Secondary education

===Renaissance and Reformation===
Whereas in mainland Europe the [[Renaissance]] preceded the [[Reformation]], local conditions in England caused the Reformation to come first. The Reformation was about, among other things, allowing the laïty to interpret the Bible in their own way without the intervention of priests, and preferably in the vernacular. This stimulated the foundation of free Grammar schools- who searched for a less constrained curriculum. [[Colonialisation]] required navigation, mensuration, languages and administrative skills. The laïty wanted these taught to their sons. After [[Gutenberg Bible|Gutenberg]]1455<ref name="Man">{{cite book | last=Man | first=John | title=Gutenberg: How One Man Remade the World with Words | publisher=John Wiley and Sons, Inc. | location=New York | isbn=0-471-21823-5 | year=2002 | url-access=registration | url=https://archive.org/details/gutenberghowonem00john }}</ref> had mastered moveable metal type printing and [[Tyndale Bible|Tyndale]] had translated the Bible into English (1525),<ref>{{Citation |first=AC |last=Partridge |title=English Biblical Translation |place=London |publisher=Andrè Deutsch |year=1973 |pages=38–39, 52–52}}.<!-- ISBN needed --></ref> Latin became a skill reserved for the catholic church and sons of conservative nobility. Schools started to be set up for the sons of merchants in Europe and the colonies too- for example [[Boston Latin School|Boston Latin Grammar School]] (1635).

[[Comenius]] (1592–1670),<ref>Daniel Murphy, ''Comenius: A Critical Reassessment of his Life and Works'' (1995), p. 8 and p. 43.</ref> a [[Moravians|Moravian]] [[protestant]] proposed a new model of education- where ideas were developed from the familiar to the theoretical rather than through repetition, where languages were taught in the vernacular and supported universal education. In his ''Didactica Magna'' (Great Didactic),<ref>{{cite web|last1=Comenius|title=Didactica Magna|url=http://studentzone.roehampton.ac.uk/library/digital-collection/froebel-archive/great-didactic/index.html|access-date=13 March 2017|url-status=dead|archive-url=https://web.archive.org/web/20141010092911/http://studentzone.roehampton.ac.uk/library/digital-collection/froebel-archive/great-didactic/index.html|archive-date=10 October 2014}}</ref> he outlined a system of schools that is the exact counterpart of many western school systems: kindergarten, elementary school, secondary school, six-form college, university.<ref>{{cite NIE|wstitle=Comenius, Johann Amos}}</ref>
[[John Locke|Locke]]'s ''[[Some Thoughts Concerning Education]]'' (1693) stressed the importance of a broader intellectual training, moral development and physical hardening. <!-- (Spens 1938:13)-->

The grammar schools of the period can be categorised in three groups: the nine leading schools, seven of them boarding institutions which maintained the traditional curriculum of the classics, and mostly served 'the aristocracy and the squirearchy' <!-- (Williams 1961:134) -->; most of the old endowed grammar schools serving a broad social base in their immediate localities which also stuck to the old curriculum; the grammar schools situated in the larger cities, serving the families of merchants and tradesmen who embraced change.{{sfn|Gillard|2017}}