a particular tutors, who were responsible for their moral behavior as well as their academic studies. It was through the tutors that modern studies fit for the education of a Renaissance gentleman became the norm. Those students not seeking a degree could devise his own course of study with his tutor's permission. Less than about 40% stayed long enough to get a degree. Many students who were working on the seven year program for a Master's Degree went out of residence at college after the four year's "bachelor" course. Students had text books to read rather than simply listening to a teacher read books to them.
In addition to the lecturing of the M.A.s and the endowed university lectureships, the university held exercises every Monday, Wednesday, and Friday in which the student was meant through disputation, to apply the formal precepts in logic and rhetoric to the practical business of public speaking and debate. Final examinations were still by disputation. The students came to learn to read Latin easily. Students acted in Latin plays. If a student went to a tavern, he could be flogged. For too elaborate clothing, he could be fined. Fines for absence from class were imposed. However, from this time until 1945, a young man's university days were regarded as a period for the "sowing of wild oats".
All students had to reside in a college or hall, subscribe to the 39 articles of the university, the Queen's supremacy, and the prayer book. Meals were taken together in the college halls. The universities were divided into three tables: a fellows' table of earls, barons, gentlemen, and doctors; a second table of masters of arts, bachelors, and eminent citizens, and a third table of people of low condition. Professors, doctors, masters of arts and students were all distinguishable by their gowns.
Undergraduate education was considered to be for the purpose of good living as well as good learning. It was to affect the body, mind, manners, sentiment, and business, instead of just leading to becoming a better disputant. The emphasis on manners came mostly from an Italian influence. The university curriculum included Latin and Greek languages and was for four years. The student spent at least one year on logic (syllogizing, induction, deduction, fallacies, and the application of logic to other studies), at least one year on rhetoric, and at least one year on philosophy. The latter included physics, metaphysics, history, law, moral and political philosophy, modern languages, and ethics (domestic principles of government, military history, diplomatic history, and public principles of government), and mathematics (arithmetic, geometry, algebra, music, optics, astronomy). The astronomy taught was that of Ptolemy, whose view was that the celestial bodies revolved around a spherical earth, on which he had laid out lines of longitude and latitude. There were lectures on Greek and Latin literature, including Aristotle, Plato, and Cicero. There were no courses on English history in the universities.
About 1564, the curriculum was changed to two terms of grammar, four terms of rhetoric, five terms of dialectic (examining ideas and opinions logically, e.g. ascertaining truth by analyzing words in their context and equivocations), three terms of arithmetic, and two terms of music. There were now negative numbers, irrational numbers such as square roots, and imaginary numbers such as square roots of negative numbers. The circumference and area of a circle could be computed from its radius, and the Pythagorean theorem related the three sides of a right triangle. Also available were astrology, alchemy (making various substances such as acids and alcohols), cultivation of gardens, and breeding of stock, especially dogs and horses. Astronomy, geometry, natural and moral philosophy, and metaphysics were necessary for a master's degree. The university libraries of theological manuscripts in Latin were supplemented with many non-religious books.
There were graduate studies in theology, medicine, music, and law, which was a merging of civil and canon law together with preparatory work for studying common law at the Inns of Court in London.
In London, legal training was given at the four Inns of Court. Students were called to dinner by a horn. Only young gentry were admitted there. A year's residence there after university gave a gentleman's son enough law to decide disputes of tenants on family estates or to act as Justice of the Peace in his home county. A full legal education gave him the ability to handle all family legal matters, including property matters. Many later became justices of the Peace or members of Parliament. Students spent two years in the clerks' commons, and two in the masters' commons. Besides reading textbooks in Latin, the students observed at court and did work for practicing attorneys. After about four more years' apprenticeship, a student could be called to the outer barre. There was a real bar of iron or wood separating the justices from the attorneys and litigants. As "Utter Barrister" or attorney, he would swear to "do no falsehood in the court, increase no fees but be contented with the old fees accustomed, delay no man for lucre or malice, but use myself in the office of an Attorney within the Court according to my learning and discretion, so help me God, Amen". Students often also studied and attended lectures on astronomy, geography, history, mathematics, theology, music, navigation, foreign languages, and lectures on anatomy and medicine sponsored by the College of Physicians. A tour of the continent became a part of every gentleman's education. After about eight years' experience, attorneys could become Readers and Benchers, the latter of whom made the rules. Readers gave lectures. Benchers, who were elected by other Benchers, were entrusted with the government of their Inn of Court, and usually were King's counsel. Five to ten years later, a few of these were picked by the Queen for Serjeant at Law, and therefore eligible to plead at the bar of common pleas. Justices were chosen from the Serjeants at Law.